Our objective was to conduct a systematic review on the benefits and harms of calcitriol and alfacalcidol in the reduction of fracture and fall risk. Randomized controlled trials (RCTs) comparing these agents to placebo or calcium and reporting fracture and fall incidence were retrieved from MEDLINE, Embase, and the Cochrane Central Register of Controlled Trials. Two reviewers independently determined study eligibility, assessed trial quality, and extracted data. Twenty-three RCTs were included (2139 participants), and 16 trials had sufficient data for meta-analysis. Vertebral fractures were not significantly reduced based on the combined results of 13 trials; however, subgroup analyses demonstrated a significant reduction with alfacalcidol [odds ratio (OR) = 0.50, 95% confidence interval (CI), 0.25-0.98], but not with calcitriol. There was a significant reduction in nonvertebral fractures (six trials, OR = 0.51, 95% CI, 0.30-0.88), and falls (two trials, OR = 0.66, 95% CI, 0.44-0.98). There was an increased risk of hypercalcemia (OR = 3.63, 95% CI, 1.51-8.73) and a trend toward an increased risk of hypercalciuria. There is evidence to suggest that these agents may reduce the incidence of nonvertebral fractures and falls; however, their benefit on vertebral fracture reduction may depend on the type of active vitamin D. Hypercalcemia and hypercalciuria are potential side effects.

The purpose of this article is to describe a new collaborative immersion approach for developing evaluation capacity that was used in kindergarten through Grade 12 (K-12) schools and to place this new approach on a continuum of existing capacity-building methods. The continuum extends from individualistic training-oriented methods to collaborative real-world methods of building evaluation capacity. The strengths and weaknesses of various evaluation capacity building methods are analyzed and critiqued. Included are examples of capacity building focused on technical assistance, workshops, fellowships, and collaborative immersion. The authors make the case for considering a collaborative immersion approach to evaluation capacity building.

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.

No abstract

This chapter describes a new model of evaluation capacity building (ECB), one that advances notions of evaluation capacity building in STEM education and encourages new ways of thinking about ECB by linking concepts of organizational capacity building with the individual capacity building of K-8 teachers and graduate students. Stockdill, Baizerman, and Compton (2002) recently presented a framework and working definition of ECB. They defined it as "the intentional work to continuously create and sustain overall organizational processes that make quality evaluation and its use routine" (p. 14). They also described eleven elements of ECB to give a comprehensive overview of the complex nature of ECB. However, as Stockdill, Baizerman, and Compton point out, much work remains to further the ECB concept. One way to move the concept forward is by presenting models of ECB and testing them in real-world settings. In this chapter we present such a model. The project we describe uses an immersion approach to develop the evaluation capacity of urban schools and of STEM graduate students. The project constitutes a unique model of how to involve K-8 teachers and graduate students in the evaluation process in an attempt to develop the evaluation capacity of schools, teachers, and graduate students.