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Global biodiversity gradients are generally expected to reflect greater species replacement closer to the equator. However, empirical validation of global biodiversity gradients largely relies on vertebrates, plants, and other less diverse taxa. Here we assess the temporal and spatial dynamics of global arthropod biodiversity dynamics using a beta-diversity framework. Sampling includes 129 sampling sites whereby malaise traps are deployed to monitor temporal changes in arthropod communities. Overall, we encountered more than 150,000 unique barcode index numbers (BINs) (i.e. species proxies). We assess between site differences in community diversity using beta-diversity and the partitioned components of species replacement and richness difference. Global total beta-diversity (dissimilarity) increases with decreasing latitude, greater spatial distance and greater temporal distance. Species replacement and richness difference patterns vary across biogeographic regions. Our findings support long-standing, general expectations of global biodiversity patterns. However, we also show that the underlying processes driving patterns may be regionally linked.

This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.

This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one midwestern U.S. school district employing an English-only model of instruction and spoke a variety of native languages. ELs completed two forms of Picture Word in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that Picture Word was not appropriate for the first-grade EL participants but showed promise for second- and third-grade ELs.

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of intervention success. This article presents strategies for how teachers can plan for, collect, and use intervention dosage data to inform instructional data-based decision making.

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation.

Fluent production of a variety of grammatically correct sentences is essential to overall writing quality across genres. Sentence-production skills become increasingly important as students prepare to transition from the elementary grades to middle-school. Many students in the upper-elementary grades, however, struggle with sentence production skills--especially writers with a learning disability. This paper provides useful information for educators focusing on improving the quality of sentence-level writing skills for students with learning disabilities in Grades 3-5. Specifically, guidance is provided for using: (1) assessment to inform sentence-level intervention; and (2) a sequence of instructional practices for improving foundational sentence-level production skills.

Making connections to students' lives while addressing content standards within the constraints of the school day is one of elementary school teachers' greatest challenges. One way to address these challenges is to use an instructional routine such as a shared story reading. A shared story reading can support teachers' instruction across content areas, create connections to students' experiences, promote students' social-emotional learning, and maximize instructional time. Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students' mathematics, literacy, and social-emotional competencies. In this article, the authors use the book, "Two of Everything," to illustrate how this routine can be used in K-2 classrooms.

This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students' at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences in alternate form reliability and validity of scores or any differences in accuracy of prediction of scores on the state standardized science assessment. Overall, 25 eighth-grade science students were administered two SV-S and two VM forms with identical items along with spring eighth-grade maze passages from Aimsweb. Students had recently taken the eighth-grade state science test. Results regarding technical adequacy for each CBM tool were consistent with past findings. However, this study extends the literature base on CBM tools in science by providing evidence for using standards to develop VM forms. In addition, despite probable ceiling effects, additional evidence was found for the potential of SV-S as a CBM tool in science.

Meaningful student–instructor interactions during an undergraduate degree course can have important effects on student learning. The format by which those interactions are made possible can vary greatly. We investigated the preferred modality of contact and students' reasons for contact across several modalities in a first‐year biology course. We tracked student–instructor contact for two‐course instructors who team teach collaboratively (rather than sequentially) across two‐course sections. Both instructors had identical scores on student evaluations of approachability. Student–instructor contact was facilitated using five 'student hour' modalities: (a) in office by appointment, (b) 1 h per week, in office drop in, (c) 1 h per week, virtual chat, (d) by email, (e) 10 min immediately after class. Though email was the preferred method of contact, the period immediately following the class instruction was the most popular of the face‐to‐face options. We note significant differences in the distribution of workload across the two instructors and make recommendations for increasing the accessibility of student–instructor contact and for equity in workload to support student learning. [ABSTRACT FROM AUTHOR]

Background: Determining biomechanical changes in vaginal tissue with tissue stretch is critical for understanding the role of mechanotransduction on vaginal tissue healing. Noncontact dynamic optical coherence elastography (OCE) can quantify biomechanical changes in vaginal tissues noninvasively. Improved vaginal tissue healing will reduce postoperative complications from vaginal surgery.Aims: (1) To complete dimensional assessments (DAs) of the vaginal tract. (2) To elucidate biomechanical properties (BMP) of porcine vaginal tissues (PVT). (3) Compare BMPs of piglet and adult PVTs after placement of customized vaginal dilators (VD) by OCE and uniaxial mechanical testing (MT).Methods: Pilot study using adult nulliparous pig and piglet PVTs (n = 20 each). DA of PVTs was performed using silicone molding. 3D-printed VDs were used to achieve different Relative Diameter Change (RDC) of the PVTs (no dilatation, and -50%, 0%, 50% RDC). Elastographic testing using OCE and MT.Results: Using OCE, no significant differences (SD) were noted between adult and piglet PVT (p = 0.74) or by stretch direction (p = 0.300). SD was noted with increasing RDC (p = 0.023). Using MT, there were SD in tissue stiffness between adult and piglet PVT (p = 0.048), but no SD as a function of RDC (p = 0.750) or stretch direction (p = 0.592).Conclusions: This study quantified biomechanical changes in PVT with customized stretching by 3D printed VD using both OCE and MT. This work has implications for the mechanotransduction of vaginal wound healing and noninvasive assessment of vaginal diseases. [ABSTRACT FROM AUTHOR]

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