The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation.

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In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research‐derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher‐level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student‐reported learning experiences that can provide an indication of students’ opportunity to learn in ways aligned to the most recent reforms in science education.

Background The coronavirus disease-2019 (COVID-19) pandemic has contributed to the change in the epidemiology of many infectious diseases. This study aimed to establish the pre-pandemic epidemiology of pediatric invasive bacterial infection (IBI). Methods A retrospective multicenter-based surveillance for pediatric IBIs has been maintained from 1996 to 2020 in Korea. IBIs caused by eight bacteria ( Streptococcus pneumoniae , Haemophilus influenzae , Neisseria meningitidis , Staphylococcus aureus , Streptococcus agalactiae , Streptococcus pyogenes , Listeria monocytogenes , and Salmonella species) in immunocompetent children > 3 months of age were collected at 29 centers. The annual trend in the proportion of IBIs by each pathogen was analyzed. Results A total of 2,195 episodes were identified during the 25-year period between 1996 and 2020. S. pneumoniae (42.4%), S. aureus (22.1%), and Salmonella species (21.0%) were common in children 3 to 59 months of age. In children ≥ 5 years of age, S. aureus (58.1%), followed by Salmonella species (14.8%) and S. pneumoniae (12.2%) were common. Excluding the year 2020, there was a trend toward a decrease in the relative proportions of S. pneumoniae (r s = −0.430, P = 0.036), H. influenzae (r s = −0.922, P < 0.001), while trend toward an increase in the relative proportion of S. aureus (r s = 0.850, P < 0.001), S. agalactiae (r s = 0.615, P = 0.001), and S. pyogenes (r s = 0.554, P = 0.005). Conclusion In the proportion of IBIs over a 24-year period between 1996 and 2019, we observed a decreasing trend for S. pneumoniae and H. influenzae and an increasing trend for S. aureus , S. agalactiae , and S. pyogenes in children > 3 months of age. These findings can be used as the baseline data to navigate the trend in the epidemiology of pediatric IBI in the post COVID-19 era.