This study examined classroom practices of effective versus less effective teachers (based on student achievement gain scores in reading and mathematics). In Phase I of the study, hierarchical linear modeling was used to assess the teacher effectiveness of 307 fifth-grade teachers in terms of student learning gains. In Phase II, 32 teachers (17 top quartile and 15 bottom quartile) participated in an in-depth cross-case analysis of their instructional and classroom management practices. Classroom observation findings (Phase II) were compared with teacher effectiveness data (Phase I) to determine the impact of selected teacher behaviors on the teachers’ overall effectiveness drawn from a single year of value-added data.

Resection and radiofrequency ablation (RFA) are treatment options for hepatocellular carcinoma (HCC) <3 cm; there is interest in expanding the role of ablation to 3-5 cm. RFA is considered high-risk when the lesion is in close proximity to critical structures. Combining microcatheter technology and the localized emission properties of Y90, highly selective radioembolization is a possible alternative to RFA in such cases. We assessed the efficacy (response, radiology-pathology correlation, survival) of radiation segmentectomy in solitary HCC not amenable to RFA or resection. Patients with treatment-na€ ıve, unresectable, solitary HCC £ 5 cm not amenable to RFA were included in this multicenter study. Administered dose, response rate, time-to-progression (modified Response Evaluation Criteria in Solid Tumors [mRECIST]), radiology-pathology correlation and long-term survival were assessed. In all, 102 patients were included in this study. mRECIST complete response (CR), partial response (PR), and stable disease (SD) were 47/99 (47%), 39/99 (39%), and 12/99 (12%), respectively. Median time-to-disease-progression was 33.1 months. In all, 33/ 102 (32%) patients were transplanted with a median (interquartile range [IQR]) time-totransplantation of 6.3 months (3.6-9.7). Pathology revealed 100% and 50-99% necrosis in 17/33 (52%) and 16/33 (48%), respectively. Median overall survival was 53.4 months. Univariate analysis demonstrated a survival benefit for Eastern Cooperative Oncology Group (ECOG) 0 patients. In the multivariate model, age <65, ECOG 0, and Child-Pugh A were characteristics associated with longer survival. Conclusion: Radiation segmentectomy is an effective technique with a favorable risk profile and radiology-pathology outcomes for solitary HCC £ 5 cm. This approach may allow for treatment of HCC in difficult locations. Since RFA and resection are not options given tumor location, there appears to be a strong rationale for this technique as second choice. (HEPATOLOGY 2014;60:192-201) H epatocellular carcinoma (HCC) is a health problem of global proportions that has a wide variety of treatment options. Tumor location, size, number of lesions, liver function, and clinical symptoms all play a role in weighing various treatment modalities. Although liver transplantation and resection are considered curative, scarce transplant availability and patient/tumor characteristics limit Abbreviations: AASLD, American Association for the Study of the Liver; AFP, alpha

Group differences in the effects of the expectancies and values that high‐ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth‐grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n = 21,444) was used. The analytic sample was 1,757 (48% female, 52% male) Black (13.8%), Hispanic (26.7%), and White (59.6%) students who scored in the top 10% of their race group on the mathematics achievement test. Hierarchical logistic regression models were developed for each race/ethnicity group to examine the relationships of demographic and expectancy‐value variables with STEM persistence status. Science attainment value, science intrinsic value, and STEM utility value were predictive of STEM persistence, but these variables operated differently in groups of Black, Hispanic, and White students. Implications for educators include the need for ways to improve perceptions of science identity and awareness of the utility of science and mathematics courses.