Beyond linearity: Using IRT-scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes.

Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as "more (prior skills) is better (for later learning)." Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity.

Clofazimine Inhalation Suspension Demonstrates Promising Toxicokinetics in Canines for Treating Pulmonary Nontuberculous Mycobacteria Infection.

Pulmonary nontuberculous mycobacteria (NTM) infection is recognized as a major global health concern due to its rising prevalence worldwide. As an opportunistic pathogen with increasing antibiotics resistance, prolonged systemic dosing with multiple antibiotics remains the primary treatment paradigm. These prolonged treatments, administered predominantly by oral or parenteral routes, often lead to systemic toxicity.

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance.

Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations.

Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills.

An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as 'resource-based,' as they require the availability, coordination, and integration of multiple underlying resources such as skills and knowledge facets. However, research on the support of cognitive skills rarely takes this resource-based nature explicitly into account. This is mirrored in prior research on mathematical argumentation and proof skills: Although repeatedly highlighted as resource-based, for example relying on mathematical topic knowledge, methodological knowledge, mathematical strategic knowledge, and problem-solving skills, little evidence exists on how to support mathematical argumentation and proof skills based on its resources.