Background: This study was performed to evaluate the effectiveness of a new commercially available hand sanitizer using 0.12% benzalkonium chloride (BZK) as the active ingredient in reducing transient skin contamination with Staphylococcus aureus in health care workers (HCWs), as compared with the effectiveness of a 70% ethanol-based hand sanitizer. Methods: Fingertip touch culture plates were obtained from 40 HCWs in which all HCWs used antimicrobial soap containing 0.6% chloroxylenol for handwashing according to the Centers for Disease Control and Prevention guidelines for the entire study, while continuing to use the 70% ethanol-based hand sanitizer according to the Centers for Disease Control and Prevention guidelines for the first week. After the first week, the test subjects used the BZK hand sanitizer in place of the ethanol sanitizer. A paired sample t test was conducted to compare the mean bacterial colonies grown from HCWs fingertips during the use of the BZK and ethanol hand sanitizer. Results: The results showed a significant reduction in total bacterial colony counts of S aureus during the week of BZK use as compared with the week of 70% ethanol sanitizer use. Conclusions: There was a significant decrease in transient S aureus on the fingertips of HCWs in the BZK hand sanitizer use week as compared with the 70% ethanol hand sanitizer use week.

This chapter provides a set of recommendations for teacher educators interested in using simulated teaching experiences to support teacher learning of pedagogical practice in the post-COVID era. Built from existing research, the recommendations from the study come from lessons learned as five elementary mathematics and science teacher educators used a simulated teaching experience to support preservice teacher learning during the COVID-19 pandemic. The authors begin by situating this work in the larger context of practice-based teacher education and then provide an in-depth description of how five teacher educators at different universities integrated a simulated teaching experience into their elementary mathematics or science methods course. The chapter ends with a discussion of lessons learned and how educator preparation programs and teacher educators can leverage the opportunities created by using simulated teaching experiences in the post-COVID era.

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Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. We built on Aguirre et al.’s (2019) integration of mathematical modeling and social justice issues in mathematics teacher education to similarly integrate statistical investigations with social justice issues.