Abstract Objective Tumor-derived exosomes testing can be effective in diagnosing disease and assisting in the treatment of disease. Our study utilizes bibliometric analysis to identify research hotspots related to tumor-derived exosomes, predict emerging research frontiers and development trends, and offer diverse perspectives for advancing research in this field. Methods Search the Web of Science Core Collection for English-language literature published on the field of tumor-derived exosomes from 2015 to 2024. CiteSpace(6.2.R3) software was utilized to visualize the distribution of countries/regions, institutions, authors, co-cited authors, and co-cited journals within the relevant literature. Additionally, co-occurrence, clustering, and emergence analyses were conducted on the co-cited references. Results An analysis of 2523 articles meeting the inclusion criteria revealed a steady increase in the number of publications in this field over the past decade. In terms of countries/regions, institutions, authors, and journals that published articles, the most productive were China, Ministry of Education-China, Theresa L. Whiteside, and CANCER RES, respectively. The most influential were The United States, Harvard University, Theresa L. Whiteside, and CANCER RES, respectively. The mechanisms underlying exosomal PD-L1 and engineered exosomes are currently prominent research foci, warranting meticulous examination by the academic community. Conclusion Within the field of research on tumor-derived exosomes, current investigations appear largely concentrated on the exosome PD-L1 mechanism and engineered exosomes. Possible future research hotspots will focus on the use of engineered exosomes to target tumor cells and as a drug delivery platform for more precise therapeutic targeting.
Neoplasms. Tumors. Oncology. Including cancer and carcinogens
Background: Life Orientation educators hold great responsibility for the well-being of their students, which can be supported through imparting sexuality education. However, the absence of formal training for this subject may have negative consequences in fulfilling professional duties.
Objectives: This article intends to foreground how Life Orientation educators impart sexuality education to their students, exploring aspects of their personal attitudes and comfort in imparting education related to sexuality and queerness.
Methods: This qualitative study consisted of five Life Orientation educators in the Gauteng Province to understand their approaches to impart sexuality education to their students and the influence of their personal upbringings. The research was thematically analysed through a systems theory framework.
Results: The results emphasise how personal religious beliefs impact sexuality education’s delivery and educators’ discretion in implementing the curriculum. The ambiguity of the curriculum and diverse teaching backgrounds also contribute to avoidance of topics like sexuality education and queer identities. Moreover, the non-examinable nature of these topics, combined with subjective interpretations of age-appropriateness, further marginalise them.
Conclusion: This article calls for awareness of the consequences of religious convictions and subjective perceptions of age-appropriateness of educators on the delivery of sexuality and queer education.
Contribution: This study contributes by highlighting challenges faced by Life Orientation educators in creating inclusive environments when personal religious beliefs conflict with comprehensive sexuality education. It enhances understanding of areas for improvement in training and subject knowledge to ensure educators affirm diverse identities and impart sexuality education effectively.
Vocational guidance. Career development, Social Sciences
Este trabajo presenta un análisis de las prácticas de lectura y escritura realizadas a través de la herramienta colaborativa Padlet, mediante la minificción como género textual y literario, por el grupo de quinto semestre de la Licenciatura en Educación del Centro Universitario de los Valles de la Universidad de Guadalajara, Jalisco, México. Consiste en un estudio cualitativo con sustento teórico en el aprendizaje por descubrimiento. La información se recolectó mediante la entrevista semiestructurada y el análisis de Padlets elaborados durante el ciclo escolar 2022-B (agosto-diciembre). Los principales hallazgos radican en que los géneros y prototipos textuales, así como su modelaje, inciden en la manera en la que los y las estudiantes leen y escriben en la universidad para comunicar sus conocimientos, aprendizajes y maneras de colaborar y contribuir con la dinámica grupal. Las conclusiones más relevantes se centran en que la mediación de las plataformas digitales, como Padlet, es un aspecto fundamental para el estudio de la lectura y la escritura en la universidad, considerando los ambientes virtuales de alfabetización en combinación con las actividades e interacción de tipo presencial, ya que contribuyen al establecimiento de diversas maneras de interacción, colaboración y comunicación entre estudiantes y el cuerpo docente.
The practices of contemporary clinical decision-making and care rely heavily on racial biological essentialism, which is a set of ideas originating in modern science that describes populations as comprising distinct subpopulations with unique sets of essential, heritable characteristics and propensities (i.e., races) purportedly due to their biology.1 Racial biological essentialism exaggerates the relevance of biology to health inequities and promotes the misuse of race (e.g., ?Black race?) in clinical decision-making, care, and research. Decades of research and scholarship2?4 (e.g., human genome project which inadvertently established that more genetic variation exists within each U.S. racial category than between them) have shown that race is fundamentally not biological. A substantial body of evidence clarifies that race is a sociopolitical, not biological construct.5 Nevertheless, the harmful, unscientific practices of racial biological essentialism persist, which helps explain why the misuse of race in clinical decision-making, research, and education remains pervasive.
For many years, medical trainees, health equity scholars, and public health physicians have explained how race consciousness (i.e., racism consciousness), which is the understanding of race as a sociopolitical construct, provides a more useful understanding for medicine and public health than racial biological essentialism does.6 This work has taken many forms, including the de-implementation of race-based algorithms used as clinical decision-making tools. In 2020, the Ways and Means Committee in the U.S. House of Representatives asked professional societies across medical disciplines to rethink their use of race-based clinical algorithms. The Committee sent a ?Request for Information? (RFI) to medical professional societies endorsing the elimination of race-based clinical algorithms. The study findings and RFI responses were captured in a 2021 report and captured responses from the professional societies as well as recommendations to improve clinical decision-making.7 The Agency for Healthcare Research and Quality (AHRQ) is also taking on this issue. At the time of this publication, AHRQ is undertaking a systematic review to provide Congress and the public responses to key questions on the impact of race-based clinical algorithms on health outcomes, and what can be done to address and/or mitigate racial bias on the development, validation, etc., of clinical algorithms.8
Since 2021, several professional societies have updated their positions on the inclusion of race in clinical algorithms within their respective specialties. The National Kidney Foundation and the American Society of Nephrology officially endorsed an estimated glomerular filtration rate (e-GFR) calculator without a race variable.9 The American College of Obstetrics and Gynecology no longer endorses a vaginal birth after caesarean calculator that uses race.10 Most recently, the American Thoracic Society issued updated recommendations in spirometry testing and the race-neutral reference equation for all patients, irrespective of race.11
As research continues to elucidate the harms and any benefits from including race in clinical algorithms, the urgency to address race-based algorithms is only intensifying. For instance, 35% of Americans suffering from renal failure are Black, while only representing 13% of the population.12 Many social and clinical factors contribute to this stark inequity, including the misuse of race to modify the e-GFR score, which is used in the diagnosis and treatment of chronic kidney disease (CKD). Race and other social factors have been linked to the e-GFR and other statistics, which has been associated with disproportionate suffering due to (CKD) and its sequalae among Black populations (e.g., higher rates of end-stage CKD diagnosis and lower rates of kidney transplantation eligibility among Black populations).13
Health equity experts agree to the implementation of nonrace-based clinical algorithms that cannot be subjected to the over 10-year timeframe typical for medical research and its adoption into practice.14 To meet the urgency of this moment, the NYC Department of Health and Mental Hygiene launched the Coalition to End Racism in Clinical Algorithms (CERCA). This coalition is a citywide initiative consisting of both safety-net hospitals and academic medical centers representing all five boroughs of NYC. Participation in CERCA requires that each coalition member commit to de-implement at least one race-based algorithm. Members are also required to furnish work, evaluation, and patient engagement plans regarding their de-implementation of race-based algorithms.15,16
In the summer of 2023, the NYC Department of Health and Mental Hygiene hosted the first annual New York City Anti-racism in Medical Education Symposium in partnership with the Josiah Macy Jr. Foundation, the American Academy of Medical Colleges, and the Fund for Public Health NYC. This symposium aimed to identify key stakeholders involved in anti-racism and curriculum development at NYC medical schools and understand the depth and breadth of anti-racism praxis incorporated into their educational programming.16
This special issue of Health Equity hopes to contribute to this growing body of knowledge regarding the de-implementation efforts needed to holistically address and eradicate race essentialism from practice and education. Specifically, this issue highlights scholarship in the following areas:
Historical origins of race adjustment in medicine, clinical decision-making tools, and artificial intelligence tools in medicine;
Current activities, successes, and challenges around removal of race from clinical decision-making tools at the institution- and system-level and its impact on patient outcomes;
City, state, and federal policies and policy analysis supporting removal of race adjustment from clinical decision-making tools; and
Programs, interventions, and policies intended to interrupt or end algorithmic racial discrimination in medicine and health care.
We hope this publication captures the latest work in addressing race-based medicine and facilitate the adaptation and implementation of initiatives to correct and mitigate the harmful effects of racial discrimination in health care. As we chart the next steps of this movement?which include equitable transplantation access, federal changes in Medicaid and Medicare policy on use of race-based algorithms, biases in artificial intelligence, application of public health critical race praxis (PHCRP) in research, to name a few emerging areas?remaining abreast of current and needed work will be essential to realizing a more equitable, just, and healthy society.
According to PHCRP, which is a health equity offshoot of Critical Race Theory, the first step toward advancing health equity is to acknowledge how the conventions of our field help reinforce inequities however well-intentioned our efforts may be. The use of arbitrary race corrections in clinical algorithms relies on and reifies racial biological determinism. It undermines the ability of clinicians to uphold their commitment to beneficence, nonmaleficence, and justice in the provision of care. Failure to uphold them harms minoritized patients and communities through, for instance, delayed or missed diagnoses and the exacerbation of racialized stigmata. A substantial body of scholarship and research now exists to promote more equitable clinical decision-making and care. Consistent with the PHCRP principle of disciplinary self-critique, this special issue documents the continued misuse of race in clinical algorithms. It also offers constructive alternatives that can be implemented immediately.17,18
Per Fors, Thomas Taro Lennerfors, Jonathan Woodward
This paper aims to outline an approach for case-based chemistry and chemical engineering education for sustainability. Education for Sustainability is assumed to offer a holistic approach to equip students with the knowledge, skills, values, and attitudes needed to contribute to a more sustainable society in their future careers. While Case-Based Education traditionally focuses on disciplinary learning in simulated settings, it can also effectively teach essential sustainability-related skills like integrated problem-solving, critical thinking, and systems thinking. The approach we propose is “case hacking”, which should be understood as utilizing existing business cases while incorporating supplementary resources to align the assignment with intended learning objectives. This expansion of the cases involves, among other things, introducing additional questions and assignments, perspectives from stakeholders previously unexplored in the original case, and the integration of recent research articles from relevant fields. We advocate for the use of case hacking when educators want to harness the educational benefits of Case-Based Education while emphasizing the complexity of sustainability-related challenges faced by industrial companies today. As an illustrative example, we demonstrate the process of hacking a case related to Green Chemistry in the pharmaceutical industry, highlighting specific challenges for chemistry and chemical engineering education. We hope this example will inspire educators in these disciplinary contexts to engage with the case hacking approach as they navigate the complex terrain of sustainability.
Education for sustainable development is an evolving notion in teacher education that highlights the need for tolerance, acceptance, and diversity. Therefore, there is a greater need to elucidate the contributions of teacher educators in promoting social tolerance through Education for Sustainable Development (ESD). In addition, it is crucial to understand the challenges faced by teacher educators while dealing with the intolerant, extremist views and/or behaviors in a particular social setting. In doing so, this research interviewed teacher educators (N=12) through a purposive sampling strategy to determine the respondents’ views about promoting social tolerance strategies integrated with ESD. The data was analyzed through qualitative data analysis software (NVivo), and themes were extracted based on the analysis plots. The research argues that promoting social tolerance within teacher education through ESD is a multi-layered process and requires attention at the policy level. It suggests that the existing structure of the Teacher Education program and the curricula are barely in line with the indicated ESD contents and strategies (integration with teaching and learning) needed to promote social tolerance and societal peace in Pakistan.
Osmanlı dönemi medreseleri, gerek tedris edilen ilimler ve okutulan kitaplar, gerekse istihdam alanları açısından selefi Selçukluların devamı niteliğindedir. İcâzet/nâme alarak medrese eğitimini tamamlayan talebeler; din görevliliği alanında (müftülük, vaizlik, imamlık), müderrislik ve kadılık gibi mansıplarda istihdam edilmişlerdir. Dolayısıyla medreseler, uzun süre devletin adli, idari, mülki ve eğitimle ilgili kadro ihtiyacını karşılamıştır. Bununla birlikte özellikle Tanzimat Döneminden (1839-1878) sonra açılan yeni eğitim kurumları da sözü edilen alanlarda devletin kadro ihtiyacını karşılamaya başlamış ve hatta ilerleyen zamanlarda medreselerin istihdam alanını daraltmıştır. Ancak medreselerin durumu, müderrislerin hayatı, talebelerin imtihan ve istihdamları gibi konular çoğunlukla bilâd-ı selâse (İstanbul, Bursa ve Edirne) merkezli incelenmiş, bunların taşradaki durumlarıyla ilgili yeterince çalışma yapılmamıştır. Dolayısıyla bu çalışmada, Hatay/Dörtyol müderrisi İlyas Efendi (1873-1956) ve ona ait sicil dosyası özelinde taşradaki bir müderrisin öğrenim hayatı ve imtihan varakası üzerinden istihdamı konu edilmiştir. Çalışmada dokümanlara dayalı veri toplama ve içerik analizini esas alan nitel araştırma yöntemi kullanılmıştır. Bu bağlamda Başbakanlık Osmanlı Arşivinden ve zaman zaman Halep, Adana ve Ankara Vilayet Salnâmeleri ile Maârif Nezâreti Salnâmelerinden istifade edilmiştir. Hâçin’de (Saimbeyli) doğan ve ilk tahsilini doğduğu yerde alan İlyas Efendi, ilmî bir heyet tarafından ehliyet ve liyakatine hükmedilerek müderris olarak atanmıştır. Tanzimat Dönemiyle başlayan eğitimde Batı etkisi ve medrese dışında kurulan yeni eğitim kurumlarıyla eğitimde modernleşme, eğitim sisteminde olduğu gibi medrese mezunlarının istihdamında da birtakım değişmelere ve daralmalara neden olmuştur. Nitekim adli, idari, askeri vs. görevliler, yeni açılan eğitim kurumlarıyla karşılanırken medresenin istihdam alanı çoğunlukla din hizmetlerini ifa edecek görevlilerin ve müderris gibi medrese elemanının yetiştirilmesine hasredilmiştir. İlyas Efendi’nin tahsil hayatı, icâzet metni ve imtihan varakası -Tefsir ve Hadis hariç- öğrenim gördüğü ilimlerden imtihana tabi tutulduğu, Tefsir, Hadis ve Hadis Usulü gibi ilimlerle ilgili de doğrudan soruların yer almadığı görülmektedir. İncelediğimiz belgede İlyas Efendi’nin hangi alan(lar)da ders verdiğiyle ilgili net bilgi bulunmamakla birlikte icâzet ve imtihan varakasından hareketle öncelikle Fıkıh ve Kelâm gibi dinî ilimlerle Arap Dili ve Belagatine yönelik dersler verdiği ileri sürülebilir. Her ne kadar çerçevesi belli standart bir müfredattan bahsetmek zor olsa da İlyas Efendi’ye ait dosyadan hareketle taşra medreselerinde okutulan derslerin/kitapların Osmanlı medreselerinde hemen her dönemde okutulan metinlerle benzerlik gösterdiği, bu yönüyle büyük ölçüde Osmanlı merkez medrese kültürünü devam ettirdiği sonucuna varılabilir. Bunu, icâzet metninde yer alan ulemâ silsilesinden de görmek mümkündür. Bunun yanında Osmanlı Medreseleri ve bunlarla ilgili müfredat incelendiğinde -farklı derecelerde okunmak üzere- Mutavvel, (Molla) Câmî, Mülteka’l-Ebhur, Dürerü’l-Hükkâm, Şerh-i Akâid ve Îsâgûcî’nin ortak kitaplar olduğuna tesadüf edilmektedir. Okutulan eserler ve istihdamla ilgili uygulamalar göz önüne alındığında taşradaki medreseleri merkezdeki benzerlerinden ayırmanın mümkün olmayacağı sonucuna varılabilir.
<h4>Background and objective</h4>Education of disease plays an important role in management of Parkinson's disease (PD). However, little is known about the link between the understanding of disease and the burden of care. This study was carried out to find the correlation between the burden of care and the understanding of disease in caregivers for PD patients.<h4>Methods</h4>Non-demented patients with PD and their caregivers participated in structured interviews. Understanding of patients and caregivers was evaluated through newly-devised questions. The caregiver burden inventory was used to assess the burden of care.<h4>Results</h4>A total of 142 pairs of patients and their caregivers were recruited. A correlation analysis showed that the burden of care was positively associated with low understanding of the disease by the caregiver. Daily care time and female patients were revealed to be independently associated with the burden of care through a multivariate analysis. Further analyses were performed in the caregiver group according to relationship with patients. The spouse group showed an increased burden of care and poor understanding compared to the offspring group. A multivariate analysis revealed that daily care time and understanding were independent predictors for the burden of care in the spouse group. There was no significant association in the offspring group.<h4>Conclusion</h4>The burden of care was associated with higher daily caregiving time and female gender of the patient, and was significantly increased in the spouse of the patient. In the spouse group, better understanding of the caregiver correlated with less burden of care.
The goal of this research was to analyze the fungal community responsible for the biodeterioration of a pirogue in the National Maritime Museum of China and to make recommendations for the protection of this artifact. Molecular identification of fungal strains isolated from the surface of the pirogue and the air of the storage room that were most closely related to <i>Cladosporium</i>, <i>Penicillium</i>, <i>Talaromyces</i> and <i>Trichoderma</i> spp. DNA extracted from the samples was sequenced on the Illumina MiSeq platform. The results showed that the predominant fungal genera present were <i>Penicillium</i> sp., <i>Cladosporium</i> sp. and <i>Exophiala</i> sp. Thereafter, cellulose degradation experiments were carried out on the predominant fungi screened by pure culturing. Finally, we tested the sensitivity of the predominant fungal isolates to four biocides. This work suggests that we should pay more attention to <i>Penicillium</i> sp. and <i>Cladosporium</i> sp. in the protection of wooden artifacts, and environmental control is recommended as the main means of protecting the pirogue.
Este artigo tem como primeiro objetivo analisar o cerceamento da liberdade de ensinar por parte do movimento conhecido como Escola sem Partido (ESP), que, ao afirmar que os professores na verdade são doutrinadores de esquerda, pretende limitar a atuação deles em sala de aula, através de legislação que tornaria legal a perseguição e intimidação aos educadores. Em segundo lugar, é nosso objetivo estabelecer, neste contexto, as relações entre a liberdade de cátedra e o ensino laico, já que o movimento ESP, de cunho nitidamente conservador, ataca a primeira e relativiza o segundo. Por fim, utilizaremos o episódio “In the hands of prophets” (Nas mãos dos profetas), da série de ficção científica Star Trek: Deep Space Nine, para efetuar a leitura e propor reflexões acerca dos problemas de pesquisa apresentados no texto.
Media berasal dari bahasa latin medius yang secara harfiah berarti „tengah‟,
„perantara‟, atau „pengantar‟. Pembelajaran adalah proses, cara, perbuatan yang menjadikan orang atau makhluk hidup belajar. Media pembelajaran merupakan media yang membawa pesan-pesan atau informasi yang bertujuan instruksional atau mengandung maksud-maksud pengajaran. Berdasarkan pendapat yang telah diutarakan, dapat disimpulkan media pembelajaran merupakan media yang digunakan pada proses pembelajaran yang berupa komik berfungsi menyampaikan pesan atau informasi dari guru ke siswa agar tujuan pembelajaran tercapai. Penelitian ini menggambarkan keterkaitan antara penggunaan media komik terhadap peningkatan hasil belajar siswa pada pelajaran IPA. Metode penelitian ini merupakan studi keperpustakaan dengan tahapan yaitu pengumpulan data dan analisis data. Data yg dikumpulkan berupa data skunder ,sedangkan analisis data dilakukan secara diskritif kualitatif. Hasil analisa data dapat disimpulkan bahwa penggunaa media Komik dapat meningkatkan hasil belajar. Tingginya hasil belajar dipengaruhi factor yaitu : Karakteristik media komik yang digunakan serta model pembelajaran yang diterapkan.
The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of this study is to report on a policy analysis of the edTPA in special education using a Critical Practice Approach. Researchers sought to find answers to the following questions: (a) What were the negotiations, decisions, and actions taken by special education teacher education programs in their efforts to appropriate the edTPA policy? and (b) To what extent did the appropriation process foster or empower “participation agency in the democratic production of policy?” Data were collected through in-depth phenomenological interviews with special education teacher educators in three different institutions. Findings suggest that teacher educators at each institution engaged in three general types of appropriation activities that were central to their efforts; embedding, co-opting, and reifying. This critical practical policy analysis helped to identify ways in which the edTPA policy appropriation process was and was not democratic and participatory; a process that recognizes contributions, expertise, and experience of local appropriators as well as factors that characterize the local context.
Este artigo discute uma proposta para recurso pedagógico que utiliza câmeras de segurança, favorecendo uma experiência de manipulação de objetos e materiais para o desenvolvimento da visualização em um processo de inclusão pela imagem. O processo de aprendizagem dos estudos introdutórios, do sistema projetivo ortogonal e de elementos constituintes (ponto, reta e plano), foram estudados em Geometria Descritiva por alunos da faixa etária de 14 a 17 anos, do Ensino Médio de cursos de formação técnica. Aprender a ver é uma possibilidade aberta nessa proposta para entendimento da formação das projeções e retomar a prática de observação. A visualização em três dimensões gera reconhecimento da imagem realizada. A integração com objetos e a geração de imagens com os aspectos principais do desenho projetivo favorecem o incremento da rotina dos trabalhos e melhor entendimento dos conceitos de geometria.
Rosa Nidia Tuay Sigua, Yair Alexander Porras Contreras, María Rocío Pérez Mesa
Las representaciones sociales constituyen un concepto polisémico, una categoría pluriparadigmática (Pérez y Porras, 2005), en la cual confluyen diversos marcos interpretativos de la realidad que les permiten a las personas evaluar y construir explicaciones a través de los procesos comunicativos y de interacción social. De hecho, las representaciones sociales revalidan la construcción social del conocimiento, un corpus específico con el cual la gente se desenvuelve, organiza su vida y toma decisiones. Con el propósito de fomentar una cultura ambiental, la investigación centra su interés en el reconocimiento de las representaciones sociales que sobre el ambiente y la sustentabilidad utilizan docentes en ejercicio de las Escuelas Normales y en formación inicial de la Facultad de Ciencia y Tecnología de la Universidad Pedagógica, con el objeto de contribuir a la reflexión de la formación docente, a la comprensión de las situaciones ambientales del contexto local, a la consolidación e un proceso de toma de decisiones, y el favorecimiento de la articulación de redes de investigación que consoliden una mirada crítica de la realidad ambiental. Este estudio cualitativo, de corte descriptivo y exploratorio, se basa en el enfoque estructural de las representaciones sociales. De los 18 participantes, 8 son docentes de Escuelas Normales y 10 son estudiantes de la Universidad Pedagógica. Para el tratamiento de los datos recolectados, se utiliza el software EVOC/2003 (Ensemble de Programmes Permettant L’analyse des Évocations), que permite desarrollar una organización de las palabras evocadas, en función de su jerarquía, la interacción entre la frecuencia media y el rango de aparición.
Education (General), Theory and practice of education
Background: Anatomy is a basic medical science that very important for medical students and other health professions. With a good understanding of the anatomy, they can understand the condition of the patient's illness. However, many of students who complain about the difficulty of anatomy. This paper aims to provide an alternative choice of instructional design in large classes (large group) to improve the quality of learning.
Method: literature review.
Results: There are many designs of learning that can be applied in a large group. Each has advantages and disadvantages. To improve the quality of student learning, need to be actively involved students in the learning process, so that the material being studied can understand and survive long in the memory of the student.
Conclusion: Management of the large group on anatomy lesson is required to produce effective learning. One of the instructional design that can be applied to achieve these objectives is the 4C / ID by applying the principles of active learning.
Paul T. Sindelar, Mary T. Brownell, Bonnie Billingsley
In this article, the authors propose an agenda for special education teacher education researchers, with particular attention to policy work and studies of innovations in pre-service preparation, induction and mentoring, and professional development. Because previous research is limited and unfocused, the foundation for future research is weak, but opportunities to study questions of importance and interest are seemingly limitless. The authors discuss strategies to bolster the research foundation, namely, by oversampling special education teachers in the Schools and Staffing Survey and the Teacher Follow-Up Survey and by fostering the development of models of teacher development and related measures of teacher quality.
The author’s preservice program prepares both single and dual certification master’s students to teach in inclusive classrooms. This article provides an overview of the context in which, and for which, the program was designed, a description of the program, including what the author means by inclusive education and critical special education, explanations of key pedagogical and assessment practices that she leans on to meet her goals, and concludes with an account of how the program came to be developed.