Mesna and forced diuresis are equally effective in abrogating the urothelial toxicity of preparative regimens for BMT. Since HC after BMT is virtually always associated with persistent BK viruria, strategies aimed at the prevention or elimination of viruria in BK seropositive recipients are warranted.

The What's My School Mindset? (WMSM) survey is purported to operationalize teachers' beliefs of their school's ability to help all children learn and grow. In today's data driven educational climate it is important to select a reliable instrument for collecting teacher

<p>According to school growth mindset theory a school’s organizational structure influences teachers’ beliefs in their collective ability to help all students grow and learn; including those from diverse cultural, religious, identity, and socioeconomic demographics. The implicit theory of growth mindset has been quantified for a school’s culture on the What’s My School Mindset scale. This exploratory study was an initial effort to examine the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes. Regression analysis tested the hypothesis that the independent variables would explain variations in a school’s growth mindset mean. Data was collected from a random stratified sample of middle and high school teachers (n = 64) and administrators (n = 5) in a large northwestern state. Responses were collected on the 19-question Likert-style WMSM survey. The overarching research question was, Is there a relationship between principal openness to change, faculty openness to change, work locus of control, and a school growth mindset? The results revealed organizational learning variables significantly correlated with a growth mindset culture and explained significant variations in the WMSM mean. The results have positive implications for providing school administrators with a way to measure their school’s culture and to provide feedback to teachers that can challenge their beliefs and inform improvements in culturally responsive teaching practices.</p>

This study explored the relationship between school level and the psychosocial construct of an academic mindset operationalized on the Likert-style Project for Educational Research That Scales (PERTS) instrument; widely used in testing academic mindset interventions at the classroom level. Analyses were conducted using existing school district data collected during the month of April, 2016, delivered to students, grades 3 through 8, (n = 2,908) in the classroom at three elementary schools and two middles schools. The overarching research question was, “Is there a relationship between school level and students’ academic mindset as measured by the PERTS scale?” Results revealed a significant decrease in the classroom PERTS scale mean scores between elementary classrooms (n = 70) and secondary classrooms (n = 50). A history of psycho-social construct theory and practical applications for the classroom are provided.

This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What's My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = ISSN 2377-2263 www.macrothink.org/jei 204 347) in 30 schools across a large northwestern state. The overarching research question was, "Is there a relationship between school level and a school's growth mindset?" Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices. Journal of Educational Issues

Abstract:Widening participation and ensuring fair access to universities for 'nontraditional' students is a major concern of higher education in England. Outcomes are evaluated in terms of increased recruitment of non-traditional students and also increased retention of these students. Retention initiatives have gradually become more nuanced; there has been a shift from models of support for students towards ones of engagement with students. This has involved a change in focus from instrumental support such as study skills to address deficits in academic performance to more holistic approaches aimed at enhancing student integration within the university community. This paper describes a retention programme that aims to help students integrate socially with other students and staff. By supporting students' growth of identity and social belonging, it aims to increase engagement with their academic work. Students whose profiles pose greater risk of leaving early, such as mature students and those living at home while studying locally, were investigated in the evaluation and appeared to benefit

This study identified emergent themes from the interview data of at-risk-for-completion doctoral candidates ( N = 13; 59%), from a diverse demographic, who participated in a successful dissertation completion intervention program. The findings revealed four major themes including extrinsic factors, socioemotional, formal structures of the program, and personal development. The findings highlight the need for conscious processes used by vital leaders to develop program design in four key areas of leadership within a framework of open vital systems. Vital leadership acts as proxy agents to influence development of formal structures in the university leading to equity in educational opportunity for all students. Conclusions and parsimonious explicit implications are provided for doctoral program redesign focused on improving graduate student retention and completion rates for diverse student populations.

This study used exploratory factor analysis to test the factor structure of the Project for Educational Research That Scales (PERTS) instrument. Research that reports the reliability, construct validity, and factor structure of the PERTS scale is useful for interpreting the results from the use of the widely distributed survey and for suggesting interventions to develop an academic mindset in the classroom. Correlations and exploratory factor analyses were performed using pre-existing data from a medium-sized, rural school district, in a large southwestern state of the U.S. as self-reports from a sample of 2,908 students, in grades 3 through 8, at three elementary and two middle schools. Results of the exploratory factor analysis confirmed the proposed four-factor structure. The PERTS survey demonstrated internal reliability on three of the four scales above the pre-determined indices of Cronbach’s alpha > .80, with the exception of the individual mindset scale with a Cronbach’s alpha of .772.