Dual Program Research Articles

Abstract A041: Deciphering the crosstalk between cancer cells and stroma that drives EMT- coupled fibrosis

Abstract In the tumor microenvironment (TME) cancer cells engage dynamically with the stromal component in promoting tumor progression and metastasis formation that are accompanied by intratumor fibrosis. Extensive extracellular matrix (ECM) remodeling and stiffness boost fibrosis which co-occurs with poor immune infiltration. Very little is known about the cross-interactions between tumor cells and stroma. A better understanding of this dynamic relationship may advance the development of new therapies. Transforming growth factor (TGF)-β signaling in both cancer epithelial cells and stroma is crucial for the establishment of intratumor fibrosis that enhances tumor progression. We previously discovered that in cancer cells, TGF-β signaling synergizes with RAS signal to regulate classical EMT transcription factors (Snail, Zeb1) and fibrogenic factors (Il11, Pdgf, Ctgfb, Wisp and others). This synergistic program is required for metastasis formation in pancreatic and lung adenocarcinoma (LUAD) models. However, how this dual program is affecting the stromal population in vivo remains unknown. Additionally, the role of each TGF-β dependent fibrogenic factor in regulating the stroma is still unclear. Using metastasis in vivo assays, we tested the metastatic ability of LUAD cells wild-type in comparison to Knock-Out cells targeting each one of the TGF-β dependent fibrogenic factors. We found that these factors are drivers of metastasis. More interestingly, these fibrogenic factors have a preferential effect depending on the metastatic site, suggesting that survival of the cancer cells in a certain tissue is dependent on the stromal niche within the site, which will act in favor or not of their growth. We also deeply characterize the stroma of micro-metastatic lesions by using high-throughput multiplex immunofluorescence to analyze the whole tissue TME at single cell resolution and found that lack of any of these fibrogenic factors compromise the establishment of a robust ECM at the very beginning of the metastatic colonization, to favor immune infiltration and consequently lead to cancer cell clearance. Together, these findings shed light on the potential role of these specific fibrogenic factors in metastasis, how their absence impacts the TME and how targeting these factors could be beneficial in metastatic disease. Citation Format: Elena Spina, Liangji Li, Junho Lee, Joan Massaguè. Deciphering the crosstalk between cancer cells and stroma that drives EMT- coupled fibrosis [abstract]. In: Proceedings of the AACR Special Conference in Cancer Research: Tumor-body Interactions: The Roles of Micro- and Macroenvironment in Cancer; 2024 Nov 17-20; Boston, MA. Philadelphia (PA): AACR; Cancer Res 2024;84(22_Suppl):Abstract nr A041.

More Bilingual Programs, No Matter What

Since 2011, the New York City (NYC) Department of Education (DOE) has engaged in a campaign to increase the number of bilingual programs it offers. This case presents the experiences of a principal who was asked by her superintendent to open a new Dual Language program. Having been a principal for only 1 year, and with little expertise about English Language Learner compliance and instruction, the principal engaged in a learning process that illuminated significant complexities not just about bilingual education policy, but also about the DOE’s bureaucracy, policy implementation in NYC, and the ambiguity of the principalship.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

CPA Evolution and Curriculum Revolution: Building Value in the Accounting Profession Through CPA and CISA Dual Certification

ABSTRACT Accounting programs are tasked with reviewing the extent of curriculum modifications necessary due to CPA Evolution. We believe CPA Evolution creates an opportunity for accounting programs to build value and marketability for students through a specific dual certification that pairs the CPA certification with the Information Systems and Controls (ISC) Discipline, and the Certified Information Systems Auditor (CISA) certification (i.e., CPA-ISC/CISA dual certification). We discuss benefits of this dual certification to students, programs, and other stakeholders; key background information; and CISA exam and CPA-ISC Discipline exam content overlap. Additionally, we provide a curriculum framework at both the undergraduate and graduate levels to coordinate both foundational knowledge for all CPA-bound students and specialized knowledge for the CPA-ISC/CISA dual certification. Finally, we discuss constraints programs may encounter when providing a CPA-ISC/CISA dual certification preparatory path and ways programs can address them.

Assessment of Student Satisfaction with Dual Education in Educational Programs in Kazakhstan

Dual education, a hybrid model combining classroom learning with practical on-site training, is critical to vocational and technical education (TVET). Despite its widespread implementation, there are significant gaps in understanding how dual education influences student satisfaction. The primary objective of this study is to investigate the key factors influencing student satisfaction in Kazakhstan’s dual education system, focusing on the impact of practical and theoretical training. This study adopted a quantitative approach, and data were collected from students enrolled in dual education programs across various educational institutions using a structured survey. The survey measured overall satisfaction and professional experience on a Likert scale. The analysis revealed that the practical component of dual education significantly increases student satisfaction by 42.3%, followed by theoretical training (35.1%) and professional experience (16.6%). The model explains 46.3% of the variance in overall student satisfaction. This suggests that practical and theoretical components are critical to enhancing student experiences in dual education programs. The findings highlight the need for further development in both practical and theoretical aspects of dual education to meet student and labor market needs. The study’s implications are essential for improving vocational training programs, particularly aligning education with market expectations. The implications of our study can be instrumental in refining educational programs and aligning them with the needs of students and the labor market. Further research is necessary to explore the specific challenges different specializations face in dual education.

Sustainability of a dual language program during and beyond COVID-19 challenges

ABSTRACT This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019–2020 and 2020–2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students’ learning outcomes were examined. Utilizing a mixed-methods approach, the study’s second phase included participants from the school’s mainstream, English-only program (MP), enriching the overall understanding of the school community’s perception of the program. Data were collected through surveys, classroom observations, and standardized assessments—the DIBELS and the iReady Diagnostic assessments. Findings showed challenges with curriculum standardization and prevalent misconceptions about bilingualism. Nevertheless, the program's successes were evident in DLP students’ enhanced engagement, parental involvement, and community support. Despite the challenges of the COVID-19 pandemic, the DLP demonstrated its capacity for scaleability and sustainability. During the 2020–2021 school year, regardless of virtual learning, DLP students not only maintained but, in the case of Cohort 1, showed greater growth in reading skills compared to MP students, with Cohort 3 DLP students improving to reach statistically similar performance levels to their MP peers. Findings indicate that the DLP has the potential to serve as a sustainable educational program, fostering both dual language proficiency and academic outcomes.

Modified Literature Circles: Improving ESP Students’ English-speaking Skills Through Movie Circles

For Thai students, English-speaking skills have been among the most problematic. This study aims to compare the English-speaking skills of English for Specific Purposes (ESP) students before and after employing movie circles, and to investigate their attitudes toward employing movie circles. The participants consisted of 30 ESP students studying a dual program in social development and education at a public university in Thailand. They were also classified as pre-service social studies teachers. A mixed-methods study was performed utilizing the one-group pre-test-post-test design. Both qualitative and quantitative methods were employed. The instruments were movie circle lesson plans, pre- and post-English-speaking tests, an attitude questionnaire, and semi-structured interview questions. The results revealed significant improvement in the ESP students’ English-speaking skills, as well as positive attitudes toward using movie circles to improve English-speaking skills. The findings suggest that movie circles, or peer-led discussion activities, can be integrated into ESP classrooms with the specific goal of improving English-speaking skills.

Intersecting Disciplines: Should LIS Competencies Include Social Work?

Social work in librarianship is a phenomenon that has gained momentum in public libraries since the first known social worker began working at the San Francisco Public Library in 2009. Few LIS programs offer courses to address this evolving phenomenon, yet librarians and library staff nationwide have expressed the need to have training in social work to help them meet the needs of their users. To date, there are only three universities (Dominican University, University of Michigan and Middle Tennessee State University) that offer dual degree programs and even fewer universities that offer social work librarianship courses. With the concern of librarians not feeling equipped to address the social needs of library users (eg. depression, anxiety, suicide, health issues, substance abuse, poverty) this paper emphasizes the critical need for LIS programs to adapt their curriculum to adequately prepare future librarians for public librarianship.

Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline

Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline

Green Discussion: Raising ESP Students’ Environmental Awareness Through Film Circles

As global citizens, we need to develop environmental awareness to protect the environment. This study aims to compare students’ environmental awareness before and after implementing film circles and investigate their attitudes towards the use of film circles in an English for Specific Purposes (ESP) classroom. The participants were 30 dual program students in education and social development, also regarded as pre-service social studies teachers. A mixed-method study, using the one-group pre-test-post-test design, was conducted. Both qualitative and quantitative research methods were included. The instruments included film circle lesson plans, an environmental awareness assessment with 3 domains, including environmental knowledge, attitudes and behaviours, and an attitude towards film circles questionnaire. The findings revealed that the students believed that their environmental knowledge, attitudes and behaviours improved. They also had positive attitudes towards the use of film circles in raising their environmental awareness in the ESP classrooms. This study appears to echo the integration of environmental issues or themes into English classrooms.

Navigating and Resisting Educational Systems: The Experiences of Latinx Families in Rural Oregon.

This study explores the experiences of Latinx parents in rural Oregon from the perspectives of Latinx parents, Latinx students, and community practitioners to understand the barriers Latinx families encounter and how they leverage their community cultural wealth to address these barriers within the context of initiatives implemented by the district. This qualitative study is guided by the following questions: What barriers do Latinx families encounter in rural schools, and how do parents leverage their community cultural wealth to address these barriers? Findings indicate that even when families were engaged in initiatives (e.g., dual language immersion programs) implemented by the district to create a welcoming environment, Latinx parents continued to encounter multiple systemic barriers (e.g., immigration laws) and leveraged multiple forms of community cultural wealth (e.g., linguistic capital) to navigate these barriers. Our findings reveal the complex dynamics at play in rural school communities serving Latinx families.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

AbstractCalifornia has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

Academic achievement in English: Minority home language students in early French immersion

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English? Methods: We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169). Data and Analysis: Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses. Findings and Conclusions: In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students. Originality: This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency. Significance: As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.

Tensions using the “master’s tools”: A case study analysis of two middle school dual language bilingual education programs

ABSTRACT Despite the plethora of research advocating for culturally sustaining pedagogical practices, schooling in the United States continues to perpetuate systems of white supremacy that alienate racially and linguistically minoritized students. Considering that DLBE programs challenge whiteness by disrupting the hegemony of English, we believe that when (re)rooted to the race-radical roots of bilingual education, DLBE holds a space of transformation where minoritized communities can thrive toward self-determination. Through a theoretical framework that braids Culturally Sustaining Pedagogies (CSP) and critical racial-consciousness, this case study of two middle school dual language bilingual education (MSDLBE) programs in California examines how culturally sustaining pedagogies (CSP), including counter-hegemonic literacies are fostered within middle school DLBE programs. Teacher and student interviews and classroom observations suggest that systemic factors such as high-stakes testing and district-adopted curriculum influence teachers’ interpretation and prioritization of sociocultural competence, consequently, reproducing racial liberal practices. In this article, we call for pedagogical approaches that intentionally disrupt systems of white supremacy within DLBE by placing the experiences of minoritized communities at the forefront.

The role of career and technology dual enrollment programs in facilitating student postsecondary transition

The role of career and technology dual enrollment programs in facilitating student postsecondary transition

How they did it: Homeschooled students share their top tips to succeed in dual enrollment and beyond

AbstractThis article examines how personal characteristics contribute to the success of homeschooled students in dual enrollment programs and their transition to higher education, the workforce, or the military. It emphasizes the effectiveness of metacognitive strategies in improving academic achievement and challenges misconceptions about socialization outcomes. The review also acknowledges diverse motivations, methods, and approaches used by homeschooling families. Empirical evidence reveals that homeschooled students excel academically, exceeding national averages in tests and college performance. Interviews with three homeschooled students in dual enrollment programs highlight the significance of parental involvement, self‐knowledge, time management, collaboration, seeking support, and personal growth through social interactions. The findings emphasize the unique benefits of homeschooling, including flexibility, self‐direction, and skill development. The article concludes by discussing the implications for educational practitioners, urging them to utilize the experiences of homeschooled students to adapt their programs to better support dual credit students as a whole.

The California Community Colleges dual enrollment student journey: An equitable journey from participation to matriculation?

AbstractAcross the nation, community colleges have expanded dual enrollment programs to increase college enrollment and completion, particularly among historically underserved populations. The California Community College system—the largest system in the nation—is no different and recently expanded its dual enrollment programming to include College and Career Pathways Partnerships, in addition to Middle College High School and Early College High School. This article presents an original analysis of California Community Colleges Chancellor's Office system data to understand the dual enrollment student journey and any equity gaps that might exist in participation and outcomes, including college‐level math and/or English participation and completion, award attainment, and postsecondary matriculation. Though dual enrollment programs can be strategy to support equity, the authors find racial and regional equity gaps persist in both students’ access to these programs and their success. However, practitioners can take action to ensure it is an equitable journey at their school or college.

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

AbstractWe examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

Different dropout directions in vocational education and training: the role of the initiating party and trainees’ reasons for dropping out

The high rates of premature contract termination (PCT) in vocational education and training (VET) programs have led to an increasing number of studies examining the reasons why adolescents drop out. Since adolescents’ trajectories after a PCT are quite diverse, a thorough assessment of different dropout directions is called for. However, empirical studies that distinguish between dropout directions are still scarce. The same is true for studies that differentiate between PCTs initiated by the trainees themselves and those initiated by the training company. Based on data from the German National Educational Panel Study (NEPS) on trainees in German dual VET programs (n = 5823), this study identifies six different dropout directions: (1) downward PCT into unqualified employment or unemployment, (2) downward PCT into a prevocational program, (3) horizontal PCT that represents a change of training company or (4) a change of occupation, and (5) upward PCT into general education or (6) higher education. Using multinomial logistic regression models we examine the effect of (a) the initiating party and (b) self-reported PCT reasons of trainees on dropout directions. Regarding trainees’ reasons we include reasons related to different aspects of the training (personal reasons, not the desired training occupation, financial reasons, training quality, conflicts, excessive demand, and being offered a different training position). The results indicate that in cases where trainees are dismissed by the training company, a horizontal change to a different training company becomes more likely, while the probability of an upward dropout into higher education decreases. Regarding PCT decisions made by trainees themselves, a downward PCT into unqualified employment or unemployment is more likely if personal reasons were the cause of a PCT decision. Moreover, the probability of a change of training company (horizontal PCT) increases in cases of conflict and if there is a prospect of a different training position, and decreases if the training position is not the desired occupation. A change of occupation (horizontal PCT) is more likely when there is the opportunity for a different training position available. Furthermore, upward PCTs (both into further general education and higher education) are more likely in cases where the training was in a field that was not the desired occupation. The probability of upward PCT into higher education decreases when there are conflicts and excessive demands, while upward PCTs into general education are significantly less likely when a different training position is obtained. The differential effects that occur for different types of PCTs emphasize that adolescents dropping out of VET cannot be treated as a homogenous group. Consequently, the results underscore the importance of conducting a more thorough assessment of both dropout directions and the initiating party of a PCT in future research.

From the field to the classroom: Exploring instructors’ motivation and the teacher identity in dual credit career and technical education programs

AbstractCompared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.