The Relationship Among Leadership Preparation Practices and Leader, School, and Student Outcomes in K-8 Schools

This study examined the relationships among leader preparation practices and leader, school, and student outcomes through hierarchical regression analysis of questionnaire (N = 88) and state data. The findings suggest that, after controlling for demographics, a significant (p \u3c .05) positive relationship was found between preparation practices and leader behavior (Δ R2 = .05); preparation practices and student achievement (Δ R2 = .05); preparation practices and leaders’ instructional knowledge (Δ R2 = .06); and leaders’ instructional knowledge and instruction practices in schools (Δ R2 = .05). These findings suggest the further inclusion of the essential practices into preparation programs

Closing Intraschool Achievement Gaps: A Mixed Methods Pilot Study

This pilot project was designed to explore the degree to which educators closed identified intraschool achievement gaps (i.e. gaps occurring between sub-groups of students in the same school,), as well as to explore leaders, teachers, and staff perspectives on the ways their beliefs, assumptions and practices shifted while engaging in the effort to close the gaps

Transforming equity-oriented leaders: Principal residency network program evaluation

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is importan

Transforming Equity-oriented Leaders: Principal Residency Network Program Evaluation

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is important

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school

β-Amyloid Deposition is Shifted to the Vasculature and Memory Impairment is Exacerbated When Hyperhomocysteinemia is Induced in APP/PS1 Transgenic Mice

INTRODUCTION: Vascular dementia is the second most common cause of dementia after Alzheimer\u27s disease (AD). In addition, it is estimated that almost half of all AD patients have significant cerebrovascular disease comorbid with their AD pathology. We hypothesized that cerebrovascular disease significantly impacts AD pathological progression. METHODS: We used a dietary model of cerebrovascular disease that relies on the induction of hyperhomocysteinemia (HHcy). HHcy is a significant clinical risk factor for stroke, cardiovascular disease and type 2 diabetes. In the present study, we induced HHcy in APP/PS1 transgenic mice. RESULTS: While total β-amyloid (Aβ) load is unchanged across groups, Congophilic amyloid deposition was decreased in the parenchyma and significantly increased in the vasculature as cerebral amyloid angiopathy (CAA; vascular amyloid deposition) in HHcy APP/PS1 mice. We also found that HHcy induced more microhemorrhages in the APP/PS1 mice than in the wild-type mice and that it switched the neuroinflammatory phenotype from an M2a biased state to an M1 biased state. Associated with these changes was an induction of the matrix metalloproteinase protein 2 (MMP2) and MMP9 systems. Interestingly, after 6 months of HHcy, the APP/PS1 mice were cognitively worse than wild-type HHcy mice or APP/PS1 mice, indicative of an additive effect of the cerebrovascular pathology and amyloid deposition. CONCLUSIONS: These data show that cerebrovascular disease can significantly impact Aβ distribution in the brain, favoring vascular deposition. We predict that the presence of cerebrovascular disease with AD will have a significant impact on AD progression and the efficacy of therapeutics

Transition from an M1 to a Mixed Neuroinflammatory Phenotype Increases Amyloid Deposition in APP/PS1 Transgenic Mice

BACKGROUND: The polarization to different neuroinflammatory phenotypes has been described in early Alzheimer\u27s disease, yet the impact of these phenotypes on amyloid-beta (Aβ) pathology remains unknown. Short-term studies show that induction of an M1 neuroinflammatory phenotype reduces Aβ, but long-term studies have not been performed that track the neuroinflammatory phenotype. METHODS: Wild-type and APP/PS1 transgenic mice aged 3 to 4 months received a bilateral intracranial injection of adeno-associated viral (AAV) vectors expressing IFNγ or green fluorescent protein in the frontal cortex and hippocampus. Mice were sacrificed 4 or 6 months post-injection. ELISA measurements were used for IFNγ protein levels and biochemical levels of Aβ. The neuroinflammatory phenotype was determined through quantitative PCR. Microglia, astrocytes, and Aβ levels were assessed with immunohistochemistry. RESULTS: AAV expressing IFNγ induced an M1 neuroinflammatory phenotype at 4 months and a mixed phenotype along with an increase in Aβ at 6 months. Microglial staining was increased at 6 months and astrocyte staining was decreased at 4 and 6 months in mice receiving AAV expressing IFNγ. CONCLUSIONS: Expression of IFNγ through AAV successfully induced an M1 phenotype at 4 months that transitioned to a mixed phenotype by 6 months. This transition also appeared with an increase in amyloid burden suggesting that a mixed phenotype, or enhanced expression of M2a and M2c markers, could contribute to increasing amyloid burden and disease progression

Determining the Role of IL-4 Induced Neuroinflammation in Microglial Activity and Amyloid-ß Using BV2 Microglial Cells and APP/PS1 Transgenic Mice

Background Microglia are considered the resident immune cells of the central nervous system (CNS). In response to harmful stimuli, an inflammatory reaction ensues in which microglia are activated in a sequenced spectrum of pro- and antiinflammatory phenotypes that are akin to the well-characterized polarization states of peripheral macrophages. A “classically” activated M1 phenotype is known to eradicate toxicity. The transition to an “alternatively” activated M2 phenotype encompasses neuroprotection and repair. In recent years, inflammation has been considered an accompanying pathology in response to the accumulation of extracellular amyloid-β (Aβ) in Alzheimer’s disease (AD). This study aimed to drive an M2a-biased immune phenotype with IL-4 in vitro and in vivo and to determine the subsequent effects on microglial activation and Aβ pathology. Methods In vitro, exogenous IL-4 was applied to BV2 microglial cell cultures to evaluate the temporal progression of microglial responses. In vivo, intracranial injections of an adeno-associate-virus (AAV) viral vector were performed to assess long-term expression of IL-4 in the frontal cortex and hippocampus of Aβ-depositing, APP/PS1 transgenic mice. Quantitative real-time PCR was used to assess the fold change in expression of biomarkers representing each of the microglial phenotypes in both the animal tissue and the BV2 cells. ELISAs quantified IL-4 expression and Aβ levels. Histological staining permitted quantification of microglial and astrocytic activity. Results Both in vitro and in vivo models showed an enhanced M2a phenotype, and the in vivo model revealed a trend toward a decreased trend in Aβ deposition. Conclusions In summary, this study offers insight into the therapeutic potential of microglial immune response in AD

A Full-Genomic Sequence-Verified Protein-Coding Gene Collection for Francisella tularensis

The rapid development of new technologies for the high throughput (HT) study of proteins has increased the demand for comprehensive plasmid clone resources that support protein expression. These clones must be full-length, sequence-verified and in a flexible format. The generation of these resources requires automated pipelines supported by software management systems. Although the availability of clone resources is growing, current collections are either not complete or not fully sequence-verified. We report an automated pipeline, supported by several software applications that enabled the construction of the first comprehensive sequence-verified plasmid clone resource for more than 96% of protein coding sequences of the genome of F. tularensis, a highly virulent human pathogen and the causative agent of tularemia. This clone resource was applied to a HT protein purification pipeline successfully producing recombinant proteins for 72% of the genes. These methods and resources represent significant technological steps towards exploiting the genomic information of F. tularensis in discovery applications

Determining the role of IL-4 induced neuroinflammation in microglial activity and amyloid-β using BV2 microglial cells and APP/PS1 transgenic mice

Background Microglia are considered the resident immune cells of the central nervous system (CNS). In response to harmful stimuli, an inflammatory reaction ensues in which microglia are activated in a sequenced spectrum of pro- and antiinflammatory phenotypes that are akin to the well-characterized polarization states of peripheral macrophages. A “classically” activated M1 phenotype is known to eradicate toxicity. The transition to an “alternatively” activated M2 phenotype encompasses neuroprotection and repair. In recent years, inflammation has been considered an accompanying pathology in response to the accumulation of extracellular amyloid-β (Aβ) in Alzheimer’s disease (AD). This study aimed to drive an M2a-biased immune phenotype with IL-4 in vitro and in vivo and to determine the subsequent effects on microglial activation and Aβ pathology. Methods In vitro, exogenous IL-4 was applied to BV2 microglial cell cultures to evaluate the temporal progression of microglial responses. In vivo, intracranial injections of an adeno-associate-virus (AAV) viral vector were performed to assess long-term expression of IL-4 in the frontal cortex and hippocampus of Aβ-depositing, APP/PS1 transgenic mice. Quantitative real-time PCR was used to assess the fold change in expression of biomarkers representing each of the microglial phenotypes in both the animal tissue and the BV2 cells. ELISAs quantified IL-4 expression and Aβ levels. Histological staining permitted quantification of microglial and astrocytic activity. Results Both in vitro and in vivo models showed an enhanced M2a phenotype, and the in vivo model revealed a trend toward a decreased trend in Aβ deposition. Conclusions In summary, this study offers insight into the therapeutic potential of microglial immune response in AD