From classroom reality to virtual classroom: the role of teacher-created scripts in the development of classroom simulation technology

This paper describes a specific kind of teacher narrative (the teacher created script) to support the design of a classroom simulation to be used in pre-service teacher education. We intend to share our experiences in exploring and developing the kind of narrative text which can be developed from a large reservoir of ethnographically generated data collected from the teachers and classrooms we have closely observed and documented over the last two decades. In particular, we explore the role which these narratives play within the development of the kind of classroom simulation we have produced. Reflection has long been acknowledged as a useful process for teachers to engage with. Also, the notion of formalising such reflections through writing has been acknowledged as a way to share, refine and articulate teaching practice. As stated by Barth (2001:66) “…with written words come the innermost secrets of schools”. This prototype simulation allows the user to adopt the role of a Kindergarten teacher using a daily literacy teaching episode we refer to as “days of the week” and encourages the user to reflect upon the decisions they make about the organisation and implementation of this recurring teaching experience. The range of options that occur in this simulation stem from the teacher-created script we developed drawing from our own teaching experiences and classroom-based research to shape this virtual classroom

Colorectal Cancer Stage at Diagnosis Before vs During the COVID-19 Pandemic in Italy

IMPORTANCE Delays in screening programs and the reluctance of patients to seek medical attention because of the outbreak of SARS-CoV-2 could be associated with the risk of more advanced colorectal cancers at diagnosis. OBJECTIVE To evaluate whether the SARS-CoV-2 pandemic was associated with more advanced oncologic stage and change in clinical presentation for patients with colorectal cancer. DESIGN, SETTING, AND PARTICIPANTS This retrospective, multicenter cohort study included all 17 938 adult patients who underwent surgery for colorectal cancer from March 1, 2020, to December 31, 2021 (pandemic period), and from January 1, 2018, to February 29, 2020 (prepandemic period), in 81 participating centers in Italy, including tertiary centers and community hospitals. Follow-up was 30 days from surgery. EXPOSURES Any type of surgical procedure for colorectal cancer, including explorative surgery, palliative procedures, and atypical or segmental resections. MAIN OUTCOMES AND MEASURES The primary outcome was advanced stage of colorectal cancer at diagnosis. Secondary outcomes were distant metastasis, T4 stage, aggressive biology (defined as cancer with at least 1 of the following characteristics: signet ring cells, mucinous tumor, budding, lymphovascular invasion, perineural invasion, and lymphangitis), stenotic lesion, emergency surgery, and palliative surgery. The independent association between the pandemic period and the outcomes was assessed using multivariate random-effects logistic regression, with hospital as the cluster variable. RESULTS A total of 17 938 patients (10 007 men [55.8%]; mean [SD] age, 70.6 [12.2] years) underwent surgery for colorectal cancer: 7796 (43.5%) during the pandemic period and 10 142 (56.5%) during the prepandemic period. Logistic regression indicated that the pandemic period was significantly associated with an increased rate of advanced-stage colorectal cancer (odds ratio [OR], 1.07; 95%CI, 1.01-1.13; P = .03), aggressive biology (OR, 1.32; 95%CI, 1.15-1.53; P < .001), and stenotic lesions (OR, 1.15; 95%CI, 1.01-1.31; P = .03). CONCLUSIONS AND RELEVANCE This cohort study suggests a significant association between the SARS-CoV-2 pandemic and the risk of a more advanced oncologic stage at diagnosis among patients undergoing surgery for colorectal cancer and might indicate a potential reduction of survival for these patients

The use of embedded tools and support materials within a classroom simulation to support quality teaching

This paper focuses on the use of embedded tools and support materials within a web-based simulated classroom environment. The developed simulation prototype allows the user to adopt the role of a Kindergarten teacher where they have to “teach” a typical literacy episode that we have called “days of the week”. During this episode the user is asked to make decisions about the organisation of the classroom, management of the classroom, and the teaching and learning experiences to be offered. A key component of this on-line simulation is the incorporation of an embedded tool, referred to as a thinking space, at decisive points. Support materials have also been incorporated throughout the simulation to encourage the user to look at the theory and wider knowledge base around the issues they encounter. These components of the simulation have been developed to encourage users to think more deeply about their role as a classroom teacher. As users make decisions throughout the running time of the simulated classroom episode, they are supported with embedded thinking spaces and regular student updates organised according to the NSW pedagogy model (DET, 2003). We report on the data that we have collected about use of the embedded tools and support materials by a cohort of pre-service teachers

Online Classroom Simulation: using a virtual classroom to support preservice teacher thinking

Research consistently shows that traditional preservice teacher preparation programs are not adequately preparing beginning teachers for the reality of classrooms. The purpose of this chapter is to describe the development and implementation of an online classroom simulation designed to develop preree-service teachers' decision-making skills within the context of young children's literacy education. The classroom simulation allows the user to take on the role of the teacher of a virtual kindergarten classroom (ages five to six years). During the simulation the user makes decisions about the organisation of teaching and learning experiences, classroom management, and responses to individual students. The user is able to monitor and track the progress of three targeted students throughout the course of the simulation. An embedded tool, what we refer to as the "thinking space," has been developed to enable the user to plan and justify new decisions and reflect upon the consequences of previous decisions.27 page(s

"It's just us sitting there for 23 hours like we done something wrong": Isolation, incarceration, and the COVID-19 pandemic.

For the millions of people incarcerated in United States' prisons and jails during the COVID-19 pandemic, isolation took many forms, including medical isolation for those sick with COVID-19, quarantine for those potentially exposed, and prolonged facility-wide lockdowns. Incarcerated people's lived experience of isolation during the pandemic has largely gone undocumented. Through interviews with 48 incarcerated people and 27 staff at two jails and one prison in geographically diverse locations in the United States, we document the implementation of COVID-19 isolation policies from the perspective of those that live and work in carceral settings. Incarcerated people were isolated from social contact, educational programs, employment, and recreation, and lacked clear communication about COVID-19-related protocols. Being isolated, no matter the reason, felt like punishment and was compared to solitary confinement-with resultant long-term, negative impacts on health. Participants detailed isolation policies as disruptive, detrimental to mental health, and dehumanizing for incarcerated people. Findings point to several recommendations for isolation policy in carceral settings. These include integrating healthcare delivery into isolation protocols, preserving social relationships during isolation, promoting bidirectional communication about protocols and their effect between facility leadership and incarcerated people. Most importantly, there is an urgent need to re-evaluate the current approach to the use of isolation in carceral settings and to establish external oversight procedures for its use during pandemics

Demographic information for participants.

For the millions of people incarcerated in United States’ prisons and jails during the COVID-19 pandemic, isolation took many forms, including medical isolation for those sick with COVID-19, quarantine for those potentially exposed, and prolonged facility-wide lockdowns. Incarcerated people’s lived experience of isolation during the pandemic has largely gone undocumented. Through interviews with 48 incarcerated people and 27 staff at two jails and one prison in geographically diverse locations in the United States, we document the implementation of COVID-19 isolation policies from the perspective of those that live and work in carceral settings. Incarcerated people were isolated from social contact, educational programs, employment, and recreation, and lacked clear communication about COVID-19-related protocols. Being isolated, no matter the reason, felt like punishment and was compared to solitary confinement—with resultant long-term, negative impacts on health. Participants detailed isolation policies as disruptive, detrimental to mental health, and dehumanizing for incarcerated people. Findings point to several recommendations for isolation policy in carceral settings. These include integrating healthcare delivery into isolation protocols, preserving social relationships during isolation, promoting bidirectional communication about protocols and their effect between facility leadership and incarcerated people. Most importantly, there is an urgent need to re-evaluate the current approach to the use of isolation in carceral settings and to establish external oversight procedures for its use during pandemics.</div

Interview guides.

For the millions of people incarcerated in United States’ prisons and jails during the COVID-19 pandemic, isolation took many forms, including medical isolation for those sick with COVID-19, quarantine for those potentially exposed, and prolonged facility-wide lockdowns. Incarcerated people’s lived experience of isolation during the pandemic has largely gone undocumented. Through interviews with 48 incarcerated people and 27 staff at two jails and one prison in geographically diverse locations in the United States, we document the implementation of COVID-19 isolation policies from the perspective of those that live and work in carceral settings. Incarcerated people were isolated from social contact, educational programs, employment, and recreation, and lacked clear communication about COVID-19-related protocols. Being isolated, no matter the reason, felt like punishment and was compared to solitary confinement—with resultant long-term, negative impacts on health. Participants detailed isolation policies as disruptive, detrimental to mental health, and dehumanizing for incarcerated people. Findings point to several recommendations for isolation policy in carceral settings. These include integrating healthcare delivery into isolation protocols, preserving social relationships during isolation, promoting bidirectional communication about protocols and their effect between facility leadership and incarcerated people. Most importantly, there is an urgent need to re-evaluate the current approach to the use of isolation in carceral settings and to establish external oversight procedures for its use during pandemics.</div