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Using a literacy framework, this case study explores parents' assessment literacy in South Florida (United States). Data were collected using focus-group interviews of public-school parents (N = 32) and a document artifact. Findings illustrate how parents drew upon verbal and virtual information and social interactions to learn about the educational assessments used for their children. Implications for educators were identified to assist parents in asking assessment questions in order to demystify the educational assessment process.

Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers' attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one's self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers' achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers' self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.

Parents play a critical role in helping in their children's success in education, yet we know little about how much information they have regarding assessment. Using a poll with closed-ended questions Hispanic parents' self-reported assessment knowledge and familiarity with the Every Student Succeeds Act (ESSA) was examined. Through two ANOVAs and a test of symmetry, the authors found significant differences between affluent parents and less affluent parents in their assessment knowledge and in their agreement regarding knowledge about the ESSA. Findings have implications for conceptualizing Hispanic parents' assessment knowledge and for creating opportunities for them to access this knowledge.

Background: Endoluminal radiofrequency ablation (RFA) is a palliative treatment for patients suffering from malignant biliary obstruction (MBO). We aimed to conduct a meta-analysis to evaluate the impact of RFA on stent patency, patient survival, and adverse events. Methods: Major databases were searched through December 2023 for patients who had undergone stenting with or without RFA for extrahepatic MBO. A random-effects model was used for analysis, with results expressed as relative risk ratios (RRs) with 95%CIs. Results: Nine RCTs involving 750 subjects with MBO (374 RFA plus stent vs. 376 stent only) were included. Meta-analysis revealed similar risks of stent patency at 3 months (RR 1.01, 95%CI 0.92–1.11; I2 = 4%) for RFA plus stenting vs. stent only. Meta-analysis showed improved survival at 6 months (RR 0.84, 95%CI 0.73–0.96; I2 = 21%; P = 0.01) for RFA plus stenting vs. stent only. Subgroup analysis comparing plastic vs. uncovered metal stents showed that stent patency was unaffected at 3 months (RR 1.06, 95%CI 0.91–1.23; I2 = 17%). Subgroup analysis showed that patients with cholangiocarcinoma experienced an overall survival benefit with RFA plus stenting vs. stenting alone (P < 0.001); however, stent patency remained unaffected (P = 0.08). An increased incidence of cholecystitis was noted with RFA plus stenting vs. stenting alone (5.1% [95%CI 3.1%–7.8%] vs. 0.3% [95%CI 0.01%–1.5%], respectively). Conclusion: Combining endoluminal RFA and stenting may improve overall survival in patients with MBO. RFA did not significantly impact stent patency. [ABSTRACT FROM AUTHOR]

Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K-12 students' learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates' instruction and their K-12 students' learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors' ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates' instruction, and (b) 67.6% of the variance in the percentage of K-12 students meeting their specific learning objectives was accounted for by the teacher candidates' mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM.

Cognition is the way we use mental skills to acquire knowledge, manipulate ideas, and process new information and beliefs. The Strategic Thinking Questionnaire (STQ), which measures three such skills--systems thinking-reframing-reflection, was used to collect data from students preparing for school leadership roles at four universities in the United States (USA), Malaysia, Hong Kong, and Shanghai. It was thought that the use of these skills might vary from country to country because of western and eastern cultural norms. Based on self-reported data from 328 educators preparing for school leadership roles we concluded that the use of strategic thinking skills were found in all locations but the variance in their use is more a function of age of respondents, and gender rather than location. These findings have implications for training, professional development, and selection of aspiring leaders.

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students' work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed.

This study examined the impact of computer simulation and supported science learning on a teacher's understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers' concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.

A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary science students (N = 176) in an urban doctoral-level university in the United States participated in this study. The results of this study showed Gender, completion of courses in High School Chemistry and Physics, College Chemistry and Physics, and Attitudes Toward Mathematics and Science significantly correlated with scientific understanding. Based on a regression model, Gender, and College Chemistry and Physics experiences added significant predictive accuracy to scientific understanding among prospective elementary teachers compared to the other variables.

Compared the effectiveness of an interdisciplinary dropout prevention science course with a traditional dropout prevention course. Analyses of process and recall skills from the district's science achievement tests revealed significant differences in academic performance for curriculum type, gender, and race/ethnicity, with no significant interactions. Students in the interdisciplinary course performed significantly better overall than students in the traditional course. (SM)

Study investigated the impact of a counselor-led guidance unit on ninth-grade students, and the interaction of the intervention with risk levels, academic placements, and gender. Students' expressed behavior, school attitudes, and level of informational awareness about high school and the work world were assessed. Results showed these guidance units can improve students' expressed behavior and school attitudes. (JDM)

Developed a predictive model for profiling potential high school dropouts during middle school. Data collected from archival sources presented a profile, which included being retained more often, being overage, receiving free/reduced lunch, being less likely to participate in high school athletics, receiving more Ds and Fs, having poorer attendance, and having more frequent suspensions in grades 7 and 8. (SM)

Explores the effect of note-taking instruction on ninth graders' comprehension of high- and low-interest passages on teacher-made, objective tests. Finds a statistically significant interaction between note-taking training and passage type that suggests the training was more effective for the low-interest than the high-interest passage. Concludes that there was no statistically significant interaction between ability level and passage type. (SC)

An instrument for helping select mentors for principal interns was developed, using six clusters of basic, high- performing principal competencies and five clusters of mentoring traits. Based on a sample of 91 Broward County (Florida) principals, this method revealed important insights into identifying appropriate mentors for prospective principals. (Contains 31 references.) (MLH)

Classification accuracies of models for predicting later high school dropouts from data available in student records for grades 4 through 8 were examined for 503 dropouts and 282 persisters (nondropouts) in Florida. Separate prediction models for each grade level have practical importance; implications for dropout prediction are discussed. (SLD)

Abstract This article presents data problems from a longitudinal study on teacher retention in Florida. While many researchers experience delays or problems during data collection, the experiences of this research [...]