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This study investigates how individual states raise revenue to pay for elementary-secondary education spending following school finance reforms (SFRs). We identify states that increased and sustained education expenditures after reform, search for legislative statutes that appropriated more education spending, and assess how policymakers funded the SFRs. Our results show that state legislatures increase investments in education by increasing tax revenue streams, such as sales and excise taxes, and by taking over property tax collections. Considering these results, we discuss that increased state investment in education should be accompanied by a policy mechanism to distribute state aid equitably to districts. Moreover, policymakers should consider local voters' preferences when implementing SFR policies, as tax increases may reduce local fiscal effort for education.

Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

INTRODUCTION: Duchenne muscular dystrophy (DMD) is characterized by rapid functional decline. Current available treatment options aim to delay disease progression or stabilize physical function. To aid in healthcare providers understanding of the symptoms of disease that impact patients experience, this study explored childrens physical functioning, activities of daily living (ADLs), and health-related quality of life (HRQoL) after receiving eteplirsen, a weekly infusion indicated for individuals with DMD with exon 51 skip-amenable mutations. METHODS: Fifteen caregivers of male individuals with DMD participated in a 60-min, semi-structured interview. Open-ended questioning explored changes in the childrens condition or maintenance in abilities since eteplirsen initiation. RESULTS: Children with DMD (age 7-15 years [mean 10.9]; steroid treatment at interview, n = 8; time since eteplirsen initiation 3-24 months [mean 14.9]) were described by caregivers as ambulatory (n = 9) and non-ambulatory (n = 6). Caregivers of ambulatory children reported improvements or maintenance of walking ability (n = 7/9), running (n = 6/9), and using stairs (n = 4/9). Continued decline in using stairs was reported by two caregivers. In upper-limb functioning, improvements or maintenances in fine-motor movements were reported by nearly half of all caregivers (n = 7/15), with one caregiver noting a continued decline. Subsequent improvements or maintenances in ADLs were described. Improvements or maintenances in fatigue (n = 9/15), muscle weakness (n = 7/15), and pain (n = 6/15) were reported, although some caregivers described a continued decline (n = 3/15 fatigue, n = 1/15 muscle weakness, n = 2/15 pain). Importantly, most caregivers who reported maintenances in ability perceived this as a positive outcome (n = 6/9). CONCLUSION: This exploratory study indicated that most caregivers perceived improvements or maintenances in aspects of their childs physical functioning, ADLs, and HRQoL since eteplirsen initiation, which they perceived to be a positive outcome.

The design principles of acceptor1–acceptor2 copolymers featuring alternating diketopyrrolopyrrole (DPP) and thienopyrrolodione (TPD) moieties are investigated. The investigated series of polymers is obtained by varying the aromatic linker between the two acceptor motifs between thiophene, thiazole, pyridine, and benzene. High electron affinities between 3.96 and 4.42 eV, facilitated by the synergy of the acceptor motifs are determined with optical gaps between 1.37 and 2.02 eV. Grazing incidence wide-angle X-ray scattering studies reveal a range of film morphologies after thermal annealing, including face-on, end-on and superstructure edge-on-like crystallites. Conversely, all materials form thin edge-on layers on the polymer–air interface, as demonstrated by multi-elemental near-edge X-ray absorption fine-structure spectroscopy. The benefit of the electron-deficient linkers thiazole and pyridine is evident: In organic field effect transistors, electron mobilities of up to 4.6 × 10−2 cm2 V−1 s−1 are obtained with outstanding on/off current ratios of 5 × 105, facilitated by the absence of detectable hole transport in these materials. Viability for all-polymer solar cells is assessed in active layer blends with the donor polymer PM6, yielding a maximum average power conversion efficiency of 4.8% and an open circuit voltage above 1 V.

Pacific Island states face high levels of criminal deportations arriving from the United States, Australia and New Zealand—with the expectation that returnees will simply reintegrate. However, reintegration into a country that individuals often do not remember, or know the language or cutural protocols of, can be difficult. Returnees may face social stigma and/or subsequent surveillance and legal requirements on their return: the latter known in scholarly literature as ‘crimmigration creep’. In this article, we examine the case of Samoa, which has taken a unique culture-centric approach to reintegration through the establishment of the quasi-governmental Samoa Returnees Charitable Trust, rejecting external ‘one-size-fits-all’ approaches. We argue that this exertion of Samoa’s agency has led to a delay in crimmigration creep.

Abstract The Proteus effect is a phenomenon found in over 60 studies where people tend to conform behaviorally to their avatars’ identity characteristics, especially in virtual reality. This study extends research on the Proteus effect to consider organization-representing avatars and misogynistic behavioral outcomes. Male participants (N = 141) in a lab experiment embodied a set of pretested avatars which varied in level of association with a university mascot (i.e., color and body type) in a bespoke virtual reality simulation designed to elicit misogynistic behavior. Namely, participants were directed to place a hand on virtual agents’ body parts, including the buttocks (i.e., a transgressive misogynistic act). Time delay in complying with directions to touch the agents’ buttocks served as an implicit measure of resistance to this misogynistic behavior. Results suggest that within moderately masculine body-size avatar users, those who embodied a university-color-associated avatar exhibited more misogynistic behaviors (i.e., faster buttocks-touching). Unexpectedly, this effect of avatar color was not apparent within the hypermasculine body-size avatars, and within the university-associated color condition, hypermasculine body-type was associated with less misogynistic behavior. These findings suggest that organization-representing avatars may induce behavioral conformity to implicit attitudes associated with the organization, such as misogyny.

In this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers' (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars' learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers' science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.

Public health campaigns have the potential to correct vaping misperceptions. However, campaigns highlighting vaping harms to youth may increase misperceptions that vaping is equally/more harmful than smoking. Vaping campaigns have been implemented in the United States and Canada since 2018 and in England since 2017 but with differing focus: youth vaping prevention (United States/Canada) and smoking cessation (England). We therefore examined country differences and trends in noticing vaping campaigns among youth and, using 2022 data only, perceived valence of campaigns and associations with harm perceptions. Seven repeated cross-sectional surveys of 16-19 year-olds in United States, Canada and England (2018-2022, n = 92 339). Over half of youth reported noticing vaping campaigns, and noticing increased from August 2018 to February 2020 (United States: 55.2% to 74.6%, AOR = 1.21, 95% CI = 1.18-1.24; Canada: 52.6% to 64.5%, AOR = 1.13, 1.11-1.16; England: 48.0% to 53.0%, AOR = 1.05, 1.02-1.08) before decreasing (Canada) or plateauing (England/United States) to August 2022. Increases were most pronounced in the United States, then Canada. Noticing was most common on websites/social media, school and television/radio. In 2022 only, most campaigns were perceived to negatively portray vaping and this was associated with accurately perceiving vaping as less harmful than smoking among youth who exclusively vaped (AOR = 1.46, 1.09-1.97). Consistent with implementation of youth vaping prevention campaigns in the United States and Canada, most youth reported noticing vaping campaigns/messages, and most were perceived to negatively portray vaping.

Black women faculty members face challenges in higher education, including limited identity-affirming mentorship and under-­recognition of their scholarship. However, little is known about their experiences in mathematics departments, where Black women are more severely underrepresented and disciplinary ideologies of neutrality mask social oppression. We interrogate the role of "mathematics epistemological values" (MEVs) in shaping departmental racialized--gendered oppression experienced by six Black women. Our findings illustrate that (a) quantification practices underpinning faculty evaluation disregard Black women's achievements; and (b) notions of proving as a solitary endeavor justify neglecting Black women's faculty development. We highlight departmental practices that support Black women faculty members, reframe MEVs to promote equity, and discuss implications for mathematics faculty and administrators working to advance equity.

This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments.

Abstract This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments.

Abstract Background Prevalence of youth nicotine vaping has increased, heightening concerns around negative health effects. This study aimed to compare self-reported respiratory symptoms among youth by vaping behaviours. Methods Participants (n = 39,214) aged 16–19 from the 2020 and 2021 International Tobacco Control Policy Evaluation Project (ITC) Youth Tobacco and Vaping Surveys (Canada, England, US). Weighted multivariable logistic regression assessed associations between reporting any of five respiratory symptoms in the past week (shortness of breath, wheezing, chest pain, phlegm, cough) and: past 30-day smoking and/or vaping; lifetime/current vaping. Among past-30-day vapers (n = 4644), we assessed associations between symptoms and vaping frequency, use of nicotine salts, usual flavour and device type(s). Results Overall, 27.8% reported experiencing any of the five respiratory symptoms. Compared with youth who had only vaped, those who had only smoked had similar odds of symptoms [adjusted odds ratio, OR (95% confidence interval, CI): 0.97 (0.85–1.10)], those who both smoked and vaped had higher odds [1.26 (1.12–1.42)], and those who had done neither, lower odds [0.67 (0.61–0.72)]. Compared with those who had never vaped, past use, experimentation and current regular or occasional use were all associated with higher odds. Reporting usually using nicotine salts was associated with higher odds of symptoms [1.43 (1.22–1.68)] than non-salt but was often uncertain. Compared with tobacco flavour (including with menthol), menthol/mint and sweets flavours were associated with similar odds; fruit [1.44 (1.07–1.93)], multiple [1.76 (1.30–2.39)] and ‘other’ [2.14 (1.45–3.16)] flavours with higher odds. All device types were associated with similar odds. Conclusions Among youth, vaping was associated with increased reporting of past-week respiratory symptoms. Among those who vaped, some flavour types and potentially nicotine salts were associated with respiratory symptoms.

Reforms such as the Next Generation Science Standards (NGSS) call for substantial change in teacher practice such as instruction that is more phenomenon-based, three-dimensional, supportive of student epistemic agency, and coherent from the student perspective. Such change requires ongoing support in the form of aligned curricular materials and professional development (PD), but little work has been done to understand how teachers respond to PD over time in the NGSS era. Therefore, this study investigated how teachers' beliefs about science instruction and self-efficacy in implementing a reform science curriculum changed over time. Using survey data from the field test of the OpenSciEd middle school curriculum implementation, we tracked changes in teaching beliefs and self-efficacy beliefs in 322 teachers over 2 years, which included four rounds of PD workshops and implementation of four new curricular units. Teachers' teaching beliefs and self-efficacy beliefs changed initially and leveled out over time, but self-efficacy took longer to change than teaching beliefs. This suggests that teachers may require more time, iteration, or enactment to increase their confidence in implementing new instruction as compared to their beliefs in the value of the new approach. Using hierarchical linear modeling, we identified teacher characteristics associated with differences in those changes. Teachers who had more experience and found the PD more valuable were less likely to hold traditional teaching beliefs and more likely to have higher self-efficacy. Of these variables, teachers' value of the PD is particularly interesting because it can be designed for. Based on these results, we argue that PD should be designed to build trust and to provide a rationale for PD activities for participants to help understand the value of the experiences.

IntroductionThe purpose of this study is to provide a state-of-the-art review regarding risk factors for perioperative complications in adult spinal deformity (ASD) surgery. The review includes levels of evidence for risk factors associated with complications in ASD surgery.MethodsUsing the PubMed database, we searched for complications, risk factors, and adult spinal deformity. The included publications were assessed for level of evidence as described in clinical practice guidelines published by the North American Spine Society, with summary statements generated for each risk factor (Bono et al. in Spine J 9:1046-1051, 2009).ResultsFrailty had good evidence (Grade A) as a risk for complications in ASD patients. Fair evidence (Grade B) was assigned for bone quality, smoking, hyperglycemia and diabetes, nutritional status, immunosuppression/steroid use, cardiovascular disease, pulmonary disease, and renal disease. Indeterminate evidence (Grade I) was assigned for pre-operative cognitive function, mental health, social support, and opioid utilization.ConclusionsIdentification of risk factors for perioperative complications in ASD surgery is a priority for empowering informed choices for patients and surgeons and managing patient expectations. Risk factors with grade A and B evidence should be identified prior to elective surgery and modified to reduce the risk of perioperative complications.

Background & aimsType 2 diabetes (T2D) is a growing problem in children. Children with NAFLD are at potentially high risk for developing T2D; however, the incidence of T2D in this population is unknown. This study aimed to determine the incidence of T2D in children with NAFLD and identify associated risk factors.MethodsChildren with NAFLD enrolled in the Nonalcoholic Steatohepatitis Clinical Research Network were followed longitudinally. Incidence of T2D was determined by using clinical history and fasting laboratory values. Cumulative incidence curves were developed for time to T2D. A Cox regression multivariable model was constructed using best subsets Akaike's Information Criteria selection.ResultsThis study included 892 children with NAFLD and with a mean age of 12.8 years (2.7) followed for 3.8 years (2.3) with a total 3234 person-years at risk. The incidence rate of T2D was 3000 new cases per 100,000 person-years at risk. At baseline, 63 children had T2D, and during follow-up, an additional 97 children developed incident T2D, resulting in a period prevalence of 16.8%. Incident T2D was significantly higher in females versus males (hazard ratio [HR], 1.8 [1.0-2.8]), associated with BMI z-score (HR, 1.8 [1.0-3.0]), and more severe liver histology including steatosis grade (HR, 1.3 [1.0-1.7]), and fibrosis stage (HR, 1.3 [1.0-1.5]).ConclusionsChildren with NAFLD are at high risk for existing and incident T2D. In addition to known risk factors for T2D (female and BMI z-score), severity of liver histology at the time of NAFLD diagnosis was independently associated with T2D development. Targeted strategies to prevent T2D in children with NAFLD are needed.