PROFESSIONAL LEARNING COMMUNITIES: AN EXAMINATION OF TEACHERS’ PERSPECTIVES ON PROFESSIONAL CONVERSATIONS AND STUDENT LEARNING

Professional Learning Communities (PLCs) have emerged in the last 20 years as a popular professional development initiative. However, despite a wealth of PLC literature available, researchers have found that forming teacher communities does not automatically result in improved teaching practices that support student learning. This qualitative study was used to explore the ways in which humanities teachers perceive their work in existing PLCs. Specifically, it examined the ways teachers experience their work together related to subject knowledge, pedagogical knowledge, and the influence the work within the PLC has on changing instructional practices. Using an embedded unit case study design with each PLC representing a unit, data were gathered from a sample of 19 English, social studies, and world languages teachers who belonged to five PLCs that met regularly during the school day in a Connecticut high school. The researcher completed an interview with each teacher, the high school principal, and the high school assistant principals (n = 23) and each of the five PLCs were observed three times for the duration of a full meeting block (81 minutes). Interview transcripts, participant observations, and field notes were coded to allow themes to emerge within and across cases, triangulation of the data was essential for developing themes. The researcher concluded that although the feelings about peer collaboration in PLCs were positive, teachers believed their work was limited because they needed training in several areas. This was communicated through interviews and supported by observations that identified several areas of insufficiency. To increase the likelihood that the PLCs make an impact on improving teaching practices and student achievement, it is recommended that the district develop a shared vision about PLC work, increase the participation from school leaders around the PLC work, and provide teacher training on the use of data and on the dynamics of group discourse

Extraordinary behavioral entrainment following circadian rhythm bifurcation in mice.

The mammalian circadian timing system uses light to synchronize endogenously generated rhythms with the environmental day. Entrainment to schedules that deviate significantly from 24 h (T24) has been viewed as unlikely because the circadian pacemaker appears capable only of small, incremental responses to brief light exposures. Challenging this view, we demonstrate that simple manipulations of light alone induce extreme plasticity in the circadian system of mice. Firstly, exposure to dim nocturnal illumination (<0.1 lux), rather than completely dark nights, permits expression of an altered circadian waveform wherein mice in light/dark/light/dark (LDLD) cycles "bifurcate" their rhythms into two rest and activity intervals per 24 h. Secondly, this bifurcated state enables mice to adopt stable activity rhythms under 15 or 30 h days (LDLD T15/T30), well beyond conventional limits of entrainment. Continuation of dim light is unnecessary for T15/30 behavioral entrainment following bifurcation. Finally, neither dim light alone nor a shortened night is sufficient for the extraordinary entrainment observed under bifurcation. Thus, we demonstrate in a non-pharmacological, non-genetic manipulation that the circadian system is far more flexible than previously thought. These findings challenge the current conception of entrainment and its underlying principles, and reveal new potential targets for circadian interventions

An Irish Spiritual Pilgrimage and the Potential for Transformation

This paper discusses spiritual pilgrimage from a cultural-spiritual perspective on transformative learning, and analyzes the experiences of the three co-authors via an autoethnography methodology

Bar coding MS2 spectra for metabolite identification

[Image: see text] Metabolite identifications are most frequently achieved in untargeted metabolomics by matching precursor mass and full, high-resolution MS(2) spectra to metabolite databases and standards. Here we considered an alternative approach for establishing metabolite identifications that does not rely on full, high-resolution MS(2) spectra. First, we select mass-to-charge regions containing the most informative metabolite fragments and designate them as bins. We then translate each metabolite fragmentation pattern into a binary code by assigning 1’s to bins containing fragments and 0’s to bins without fragments. With 20 bins, this binary-code system is capable of distinguishing 96% of the compounds in the METLIN MS(2) library. A major advantage of the approach is that it extends untargeted metabolomics to low-resolution triple quadrupole (QqQ) instruments, which are typically less expensive and more robust than other types of mass spectrometers. We demonstrate a method of acquiring MS(2) data in which the third quadrupole of a QqQ instrument cycles over 20 wide isolation windows (coinciding with the location and width of our bins) for each precursor mass selected by the first quadrupole. Operating the QqQ instrument in this mode yields diagnostic bar codes for each precursor mass that can be matched to the bar codes of metabolite standards. Furthermore, our data suggest that using low-resolution bar codes enables QqQ instruments to make MS(2)-based identifications in untargeted metabolomics with a specificity and sensitivity that is competitive to high-resolution time-of-flight technologies