Beginning Teachers\u27 Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program

Four-year educator preparation programs in North Carolina are tasked with producing teachers capable of effectively integrating technology in the curriculum. The state created The Digital Learning Competencies for Classroom Teachers as the guidelines for what teachers are expected to know and be able to do with regards to digital technology integration. The purpose of this study was to determine if a relationship existed between beginning teacher self-efficacy with technology integration and the extent to which technology was infused in their undergraduate four-year educator preparation programs (stand-alone course versus technology infusion across the undergraduate curriculum versus a combination of both a technology course and technology infusion). This study used a non-experimental ex post facto causal-comparative design to examine the survey responses of 126 elementary school teachers in North Carolina who graduated from four-year educator preparation programs and were in the first three years of their teaching careers. The scale used was an electronic version of the Technology and Teaching Efficacy Scale (TTES). The data was analyzed using a one-way analysis of variance (ANOVA) in SPSS. The study did not identify any statistically significant differences in the beginning teachers’ total technology integration self-efficacy scores based on the level of technology infusion in their undergraduate teacher education programs. Recommendations for further research include replicating the study across the state, follow-up qualitative research, and longitudinal research on beginning teacher technology integration self-efficacy over the first three years

Predictive structure and the learnability of inflectional paradigms: investigating whether low i-complexity benefits human learners and neural networks

Research on cross-linguistic differences in morphological paradigms reveals a wide range of variation on many dimensions, including the number of categories expressed, the number of unique forms, and the number of inflectional classes. This typological variation is surprising within the approach that languages evolve to maximise learnability (e.g., Christiansen and Chater 2008; Deacon 1997; Kirby 2002). Ackerman and Malouf (2013) argue that there is one dimension on which languages do not differ widely: in predictive structure. Predictive structure in a paradigm describes the extent to which forms predict each other, sometimes called i-complexity. Ackerman and Malouf (2013) show that although languages differ ac- cording to surface paradigm complexity measures, called e-complexity, they tend to have low i-complexity. While it has been suggested that i-complexity affects the task of producing unknown forms (the Paradigm Cell Filling Problem, Ackerman, James P. Blevins, et al. 2009; Ackerman and Malouf 2015), its effect on the learnability of morphological paradigms has not been tested. In a series of artificial language learning tasks both with human learners and LSTM neural networks, I evaluate the hypothesis that learners are sensitive to i-complexity by testing how well paradigms which differ on this dimension are learned. In Part 1, I test whether learners are sensitive to i-complexity when learning inflected forms in a miniature language. In Part 2, I compare the effect of i-complexity on learning with that of e-complexity and assess the relationship between these two measures, using randomly con- structed paradigms. In Part 3, I test the effect of i-complexity on learning and generalisation tasks, manipulating the presence of extra-morphological cues for class membership. Results show weak evidence for an effect of i-complexity on learning, with evidence for greater effects of e-complexity in both human and neural network learners. A strong nega- tive correlation was found between i-complexity and e-complexity, suggesting that paradigms with higher surface paradigm complexity tend to have more predictive structure, as mea- sured by i-complexity. There is no evidence for an interaction between i-complexity and extra-morphological cues on learning and generalisation. This suggests that semantic or phonological cues for class membership, which are common in natural languages, do not enhance the effect of i-complexity on learning and generalisation. Finally, i-complexity was found to affect generalisation in both human and neural network learners, suggesting that i-complexity could, in principle, shape languages through the process of generalisation to unknown forms. I discuss the difference in the effects of i-complexity on learning and generalisation, the similarities between the effect of i-complexity in human learners and neural networks, and cases the two types of learner differed. Finally, I discuss the role that i-complexity is likely to have in language change based on the results

Predictive structure or paradigm size? Investigating the effects of i-complexity and e-complexity on the learnability of morphological systems

Research on cross-linguistic differences in morphological paradigms reveals a wide range of variation on many dimensions, including the number of categories expressed, the number of unique forms, and the number of inflectional classes. However, in an influential paper, Ackerman and Malouf (2013) argue that there is one dimension on which languages do not differ widely: in predictive structure. Predictive structure in a paradigm describes the extent to which forms predict each other, called i-complexity. Ackerman and Malouf (2013) show that although languages differ according to measure of surface paradigm complexity, called e-complexity, they tend to have low i-complexity. They conclude that morphological paradigms have evolved under a pressure for low i-complexity. Here, we evaluate the hypothesis that language learners are more sensitive to i-complexity than e-complexity by testing how well paradigms which differ on only these dimensions are learned. This could result in the typological findings Ackerman and Malouf (2013) report if even paradigms with very high e-complexity are relatively easy to learn, so long as they have low i-complexity. First, we summarize a recent work by Johnson et al. (2020) suggesting that both neural networks and human learners may actually be more sensitive to e-complexity than i-complexity. Then we build on this work, reporting a series of experiments which confirm that, indeed, across a range of paradigms that vary in either e- or icomplexity, neural networks (LSTMs) are sensitive to both, but show a larger effect of e-complexity (and other measures associated with size and diversity of forms). In human learners, we fail to find any effect of i-complexity on learning at all. Finally, we analyse a large number of randomly generated paradigms and show that e- and i-complexity are negatively correlated: paradigms with high e-complexity necessarily show low i-complexity. We discuss what these findings might mean for Ackerman and Malouf’s hypothesis, as well as the role of ease of learning versus generalization to novel forms in the evolution of paradigms

Distinct Compartments of the Proepicardial Organ Give Rise to Coronary Vascular Endothelial Cells

SummaryThe proepicardial organ is an important transient structure that contributes cells to various cardiac lineages. However, its contribution to the coronary endothelium has been disputed, with conflicting data arising in chick and mouse. Here we resolve this conflict by identifying two proepicardial markers, Scleraxis (Scx) and Semaphorin3D (Sema3D), that genetically delineate heretofore uncharacterized proepicardial subcompartments. In contrast to previously fate-mapped Tbx18/WT-1-expressing cells that give rise to vascular smooth muscle, Scx- and Sema3D-expressing proepicardial cells give rise to coronary vascular endothelium both in vivo and in vitro. Furthermore, Sema3D+ and Scx+ proepicardial cells contribute to the early sinus venosus and cardiac endocardium, respectively, two tissues linked to vascular endothelial formation at later stages. Taken together, our studies demonstrate that the proepicardial organ is a molecularly compartmentalized structure, reconciling prior chick and mouse data and providing a more complete understanding of the progenitor populations that establish the coronary vascular endothelium

Clinician perspectives on what constitutes good practice in community services for people with complex emotional needs: A qualitative thematic meta-synthesis

INTRODUCTION: The need to improve the quality of community mental health services for people with Complex Emotional Needs (CEN) (who may have a diagnosis of 'personality disorder') is recognised internationally and has become a renewed policy priority in England. Such improvement requires positive engagement from clinicians across the service system, and their perspectives on achieving good practice need to be understood. AIM: To synthesise qualitative evidence on clinician perspectives on what constitutes good practice, and what helps or prevents it being achieved, in community mental health services for people with CEN. METHODS: Six bibliographic databases were searched for studies published since 2003 and supplementary citation tracking was conducted. Studies that used any recognised qualitative method and reported clinician experiences and perspectives on community-based mental health services for adults with CEN were eligible for this review, including generic and specialist settings. Meta-synthesis was used to generate and synthesise over-arching themes across included studies. RESULTS: Twenty-nine papers were eligible for inclusion, most with samples given a 'personality disorder' diagnosis. Six over-arching themes were identified: 1. The use and misuse of diagnosis; 2. The patient journey into services: nowhere to go; 3. Therapeutic relationships: connection and distance; 4. The nature of treatment: not doing too much or too little; 5. Managing safety issues and crises: being measured and proactive; 6. Clinician and wider service needs: whose needs are they anyway? The overall quality of the evidence was moderate. DISCUSSION: Through summarising the literature on clinician perspectives on good practice for people with CEN, over-arching priorities were identified on which there appears to be substantial consensus. In their focus on needs such as for a long-term perspective on treatment journeys, high quality and consistent therapeutic relationships, and a balanced approach to safety, clinician priorities are mainly congruent with those found in studies on service user views. They also identify clinician needs that should be met for good care to be provided, including for supervision, joint working and organisational support

A scoping review of trauma informed approaches in acute, crisis, emergency, and residential mental health care

Experiences of trauma in childhood and adulthood are highly prevalent among service users accessing acute, crisis, emergency, and residential mental health services. These settings, and restraint and seclusion practices used, can be extremely traumatic, leading to a growing awareness for the need for trauma informed care (TIC). The aim of TIC is to acknowledge the prevalence and impact of trauma and create a safe environment to prevent re-traumatisation. This scoping review maps the TIC approaches delivered in these settings and reports related service user and staff experiences and attitudes, staff wellbeing, and service use outcomes.We searched seven databases (EMBASE; PsycINFO; MEDLINE; Web of Science; Social Policy and Practice; Maternity and Infant Care Database; Cochrane Library Trials Register) between 24/02/2022-10/03/2022, used backwards and forwards citation tracking, and consulted academic and lived experience experts, identifying 4244 potentially relevant studies. Thirty-one studies were included.Most studies (n = 23) were conducted in the USA and were based in acute mental health services (n = 16). We identified few trials, limiting inferences that can be drawn from the findings. The Six Core Strategies (n = 7) and the Sanctuary Model (n = 6) were the most commonly reported approaches. Rates of restraint and seclusion reportedly decreased. Some service users reported feeling trusted and cared for, while staff reported feeling empathy for service users and having a greater understanding of trauma. Staff reported needing training to deliver TIC effectively.TIC principles should be at the core of all mental health service delivery. Implementing TIC approaches may integrate best practice into mental health care, although significant time and financial resources are required to implement organisational change at scale. Most evidence is preliminary in nature, and confined to acute and residential services, with little evidence on community crisis or emergency services. Clinical and research developments should prioritise lived experience expertise in addressing these gaps

What has changed in the experiences of people with mental health problems during the COVID-19 pandemic:a coproduced, qualitative interview study

PurposeWe sought to understand how the experiences of people in the UK with pre-existing mental health conditions had developed during the course of the COVID-19 pandemic.MethodsIn September–October 2020, we interviewed adults with mental health conditions pre-dating the pandemic, whom we had previously interviewed 3 months earlier. Participants had been recruited through online advertising and voluntary sector community organisations. Semi-structured qualitative interviews were conducted by telephone or video-conference by researchers with lived experience of mental health difficulties, and, following principles of thematic analysis, were analysed to explore changes over time in people’s experience of the pandemic.ResultsWe interviewed 44 people, achieving diversity of demographic characteristics (73% female, 54% White British, aged 18–75) and a range of mental health conditions and service use among our sample. Three overarching themes were derived from interviews. The first theme “spectrum of adaptation” describes how participants reacted to reduced access to formal and informal support through personal coping responses or seeking new sources of help, with varying degrees of success. The second theme describes “accumulating pressures” from pandemic-related anxieties and sustained disruption to social contact and support, and to mental health treatment. The third theme “feeling overlooked” reflects participants’ feeling of people with mental health conditions being ignored during the pandemic by policy-makers at all levels, which was compounded for people from ethnic minority communities or with physical health problems.ConclusionIn line with previous research, our study highlights the need to support marginalised groups who are at risk of increased inequalities, and to maintain crucial mental and physical healthcare and social care for people with existing mental health conditions, notwithstanding challenges of the pandemic

What has changed in the experiences of people with mental health problems during the COVID-19 pandemic: a coproduced, qualitative interview study

PURPOSE: We sought to understand how the experiences of people in the UK with pre-existing mental health conditions had developed during the course of the COVID-19 pandemic. METHODS: In September-October 2020, we interviewed adults with mental health conditions pre-dating the pandemic, whom we had previously interviewed 3 months earlier. Participants had been recruited through online advertising and voluntary sector community organisations. Semi-structured qualitative interviews were conducted by telephone or video-conference by researchers with lived experience of mental health difficulties, and, following principles of thematic analysis, were analysed to explore changes over time in people's experience of the pandemic. RESULTS: We interviewed 44 people, achieving diversity of demographic characteristics (73% female, 54% White British, aged 18-75) and a range of mental health conditions and service use among our sample. Three overarching themes were derived from interviews. The first theme "spectrum of adaptation" describes how participants reacted to reduced access to formal and informal support through personal coping responses or seeking new sources of help, with varying degrees of success. The second theme describes "accumulating pressures" from pandemic-related anxieties and sustained disruption to social contact and support, and to mental health treatment. The third theme "feeling overlooked" reflects participants' feeling of people with mental health conditions being ignored during the pandemic by policy-makers at all levels, which was compounded for people from ethnic minority communities or with physical health problems. CONCLUSION: In line with previous research, our study highlights the need to support marginalised groups who are at risk of increased inequalities, and to maintain crucial mental and physical healthcare and social care for people with existing mental health conditions, notwithstanding challenges of the pandemic