A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students.

Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student-teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed.

A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition.

BACKGROUND: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equity-Explicit Establish-Maintain-Restore (E-EMR). METHODS: We tested whether students (N = 133) whose teachers received E-EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre- to post-test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention. RESULTS: Relative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E-EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege. CONCLUSIONS: We provide preliminary evidence for E-EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school-based interventions to integrate an equity-explicit focus into program content and evaluation.

Brief teacher training improves student behavior and student-teacher relationships in middle school.

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g = .61, 95% CI [0.21, 1.02]), academically engaged time (g = .81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Impact of Material Shade and Distance from Light Curing Unit Tip on the Depth of Polymerization of Composites.

This study aimed to evaluate the effect of the composite shade and distance from the light-curing unit (LCU) tip on the irradiance reaching the bottom of composite disks and on the depth of polymerization. Composites of three shades (opaque - OXDC, bleach - BXL, and A2) were inserted into molds with 3-mm of thickness positioned over a spectrometer and photo-activated with the LCU (Bluephase) tip placed at 0 or 1 cm from the composite surface. The mean irradiance reaching the bottom of composite was recorded during the entire photo-activation (30 s). Specimens (2 x 2 x 4 mm) were polymerized and used to map the degree of conversion achieved in different depths from irradiated surface. Specimens were sectioned into slices that were positioned over the platform of the infra-red microscope connected to the spectrometer to map the conversion. The conversion was measured in eight different depths every 500-µm. Increasing the distance of LCU tip reduced the irradiance only for A2. Interposing OXDC disks resulted in lowest values of irradiance and A2 the highest one. A tendency to decrease the conversion was observed towards the bottom of specimens for all experimental conditions, and the slope was more accentuated for OXDC. Differences among shades and distances from LCU tip were evident only beyond 1.5-2.0 mm of depth. In conclusion, both composite shade and distance from LCU tip might affect the light-transmission and depth of polymerization, while the effect of last was more pronounced.

Impact of Material Shade and Distance from Light Curing Unit Tip on the Depth of Polymerization of Composites

Abstract This study aimed to evaluate the effect of the composite shade and distance from the light-curing unit (LCU) tip on the irradiance reaching the bottom of composite disks and on the depth of polymerization. Composites of three shades (opaque - OXDC, bleach - BXL, and A2) were inserted into molds with 3-mm of thickness positioned over a spectrometer and photo-activated with the LCU (Bluephase) tip placed at 0 or 1 cm from the composite surface. The mean irradiance reaching the bottom of composite was recorded during the entire photo-activation (30 s). Specimens (2 x 2 x 4 mm) were polymerized and used to map the degree of conversion achieved in different depths from irradiated surface. Specimens were sectioned into slices that were positioned over the platform of the infra-red microscope connected to the spectrometer to map the conversion. The conversion was measured in eight different depths every 500-µm. Increasing the distance of LCU tip reduced the irradiance only for A2. Interposing OXDC disks resulted in lowest values of irradiance and A2 the highest one. A tendency to decrease the conversion was observed towards the bottom of specimens for all experimental conditions, and the slope was more accentuated for OXDC. Differences among shades and distances from LCU tip were evident only beyond 1.5-2.0 mm of depth. In conclusion, both composite shade and distance from LCU tip might affect the light-transmission and depth of polymerization, while the effect of last was more pronounced.

Resumo Este estudo objetivou avaliar o efeito da cor do compósito e da distância da ponta do aparelho fotopolimerizador (AFP) na irradiância alcançando a base do disco de compósito e na profundidade de polimerização. Compósitos de três cores (opaca - OXDC, clareado - BXL, e A2) foram inseridos em moldes com 3 mm de espessura posicionados sobre um espectrômetro e fotoativados com a ponta do AFP (Bluephase) colocada a 0 ou 1 cm da superfície do compósito. A irradiância média alcançando a base do compósito foi registrada durante toda a fotoativação (30 s). Amostras (2 x 2 x 4 mm) de compósito polimerizado também foram confeccionadas e usada para mapear o grau de conversão obtido em diferentes profundidades da superfície irradiada. As amostras foram seccionadas em fatias que foram posicionadas sobre a plataforma de um microscópio infra-vermelho conectado ao espectrômetro para mapear a conversão. A conversão foi mensurada em oito diferentes profundidades com 500-µm entre elas. Aumentando a distância da ponta do AFP reduziu a irradiância apenas para A2. Interpondo discos de OXDC resultou em menores valores de irradiância e A2 nos maiores. Uma tendência de redução na conversão foi observada em direção a base das amostras para todas as condições experimentais, com uma redução mais acentuada para OXDC. Diferenças entre as cores e distâncias da ponta do AFP foram evidentes apenas a partir de 1,2-2,0 mm de profundidade. Como conclusão, tanto a cor do compósito como a distância da ponta do AFP podem afetar a transmissão de luz e a profundidade de polimerização, enquanto que o efeito do último foi mais pronunciado.