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This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers’ gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study reveal some variability by treatment type and inform future research on equitable practices in engineering and computer science education. [ABSTRACT FROM AUTHOR]

Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site, and field trips to nature- and science-themed sites. Pre- and posttests, focus group interviews, journals, and student work samples were analyzed. Findings/Conclusions: Children’s science content knowledge as well as their engagement in science lessons and field trips were positively influenced during the study. Implications: This study provides a template for establishing culturally relevant experiential learning opportunities to engage underrepresented children in science. [ABSTRACT FROM AUTHOR]

Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others. [ABSTRACT FROM AUTHOR]

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study. [ABSTRACT FROM AUTHOR]

In this paper, results from a 2-year informal science education study are presented. Children (aged 8-12) in this study participated in multi-aged groups to learn science within the context of paleontology and climate change. The goals of the project were to increase science content knowledge among underrepresented minority students and to enhance their interest in science. Providing urban students of color with opportunities to learn science may promote social justice and science as a civil right. Students in this study demonstrated science content knowledge and academic brilliance as they engaged in environmental science tasks. Results of paired t tests revealed science content knowledge increased significantly in Phase 1 (Saturday academy) of the study and on two of three content tests in Phase 2 (summer camp). Qualitative data revealed the depth of student learning and that student interest in science was generally positive. We conclude the program was moderately successful in terms of its goals and provided lessons learned in terms of engaging in equitable science teaching. This study adds to the extant literature on underrepresented students' content knowledge and interest in science while participating in place-based, informal science education focused on paleontology and climate change. [ABSTRACT FROM AUTHOR]

This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28 % (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable. However, 89 % (16 out of 18) of the TCs chose texts that were mathematically robust or mathematically peripheral. Four focal TCs were selected to examine how they used the texts with children to teach mathematics concepts. Math lessons fostered academic success, cultural competence, and critical consciousness. Overall, the results of the study are mixed. We conclude that some TCs' choice of texts may reflect indifference, passive resistance, low self-efficacy, school culture, and mixed messages from the teacher-researcher. Additional studies that include follow-up interviews and classroom observations are needed to determine the factors that influence TCs' selections of multicultural texts and their implementation of culturally relevant pedagogy with students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found between content knowledge and outcome expectancy. Written artifacts were used to understand and elaborate on these findings. Those data suggest that prior learning experiences may help explain this relationship. Additionally, they suggest that preservice teachers with different levels of content knowledge may attend to different sources of information when making efficacy judgments about teaching. [ABSTRACT FROM AUTHOR]

This paper reports on a study of elementary preservice teachers' inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers' practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers' efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students' ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers' inquiry-based practices. However, why preservice teachers' beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers' beliefs impact urban students' science education. [ABSTRACT FROM AUTHOR]

Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. Throughout this conceptual article, we (a) explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today's classrooms. [ABSTRACT FROM AUTHOR]

Culturally relevant pedagogy is not well understood as an instructional strategy in the mathematics classroom. This study reveals the challenges two teachers faced when they implemented a pilot project with ninth and tenth grade ESOL students. The task they envisioned as culturally relevant did not capture their ESOL students' interests; rather, it caused both teachers and students to wrestle with tensions around cultural relevance. The major finding of this study is teachers' beliefs and identities are complicated with CRP. Specifically, it changed two teachers' beliefs about teaching mathematics and their role in the mathematics classroom. It also informed the teacher-researcher about the needs of teachers prior to implementing CRP. Although the .task allowed ESOL students to acquire specific knowledge and to develop critical consciousness, it did little to enhance their cultural competence. Understanding the nuances of CRP will help teachers to better operationalize it (Morrison, Robbins, & Rose, 2008). [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the discourses that emerged among third- and fourth-grade African American students and their teachers as they read stories about the Underground Railroad and complete a computer module. The study is framed by emergent, sociocultural, and critical race perspectives. Qualitative methods are used to determine the amount and quality of science discourse that emerged in three urban classrooms. Results show culturally relevant texts engage students and teachers in high levels of classroom discourse that is rich in science content. Students are also successful on the science section of a computer-based assessment, suggesting culturally relevant multimedia is effective in science instruction. Findings also reveal the use of culturally relevant multimedia supports science inquiry and changes the social norms and discourse dynamics in classrooms when issues of racial injustice are addressed. [ABSTRACT FROM AUTHOR]

We describe an exploratory study that focuses on culturally relevant computer-assisted instruction. We present findings from two elementary school where students engaged in a computer simulation. Riding the Freedom Train. The Underground Railroad was used as a theme to develop the storyline. Findings show no significant differences between the mathematics and science scores of students at the two schools and no significant gender differences. Therefore, having no school or gender effect implies that the software is an effective tool that can be used to engage African-American students in culturally relevant tasks to improve science and mathematics achievement. [ABSTRACT FROM AUTHOR]

The Professional Development School (PDS) concept was developed by the Holmes Group (now known as the Holmes Partnership) in response to a national call for educational reform. More recent reform agendas question the effectiveness of the PDS model This article examines the changes that are occurring in the Temple University PDS in Philadelphia, where the state had taken over public schools. Temple University is serving as the manager of six schools. The resulting effect on both the professional development of teachers and student learning is uncertain. However, the challenges and opportunities to enhance the current PDS structure are promising. [ABSTRACT FROM AUTHOR]

Addresses the use of Standards-based problem solving within the context of economic situations that provide relevance for middle school students in the U.S. Importance of developing an understanding of the stock market; Details of the Maryland classroom project; Presentation of the Washington, D.C. project.

Focuses on the reforms of mathematics education in the U.S. Creation of cultural relevance in teaching and learning mathematics; Relationship between mathematics and culture; Use of photography in problem solving.

Charter schools are g owing at a phenomenal ate because of the deregulation of education in many states. Exempt from many rules that constrain public schools, charter schools can use any means to accomplish their goals, such as offering an ethnocentric curriculum or focusing on technology, science, communications, or the arts. However, there is a dearth of research on charter schools. This article explains how one urban charter school struggled during its first year to overcome several barriers, such as the school's initial facility, limited curricula, and certain administrative policies, to become a cohesive team that nurtured a unique community of learners. [ABSTRACT FROM AUTHOR]

This article reports on the achievement of 177 sixth-grade mathematics students who were studied during 2 consecutive years at a suburban elementary school in Maryland. The purpose of the study was to determine whether learning and achievement were optimal in heterogeneous or in homogeneous ability groups. In particular, the following research questions were explored: Do heterogeneous and homogeneous small groups differ in mathematics achievement? What influence does group composition have on student interactions in these groups? To answer these questions the students' performance on the Maryland Functional Mathematics Test (MFMT-I; Maryland State Department of Education, 1982) was compared before and after they participated in a year of thematic mathematics activities. The MFMT-I posttest scores were analyzed using the fall pretest as the covariate. The results show a significant difference, F(1, 153) = 6.083, p <> . [ABSTRACT FROM AUTHOR]

Discusses the role of teachers as facilitators of mathematical discourse. Need for mathematical discourse to encourage student interpretations of a mathematical task and student-to-student interactions; Concept of constructivist teaching; Several ways teachers can learn to become effective facilitators of mathematical discourse.

The caudal type homeobox 2 (CDX2) gene encodes a developmental regulator involved in caudal body patterning. Only three pathogenic variants in human CDX2 have been described, in patients with persistent cloaca, sirenomelia and/or renal and anogenital malformations. We identified five patients with de novo or inherited pathogenic variants in CDX2 with clinical phenotypes that partially overlap with previous cases, that is, imperforate anus and renal, urogenital and limb abnormalities. However, additional clinical features were seen including vertebral agenesis and we describe considerable phenotypic variability, even in unrelated patients with the same recurrent p.(Arg237His) variant. We propose CDX2 variants as rare genetic cause for a multiple congenital anomaly syndrome that can include features of caudal regression syndrome and VACTERL. A causative role is further substantiated by the relationship between CDX2 and other proteins encoded by genes that were previously linked to caudal abnormalities in humans, for example, TBXT (sacral agenesis and other vertebral segmentation defects) and CDX1 (anorectal malformations). Our findings confirm the essential role of CDX2 in caudal morphogenesis and formation of cloacal derivatives in humans, which to date has only been well characterized in animals. [ABSTRACT FROM AUTHOR]

Next-generation sequencing has revolutionized the diagnostic process, making broadscale testing affordable and applicable to almost all specialties; however, there remain several challenges in its widespread implementation. Barriers such as lack of infrastructure or expertise within local health systems and complex result interpretation or counseling make it harder for frontline clinicians to incorporate genomic testing in their existing workflow. The general population is more informed and interested in pursuing genetic testing, and this has been coupled with the increasing accessibility of direct-to-consumer testing. As a result of these changes, primary care physicians and nongenetics specialty providers find themselves seeing patients for whom genetic testing would be beneficial but managing genetic test results that are out of their scope of practice. In this report, we present a practical and centralized approach to providing genomic services through an independent, enterprise-wide clinical service model. We present 4 years of clinical experience, with >3400 referrals, toward designing and implementing the clinical service, maximizing resources, identifying barriers, and improving patient care. We provide a framework that can be implemented at other institutions to support and integrate genomic services across the enterprise. [ABSTRACT FROM AUTHOR]

Dormancy is a common strategy adopted by bacterial cells as a means of surviving adverse environmental conditions. For Streptomyces bacteria, this involves developing chains of dormant exospores that extend away from the colony surface. Both spore formation and subsequent spore germination are tightly controlled processes, and while significant progress has been made in understanding the underlying regulatory and enzymatic bases for these, there are still significant gaps in our understanding. One class of proteins with a potential role in spore-associated processes are the so-called resuscitation-promoting factors, or Rpfs, which in other actinobacteria are needed to restore active growth to dormant cell populations. The model species Streptomyces coelicolor encodes five Rpf proteins (RpfA to RfpE), and here we show that these proteins have overlapping functions during growth. Collectively, the S. coelicolor Rpfs promote spore germination and are critical for growth under nutrient-limiting conditions. Previous studies have revealed structural similarities between the Rpf domain and lysozyme, and our in vitro biochemical assays revealed various levels of peptidoglycan cleavage capabilities for each of these five Streptomyces enzymes. Peptidoglycan remodeling by enzymes such as these must be stringently governed so as to retain the structural integrity of the cell wall. Our results suggest that one of the Rpfs, RpfB, is subject to a unique mode of enzymatic autoregulation, mediated by a domain of previously unknown function (DUF348) located within the N terminus of the protein; removal of this domain led to significantly enhanced peptidoglycan cleavage. [ABSTRACT FROM AUTHOR]