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We examine the relationship between district level student achievement and teacher average salary in Ohio from academic year 2013-14 to academic year 2018-19. Utilizing panel data, the following district level characteristics were controlled for: average teacher experience, average teacher degree-level, student socioeconomic status, race, student attendance rate, pupil support expenditure per equivalent pupil and administration expenditure per equivalent pupil. Using a random effects regression our findings suggest that higher pay can impact student growth. When we partition our sample quintiles by poverty level, we find that teacher salary is only significant for the top quintiles. Our results suggest that for some districts (i.e., wealthy districts) teacher salaries' impact on student performance is something that can be controlled, for other districts (i.e., poorer districts), teacher salary is another variable that shows no relationship to student performance.

In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing instruction (n=31). The year 2 students experienced a science unit using multiple modes of representation (MMR) that began with a class session focused on the scientific purposes of observational drawings, including the use of labels as a science convention of communication in visual representations. Students who participated in the unit with explicit drawing instruction increased the number of structures and labels that they included when comparing their pre- and post-unit drawings, and included a statistically significant higher number of elements and labels than their year 1 peers. The results indicate that the explicit drawing instruction served as a "semiotic tool" for students as they constructed meaning about the structure and function of CPs, as well as supported early primary students in engaging in the "epistemic practice" of drawing for science communication. Implications of the study include the importance of incorporating explicit drawing instruction into science units involving student-generated drawing.

The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio-cultural context served as a theoretical framing for exploring structural and personal supports and constraints related to the development of elementary teachers' science teaching identities. Through interviews with 13 inservice elementary teachers with a range of experience (1-40 years), we found that students' enthusiasm for science, connections with other enthusiasts, and opportunities for integrating science with other content areas were the major supports for consistent science teaching. Positive emotions associated with these supports helped the participants mitigate constraints such as lack of time, resources, testing, and not feeling comfortable with the science content frequently associated with portraits of elementary teachers. By understanding the experiences of STEs, science educators can use their role as preservice educators and professional developers to provide these supports to bolster the science teaching identity trajectories of individuals with whom they work.

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver ("Research in Science Education," 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes.

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in "Educational Studies," 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in "Communities of practice: Learning, meaning, and identity." Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

I argue that Ricoeur's "preunderstandings" can be used as a heuristic to aid researchers who collect narratives as data (1) to identify cultural meanings that become resources for participants' positioning work, (2) to ground the identified cultural meanings in participants' experiences, and (3) to understand participants' interpretations of constraint and agency within that context. I outline how the philosophical hermeneutics of Ricoeur is consistent with a sociocultural perspective on positioning and identity, as well as present data analysis questions developed from Ricoeur's ideas of narrative configuration to explore common cultural meanings used by participants in interpreting their lived experience. These questions provide a strategy to examine how participants may be referring to common cultural meanings but their individual interpretations of these meanings can have different implications for their feelings of agency.

In this forum piece, we respond to Karin Due's study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due's paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to ways in which gender is constructed within groups and made visible via discourse. Our comments are intended to provide alternative ways of thinking about such issues. We hope to provide insight into how to deepen analyses of group dynamics and gender because research in both areas is important in terms of understanding how social contexts support and/or constrain learning, gender identity, and the like.

As colleges and universities aim for greater diversity in their undergraduate populations, one population researchers consider is first-generation students, or students whose parents do not have a college education. The research reported here addresses first-generation college students' discipline of study (e.g., biology) and its impact on their persistence. Exploring how female, low-income, first-generation college students evaluate their persistence within undergraduate science learning environments contributes to understanding how gender and social class influence persistence in STEM fields. Two White, female, low-income, first-generation college students were interviewed during their last year in college. Using constant comparative coding methods and Ricoeur's (Ricoeur [1984] "Time and narrative, Volume I" (K. McLaughlin & D. Pellauer, Trans.), Chicago, IL: The University of Chicago Press) description of narrative construction, common tensions were identified related to participants' descriptions of undergraduate science as competitive. These persistence-related tensions are (1) differing experiences in lecture and lab, (2) managing time to work, study, and maintain family relationships, and (3) weighing their personal (family) priorities against the longer time it would take them to reach their science-related career goals. These tensions depict a traditional undergraduate science learning environment focused on individuals and abstract knowledge that positions female lower-income students as "academic non-competitors" because of the importance of kinship ties and physical skills in their cultural background (Lareau [2002] "American Sociological Review" 67(5), 747-776; Lareau [2003] "Unequal childhoods: Class, race, and family life." Berkeley: University of California Press). The participants' experiences support that the gendered and classed expectations needed to succeed in a science environment could be somewhat alleviated through reforms to traditional lecture and laboratory undergraduate science courses that promote cooperative student learning groups and integration of lecture with hands-on activities.

Cemeteries have traditionally been cast as scary and creepy places in children's literature, as well as in popular television shows and movies. Spooky media images, coupled with exaggerated stories from their friends, might leave young learners wary of cemeteries and with feelings of fear and anxiety. Cemeteries are, however, unique community resources that deserve consideration as a teaching tool. A visit to a local cemetery typically does not strain classroom budgets, as it requires minimal travel and can generally be accomplished for free. A trip to a local cemetery offers ample opportunities for teachers to make interdisciplinary connections in their elementary classrooms; cemeteries are "part science, part art, part history." Cemeteries provide students a chance to see, firsthand, how architecture, stonecutting, mortality rates, and even names have changed over time within the local community. A cemetery field trip also can be an introduction to the social studies topics of economics, religion, geography, immigration history, and public health. Integrating mathematics and problem solving into the study of cemetery burial plots helps students gain a deeper understanding of social issues and struggles. Students can practice representing and interpreting data, which is essential in elementary mathematics. In addition, cemeteries provide students with an opportunity to investigate science topics and be actively involved in the process of doing science, essential to the development of scientific literacy. In this article, the authors outline the planning and enactment of field-based activities during a field trip to a cemetery by fourth graders from Blowing Rock, North Carolina. The activities emphasize social studies, science, and math themes to engage and challenge students. (Contains 14 notes.)

Science education researchers are concerned with preparing pre-service elementary teachers (PSETs) to teach in ways that support students to learn science in a meaningful way. Preparing elementary teachers to teach science is complicated given that they tend to be generalists and may not have the same experience with science as secondary teachers. During an elementary science methods course, we explored PSETs' perspectives on the teaching and learning of science via a case study that included four PSETs. Using Frykholm's ("Journal of Curriculum and Supervision" 19:125-149, "2004") framework of "educative" and "debilitating" discomfort, we examined PSETs' approaches to their own science learning and their approaches to science teaching. A theme apparent in PSETs' perspectives was struggle. We described ways in which struggle was either educative or debilitating for PSETs, both in terms of their own learning and the ways in which they approached teaching. Some PSETs who struggled in their own learning developed learning experiences to engage their students in reform-based science teaching, while some PSETs developed learning experiences that prevented their students from experiencing any sort of struggle in their learning process. The ways in which these students dealt with their own learning struggles mirrored the ways in which they dealt with their struggles to become teachers of reform-based science instruction. Helping PSETs to deal with their feelings of discomfort with science content or ideas about the nature of science learning and teaching promoted by reform documents may be a key issue in developing their willingness to become facilitators of meaningful science learning.

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students. (Contains 5 figures and 2 tables.)

Few twentieth century scientists have generated as much interest as Albert Einstein and Marie Currie. Their lives are centrally depicted in numerous children's biographies of famous scientists. Yet their stories reflect interesting paradoxes and tacit sets of unexplored sociocultural assumptions about gender in science education and the larger society. Trevor Owens' analysis of common Einstein and Currie biographies for children provides a context for us to consider a deeper reading of these scientists' stories in ways that can be both empowering and liberating. In the process, we consider some interesting tensions surrounding the gendered nature of their stories.

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study. [ABSTRACT FROM AUTHOR]

I argue that Ricoeur’spreunderstandingscan be used as a heuristic to aid researchers who collect narratives as data (1) to identify cultural meanings that become resources for participants’ positioning work, (2) to ground the identified cultural meanings in participants’ experiences, and (3) to understand participants’ interpretations of constraint and agency within that context. I outline how the philosophical hermeneutics of Ricoeur is consistent with a sociocultural perspective on positioning and identity, as well as present data analysis questions developed from Ricoeur’s ideas of narrative configuration to explore common cultural meanings used by participants in interpreting their lived experience. These questions provide a strategy to examine how participants may be referring to common cultural meanings but their individual interpretations of these meanings can have different implications for their feelings of agency. [ABSTRACT FROM PUBLISHER]

Background and purpose: External hemipelvectomy (EHP) is an uncommon procedure involving surgical amputation of the lower extremity and hemipelvis. Soft tissue sarcomas of the pelvis are rare and accompanied by a high risk of disease progression after surgical intervention. The purpose of this case report is to describe the rehabilitation considerations and importance of interdisciplinary collaboration to achieve functional goals to allow discharge with improved independence and decreased caregiver burden. Case description: A 58-year-old Caucasian male patient underwent a hemipelvectomy and hemisacrectomy for treatment of a recurrent pelvic soft tissue sarcoma following 4 months of bed confinement secondary to pain and weakness of the involved lower extremity. This report outlines the physical therapy interventions during 3 weeks of inpatient rehabilitation. Conclusion: This case demonstrates that continuous interdisciplinary care of a complex patient with EHP and hemisacrectomy contributes to significant improvement in functional mobility exceeding prior level of function. This case is particularly interesting because in addition to having a rare diagnosis and undergoing an uncommon surgical procedure, this patient was confined to bed for 4 months prior to surgical intervention, and thus began rehabilitation with a baseline of limited functional mobility and high caregiver burden. [ABSTRACT FROM AUTHOR]

The article presents the planning and execution of field-based activities by fourth graders from Blowing Rock, North Carolina for a field trip to a cemetery. The activities selected have social studies, science and math themes which were thought to interest and challenge the students. David Weitzman, author of the children's book "My Backyard History Book" suggests a field trip to a local cemetery which will lead students to realize that history is alive within their local community.

The article presents an equipment list as well as the various roles and responsibilities for the research team members leading students in a field trip to a cemetery. The assigned roles include a cartographer who brings the materials to and sketches the research site and a photographer who will move among the various student teams taking photographs. A reporter takes notes about the cemetery setting while a tool supervisor inventories the materials and prepares the gravestones for rubbing.

Introduction: Pharmacotherapeutic options continue to expand for the treatment of chronic non-cancer pain. There has been an increasing emphasis on multimodal analgesia. This strategy employs use of multiple analgesic medications each with a distinct mechanism of action, which when administered concomitantly may provide profound analgesia., Areas Covered: The authors describe evidence from randomized controlled trials and systematic reviews on a variety of established medications including anti-inflammatory agents, opioids, anti-convulsants, anti-depressants, N-methyl-D-aspartate receptor antagonists, sodium channel blockers, cannabinoids, and alpha-2-receptor blockers. Furthermore, they provide developing evidence on more novel pharmacotherapeutics including alpha lipoic acid, acetyl-L-carnitine, low-dose naltrexone, calcitonin gene-related peptide antagonists, targeted toxin therapy, Nav1.7 inhibitors, neurotensin agonists, purinoceptor antagonists, and sigma-1 receptor antagonists. Furthermore, the authors review the safety and adverse effect profile for these agents., Expert Opinion: In this era of the opioid epidemic, clinicians should first offer non-opioid analgesics and employ a multimodal analgesic strategy. Current guidelines recommend a personalized approach to the chronic pain treatment, in each case accounting for type, location, severity, and chronicity of pain. Clinicians should also carefully consider the risk-to-benefit ratio to the patient based on the drug side effect profile, patient age, and comorbidities.