Professional learning modes. Literature review

This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers

Effects of remote learning on mental health and socialisation. Literature Review

This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views

The DOLCe Initiative: Connecting libraries and advanced computing

We present the Digital Object LifeCycle (DOLCe) initiative, an extension of the ongoing partnership between the University of Texas at Austin Libraries (UTL) and the Texas Advanced Computing Center (TACC). The pilot project described in this presentation focused on enabling larger data publication within a data repository that UTL manages for the UT research community. The repository is a consortial data repository called the Texas Data Repository (TDR), and is hosted by the Texas Digital Library. Our pilot was funded by UT's Planet Texas 2050 program. It allows researchers to publish larger datasets via the repository, by connecting the TDR's Dataverse software with TACC storage systems and improving the file upload process.This work was supported in part by Planet Texas 2050, a research grand challenge initiative of The University of Texas at Austin.Texas Advanced Computing Center (TACC

Technology in education: a case study on Lao People\u27s Democratic Republic

This paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system

Teachers and technology in the Pacific

Although digital literacy is increasing in the Pacific region, access to educational technologies within the education sector remains inconsistent for both teachers and their students. This report presents an analysis of current practices that support technology integration in the classroom, with a particular focus on the work of teachers in the Pacific Island states of Palau, Samoa, the Solomon Islands, and Vanuatu. Based on an analysis of academic and grey literature, and interviews with key stakeholders involved in the implementation of educational technologies in the region, several key findings emerge. Education policies and practices designed to improve the digital literacy and skills of teachers have expanded, and donor-driven investments in educational technologies have provided more opportunities for technology integration in the education sector across the Pacific. However, although teachers have increasing chances to learn about and engage with pedagogies and practices that incorporate educational technologies, existing poor infrastructure limit the opportunities to apply these new skills in the classroom. The report concludes with considerations for supporting more sustainable practices in the region that may allow teachers to integrate technology into their practice in meaningful ways into the future

Policy brief: Investigating school-based programs that support student mental health and psychosocial wellbeing in low- and middle-income countries

School closures and disruptions to mental health services linked to the COVID-19 pandemic have significantly impacted the lives of children, young people and their families. Now, more than ever, schools are expected to provide emotional and psychosocial support and stability to students, educators and other school staff. Education systems are therefore investing more resources into school-based mental health programs to ensure they can provide the required level of support, in addition to acknowledging the need for social-emotional skill development. The ever-growing number of school-based mental health and wellbeing programs make it challenging to identify programs that are effective. It is even harder to identify school-based mental health programs that go on to demonstrate improved academic outcomes. This policy brief provides recommendations for policymakers and development partners to implement effective school-based mental health and wellbeing programs that also provide evidence on improvements related to learning outcomes. The recommendations are derived from a rapid evidence assessment by the Global Education Monitoring (GEM) Centre, which collates evidence on school-based mental health programs linked to student academic outcomes. This policy brief was funded by the Global Education Monitoring (GEM) Centre, a long-term partnership between ACER and the Australian Government’s Department of Foreign Affairs and Trade

Measuring repository use at Texas A&M University

This poster describes how usage data are currently gathered for material within the OAKTrust repository. It focuses on file downloads, shows the scope and limitations of data gathering tools, and identifies directions for improvement

Fibroblast Growth Factor Receptors Sculpt Excitatory and Inhibitory Synapses in the Hippocampal Neural Circuit

The brain consists of a complex network of interconnected neurons that underlie stimulus processing and response, thoughts, and emotions. In order for the brain to function properly, neurons must appropriately connect with each other through synapses. Synapse development has many challenges: synapses must form between appropriate synaptic partners; functionality requires the assembly of complex molecular machinery both presynaptically (in the axon terminal) and postsynaptically (in the dendrite); and specific synapses, for example excitatory versus inhibitory, must develop concurrently throughout the brain. Defective synapse formation can result in neurological diseases, such as schizophrenia, autism, or epilepsy. Healthy synaptogenesis requires multiple levels of molecular control. One set of molecular cues guiding presynaptic differentiation at specific synapses are FGF22 and FGF7, which are secreted from dendrites of CA3 pyramidal neurons in the hippocampus: FGF22 induces synaptic vesicle accumulation in excitatory axon terminals, and FGF7 induces synaptic vesicle accumulation in inhibitory axon terminals (Terauchi et al., 2010). Significantly, animals lacking either FGF have altered susceptibility to epileptic seizures (Terauchi et al., 2010), underscoring the importance of developing a neural circuit with appropriate excitatory-inhibitory balance. The mechanisms through which FGF22 and FGF7 induce specific presynaptic differentiation were previously unknown. Here, I present my work addressing FGF receptors (FGFRs) and their role in FGF22- and FGF7-induced presynaptic differentiation: FGFR2b and FGFR1b are required for FGF22 to induce excitatory presynaptic differentiation, and FGFR2b for FGF7 to induce inhibitory presynaptic differentiation. FGFR2b and FGFR1b are functionally required in dentate granule cells (excitatory presynaptic input to CA3) and FGFR2b is functionally required in interneurons (inhibitory presynaptic input). FGFR2b utilizes intracellular signaling downstream of FRS2 and PI3K to induce excitatory presynaptic differentiation in response to FGF22, but signaling downstream of PLCgamma is not required (Dabrowski et al., 2015). Thus, distinct sets of FGFRs are required for FGF-dependent excitatory and inhibitory presynaptic differentiation, and utilize precise downstream signaling pathways. Finally, I describe a novel aspect of FGF22 function in controlling dendritic spine density in dentate granule cells. My work provides important insights into excitatory and inhibitory synapse formation. Ultimately, synaptogenic FGFRs may provide a novel therapeutic target in neuropsychiatric disease.PHDNeuroscience PhDUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/136928/1/adabrows_1.pd

The Texas Data Repository

Information sheet describing the Texas Data Repository, a tool offered by the Texas A&M University Libraries

Productivity through data management (a.k.a. Writing an effective data management plan)

These slides focus on planning for effective data management in advance of research projects. They provide an overview of information to include in a data management plan (DMP) and links to additional resources