Addressing Methodological Challenges in Follow-Up RCTs During the COVID-19 Pandemic: The Impact of the Good Behavior Game and MyTeachingPartner™ on Teacher Burnout and Self-Efficacy.

Retention of early career teachers is a critical issue in education, with burnout and self-efficacy serving as important precursors to teachers leaving the field. An integration of the PAX Good Behavior Game (GBG; Barrish et al., 1969) and MyTeachingPartner (MTP; Allen et al.

Testing the Dispersal-Origin-Status-Impact (DOSI) scheme to prioritise non-native and translocated species management.

Assessing actual and potential impacts of non-native species is necessary for prioritising their management. Traditional assessments often occur at the species level, potentially overlooking differences among populations. The recently developed Dispersal-Origin-Status-Impact (DOSI) assessment scheme addresses this by treating biological invasions as population-level phenomena, incorporating the complexities affecting populations of non-native species.

Complexities of Management of Atypical Ventricular Fibrillation Storm in a Young Patient With TANGO2.

TANGO2 deficiency disorder, a rare autosomal recessive genetic disorder characterised by biallelic loss-of-function variants in the TANGO2 gene, was first described in 2016. This disorder involves the transport and Golgi organisation homologue, impacting Golgi membrane redistribution into the endoplasmic reticulum. Clinically, affected individuals exhibit a multiorgan phenotype, with prominent neurological manifestations such as developmental delay and regression.

The CARES classroom observation tool: Psychometrics of an observational measure of culturally responsive practices.

There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample of 268 30-min video observations across urban classrooms (Grades 4-9) from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2014).

A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools.

The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.