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Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT essays. Students were positive about the strategy, learning process, and its effects.

This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did notmake a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

High school students with high-incidence disabilities and struggling writers face considerable challenges when taking writing assessments designed for college entrance. This study examined the effectiveness of a writing intervention for improving students’ performance on a college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the self-regulated strategy development (SRSD) model. A true-experiment was conducted where 20 high school students were randomly assigned to a treatment (n = 10) or control (n = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed.

A random sample of middle school teachers (grades 6–9) from across the United States was surveyed about their use of writing to support students’ learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers. More than one-half of the teachers reported applying 15 or more writing to learn strategies at least once a month or more often. The most commonly used writing to learn strategies were writing short answers to questions, note taking for reading, note taking while listening, and completing worksheets. While teachers reported using a variety of writing to learn strategies, most of them indicated they received minimal or no formal preparation in college on how to use writing to learn strategies to support student learning, less than one-half of teachers directly taught students how to use the writing to learn strategies commonly assigned, and the most commonly used writing to learn strategies did not require students to think deeply about the material they were learning. We further found that teachers’ reported use of writing to learn strategies was related to their preparedness and the composition of their classroom in terms of above and below average writers, English Language Learners, and students with disabilities.

Caregiver expectations for their youth with disabilities’ post-school life significantly predicts engagement in employment. However, little research has examined this link for youth with more significant support needs. Understanding caregivers' views on the potential employment of youth with significant support needs is therefore crucial. In this study, we examine the expectations of five caregivers regarding the post-school lives of their transition-aged youth, with a focus on employment. Two main themes emerged: caregiver expectations and factors influencing expectations. Subthemes include family dynamics, caregiver dynamics, supports for youth with significant support needs, resources and support for caregivers, previous work experiences, value of work, and fear. These findings can guide future research aimed at deepening understanding of the impact of caregiver expectations on youth with significant support needs. In addition, they can inform practitioners seeking to effectively assist caregivers in preparing their youths life after school.

Background The Wnt receptors ROR1 and ROR2 are generating increased interest as cancer therapeutic targets but remain understudied in pancreatic ductal adenocarcinoma (PDAC). Compared to canonical Wnt/ β-catenin signalling, the role of noncanonical Wnt signalling in PDAC remains largely unknown. Only one study has investigated the prognostic significance of the noncanonical Wnt signalling receptor, ROR2 in PDAC. No studies have investigated the prognostic role of ROR1 in PDAC. Methods Here, we performed analysis of ROR1 and ROR2 mRNA expression in three publicly available datasets ICGC-PACA-AU ( n  = 81), TCGA-PAAD ( n  = 150) and CPTAC-PDAC ( n  = 137). ROR1 and ROR2 protein expression from the CPTAC-PDAC discovery cohort were also analysed. Immunohistochemistry (IHC) using the validated anti ROR1 monoclonal antibody (4A5) was performed on the Australian Pancreatic Cancer Genome Initiative (APGI) cohort of PDAC samples ( n  = 152). Association between ROR1 cytoplasmic staining intensity and clinicopathological parameters including stage, grade and overall survival (OS) was investigated. Results High ROR1 mRNA expression levels correlated with a favourable OS outcome in all of the ICGC-PACA-AU, TCGA-PAAD and CPTAC-PDAC cohorts. ROR1 protein expression was not associated with stage, grade or OS in the APGI cohort. Conclusion ROR1 and ROR2 have potential as prognostic markers when measured at the mRNA level in PDAC. Our IHC cohort did not support ROR1 protein expression in predicting OS, and highlighted the discrepancy of prognostic biomarkers when measured by MS, IHC and RNAseq.

Randomised controlled trials commonly use surrogate endpoints to substitute for a target outcome (outcome of direct interest and relevance to trial participants, clinicians, and other stakeholders—eg, all cause mortality) to improve their efficiency (through shorter trial duration, reduced sample size, and thus lower research costs), or for ethical or practical reasons. But reliance on surrogate endpoints can increase the uncertainty of an intervention’s treatment effect and potential failure to provide adequate information on intervention harms, which has led to calls for improved reporting of trials using surrogate endpoints. This report presents a consensus driven reporting guideline for trials using surrogate endpoints as the primary outcomes—the CONSORT (Consolidated Standards of Reporting Trials) extension checklist: CONSORT-Surrogate. The extension includes nine items modified from the CONSORT 2010 checklist and two new items. Examples and explanations for each item are provided. We recommend that all stakeholders (including trial investigators and sponsors, journal editors and peer reviewers, research ethics reviewers, and funders) use this extension in reporting trial reports using surrogate endpoints. Use of this checklist will improve transparency, interpretation, and usefulness of trial findings, and ultimately reduce research waste.

Randomised controlled trials often use surrogate endpoints to substitute for a target outcome (an outcome of direct interest and relevance to trial participants, clinicians, and other stakeholders—eg, all cause mortality) to improve efficiency (through shortened duration of follow-up, reduced sample size, and lower research costs), and for ethical or practical reasons. However, their use has a fundamental limitation in terms of uncertainty of the intervention effect on the target outcome and limited information on potential intervention harms. There have been increasing calls for improved reporting of trial protocols that use surrogate endpoints. This report presents the SPIRIT-Surrogate, an extension of the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) checklist, a consensus driven reporting guideline designed for trial protocols using surrogate endpoints as the primary outcome(s). The SPIRIT-Surrogate extension includes nine items modified from the SPIRIT 2013 checklist. The guideline provides examples and explanations for each item. We recommend that all stakeholders (including trial investigators and sponsors, research ethics reviewers, funders, journal editors, and peer reviewers) use this extension in reporting trial protocols that use surrogate endpoints. Its use will allow for improved design of such trials, improved transparency, and interpretation of findings when trials are completed, and ultimately reduced research waste.

Identifying merging galaxies is an important - but difficult - step in galaxy evolution studies. We present random forest classifications of galaxy mergers from simulated JWST images based on various standard morphological parameters. We describe (a) constructing the simulated images from IllustrisTNG and the Santa Cruz SAM, and modifying them to mimic future CEERS observations as well as nearly noiseless observations, (b) measuring morphological parameters from these images, and (c) constructing and training the random forests using the merger history information for the simulated galaxies available from IllustrisTNG. The random forests correctly classify \\(\\sim60\\%\\) of non-merging and merging galaxies across \\(0.5 < z < 4.0\\). Rest-frame asymmetry parameters appear more important for lower redshift merger classifications, while rest-frame bulge and clump parameters appear more important for higher redshift classifications. Adjusting the classification probability threshold does not improve the performance of the forests. Finally, the shape and slope of the resulting merger fraction and merger rate derived from the random forest classifications match with theoretical Illustris predictions, but are underestimated by a factor of \\(\\sim 0.5\\).