Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis

A large percentage of the students who drop out of K-12 schools in the United States do so at the end of high school, at some point after grade 10. Yet we know little about the differences between different types of students who drop out of the end of high school. The purpose of this study is to examine a typology of high school dropouts from a large nationally representative dataset (ELS:2002) using latent class analysis (LCA). We found three significantly different types of dropouts; Quiet, Jaded, and Involved. Based on this typology of three subgroups, we discuss implications for future dropout intervention research, policy, and practice

What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school

Historically, teacher-assigned grades have been seen as unreliable subjective measures of academic knowledge, since grades and standardized tests have traditionally correlated at about the 0.5 to 0.6 level, and thus explain about 25–35% of each other. However, emerging literature indicates that grades may be a multidimensional assessment of both student academic knowledge and a student's ability to negotiate the social processes of schooling, such as behavior, participation, and effort. This study analyzed the high school transcript component of the Education Longitudinal Study of 2002 (ELS:2002) using multidimensional scaling (MDS) to describe the relationships between core subject grades, non-core subject grades, and standardized test scores in mathematics and reading. The results indicate that when accounting for the academic knowledge component assessed through standardized tests, teacher-assigned grades may be a useful assessment of a student's ability at the non-cognitive aspects of school. Implications for practice, research, and policy are discussed

Patient-derived glioblastoma cells show significant heterogeneity in treatment responses to the inhibitor-of-apoptosis-protein antagonist birinapant.

BACKGROUND: Resistance to temozolomide (TMZ) greatly limits chemotherapeutic effectiveness in glioblastoma (GBM). Here we analysed the ability of the Inhibitor-of-apoptosis-protein (IAP) antagonist birinapant to enhance treatment responses to TMZ in both commercially available and patient-derived GBM cells. METHODS: Responses to TMZ and birinapant were analysed in a panel of commercial and patient-derived GBM cell lines using colorimetric viability assays, flow cytometry, morphological analysis and protein expression profiling of pro- and antiapoptotic proteins. Responses in vivo were analysed in an orthotopic xenograft GBM model. RESULTS: Single-agent treatment experiments categorised GBM cells into TMZ-sensitive cells, birinapant-sensitive cells, and cells that were insensitive to either treatment. Combination treatment allowed sensitisation to therapy in only a subset of resistant GBM cells. Cell death analysis identified three principal response patterns: Type A cells that readily activated caspase-8 and cell death in response to TMZ while addition of birinapant further sensitised the cells to TMZ-induced cell death; Type B cells that readily activated caspase-8 and cell death in response to birinapant but did not show further sensitisation with TMZ; and Type C cells that showed no significant cell death or moderately enhanced cell death in the combined treatment paradigm. Furthermore, in vivo, a Type C patient-derived cell line that was TMZ-insensitive in vitro and showed a strong sensitivity to TMZ and TMZ plus birinapant treatments. CONCLUSIONS: Our results demonstrate remarkable differences in responses of patient-derived GBM cells to birinapant single and combination treatments, and suggest that therapeutic responses in vivo may be greatly affected by the tumour microenvironment

Exploring the lived experience of gay men with prostate cancer: A phenomenological study

Purpose: Gay men with prostate cancer are an ‘invisible species’ in the research literature despite concerns that the impact of treatment may be more profound and in some ways unique compared to heterosexual men. The aim of this research is to explore the lived experience of gay men with prostate cancer. Method: In-depth interviews were recorded and transcribed verbatim from a purposive sample of eight gay men treated for prostate cancer in Ireland. A qualitative methodological approach employing Giorgi's descriptive phenomenological method was used to collect and analyse data. Findings: Three key aspects emerged representing the essence of the participants lived experience; The experience of diagnosis, treatment decision making, and the impact of treatment, with sub-themes of shock of diagnosis, the generalist nature of information, sexual side effects and incontinence, and masculinity and gay identity. Secondly, the experience of the healthcare service with sub-themes of sexual orientation disclosure and communication with the healthcare team; and thirdly, sources of support and means of coping which included significant others, family & friends, cancer support groups, and gay resources and support services. Conclusion: Gay men with prostate cancer have unmet information and supportive care needs throughout their prostate cancer journey, especially related to the impact of sexual dysfunction and associated rehabilitation, negatively impacting their quality of life. Issues associated with heteronormativity, minority stress, and stigma may influence how gay men interact with the health service, or how they perceive the delivery of care. Healthcare education providers should update prostate cancer education programmes accordingly

Are men universally more dismissing than women? Gender differences in romantic attachment across 62 cultural regions

The authors thank Susan Sprecher (USA), Del Paulhus (Canada), Glenn D. Wilson (England), Qazi Rahman (England), Alois Angleitner (Germany), Angelika Hofhansl (Austria), Tamio Imagawa (Japan), Minoru Wada (Japan), Junichi Taniguchi (Japan), and Yuji Kanemasa (Japan) for helping with data collection and contributing significantly to the samples used in this study.Gender differences in the dismissing form of adult romantic attachment were investigated as part of the International Sexuality Description Project—a survey study of 17,804 people from 62 cultural regions. Contrary to research findings previously reported in Western cultures, we found that men were not significantly more dismissing than women across all cultural regions. Gender differences in dismissing romantic attachment were evident in most cultures, but were typically only small to moderate in magnitude. Looking across cultures, the degree of gender differentiation in dismissing romantic attachment was predictably associated with sociocultural indicators. Generally, these associations supported evolutionary theories of romantic attachment, with smaller gender differences evident in cultures with high–stress and high–fertility reproductive environments. Social role theories of human sexuality received less support in that more progressive sex–role ideologies and national gender equity indexes were not cross–culturally linked as expected to smaller gender differences in dismissing romantic attachment.peer-reviewe

The role of relational resilience in teachers’ career-long commitment and effectiveness

At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers’ external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three-year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers’ capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers

What Conditions Jeopardize and Support Safety in Urban Schools? The Influence of Community Characteristics, School Composition and School Organizational Practices on Student and Teacher Reports of Safety in Chicago

School safety is a pressing issue in urban schools. Yet, there is little research that shows why schools vary in safety and whether school practices mediate the influence of neighborhood characteristics. Using a unique dataset on Chicago Public Schools, this study examines the internal and external conditions associated with students’ and te achers’ reports of safety, showing that factors under the school’s control – their social and organizational structure – mediate the external influences of crime, poverty, and human resources in students’ residential communities. In particular, the quality of relationships between school staff, students and parents define safe schools in Chicago. In contrast, frequent use of suspensions is associated with less safe environments, even when comparing schools serving students with similar backgrounds. The findings from this paper point to the important role that school leaders and personnel can play in fostering safe school environments for students, even in schools that serve students from disadvantaged neighborhoods. Policymakers should attend to the important influence of supportive, collaborative relationships among teachers and parents, and between teachers and students, for mediating the adverse influences of neighborhood circumstances on student and teacher reports of safety

What Conditions Jeopardize and Support Safety in Urban Schools? The Influence of Community Characteristics, School Composition and School Organizational Practices on Student and Teacher Reports of Safety in Chicago

School safety is a pressing issue in urban schools. Yet, there is little research that shows why schools vary in safety and whether school practices mediate the influence of neighborhood characteristics. Using a unique dataset on Chicago Public Schools, this study examines the internal and external conditions associated with students’ and te achers’ reports of safety, showing that factors under the school’s control – their social and organizational structure – mediate the external influences of crime, poverty, and human resources in students’ residential communities. In particular, the quality of relationships between school staff, students and parents define safe schools in Chicago. In contrast, frequent use of suspensions is associated with less safe environments, even when comparing schools serving students with similar backgrounds. The findings from this paper point to the important role that school leaders and personnel can play in fostering safe school environments for students, even in schools that serve students from disadvantaged neighborhoods. Policymakers should attend to the important influence of supportive, collaborative relationships among teachers and parents, and between teachers and students, for mediating the adverse influences of neighborhood circumstances on student and teacher reports of safety