The Impact of Switching Schools on College-Going

Large urban school districts, especially those with high concentrations of minority and economically disadvantaged students, have high rates of nonstructural student mobility (nonpromotional school-switching). The students in these school districts tend to be the very ones who stand to benefit the most from college attainment. However, the extent to which nonstructural student mobility impacts students’ likelihood of going to college is not fully known. This quasi-experimental study of a class of high school graduates in one urban district fills a gap in the literature by both examining the effects of switching schools in grades 3–12 on college-going and establishing causality using marginal structural modeling. The results indicate that nonstructural student mobility had a negative impact on college-going, which increased with each additional grade band in which students switched schools. High school mobility lowered college-going likelihood the most, followed by mobility in late elementary school, and trailed by middle school mobility. Policy implications and future directions of research are discussed

Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability

Although inter-rater reliability is an important aspect of using observational instruments, it has received little theoretical attention. In this article, we offer some guidance for practitioners and consumers of classroom observations so that they can make decisions about inter-rater reliability, both for study design and in the reporting of data and results. We reviewed articles in two major journals in the fields of reading and mathematics to understand how researchers have measured and reported inter-rater reliability in a recent decade. We found that researchers have tended to report measures of inter-rater agreement above the .80 threshold with little attention to the magnitude of score differences between raters. Then, we conducted simulations to understand both how different indices for classroom observation reliability are related to each other and the impact of reliability decisions on study results. Results from the simulation studies suggest that mean correlations with an outcome are slightly lower at lower levels of percentage of exact agreement but that the magnitude of score differences has a more dramatic effect on correlations. Therefore, adhering to strict thresholds for inter-rater agreement is less helpful than reporting exact point estimates and also examining measures of rater consistency. Accessed 2,893 times on https://pareonline.net from April 05, 2018 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Cervical Cancer

This chapter in Cancer Concepts: A Guidebook for the Non-Oncologist presents provides an overview of cervical cancer. The etiology, pathology, staging, and principles of treatment will be reviewed.https://escholarship.umassmed.edu/cancer_concepts/1014/thumbnail.jp

Prepregnancy weight, gestational weight gain, and risk of growth affected neonates

BACKGROUND: In 2009, the Institute of Medicine published revised gestational weight gain (GWG) guidelines with changes notable for altered body mass index (BMI) categorization as per World Health Organization criteria and a stated range of recommended gain (11-20 pounds) for obese women. The goal of this study was to evaluate associations between maternal BMI-specific GWG adherence in the context of these new guidelines and risk of small for gestational age (SGA) and large for gestational age (LGA) neonates. METHODS: Subjects were a retrospective cohort of 11,203 live birth singletons delivered at 22-44 weeks at a Massachusetts tertiary care center between April 2006 and March 2010. Primary exposure was GWG adherence (inadequate, appropriate, or excessive) based on BMI-specific recommendations. SGA and LGA were defined as /=90th percentiles of U.S. population growth curves, respectively. The association between GWG adherence and SGA and LGA was examined in polytomous logistic regression models that estimated adjusted odds ratios (AOR) stratified by prepregnancy weight status, controlling for potential confounders. RESULTS: Before pregnancy, 3.8% of women were underweight, 50.9% were normal weight, 24.6% were overweight, and 20.6% were obese. Seventeen percent had inadequate GWG, and 57.2% had excessive GWG. Neonates were 9.6% SGA and 8.7% LGA. Inadequate GWG was associated with increased odds of SGA (AOR 2.51, 95% confidence interval [CI] 1.31-4.78 for underweight and AOR 1.78, 95% CI 1.42-2.24 for normal weight women) and decreased odds of LGA (AOR 0.5, 95% CI 0.47-0.73 for normal weight and AOR 0.56, 95% CI 0.34-0.90 for obese women). Excessive GWG was associated with decreased odds of SGA (AOR 0.59, 95% CI 0.47-0.73 for normal weight and AOR 0.64, 95% CI 0.47-0.89 for overweight women) and increased odds of LGA (AOR 1.76, 95% CI 1.38-2.24 for normal weight, AOR 2.99, 95% CI 1.92-4.65 for overweight, and AOR 1.55, 95% CI 1.10-2.19 for obese women). CONCLUSIONS: Efforts to optimize GWG are essential to reducing the proportion of SGA and LGA neonates, regardless of prepregnancy BMI

\u3ci\u3eCritical Social Justice Issues for School Practitioners\u3c/i\u3e

Editors: Sandra Harris and Stacey Edmonson Chapter 5: From Ice Raids to Equity: Hispanic Students\u27 Progress through High School in an Immigrant Responsive City, co-authored by John Hill, UNO faculty member. Chapter 9: Focusing School Leadership on Poverty and Ethnicity for K-12 Student Success, co-authored by Jeanne L. Surface, Kay A. Keiser, Peter J. Smith, and Karen L. Hayes. This project was borne of a desire to support these scholar-practitioner leaders. We invited educational leaders to share recent studies which brought issues of social justice to the fore. Certainly, the 20 papers that were accepted as chapters for this book do not address all of the problems with which educators are faced. Nor do the 20 chapters provide definitive answers to these difficult issues. However, they do provide valuable information and ensure that thoughtful, reflective dialogue is occurring regarding critical social justice understandings or misunderstandings.https://digitalcommons.unomaha.edu/facultybooks/1173/thumbnail.jp

Investigating individual- and area-level socioeconomic gradients of pulse pressure among normotensive and hypertensive participants

Socioeconomic status is a strong predictor of cardiovascular disease. Pulse pressure, the difference between systolic and diastolic blood pressure, has been identified as an important predictor of cardiovascular risk even after accounting for absolute measures of blood pressure. However, little is known about the social determinants of pulse pressure. The aim of this study was to examine individual- and area-level socioeconomic gradients of pulse pressure in a sample of 2,789 Australian adults. Using data from the North West Adelaide Health Study we estimated the association between pulse pressure and three indices of socioeconomic status (education, income and employment status) at the area and individual level for hypertensive and normotensive participants, using Generalized Estimating Equations. In normotensive individuals, area-level education (estimate: −0.106; 95% CI: −0.172, −0.041) and individual-level income (estimate: −1.204; 95% CI: −2.357, −0.050) and employment status (estimate: −1.971; 95% CI: −2.894, −1.048) were significant predictors of pulse pressure, even after accounting for the use of medication and lifestyle behaviors. In hypertensive individuals, only individual-level measures of socioeconomic status were significant predictors of pulse pressure (education estimate: −2.618; 95% CI: −4.878, −0.357; income estimate: −1.683, 95% CI: −3.743, 0.377; employment estimate: −2.023; 95% CI: −3.721, −0.326). Further research is needed to better understand how individual- and area-level socioeconomic status influences pulse pressure in normotensive and hypertensive individuals.Lisa A. Matricciani, Catherine Paquet, Natasha J. Howard, Robert Adams, Neil T. Coffee, Anne W. Taylor and Mark Danie

Understanding Dwarf Galaxies in order to Understand Dark Matter

Much progress has been made in recent years by the galaxy simulation community in making realistic galaxies, mostly by more accurately capturing the effects of baryons on the structural evolution of dark matter halos at high resolutions. This progress has altered theoretical expectations for galaxy evolution within a Cold Dark Matter (CDM) model, reconciling many earlier discrepancies between theory and observations. Despite this reconciliation, CDM may not be an accurate model for our Universe. Much more work must be done to understand the predictions for galaxy formation within alternative dark matter models.Comment: Refereed contribution to the Proceedings of the Simons Symposium on Illuminating Dark Matter, to be published by Springe

Cloud e-learning for mechatronics: CLEM

his paper describes results of the CLEM project, Cloud E-learning for Mechatronics. CLEM is an example of a domain-specific cloud that is especially tuned to the needs of VET (Vocational, Education and Training) teachers. An interesting development has been the creation of remote laboratories in the cloud. Learners can access such laboratories to support their practical learning of mechatronics without the need to set up laboratories at their own institutions. The cloud infrastructure enables multiple laboratories to come together virtually to create an ecosystem for educators and learners. From such a system, educators can pick and mix materials to create suitable courses for their students and the learners can experience different types of devices and laboratories through the cloud. The paper provides an overview of this new cloud-based e-learning approach and presents the results. The paper explains how the use of cloud computing has enabled the development of a new method, showing how a holistic e-learning experience can be obtained through use of static, dynamic and interactive material together with facilities for collaboration and innovation

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.</p> <p>Methods</p> <p>42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.</p> <p>Results</p> <p>Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course.</p> <p>The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course.</p> <p>The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.</p> <p>Conclusions</p> <p>It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.</p