ABSTRACT This study aimed to explore the formal technology-related professional development opportunities available for physical education teacher education (PETE) faculty. The study involved a series of sequential steps: 1) conference identification, 2) session identification, 3) Teacher Educator Technology Competencies (TETCs) mapping, and 4) TETCs frequency counts. Between 2018 and 2021, a total of 135 technology-related sessions were delivered across 14 conferences hosted by four organizations. The most frequently addressed competency was TETC #3, which focuses on developing knowledge, skills, and attitudes related to teaching with technology, appearing 131 times. Although the extent to which PETE faculty attend the sessions found in this study is still unknown, it is crucial to ensure these types of sessions are offered so PETE faculty have the opportunity to enhance their own TETCs and, therefore, the professional digital competence of their teacher candidates and soon-to-be in-service teachers.

ABSTRACT The virulence of the reactions to Phil Ewell’s resistant reading of Schenkerian analysis has been extreme. Editor Timothy Jackson’s decision to devote a volume of the Journal of Schenker Studies to excoriating (and, significantly, non-peer-reviewed) reactions to Ewell’s work moved graduate students at the University of North Texas, where the journal is based, to demand his dismissal. Nonetheless, one writer implored Ewell to “renounce the calls for the ruination of Dr. Timothy Jackson’s career, as demanded in the [University of North Texas] graduate student and [Society for Music Theory] open letters”—Ewell had had nothing to do with either—and ended with an imperative: “You must call them off.” Another resorted to schoolyard bluster: “First, let me say what an idiot I think you are … talk to me about counterpoint, harmony, linear analysis; you are inept at all of those.” How could Ewell—a music theorist prosecuting a careful critique of the work of a central figure in his discipline—provoke such choler? Ewell’s attention to the race theory underlying Schenker’s analytical system, and his repeated statement that the latter followed from the former, made contemporary Schenkerians cry “Cancel Culture!” Schenkerian analysis has long occupied a privileged disciplinary position, though; any threat to it represents an existential threat to its practitioners—hence the contradictory nature and chaotic intensity of the backlash. The merits of Ewell’s measured critique may well result in a wholesale realignment of the contemporary music theory curriculum. 1 1 Because of the nature of some of the comments used here, certain sources will not be identified. I am interested in the general tenor of the responses to Prof. Ewell’s thinking, and the identities of certain individuals are, for the present purpose, less important than the general outrage of the reaction. Some may be easily identified by reading Ewell’s book, On Music Theory, and Making Music More Welcoming to Everyone (University of Michigan Press, 2023); their identities are not secret but to invite further ridicule is not my goal. Others may be personal friends and/or colleagues of mine who made a remark or two that illustrated a typical attitude but for whom there would be no purpose in exposure to scholarly scrutiny.

ABSTRACT Recent research finds that a classic approach to research mentorship – the Socratic method – where faculty foster learning by posing probing questions, can also create gender and racial disparities in learning gains. A newer research mentorship method, the Critical Response Process (CRP), may address these shortcomings by giving students control over the flow and quality of feedback they receive. We test and compare the efficacy of these two methods in a three-week, summer-intensive graduate program. We assess student (n = 20) and faculty (n = 4) perceptions of each method’s strengths and weaknesses using participant-observation, surveys, and focus groups. While there are strengths in both methods, some students preferred the familiarity of the Socratic method, while others felt it created anxiety. Most students felt empowered by the CRP, as it provided more control over the feedback process. We conclude by providing recommendations for advancing research feedback methods to better align with inclusive and student-centered pedagogies.

ABSTRACT The Go/No-Go task measures inhibitory control, a cognitive process that plays an important role in a range of adaptive contexts. Adults with childhood maltreatment (CM) history have been found to be vulnerable to mental health difficulties, emotional dysregulation, and college adaptation problems. We examined whether maltreatment history and trauma symptoms, both independently and jointly, predict Go/No-Go performance in a task manipulated across three blocks to include emotional content. College students (N = 165) completed surveys on maltreatment history and current trauma symptoms and performed a Go/No-Go task with stimuli varying across three blocks: Color, Neutral-Face, and Emotion-Face (Anger-Face and Fear-Face). CM history and current trauma systems correlated only with the No-Go trials in the Emotion-Face condition. CTQ scores for Emotional Abuse, Sexual Abuse, and Total Maltreatment scores, and several trauma symptoms, including TSC-40 Depression and Anxiety, were negatively correlated with Fear-Face No-Go accuracy. Depression moderated the pathway between Emotional Abuse and Fear-Face No-Go accuracy, such that participants with emotional-abuse history and current depression experienced the greatest Go/No-Go performance difficulty. These findings suggest that college students with both maltreatment history and current depression may experience inhibitory control difficulties, particularly in emotionally charged real-world situations.

The dorsal midline thalamus (DMT) is composed of the paraventricular (PV) and paratenial (PT) nuclei. While the anatomical and functional properties of PV are well-established, PT has remarkably received very little attention-even though the efferent projections of PV and PT are very similar. Using a combination of retrograde tracing and immunohistochemistry, we examined the anatomical inputs to PT and compared them with those to the anterior and posterior PV and to the anterodorsal nucleus of the thalamus. In addition, we examined orexinergic and serotonergic afferents to the PT, comparing them with those to other thalamic nuclei. We found that PT and PV receive input from a common set of structures, including the orbitomedial prefrontal cortex, nuclei of the diagonal band, septum, subiculum of the hippocampus, bed nucleus of the stria terminalis, hypothalamus, reticular nucleus of the thalamus, dorsal raphe nucleus, and periaqueductal gray. However, the pattern and density of these various afferents to PT and PV significantly differed. For instance, PT received much stronger inputs from the orbitofrontal cortex, while PV received stronger projections from the subiculum of the hippocampus and more widespread input from the hypothalamus and the brainstem. By comparison, afferents to AD differed from PT (and PV), as AD received substantial input from the retrosplenial and anterior cingulate cortices, and uniquely from the lateral mammillary nucleus. Further, orexinergic (ORX) and serotonergic (5-HT) fibers distributed at best modestly to PT, which contrasted with quite dense ORX and 5-HT innervation of PV. The present findings, essentially representing the first comprehensive examination of afferent projections to PT, show that the inputs to PT mainly arise from limbic forebrain structures-with pronounced projections from the orbitofrontal cortex, nuclei of the diagonal band, and the reticular nucleus of the thalamus. The functional properties of PT partially overlap with those of PV, but as described herein PT also participates in unique affective, cognitive, and motivational behaviors.

The subjective nature of symptoms makes them challenging for providers to effectively assess. Implementing electronic patient-reported outcome (ePRO) surveys could improve symptom recognition and decrease emergency department (ED) visits and symptom severity while increasing psychosocial discussions. An oncology clinic's initial symptom assessment process focused on common oncological complaints, leading to unmet symptom management needs and resulting in approximately 23 monthly ED visits. Iterative Plan-Do-Study-Act cycles were used to guide this project. Patients completed ePRO surveys which allowed visits to be focused on self-identified severe symptoms. The average number of monthly ED visits declined from 23.25 to 19.5 (P =.10), and severe adverse events decreased from 0.27 to 0.25 (P =.95). Discussions concerning depression rose from 21% to 23.3% (P =.78). Implementing ePRO surveys was associated with a reduction in ED visits and an increase in psychosocial conversations, indicating that ePROs may contribute to improved value-based care.

Evidence-based teaching practices improve student learning, increase retention, and reduce achievement gaps, and are intended to make science instruction more learner-centered (LC) and equity-minded (EM). Teaching philosophies are one way for instructors to reflect on approaches, broader ideas, and values related to their teaching and their students’ learning. The Teaching Philosophy Rubric (TPR) is a novel reflection tool that measures the LC and EM of university science instructors’ teaching philosophies. We developed the TPR as a tool for early-career post-secondary science educators to more clearly chart areas of growth in their teaching philosophies. We anticipate this tool will be useful to developing university science instructors, both as a means of self-reflection and for guidance in preparation of job application or promotion documents. In this article, we asked: What is the evidence of validity and reliability for the TPR? Following best practices in its development, including triangulating data and iteratively revising based on expert feedback, we found that the TPR is a powerful tool for assessing the LC and EM of early-career science educators’ teaching philosophies, particularly when used as a means of pedagogical reflection.

Purpose The purpose of this study is to evaluate the current state of research on ethical leadership and sustainability using bibliometric analysis, and to identify emerging trends to guide future studies. Decision-making in today’s complex business environment must consider the well-being of the organization, its employees and the environment. Ethical leadership plays a crucial role in promoting sustainability. Design/methodology/approach A total of 903 original articles, review papers and early access publications were retrieved from the Web of Science database and analyzed using Biblioshiny. Performance metrics, science mapping and thematic visualizations were used to examine research trends and relationships. Findings The study reveals a growing but fragmented body of research linking ethical leadership to sustainable performance. It highlights connections between leadership and sustainability’s economic, social and environmental dimensions. Based on the findings, the study proposes future research directions to address existing gaps and guide upcoming research. Originality/value This study provides a foundation for advancing theory and practice through the identification of existing studies and gaps in knowledge. The study’s findings, by synthesizing existing studies and identifying knowledge gaps, identify underexplored areas of ethical leadership and sustainable performance, such as green innovation, resilience and stakeholder trust, and offer a roadmap for advancing the field. The findings contribute to current knowledge, emphasizing the critical role of ethical leadership in enhancing sustainability.

Community health workers (CHWs) are an integral part of the health care and public health system. CHW programs are known for their significant outcomes and impacts on health disparities, yet we rarely learn about the experiences of CHWs. This project highlights CHWs' work and importance in public health through digital storytelling videos. Four CHWs from Colorado were featured to share their experiences and perspectives as a CHW. Digital storytelling can be an effective tool for advocating and raising awareness of the CHW workforce to inspire health care workers, influence policy changes, and dismantle systemic barriers.