The Role of Mentor Teachers in the National College of Education, Adaptive Cycles of Teaching (NCE ACT) and the Improvement of the NCE ACT

This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on their students’ learning. Mentors benefited by having additional reflective opportunities, and in some cases, learning new literacy instruction practices. Mentors identified challenges in completing all the coaching steps and working with the technology. This feedback has lead to refinements in the coaching steps and the technology coaching platform

CHARACTERIZATION OF THE MYO-INOSITOL (3) PHOSPHATE SYNTHASE GENE (MIPS) AND MAPPING OF A LPA MUTANT IN SOYBEAN (GLYCINE MAX (L.) MERRILL).

Low phytic acid (LPA) is a mutation causing phosphorus to be stored as unbound phosphorus in the seed. LPA mutants show a high inorganic phosphorus (HIP) phenotype. Previous studies had indicated that LPA might be linked to the myo-inositol (3) phosphate synthase (MIPS) gene; this research attempted to associate a soybean HIP mutant with the MIPS gene. The parental and the F2 genotypes were tested in four ways: 1) SNP detection using the LCR protocol; 2) polymorphism detection with PCR; 3) high inorganic phosphorus (HIP) phenotype detection; and 4) oil and protein concentration. The two parental genotypes could not be differentiated in the LCR study. A PCR-based polymorphism was heritable in the F2 genotypes. HIP assay indicated multiple genes control the LPA mutant. A polymorphism was associated to the HIP phenotype. The three types of HIP phenotypes were not statistically different in oil and protein concentrations allowing implementation into a breeding program

Zeroing in on Providing Student Feedback as a Core Practice: A Study of its Potential Impact on Special Education Teacher Candidates

Twenty-two high leverage practices (HLPs) specific to special educators have been identified by CEEDAR/CEC. We surveyed multiple stakeholders to determine which HLPs were most critical for preservice teachers to learn. Findings indicated overlap among stakeholders. The two most consistently endorsed HLPs were collaboration among professionals and establishing the learning environment

Potential implications of practice effects in Alzheimer's disease prevention trials.

IntroductionPractice effects (PEs) present a potential confound in clinical trials with cognitive outcomes. A single-blind placebo run-in design, with repeated cognitive outcome assessments before randomization to treatment, can minimize effects of practice on trial outcome.MethodsWe investigated the potential implications of PEs in Alzheimer's disease prevention trials using placebo arm data from the Alzheimer's Disease Cooperative Study donepezil/vitamin E trial in mild cognitive impairment. Frequent ADAS-Cog measurements early in the trial allowed us to compare two competing trial designs: a 19-month trial with randomization after initial assessment, versus a 15-month trial with a 4-month single-blind placebo run-in and randomization after the second administration of the ADAS-Cog. Standard power calculations assuming a mixed-model repeated-measure analysis plan were used to calculate sample size requirements for a hypothetical future trial designed to detect a 50% slowing of cognitive decline.ResultsOn average, ADAS-Cog 13 scores improved at first follow-up, consistent with a PE and progressively worsened thereafter. The observed change for a 19-month trial (1.18 points) was substantively smaller than that for a 15-month trial with 4-month run-in (1.79 points). To detect a 50% slowing in progression under the standard design (i.e., a 0.59 point slowing), a future trial would require 3.4 times more subjects than would be required to detect the comparable percent slowing (i.e., 0.90 points) with the run-in design.DiscussionAssuming the improvement at first follow-up observed in this trial represents PEs, the rate of change from the second assessment forward is a more accurate representation of symptom progression in this population and is the appropriate reference point for describing treatment effects characterized as percent slowing of symptom progression; failure to accommodate this leads to an oversized clinical trial. We conclude that PEs are an important potential consideration when planning future trials

Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework

In the present study we explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences—teaching, social, cognitive presence—we add to a line of research on a potential fourth presence, learner presence. We employed a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners’ presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction.

Optimal Weighting of Preclinical Alzheimer’s Cognitive Composite (PACC) Scales to Improve their Performance as Outcome Measures for Alzheimer’s Disease Clinical Trials

Introduction: Cognitive composite scales constructed by combining existing neuropsychometric tests are seeing wide application as endpoints for clinical trials and cohort studies of Alzheimer’s disease (AD) predementia conditions. Preclinical Alzheimer’s Cognitive Composite (PACC) scales are composite scores calculated as the sum of the component test scores weighted by the reciprocal of their standard deviations at the baseline visit. Reciprocal standard deviation is an arbitrary weighting in this context, and may be an inefficient utilization of the data contained in the component measures. Mathematically derived optimal composite weighting is a promising alternative. Methods: Sample size projections using standard power calculation formulas were used to describe the relative performance of component measures and their composites when used as endpoints for clinical trials. Power calculations were informed by (n=1,333) amnestic mild cognitive impaired participants in the National Alzheimer’s Coordinating Center (NACC) Uniform Data Set. Results: A composite constructed using PACC reciprocal standard deviation weighting was both less sensitive to change than one of its component measures and less sensitive to change than its optimally weighted counterpart. In standard sample size calculations informed by NACC data, a clinical trial using the PACC weighting would require 38% more subjects than a composite calculated using optimal weighting. Discussion: These findings illustrate how reciprocal standard deviation weighting can result in inefficient cognitive composites, and underscore the importance of component weights to the performance of composite scales. In the future, optimal weighting parameters informed by accumulating clinical trial data may improve the efficiency of clinical trials in AD

Supporting Novice Teacher Enactments in the Field Class

Teacher preparation programs at NLU are developing practice-centered approaches to teacher education that entail a core set of teaching practices and intentionally designed field-learning opportunities. One addition to prior practice with this approach is the inclusion of a video coaching context where candidates receive feedback from field supervisors on their teaching videos. This study investigated candidate and supervisor perceptions of the feedback in the video coaching context affords in addition to the traditional contexts of face to face field visits and competency appraisal surveys. The findings point to a unique self-regulatory benefit to the video coaching context. They also suggest the need to carefully prepare teacher candidates and field supervisors to effectively utilize each coaching context to ensure they complement one another to best support teacher candidate learning

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/ theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research

An adapted mindfulness-based stress reduction program for elders in a continuing care retirement community: quantitative and qualitative results from a pilot randomized controlled trial.

The purpose of this study was to test the feasibility and effectiveness of an adapted 8-week Mindfulness-Based Stress Reduction (MBSR) program for elders in a continuing care community. This mixed-methods study used both quantitative and qualitative measures. A randomized waitlist control design was used for the quantitative aspect of the study. Thirty-nine elderly were randomized to MBSR (n = 20) or a waitlist control group (n = 19), mean age was 82 years. Both groups completed pre-post measures of health-related quality of life, acceptance and psychological flexibility, facets of mindfulness, self-compassion, and psychological distress. A subset of MBSR participants completed qualitative interviews. MBSR participants showed significantly greater improvement in acceptance and psychological flexibility and in role limitations due to physical health. In the qualitative interviews, MBSR participants reported increased awareness, less judgment, and greater self-compassion. Study results demonstrate the feasibility and potential effectiveness of an adapted MBSR program in promoting mind-body health for elders

Short-term memory binding and semantic network strength reinforce prospective memory in older adults

Objective Prospective memory (Pro-M), or remembering to carry out a future task, is critical to everyday functioning, but is not assessed by traditional neuropsychological measures. In this study, we investigated neurocognitive mechanisms underlying Pro-M ability in older adults. Participants and Methods 48 nondemented older adults (M age=75.2; SD=2.1) were recruited from the UCSD Alzheimer’s Disease Research Center (ADRC). Participants were 60% female and averaged 17.2 years (SD=2.1) of education. The Memory for Intentions Screening Test (MIST; Raskin et al., 2010) and a visual short-term memory (STM) binding task (Parra et al., 2017) were administered in a single session. Results were compared with scores on traditional neuropsychological measures from a recent ADRC annual assessment. Results Overall performance on the MIST was significantly correlated with shape-color binding accuracy (r=0.38; p 0.10). Analysis of errors on MIST time-cued tasks revealed the most common error was performing an incorrect task at the prescribed time (61%), whereas performing the prescribed task at the incorrect time was relatively infrequent (13%). Conclusions Performance of non-demented older adults on Pro-M was associated with STM binding and category fluency but not episodic memory or executive functioning. These results suggest that Pro-M is a unique aspect of memory functioning that is distinct from episodic memory and requires synthesizing multiple cognitive strategies. Participants with a stronger semantic network may be able to create a strong association for the intention at the time of encoding, while Pro-M failures could be explained by a failure to adequately bind the semantic components of the encoded intention and the future action