Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time

Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5. Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools. Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings. The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades course with an emphasis on three aspects of planning: team, task, and time. The author reflects on the implementation of the simulation and offers recommendation for improvement

Three Rs for Middle Level Education: The 2022 NCPOMLE John VanHoose Lecture

The author contends the most prominent challenges and conditions facing middle level education now and in the near future point to three imperatives for the field: middle level education must be relevant, resilient, and robust. After conceptualizing the field of middle level education as an interdisciplinary, applied field of study concerned with the formal education of young adolescent learners in school settings, the author discusses each of the three imperatives and provides recommendations for scholars to move forward alongside professionals in middle level schools and classrooms to achieve a bright educational future for young adolescents

Wikipedia as a Pedagogical Tool: Complicating Writing in the Technical Writing Classroom

This paper describes a series of pedagogical activities that instructors can use with Wikipedia. While there is research that details student contributions to Wikipedia, these activities use features on Wikipedia to teach about ethos, audience, edits/revisions, and style guides as they relate to technical writing. These activities were originally developed for a Technical Writing course but can easily be modified to fit a range of courses and disciplines. A key pedagogical strength of Wikipedia is that it allows instructors and students to work with the Wikipedia community, which can be used to complicate how technical writing students understand and use language

Preparing Middle Grades Candidates for edTPA in Uncertain Times

Teacher candidates in North Carolina must earn a passing score on the edTPA assessment to get certified. The middle grades education program at Western Carolina University integrates aspects of the edTPA assessment throughout pre-student teaching coursework and field experiences to prepare candidates for this high-stakes assessment. Some of the edTPA practice assignments serve as key assessments that help the middle grades program faculty evaluate the program and make decisions about curriculum. The pivot to remote and blended learning formats on campus and in partner middle level schools affected the implementation of the edTPA-related assignments. The authors share some of the challenges of implementing edTPA practice portfolios during the pandemic as well as insights gleaned from their assessment of the data

A Review of Trends in the Scope of International Scholarship in Middle Level Education, 1989–2019

Middle level education as a field of study has expanded during the last thirty years to include a growing, international knowledge base. The primary purpose of this review essay is to highlight trends in the extent to which refereed scholarship in the field of middle level education has reflected international content and perspectives during the last thirty years. To accomplish this task, the authors conducted a chronological review of the major refereed publications of the Association for Middle Level Education, Adolescent Success, and the American Educational Research Association (AERA) Middle Level Education Research (MLER) SIG as well as Middle Grades Research Journal and Middle Grades Review. The authors also examined AERA conference programs between 2010 and 2019 for international content and perspectives in MLER SIG sessions. While the authors’ primary aim was to understand trends in the geographic scope of scholarship in the field, they also gleaned tentative insights about research approaches, theoretical frameworks, and editorial bias that informed a set of recommendations they offered to advance future international work in middle level education. The recommendations include (a) expanding and strengthening worldwide networks of middle grades scholars; (b) building consensus around a middle grades research agenda that has an international dimension; and (c) promoting and engaging in more international scholarship that is theory-driven; uses rigorous, appropriate comparative methodologies; and draws on perspectives from cultures and countries not well represented in the literature

An International Study of Programs That Prepare Teachers of Young Adolescents

This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards, and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents

RABBIT: A Robot-Assisted Bed Bathing System with Multimodal Perception and Integrated Compliance

This paper introduces RABBIT, a novel robot-assisted bed bathing system designed to address the growing need for assistive technologies in personal hygiene tasks. It combines multimodal perception and dual (software and hardware) compliance to perform safe and comfortable physical human-robot interaction. Using RGB and thermal imaging to segment dry, soapy, and wet skin regions accurately, RABBIT can effectively execute washing, rinsing, and drying tasks in line with expert caregiving practices. Our system includes custom-designed motion primitives inspired by human caregiving techniques, and a novel compliant end-effector called Scrubby, optimized for gentle and effective interactions. We conducted a user study with 12 participants, including one participant with severe mobility limitations, demonstrating the system's effectiveness and perceived comfort. Supplementary material and videos can be found on our website https://emprise.cs.cornell.edu/rabbit.Comment: 10 pages, 8 figures, 19th Annual ACM/IEEE International Conference on Human Robot Interaction (HRI

Oncostatin m is produced in adipose tissue and is regulated in conditions of obesity and type 2 diabetes

CONTEXT: Adipose tissue is a highly active endocrine organ that secretes many factors that affect other tissues and whole-body metabolism. Adipocytes are responsive to several glycoprotein 130 (gp130) cytokines, some of which have been targeted as potential antiobesity therapeutics. OBJECTIVE: Oncostatin M (OSM) is a gp130 family member known to inhibit adipocyte differentiation in vitro, but its effects on other adipocyte properties are not characterized. The expression of OSM in white adipose tissue (WAT) has not been evaluated in the context of obesity. Thus, our objective was to examine the expression of adipose tissue OSM in obese animals and humans. DESIGN: OSM expression was examined in adipose tissues from mice with diet-induced and genetic obesity and in obese humans as well as in fractionated adipose tissue from mice. Murine adipocytes were used to examine OSM receptor expression and the effects of OSM on adipocytes, including the secretion of factors such as plasminogen activator inhibitor 1 and IL-6, which are implicated in metabolic diseases. RESULTS: OSM expression is increased in rodent and human obesity/type 2 diabetes mellitus. In humans, OSM levels correlate with body weight and insulin and are inversely correlated with glucose disposal rate as measured by hyperinsulinemic-euglycemic clamp. OSM is not produced from the adipocytes in WAT but derives from cells in the stromovascular fraction, including F4/80(+) macrophages. The specific receptor of OSM, OSM receptor-β, is expressed in adipocytes and adipose tissue and increased in both rodent models of obesity examined. OSM acts on adipocytes to induce the expression and secretion of plasminogen activator inhibitor 1 and IL-6. CONCLUSIONS: These data indicate that WAT macrophages are a source of OSM and that OSM levels are significantly induced in murine and human obesity/type 2 diabetes mellitus. These studies suggest that OSM produced from immune cells in WAT acts in a paracrine manner on adipocytes to promote a proinflammatory phenotype in adipose tissue

Integrating interprofessional electronic medical record teaching in preregistration healthcare degrees : A case study

Background Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments. Objective To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings. Methods A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university. Results In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated. Discussion The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project. Conclusion The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management

Autophagy-mediated NCOR1 degradation is required for brown fat maturation and thermogenesis

Brown adipose tissue (BAT) thermogenesis affects energy balance, and thereby it has the potential to induce weight loss and to prevent obesity. Here, we document a macroautophagic/autophagic-dependent mechanism of peroxisome proliferator-activated receptor gamma (PPARG) activity regulation that induces brown adipose differentiation and thermogenesis and that is mediated by TP53INP2. Disruption of TP53INP2-dependent autophagy reduced brown adipogenesis in cultured cells. In vivo specific-tp53inp2 ablation in brown precursor cells or in adult mice decreased the expression of thermogenic and mature adipocyte genes in BAT. As a result, TP53INP2-deficient mice had reduced UCP1 content in BAT and impaired maximal thermogenic capacity, leading to lipid accumulation and to positive energy balance. Mechanistically, TP53INP2 stimulates PPARG activity and adipogenesis in brown adipose cells by promoting the autophagic degradation of NCOR1, a PPARG co-repressor. Moreover, the modulation of TP53INP2 expression in BAT and in human brown adipocytes suggests that this protein increases PPARG activity during metabolic activation of brown fat. In all, we have identified a novel molecular explanation for the contribution of autophagy to BAT energy metabolism that could facilitate the design of therapeutic strategies against obesity and its metabolic complications