Discrepancies between pre-specified and reported outcomes are an important source of bias in trials. Despite legislation, guidelines and public commitments on correct reporting from journals, outcome misreporting continues to be prevalent. We aimed to document the extent of misreporting, establish whether it was possible to publish correction letters on all misreported trials as they were published, and monitor responses from editors and trialists to understand why outcome misreporting persists despite public commitments to address it. Methods We identified five high-impact journals endorsing Consolidated Standards of Reporting Trials (CONSORT) (New England Journal of Medicine, The Lancet, Journal of the American Medical Association, British Medical Journal, and Annals of Internal Medicine) and assessed all trials over a six-week period to identify every correctly and incorrectly reported outcome, comparing published reports against published protocols or registry entries, using CONSORT as the gold standard. A correction letter describing all discrepancies was submitted to the journal for all misreported trials, and detailed coding sheets were shared publicly. The proportion of letters published and delay to publication were assessed over 12 months of follow-up. Correspondence received from journals and authors was documented and themes were extracted. Results Sixty-seven trials were assessed in total. Outcome reporting was poor overall and there was wide variation between journals on pre-specified primary outcomes (mean 76% correctly reported, journal range 25–96%), secondary outcomes (mean 55%, range 31–72%), and number of undeclared additional outcomes per trial (mean 5.4, range 2.9–8.3). Fifty-eight trials had discrepancies requiring a correction letter (87%, journal range 67–100%). Twenty-three letters were published (40%) with extensive variation between journals (range 0–100%). Where letters were published, there were delays (median 99 days, range 0–257 days). Twenty-nine studies had a pre-trial protocol publicly available (43%, range 0–86%). Qualitative analysis demonstrated extensive misunderstandings among journal editors about correct outcome reporting and CONSORT. Some journals did not engage positively when provided correspondence that identified misreporting; we identified possible breaches of ethics and publishing guidelines. Conclusions All five journals were listed as endorsing CONSORT, but all exhibited extensive breaches of this guidance, and most rejected correction letters documenting shortcomings. Readers are likely to be misled by this discrepancy. We discuss the advantages of prospective methodology research sharing all data openly and pro-actively in real time as feedback on critiqued studies. This is the first empirical study of major academic journals’ willingness to publish a cohort of comparable and objective correction letters on misreported high-impact studies. Suggested improvements include changes to correspondence processes at journals, alternatives for indexed post-publication peer review, changes to CONSORT’s mechanisms for enforcement, and novel strategies for research on methods and reporting.

This work was supported in full or in part by a grant from The University of Memphis College of Arts and Sciences Research Grant Fund. This support does not necessarily imply endorsement by the University of research conclusions. In a world where cultural intricacies often govern the essence of our being, mental well-being can be an uncharted territory. Dr. Diana Ruggiero, and Jaqueline Alaniz, a celebrated advocate for mental health, uncover a transformative approach to mental wellness for Latinx women in their groundbreaking new book. "Corazón y Mente: A Journey to Mental Wellness for Latinx Women" is more than a self-help guide; it's a humble guide. It bridges the gap between traditional cultural practices and modern mental health practice, reflecting the unique experiences, struggles, and triumphs of Latinx women.For access go to Corazón y Mente Ebook 

Student-designed (non-science majors) renewable websites covering relevant topics in science affecting society today.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Microbiomes are more than just prokaryotes and viruses; they also contain important eukaryotes, including fungi and protists. However, eukaryotes are difficult to study using ‘shotgun’ metagenomics, as their signal is often overwhelmed by the prokaryotes. Some methods use eukaryote-specific marker genes, but they can’t detect eukaryotes that aren’t in the reference marker gene set, and such methods are not compatible with web-based tools for downstream analysis. But CORRAL (Clustering Of Related Reference ALignments) is designed to close those gaps. CORRAL identifies eukaryotes in metagenomic data based on alignments to eukaryote-specific marker genes and Markov clustering. It can detect microbial eukaryotes that are not included in the marker gene reference set. The process is even automated and can be carried out at scale. A recent paper demonstrates CORRAL’s sensitivity and accuracy with simulated datasets, mock community standards, and human microbiome datasets..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Non-small cell lung cancer (NSCLC), the most common lung cancer, is also the most lethal cancer worldwide. The protein CPNE1 has been found to promote NSCLC, but it’s not clear how. To find out, researchers recently manipulated CPNE1 expression in NSCLC cells in vitro. CPNE1 overexpression activated cancer progression processes, such as proliferation, migration, invasion, and MET signaling, while CPNE1 silencing produced the opposite effects. Silencing RACK1, another cancer-driving protein, suppressed the tumor formation and MET signaling activation caused by CPNE1 overexpression, confirming that RACK1 mediates CPNE1-induced cancer progression and suggesting that MET is involved. Since CPNE1 is also believed to activate EGFR signaling, the researchers tested the effects of both MET and EGFR inhibition on NSCLC tumors in mice..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

"Future Ready: Financial Literacy" is an educational resource that explores credit cards, emphasizing the importance of understanding their costs and potential hazards. Learners will develop rational thinking and decision-making skills through a cost-benefit analysis. The content focuses on financial responsibility, highlighting the benefits of wise money management and the costs of irresponsibility. The resource equips individuals with essential knowledge to make informed financial choices and maintain a healthy credit score.

We are a group of volunteer CSD scientists and clinicians passionate about bridging the gap between scientific research and clinical practice.
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While there are many ways to increase research access and awareness, our 2020–2021 goal centers squarely on self-archiving and "green" open access options.
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WHY? Our field relies on high-quality, peer-reviewed research to support evidence-based practice. Yet, much of our work remains inaccessible to practitioners, researchers, and people in the community who are not affiliated with universities or national organizations.
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By teaching CSD scientists how to self-archive, and providing them with the support needed to make it happen, we can empower our colleagues to make research accessibility the norm in our field. Because when free, legal versions of our field's best research is made available to the public, it can improve the sustainable value of all of our work.

These are five links to Reading Resources for After School Programs like 826 Valencia.  The articles come from Edutopia.

This is a resource with 5 mini lessons that will help to build to HOPE in ESL Learners.  Most of these Ideas come from Edutopis :)

Materials below are selected for a graduate level course, CSE 629: Web-based Website Design. The course is intended for MSEd: Educational Technology students who require a course that gives them experience in developing a professional website or portfolio using web-based tools. A second goal is to offer hands on experience creating accessible content while practicing principles of good usability and user experience (UX). Additionally, this course is meant to help address a sore point for many educators by providing a basic understanding of project management (PM) practices. Thus planning the website (the project), time investment, resources, and how to accessibly and effectively deliver content are key components of this course.

Since different people teach this course, this collection of resources is meant to suggest a set of common resources for faculty to integrate into their courses while allowing them to personalize themes and emphases. Hopefully, faculty will also add materials to this content as well.

Please note: this course reading/assignment plan is an OER and can be remixed fit. All of the items linked, however, are not OERs. Many of the artifacts are videos from YouTube and are copyrighted by the individuals--that is why links are provided. When each resource is listed, the copyright status is provided so that you can make the most accurate determination possible about potential use in/for your classes and students.

The CSforCA CS Equity Guide is designed for administrators interested in
implementing equity-minded computer science (CS) in K-12 schools, districts, or
counties.

This is how CSUB provides OER support to our students and faculty. Our webpage is designed to support the different academic schools and majors here at csub by providing open journals, websites and free eBooks. There's a faculty showcase link showing the faculty that provide oer in their classes as well as how much their students save.

The Computer Science (CS) for Oregon Plan aims to create rich computer science learning opportunities bydeveloping a shared vision, based on national frameworks and standards to prepare all students, K-12,with computer science knowledge and computational thinking skills necessary to be innovators, creators,and active citizens in our ever-evolving, technology-driven world.

The goals of the CS for Oregon Plan are to create K-12 pathways and roadmaps that provide cohesive,scaffolded learning opportunities to students, focus on inclusion, equity, and access for all, and supportrigorous learning opportunities aligned to workforce needs. Our collaborative, multi-district approachfocuses on creating a clear, concise definition of computer science, understanding the current CSlandscape including barriers and opportunities, evaluating the K12CS framework and its associatedstandards, developing key learning indicators per grade-band mapped to the national framework,connecting educators to aligned resources and associated professional development opportunities,documenting and sharing sample strategies for creating opportunity for all students, and developing andimplementing action plans. As such, the CS for Oregon Plan’s intended audiences are principals,superintendents, STEM/CTE leaders, educators, school counselors, grant managers and foundations, theOregon Department of Education, the Chief Education Office, and legislators. Our advisory group,providing direction and feedback, is comprised of education, non-profit, industry, and state leaders.This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The CUNY HSE Curriculum Framework provides direction, structure and materials for teaching math, science and social studies (integrated with reading and writing) in the new era of HSE instruction. The complete framework is available for free download.

The framework was written by the CUNY Adult Literacy PD Team to respond to the challenges facing high school equivalency (HSE) teachers and their students. It is a guide for planning your instruction – including topic recommendations, model lessons, guiding questions, readings, and problems. The framework prioritizes depth over breadth. It does not address all of the content that might potentially be included on an HSE exam, but instead models a focused and coherent study of high priority topics within each content area.

As teachers in adult literacy and HSE education, our work has always been demanding. Now that our students face a new and more challenging HSE test, the demands on teachers are even greater. Teaching students to read, write and do math at the HSE level is no longer enough. Students need specific, deep and coherent content knowledge, as well as the capacity to apply this content knowledge to analysis and problem solving.

As the demands on our students and teachers are increasing, it is important that we don’t lose sight of one of our greatest strengths — our practice of starting from where students are and our serious respect for their learning processes. As a student of ours once said, “You can’t make a plant grow by pulling on it, you only make it rootless.”

The Social Studies section integrates reading and writing through a focus on U.S. history, with extensions to civics, economics and geography. This section has a curriculum map, 12 unit descriptions, six model lesson plans and additional resources.

The Science section provides an introduction to matter and basic chemistry with extensions to science/math connections. This section includes a curriculum map with 23 topic descriptions and key questions, and three complete inquiry-based model lesson plans.

The Math section focuses on problem-solving in functions and algebra. It integrates problem-solving strategies, productive struggle, perseverance and mathematical discussion into content learning. This section includes a curriculum map, model lessons, rich engaging math problems, samples of student work, powerful routines for math classrooms, classroom videos, and more.

The CU Online Handbook shares some of the great things faculty are doing in their online courses across the university. The CU Online Handbook is also available online as an e-book. This is the 2nd edition of the CU Online Handbook (Lowenthal, Thomas, Thai & Yuhnke, 2009). Themes throughout this edition of The CU Online Handbook focus on how faculty can connect and build relationships with students and how technology can help in this process. Whether teaching online for years or are just beginning, this edition of The CU Online Handbook will help faculty improve the quality of the online courses they design, develop, and teach.

The following document should be referenced whenever adding resources to the CVSD OER group for the purpose of tagging resources.

Access curricula for the Northern California Training Academy's CWS/CMS for New Users (consortium) Course. Learn more about the Northern California Training Academy by visiting humanservices.ucdavis.edu/academy