Education Association Research Articles

The association between social vulnerability and geriatric assessment impairments among older adults with gastrointestinal cancers-The CARE Registry.

Older adults comprise the majority of patients with gastrointestinal (GI) cancer. Geriatric assessments (GAs) are recommended for older adults with cancer in part to detect aging-related impairments (e.g., frailty) associated with early mortality. Social factors like social vulnerability may also influence aging-related impairments. However, the association between social vulnerability and aging outcomes among older adults with cancer is understudied. The authors included 908 older adults aged 60 years and older who were recently diagnosed with GI cancer undergoing GA at their first prechemotherapy visit to the University of Alabama at Birmingham oncology clinic. The primary exposure of interest was the social vulnerability index (SVI). Outcomes were frailty (frail vs. robust/prefrail) and total number of GA impairments (range, 0-13). The authors examined the association between SVI and outcomes using Poisson regression with robust variance estimation and generalized estimating equations. The median age at GA was 69 years (interquartile range, 64-75 years), 58.2% of patients were male, 22.6% were non-Hispanic Black, 29.1% had colorectal cancer, 28.2% had pancreatic cancer, and 70.3% had stage III/IV disease. Adjusting for age, sex, cancer type, and disease stage, each decile increase in the SVI was associated with an 8% higher prevalence of frailty (prevalence ratio, 1.08; 95% confidence interval, 1.05-1.11) and a 4% higher average count of total GA impairments (risk ratio, 1.04; 95% confidence interval, 1.02-1.06). The results were attenuated after further adjustment for race and education. Greater social vulnerability was associated with a higher prevalence of frailty and an increasing average number of GA impairments among older adults with GI cancers before systemic treatment. Intervening on social vulnerability may be a target for improving the risk of frailty and GA impairments, but associations of race and education should be further evaluated.

Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education

Whilst mainstream schools in England may encourage multilingualism by insisting on the study of foreign languages, multilingual children are not always provided with support for the maintenance of their heritage languages and cultures. In response to this shortcoming, communities organise themselves to support their young members by setting up extra-curricular education institutions or associations, also called complementary schools, which contribute to the cultural and linguistic maintenance of minority communities. Through emblematic extracts from a fourteen-month ethnographic research in an Italian complementary school in London, this article examines how HL learners engage in and reflect on their multilingual practices and how they develop agency in their learning environment. The findings illustrate how critical modes of teaching and learning that make space for multilingualism can provide children with unique opportunities to discover, explore and experiment with their multilingual and multicultural selves, which, in turn, permit them to access linguistic resources and legitimise multilingual learner identities. Expanding on Fishman’s notion of ‘breathing space’, the article suggests that complementary schools represent a space where minority languages but also pedagogical practices can breathe and develop.

A Study on Impact of Brand Equity on Purchase Intention o f Educational Toys in India

Objective: This research investigates the influence of brand equity on parents' purchase intentions for educational toys in India, with a focus on brand awareness, brand association, quality perception, and loyalty. Methods: A structured questionnaire with 20 closed-ended questions was delivered to parents of children aged 0 to 14 in Pune, Mumbai, Delhi, and Nagpur. The survey used a five-point Likert scale to assess brand equity perception and purchase intention. 156 complete and valid responses from the 200 parents surveyed were analyzed using SPSS. Regression analysis was performed to quantify the impact of brand equity components on purchase intention and Cronbach's alpha was 0.852, suggesting high reliability. Findings: The descriptive statistics revealed that consumers had intermediate brand knowledge and familiarity, as well as good evaluations of brand quality and attributes. Regression analysis showed that brand association (p = 0.036), quality (p < 0.001), and loyalty (p < 0.001) had a substantial influence on purchase intention, while brand awareness did not (p = 0.321). The model explained 60.1% of the variation in purchase intentions, with loyalty having the greatest influence. Novelty: This research provides insights into the Indian educational toy industry, stressing the role of brand equity in influencing purchase intentions. It provides useful information for toy producers and marketers in developing strategies to increase brand loyalty and drive sales. Keywords: ­ Educational Toys Brand Association, Brand Equity, Brand Loyalty, Quality, Brand Awareness Purchase Intention

Remembering Lost Lives and Collective Healing from Trauma: Homicides, Incarceration, and Pain-Driven Advocacy in the Jane and Finch Community

This article serves as a vessel for knowledge mobilization and activism as research, intertwining remembrance of lost lives and communal healing by sharing collective pain amongst the authors and bolstering mutual support. Guided by personal encounters with violence including death, homicides, and incarceration, four authors comprising a teacher, social worker, and two community activists, unveil their 20-year+ advocacy journey in the Jane and Finch community in Toronto, Canada including their involvement with programs and services through the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE). The pain and suffering are shared as symptoms of systemic trauma inflicted on the community and how the trauma is perpetuated through institutional neglect for racialized under-resourced communities. The conversations are examined through an intersectional and Critical Race Theory lens, centering life experiences associated with trauma and systemic violence. Lived experiences and emotions are shared as valuable data through duoethnography as a methodology, emphasizing how inspiration is harnessed from the pain and trauma to guide community advocacy. Effective coping and healing strategies are outlined from various vantage points. Overall, the article contributes to filling in the research gap by centering racialized personal narratives in the Canadian context, offering nuanced lessons for integrating research and activism, and showcasing tangible ways to support the needs of youth and families through community-oriented, trauma-informed approaches.

Resisting research evidence-base deficits: a comprehensive analysis of a leading English association journal over a decade

ABSTRACT This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the Australian Journal of English Education, the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journal. We analyse the research published from the release of the Australian Curriculum English in 2014, until the end of 2022. We deduce the particular topic contributions made in 139 research articles according to the message systems of curriculum, pedagogy and assessment. We also consider the theories, methods and recommendations made in the light of increasingly recognised deficits in the research evidence base around knowledge, efficacy and application. Our findings indicate robust engagement with highly contextualised research making visible the transformative work of English teachers.

Insomnia in teachers at the time of resumption of in-person instruction at schools amidst the COVID-19 pandemic: A cross-sectional study.

The coronavirus (COVID-19) pandemic has affected people's economies, lifestyles, and physical, emotional, and sleep health. This research aimed to estimate the prevalence of insomnia and symptoms of stress, anxiety, and depression among teachers with the resumption of in-person instruction at schools following a hiatus after COVID-19 lockdowns in India. We also studied the association of teachers' insomnia with psychological symptoms and demographic variables. We conducted a cross-sectional survey between October -November 2021 after schools had reopened during the COVID-19 pandemic. Data was collected using standard questionnaires online among schoolteachers. We explored the association of insomnia with teachers' symptoms of stress, anxiety, depression, sex, school boards, and age groups. Of 124 schoolteachers surveyed, the prevalence of insomnia was 37.9% (subthreshold in 25% and clinical in 12.9%). The prevalence of stress, depression, and anxiety was 20.2%, 30.6%, and 45.2%, respectively. There was a significant association (p<0.001) of insomnia with symptoms of anxiety, stress, and depression in univariate analysis. On multivariate analysis, we found that those feeling stressed had a 6.4 times higher risk of insomnia (95% CI: 1.5-28.3, p - 0.01). There was no association of insomnia with age, sex, school educational boards, and type of institution. Over one-third (37.9%) of teachers reported having trouble sleeping when they returned to the school's typical face-to-face instruction modalities through COVID-19 times, and insomnia was more prevalent in those with stress.

Financial literacy of Russians: The relationship with socio-demographic and psychological characteristics

The goal of the study is to reveal the relationship between the financial literacy of Russians and socio-demographic and psychological factors using data from three waves of the All-Russian Panel Survey of Consumer Finances (2018, 2020 and 2022). Fixed effects regression shows that the age of an individual is related non-linearly with financial literacy and the profile has the inverted U-shape. The association of education with financial literacy is positive: respondents with specialized secondary and higher education are more financially literate compared to people with general secondary education or lower. Income, Internet use, the presence of a spouse, paid employment, and a bank account are also positively related to financial literacy. Individuals with higher risk appetite, low ability to control their emotions, and short-term time preferences are worse literate in personal finance. Robustness tests allowed us to conclude that the influence of gender on the level of financial literacy in Russia is insignificant.

Characterizing the Roles of Voice Professionals

Abstract: This article is a joint statement by the American Speech-Language- Hearing Association (ASHA), National Association of Teachers of Singing (NATS), Pan American Vocology Association (PAVA), and the Voice and Speech Trainers Association (VASTA). This statement is a revision of the previous 2005 joint statement by ASHA, NATS, and VASTA.

Trends in dental school faculty: An analysis of the results of the 2021‒2022 ADEA Dental School Faculty Demographic Census and 2018‒2019 ADEA Survey of Dental School Faculty.

Each year, American Dental Education Association (ADEA) collects data on U.S. dental school faculty demographics, compensation, and vacant and lost positions. One of the purposes of the reports associated with this project is to provide information to U.S. dental schools on national trends on dental school faculty. This report examines the landscape of faculty workforce at U.S.-accredited dental schools in 2021‒2022 and changes relative to the 2018‒2019 academic year. The information contained within this report includes faculty position information, new and separated faculty, open or vacant faculty positions, lost faculty positions, and faculty demographics. The report analyzes data from the 2018‒2019 ADEA Survey of Dental School Faculty (representing an estimated 91% of the full-time and part-time faculty) and 2021‒2022 ADEA Dental School Faculty Salary and Demographic Census (an estimated 84% of the faculty). The analysis revealed that more than half of dental school faculty was in the south and northeast in 2021‒2022. Among responding schools, 85% of the faculty concentrated on teaching, research, and training in 2021‒2022, a proportion similar with 2018‒2019. One in five faculty was tenured or on tenure track, similar with 2018‒2019. More than three-quarters of full-time and part-time faculty were clinical faculty in 2021‒2022. There was a 62% increase in open faculty positions between 2018‒2019 and 2021‒2022. Women accounted for four in 10 faculty members in 2021‒2022-more than 3 years before. The median age of dental school faculty declined from 56 to 54 years old between 2019 and 2022. This study found that dental school faculty was increasingly younger, with more women members and more open positions in 2021‒2022 than in 2018‒2019.

Концепція організації комплексного управління громадськими формуваннями у сфері освіти і науки в україні

In the post-war period, the revitalization of the national economy in general, as well as in sectoral and regional terms, becomes a priority. The efforts of state authorities, local self-government bodies, politicians, and the scientific and educational public should be involved in this process. For this purpose, the author’s team classified the most important areas of public activity in education, science, and management of these associations, including public academic formations, scientific schools operating at higher educational institutions of Ukraine, trade unions, educational and scientific associations, etc. The development trends of these public associations at the current stage have been determined. The article examines the role and place of educational and scientific public associations in the system of state administration in retrospect and in perspective in the post-war period. Their functional characteristics are given. Based on the generalization of the experience of their functioning, the analysis of scientific interpretations in this field, the expediency of the organization of management of these educational and scientific structures is substantiated, the author’s definition of complex management of the means of the united coordinating body (Association, Assembly, Council, etc.) is formulated. The concept of organizing complex management of public formations in the field of education and science in Ukraine in the post-war period is proposed. A well-founded scheme and organizational mechanism for reviving the scientific and educational industry are proposed. The proposed approach makes it possible to assess the system’s economic efficiency by applying unique economic-mathematical and expert research methods. Undoubtedly, integrating these approaches and tools can lead to positive results. The study of the peculiarities of the implementation of civil initiatives in modern Ukraine shows the growth in the number of such initiatives, which is a sign of the strengthening of the organizational capital of civil society both in modern and post-war Ukraine. Keywords: concept, education, science, integrated management, scientific school, public academic formations, public scientific association, university, society, public initiative, legislative initiative, state structure.

Multiregional dynamic contrast-enhanced MRI-based integrated system for predicting pathological complete response of axillary lymph node to neoadjuvant chemotherapy in breast cancer: multicentre study

The accurate evaluation of axillary lymph node (ALN) response to neoadjuvant chemotherapy (NAC) in breast cancer holds great value. This study aimed to develop an artificial intelligence system utilising multiregional dynamic contrast-enhanced MRI (DCE-MRI) and clinicopathological characteristics to predict axillary pathological complete response (pCR) after NAC in breast cancer. This study included retrospective and prospective datasets from six medical centres in China between May 2018 and December 2023. A fully automated integrated system based on deep learning (FAIS-DL) was built to perform tumour and ALN segmentation and axillary pCR prediction sequentially. The predictive performance of FAIS-DL was assessed using the area under the receiver operating characteristic curve (AUC), accuracy, sensitivity, and specificity. RNA sequencing analysis were conducted on 45 patients to explore the biological basis of FAIS-DL. 1145 patients (mean age, 50 years±10 [SD]) were evaluated. Among these patients, 506 were in the training and validation sets (axillary pCR rate of 40.3%), 127 in the internal test set (axillary pCR rate of 37.8%), 414 in the pooled external test set (axillary pCR rate of 48.8%), and 98 in the prospective test set (axillary pCR rate of 43.9%). For predicting axillary pCR, FAIS-DL achieved AUCs of 0.95, 0.93, and 0.94 in the internal test set, pooled external test set, and prospective test set, respectively, which were also significantly higher than those of the clinical model and deep learning models based on single-regional DCE-MRI (all P<0.05, DeLong test). In the pooled external and prospective test sets, the FAIS-DL decreased the unnecessary axillary lymph node dissection rate from 47.9% to 6.8%, and increased the benefit rate from 52.2% to 86.5%. RNA sequencing analysis revealed that high FAIS-DL scores were associated with the upregulation of immune-mediated genes and pathways. FAIS-DL has demonstrated satisfactory performance in predicting axillary pCR, which may guide the formulation of personalised treatment regimens for patients with breast cancer in clinical practice. This study was supported by the National Natural Science Foundation of China (82371933), National Natural Science Foundation of Shandong Province of China (ZR2021MH120), Mount Taishan Scholars and Young Experts Program (tsqn202211378), Key Projects of China Medicine Education Association (2022KTM030), China Postdoctoral Science Foundation (314730), and Beijing Postdoctoral Research Foundation (2023-zz-012).

Gender Disparities in the Association Between Educational Attainment and Cardiovascular-Kidney-Metabolic Syndrome: Cross-Sectional Study.

Cardiovascular-kidney-metabolic (CKM) health is affected by social determinants of health, especially education. CKM syndrome has not been evaluated in Chinese population, and the association of education with CKM syndrome in different sexes and its intertwined relation with lifestyles have not been explored. We aimed to explore the association between educational attainment and the prevalence of CKM syndrome stages in middle-aged and older Chinese men and women as well as the potential role of health behavior based on Life's Essential 8 construct. This study used data from the nationwide, community-based REACTION (Risk Evaluation of Cancers in Chinese diabetic individuals: a longitudinal study). A total of 132,085 participants with complete information to determine CKM syndrome stage and education level were included. Educational attainment was assessed by the self-reported highest educational level achieved by the participants and recategorized as low (elementary school or no formal education) or high (middle school, high school, technical school/college, or above). CKM syndrome was ascertained and classified into 5 stages according to the American Heart Association presidential advisory released in 2023. Among 132,085 participants (mean age 56.95, SD 9.19 years; n=86,675, 65.62% women) included, most had moderate-risk CKM syndrome (stages 1 and 2), and a lower proportion were at higher risk of CKM (stages 3 and 4). Along the CKM continuum, low education was associated with 34% increased odds of moderate-risk CKM syndrome for women (odds ratio 1.36, 95% CI 1.23-1.49) with a significant sex disparity, but was positively correlated with high-risk CKM for both sexes. The association between low education and high-risk CKM was more evident in women with poor health behavior but not in men, which was also interactive with and partly mediated by behavior. Low education was associated with adverse CKM health for both sexes but was especially detrimental to women. Such sex-specific educational disparity was closely correlated with health behavior but could not be completely attenuated by behavior modification. These findings highlight the disadvantage faced by women in CKM health ascribed to low education, underscoring the need for public health support to address this inequality.

Political Correctness and Education: The case of the primary education trade unionists of Thessaloniki - Greece

In recent years in Greece, the term political correctness has increasingly appeared in the media, in social networks and in academia. As with other social science concepts, there is no consensus among those who use the term.In the first part of this paper, we explore the historical development of the concept of political correctness, the different meanings given to it by those who use it and set out in detail our own approach. In the second part we present a research, the purpose of which was to investigate the views of the members of the boards of the teachers' associations of primary education in Thessaloniki on political correctness in education.The strategy of our research was the Case Study, and the research technique was the semi-structured interview. Our research participants were thirty-five (35) male and female members of the Thessaloniki school boards.According to the results, most of the teachers who took part in our research are aware of the concept of political correctness, use politically correct language and consider that the curriculum of primary education should be improved a lot and change the way it presents the "different" social, ethnic, cultural, religious and linguistic groups.

Educational disparities in brain health and dementia across Latin America and the United States.

Education influences brain health and dementia. However, its impact across regions, specifically Latin America (LA) and the United States (US), is unknown. A total of 1412 participants comprising controls, patients with Alzheimer's disease (AD), and frontotemporal lobar degeneration (FTLD) from LA and the US were included. We studied the association of education with brain volume and functional connectivity while controlling for imaging quality and variability, age, sex, total intracranial volume (TIV), and recording type. Education influenced brain measures, explaining 24%-98% of the geographical differences. The educational disparities between LA and the US were associated with gray matter volume and connectivity variations, especially in LA and AD patients. Education emerged as a critical factor in classifying aging and dementia across regions. The results underscore the impact of education on brain structure and function in LA, highlighting the importance of incorporating educational factors into diagnosing, care, and prevention, and emphasizing the need for global diversity in research. Lower education was linked to reduced brain volume and connectivity in healthy controls (HCs), Alzheimer's disease (AD), and frontotemporal lobar degeneration (FTLD). Latin American cohorts have lower educational levels compared to the those in the United States. Educational disparities majorly drive brain health differences between regions. Educational differences were significant in both conditions, but more in AD than FTLD. Education stands as a critical factor in classifying aging and dementia across regions.

What and how? Or why and for whom? A content analysis of middle school general music literature

The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.

Quantile regressions as a tool to evaluate how an exposure shifts and reshapes the outcome distribution: A primer for epidemiologists.

Quantifying how an exposure affects the entire outcome distribution is often important, e.g., for outcomes such as blood pressure which have non-linear effects on long-term morbidity and mortality. Quantile regressions offer a powerful way of estimating an exposure's relationship with the outcome distribution but remain underused in epidemiology. We introduce quantile regressions with a focus on distinguishing estimators for quantiles of the conditional and unconditional outcome distributions. We also present an empirical example in which we fit mean and quantile regressions to investigate educational attainment's association with later-life systolic blood pressure (SBP). We use data on 8,875 US-born respondents aged 50+ years from the US Health and Retirement Study. More education was negatively associated with mean SBP. Conditional and unconditional quantile regressions both suggested a negative association between education and SBP at all levels of SBP, but the absolute magnitudes of these associations were higher at higher SBP quantiles relative to lower quantiles. In addition to showing that educational attainment shifted the SBP distribution left-wards, quantile regression results revealed that education may have reshaped the SBP distribution through larger protective associations in the right tail, thus benefiting those at highest risk of cardiovascular diseases.

Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation

Children’s emotional experiences during early childhood education and care (ECEC) are important for children’s emotional development and the socialization of this development by teachers. One central goal of emotion socialization is that it should help children acquire reflective regulation of their emotions, resulting in socially acceptable and age-appropriate experience and behavior. The current study is based on emotionally challenging situations of children in ECEC and aims at investigating, first, associations of teachers’ emotion coaching and co-regulation with children’s self-regulation, and, second, how teachers’ emotion coaching and co-regulation are linked with characteristics of the specific emotion episode and the involved child. Based on extensive video observations in the preschool setting (N = 19 groups), this study analyzed episodes with teacher interventions (N = 48 teachers) following a negative emotion expression by one or two children (N = 213 children aged 2–6 years old). Multilevel results show, first, that teachers’ initial emotion coaching and co-regulation through meta-cognitive prompts were associated with children’s independent self-regulation. Second, teachers’ emotion coaching and co-regulation were systematically associated with characteristics of the emotion episode, especially emotion quality and intensity. The findings support the assumption that emotion coaching and co-regulation are especially valuable tools to support self-regulation. However, emotion coaching and the different co-regulation levels and strategies do not turn out to be universal strategies that are used indiscriminately, but teachers use them depending on individual child and situational characteristics.

Baccalaureate and practical nursing students’ experience with academic accommodation: A qualitative descriptive study

BackgroundBased on the National Educational Association of Disabled Students report, there are numerous gaps in supporting students with disabilities. AimWe examined undergraduate students’ experiences with academic accommodation in the nursing program. Presently, there is minimal research that examines the transition of nursing students with academic accommodation needs in higher educational institutions in the classroom, lab, and clinical environment in Canada. MethodA qualitative descriptive design was used to elicit nursing students' experience with academic accommodation in classroom, lab, and clinical practice within higher education. ResultsNine in-depth semi-structured interviews revealed the challenges and barriers nursing students encountered in their academic journey. Three emergent themes were identified: Students’ experience of their academic accommodation journey, the academic accommodation process through the learning accommodation centre, and recommendations from students’ perspectives. ConclusionThe findings from our study have implications relevant in supporting nursing students, understanding students’ academic accommodation experiences and processes, and informing institutional policies within associated degree nursing programs.

Association of age, education, and cognition with digital health literacy in older adults

Association of age, education, and cognition with digital health literacy in older adults

The role of online crisis actors in teachers’ work and lives

ABSTRACT It is not surprising that various sources have recently described the teaching profession in Australia as ‘in crisis’. The consequences of pandemic policy have provided opportunities for groups to exploit the cascading crises facing teachers. We argue the online political ecosystem recognises teachers as a trope useful for retaining or gaining power. Astroturfing is the process by which political actors seek to present policy platforms emerging in an organic way from ‘the people’. We detail how teachers were targeted as political leverage, within political frames that centred vaccinated teachers. We examine theTeachers’ Professional Association of Australia (TPAA), an example of an astroturfed member group. Using a qualitative approach to digital sociology we analysed the strategies used by the TPAA to manufacture a crisis associated with teacher vaccinations and answer this research question: in what ways was digital astroturfing present in the TPAA campaign against mandatory vaccinations? We find sufficient evidence to indicate that astroturfing did occur, and was employed by the TPAA in an effort to weaken traditional union movements in Australia producing a form of union uberfication. Such a development poses an existential risk to existing teacher associations and trade unions and more broadly to the health of democracies.