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In the face of the rising prevalence of artificial intelligence (AI) in daily life, there is a need to integrate lessons on AI literacy into K12 settings to equitably engage young adolescents in critical and ethical thinking about AI technologies. This exploratory study reports findings from a teacher professional development project designed to advance teacher AI literacy in preparation for teaching an AI curriculum in their inclusive middle school classrooms. Analysis compares the learning experiences of 30 participating teachers (including Computer Science, Science, Math, English, and Social Studies teachers). Results suggest Science teachers’ understanding of AI concepts, particularly logic structures, is on average higher than their non-Science teacher counterparts. Teacher interviews reveal several thematic differences in Science teachers’ learning from the AI PD as compared to their counterparts, namely learning from reflective discourse with diverse groups. Findings offer insights on the depth and quality of Science teacher AI literacy after participating in an AI teacher PD, with implications for future research in the integration of AI education into Science teachers’ inclusive K12 classrooms. 

In the face of the rising prevalence of artificial intelligence (AI) in daily life, there is a need to integrate lessons on AI literacy into K12 settings to equitably engage young adolescents in critical and ethical thinking about AI technologies. This exploratory study reports findings from a teacher professional development project designed to advance teacher AI literacy in preparation for teaching an AI curriculum in their inclusive middle school classrooms. Analysis compares the learning experiences of 30 participating teachers (including Computer Science, Science, Math, English, and Social Studies teachers). Results suggest Science teachers’ understanding of AI concepts, particularly logic structures, is on average higher than their non-Science teacher counterparts. Teacher interviews reveal several thematic differences in Science teachers’ learning from the AI PD as compared to their counterparts, namely learning from reflective discourse with diverse groups. Findings offer insights on the depth and quality of Science teacher AI literacy after participating in an AI teacher PD, with implications for future research in the integration of AI education into Science teachers’ inclusive K12 classrooms. 

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’ anticipations. Teachers focused on actions students might take, ways they might think about the task, how they might react emotionally, and what actions they might take in advance or in response to their anticipations. We conclude with a discussion of ways our results can inform efforts to support improvements in mathematics teachers’ practice of anticipating. 

ObjectiveTo examine the impact of increased body mass index (BMI) on (1) tracheotomy timing and (2) short‐term surgical complications requiring a return to the operating room and 30‐day mortality utilizing data from the Multi‐Institutional Study on Tracheotomy (MIST). MethodsA retrospective analysis of patients from the MIST database who underwent surgical or percutaneous tracheotomy between 2013 and 2016 at eight institutions was completed. Unadjusted and adjusted logistic regression analyses were used to assess the impact of obesity on tracheotomy timing and complications. ResultsAmong the 3369 patients who underwent tracheotomy, 41.0% were obese and 21.6% were morbidly obese. BMI was associated with higher rates of prolonged intubation prior to tracheotomy accounting for comorbidities, indication for tracheotomy, institution, and type of tracheostomy (p = 0.001). Morbidly obese patients (BMI ≥35 kg/m²) experienced a longer duration of intubation compared with patients with a normal BMI (median days intubated [IQR 25%–75%]: 11.0 days [7–17 days] versus 9.0 days [5–14 days];p < 0.001) but did not have statistically higher rates of return to the operating room within 30 days (p = 0.12) or mortality (p = 0.90) on multivariable analysis. This same finding of prolonged intubation was not seen in overweight, nonobese patients when compared with normal BMI patients (median days intubated [IQR 25%–75%]: 10.0 days [6–15 days] versus 10.0 days [6–15 days];p = 0.36). ConclusionBMI was associated with increased duration of intubation prior to tracheotomy. Although morbidly obese patients had a longer duration of intubation, there were no differences in return to the operating room or mortality within 30 days. Level of Evidence3Laryngoscope, 134:4674–4681, 2024 

Recent research on instructional vision offers new insights into the challenges of systemic coherence when implementing educational innovations at scale. In this paper, we retrospectively examine the work of our statewide partnership of mathematics education leaders for implementing new state mathematics standards. we identify three categories of designs that improved coherence during implementation and highlight the role of instructional vision in each.