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The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media-based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles-to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter (n = 247) during 2 years of 1-hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a Analytic code and information about how to access the data used in this study are available in an Open Science Framework repository: https://osf.io/9ex7k/

Lessons learned from responses to past events have shown that more guidance is needed for the response to radiation emergencies (in this context, a 'radiation emergency' means the same as a 'nuclear or radiological emergency') which could lead to severe deterministic effects. The International Atomic Energy Agency (IAEA) requirements for preparedness and response for a radiation emergency, inter alia, require that arrangements shall be made to prevent, to a practicable extent, severe deterministic effects and to provide the appropriate specialised treatment for these effects. These requirements apply to all exposure pathways, both internal and external, and all reasonable scenarios, to include those resulting from malicious acts (e.g. dirty bombs). This paper briefly describes the approach used to develop the basis for emergency response criteria for protective actions to prevent severe deterministic effects in the case of external exposure and intake of radioactive material.

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In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research‐derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher‐level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student‐reported learning experiences that can provide an indication of students’ opportunity to learn in ways aligned to the most recent reforms in science education.