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There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1-year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two-dimensional structure of instructional strategies and behavioral management, with adequate internal consistency ([omega] = 0.89 and [omega] = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers' demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers' collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole-school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

Background: Research has shown that students from socially disadvantaged backgrounds are more likely to have lower academic performance compared to children from better-off families. However, the way that socioeconomic status (SES) influences student learning outcomes has not yet been fully examined. Thus, this study explores the indirect effects of students' SES on reading achievement through academic motivation. Specifically, the mediating role of the following three motivation elements is investigated: "mastery-approach orientation of achievement goals," "enjoyment of reading," and "expected occupational status." Methods: Structural Equation Modelling (SEM) was used to test the hypothesized mediation model in each European country (n = 38) that took part in the PISA 2018 cycle. Specifically, data was obtained from 237,366 15-year-old students. Common measures for SES, academic motivation, and reading achievement were employed to examine whether the selected academic motivation elements have similar effects in each country. Confirmatory Factor Analysis (CFA) was used to validate the factorial structure of mediators and test their measurement invariance across the samples. Results: Within-country SEM analysis revealed that "expected occupational status" partially mediates the relationship between SES and reading achievement in all countries. "Enjoyment of reading" fitted well as a mediator in almost all countries (n = 37), whereas "mastery-approach orientation of achievement goals" only appeared as a mediator in 11 countries. The direct effect of SES on academic achievement was significantly reduced in all models. Conclusions: This study provides evidence that "enjoyment of reading" and "expected occupational status" can be treated as mediators in the relationship between SES and reading achievement in European countries. Implications for research and theory for promoting equity in education are drawn. It is argued that schools and teachers should encourage students to participate in activities that foster their intrinsic motivation towards reading and raise their educational and occupational expectations, especially for those coming from socially disadvantaged backgrounds.

The main aim of this study is to explore early childhood teachers' social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers' Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed. [ABSTRACT FROM AUTHOR]

The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools' efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches' experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn. [ABSTRACT FROM AUTHOR]

Advanced renal cell carcinoma (RCC) resection has important anesthetic management implications, particularly when tumor extends, suprahepatic, into the right atrium. Use of transesophageal echocardiogram (TEE) is essential in identifying tumor extension and guiding resection. Latest surgical approach avoids venovenous and cardiopulmonary bypass yet requires special precautions and interventions on the anesthesiologist's part. We present a case of Level IV RCC resected without cardiopulmonary bypass and salvaged by TEE guidance and detection of residual intracardiac tumor.