Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school

More than Hoop Jumping: Making Accreditation Matter

This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, and collaboration. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work

Teacher Observations Using Telepresence Robots: Benefits and Challenges for Strengthening Evaluations

Project SCOUT (School Classroom Observations Using Telepresence) details findings from a pilot project where observers used a telepresence robot designed to capture teaching episodes. The study examined: 1) participants’ ability to review classroom teaching and determine teaching quality using a telepresence format; 2) whether a telepresence robot allowed observers to review the specific teaching competencies they would otherwise evaluate during in-person observations; and 3) the success of the telepresence robot in evaluating specific pedagogical environments (i.e., Montessori classrooms). Survey and observation data from two focal classrooms highlight the benefits of telepresence tools by allowing flexibility and the potential for a wider audience of observers using real time data collection. Limitations of a telepresence robot include challenges in its ability to capture classroom nuances necessary for evaluation, coaching, or supervisory support. Those who use a telepresence robot must be particularly sensitive to using a technology that might cause privacy and safety concerns for children and their families, particularly for marginalized communities

Impaired CD8 T cell memory and CD4 T cell primary responses in IL-7Rα mutant mice

Loss of interleukin (IL)-7 or the IL-7 receptor alpha (IL-7Rα, CD127) results in severe immunodeficiencies in mice and humans. To more precisely identify signals governing IL-7 function in vivo, we have disrupted the IL-7Rα Y449XXM motif in mice by knock-in mutagenesis (IL-7Rα449F). Thymic precursors were reduced in number in IL-7Rα449F mice, but in marked contrast to IL-7Rα−/− knockout mice, thymocytes and peripheral T cells developed normally. Strikingly, Listeria infection revealed that CD4 and CD8 T cells had different requirements for IL-7Rα signals. CD4 T cells failed to mount a primary response, but despite normal CD8 primary responses, maintenance of CD8 memory was impaired in IL-7Rα449F mice. Furthermore, we show that Bcl-2 is IL-7Rα Y449 independent and insufficient for IL-7–mediated maintenance of CD8 memory

The trail of water and the delivery of volatiles to habitable planets

Water is fundamental to our understanding of the evolution of planetary systems and the delivery of volatiles to the surfaces of potentially habitable planets. Yet, we currently have essentially no facilities capable of observing this key species comprehensively. With this white paper, we argue that we need a relatively large, cold space-based observatory equipped with a high-resolution spectrometer, in the mid- through far-infrared wavelength range (25-600~$\mu$m) in order to answer basic questions about planet formation, such as where the Earth got its water, how giant planets and planetesimals grow, and whether water is generally available to planets forming in the habitable zone of their host stars.Comment: Science white paper submitted to the Astro2020 Decadal Surve

Cellular Basis of Tissue Regeneration by Omentum

The omentum is a sheet-like tissue attached to the greater curvature of the stomach and contains secondary lymphoid organs called milky spots. The omentum has been used for its healing potential for over 100 years by transposing the omental pedicle to injured organs (omental transposition), but the mechanism by which omentum helps the healing process of damaged tissues is not well understood. Omental transposition promotes expansion of pancreatic islets, hepatocytes, embryonic kidney, and neurons. Omental cells (OCs) can be activated by foreign bodies in vivo. Once activated, they become a rich source for growth factors and express pluripotent stem cell markers. Moreover, OCs become engrafted in injured tissues suggesting that they might function as stem cells

Impact of opioid-free analgesia on pain severity and patient satisfaction after discharge from surgery: multispecialty, prospective cohort study in 25 countries

Background: Balancing opioid stewardship and the need for adequate analgesia following discharge after surgery is challenging. This study aimed to compare the outcomes for patients discharged with opioid versus opioid-free analgesia after common surgical procedures.Methods: This international, multicentre, prospective cohort study collected data from patients undergoing common acute and elective general surgical, urological, gynaecological, and orthopaedic procedures. The primary outcomes were patient-reported time in severe pain measured on a numerical analogue scale from 0 to 100% and patient-reported satisfaction with pain relief during the first week following discharge. Data were collected by in-hospital chart review and patient telephone interview 1 week after discharge.Results: The study recruited 4273 patients from 144 centres in 25 countries; 1311 patients (30.7%) were prescribed opioid analgesia at discharge. Patients reported being in severe pain for 10 (i.q.r. 1-30)% of the first week after discharge and rated satisfaction with analgesia as 90 (i.q.r. 80-100) of 100. After adjustment for confounders, opioid analgesia on discharge was independently associated with increased pain severity (risk ratio 1.52, 95% c.i. 1.31 to 1.76; P < 0.001) and re-presentation to healthcare providers owing to side-effects of medication (OR 2.38, 95% c.i. 1.36 to 4.17; P = 0.004), but not with satisfaction with analgesia (beta coefficient 0.92, 95% c.i. -1.52 to 3.36; P = 0.468) compared with opioid-free analgesia. Although opioid prescribing varied greatly between high-income and low- and middle-income countries, patient-reported outcomes did not.Conclusion: Opioid analgesia prescription on surgical discharge is associated with a higher risk of re-presentation owing to side-effects of medication and increased patient-reported pain, but not with changes in patient-reported satisfaction. Opioid-free discharge analgesia should be adopted routinely

More than Hoop Jumping: Making Accreditation Matter

This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, collaboration, reflection, and awareness of accreditation discussions. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work