Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making

One of the growing interests in teacher education lies in how and what teachers learn across time and space in the complex ecologies and technologies of today’s society. Teacher research has been implemented in teacher education programs as a powerful, exploratory tool for teacher candidates to inquire about educational problems and to improve their knowledge of teaching practice. This article presents insights gained from review of 18 action research projects completed by classroom teachers enrolled in a graduate reading methods course. To better understand what teachers learned through the action research process and how their self-study impacted teaching and learning in their classrooms, qualitative research methods were used to analyze the teachers’ projects. The data revealed action research impacted literacy instruction, teachers struggled with how to make their literacy instruction explicit, projects focused on specific literacy topics, teachers used a range of resources for their selected intervention and shared information with each other and with colleagues in their respective contexts

Social and emotional learning in a classroom: Language arts and literacy teachers’ perceptions and practices in South Korea and the United States

The purpose of this study is to understand how language arts and literacy teachers of South Korea and the United States of America (USA) perceive the importance of social and emotional learning (SEL), and in what ways these teachers support the development of students’ social and emotional skills. As a comparative inquiry, the study explores teacher perceptions and practices regarding an integrated approach of SEL and literacy instruction. Language arts and literacy teachers were recruited to participate in the survey. The findings show that the participants valued the use of SEL strategies and activities to support students’ social and emotional development. Specifically, the participants responded they incorporate academic and nonacademic strategies for students to practice social-emotional skills in a classroom. Although specific SEL strategies vary, teachers in both countries agree on the importance of SEL and appraise its positive impacts on students and the classroom environment. This study is meaningful to inform future research efforts that explore an integrated approach of SEL and literacy from a cross-cultural perspective

Enhancing teacher learning from guided video analysis of literacy instruction: An interdisciplinary and collaborative approach

The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates’ learning of literacy instruction in order to teach high needs students by examining teacher-candidates’ analysis of video-recorded lessons, followed by discussions with peers and further reflections on their own teaching

Writing Instruction in the Middle Grades: A Cross-Cultural Inquiry of Teacher Perceptions and Practices in South Korea and the United States

Despite its importance in promoting student academic achievement and career development, writing pedagogy has received little emphasis in research and professional development efforts. The purpose of this study was to examine teacher perceptions and practices of writing in the middle grades from a cross-cultural perspective. 16 middle-grade teachers from South Korea and one state within the United States were recruited for a semi-structured interview. Transcripts of the interview responses were analyzed, using a constant comparison method. The findings showed that teachers’ instructional practices in writing were contextualized with their personal and professional knowledge and experiences. Country specific patterns were found in teacher perceptions of best practices in writing instruction while cross-cultural patterns were observed in the ways that teachers differentiated instruction for struggling writers and motivated them to write

Primary segmental volvulus of the ileum mimicking meconium plug syndrome

Primary segmental volvulus (PSV) of the ileum in neonate occurs rarely but shows an aggressive clinical course. Thus, early diagnosis is important to prevent necrosis and perforation of the intestine. We report a case of PSV of the ileum in a 2-day-old female neonate whose clinical features and radiologic findings appeared to be meconium plug syndrome

Orthodenticle homeobox 2 is transported to lysosomes by nuclear budding vesicles

Transcription factors (TFs) are transported from the cytoplasm to the nucleus and disappear from the nucleus after they regulate gene expression. Here, we discover an unconventional nuclear export of the TF, orthodenticle homeobox 2 (OTX2), in nuclear budding vesicles, which transport OTX2 to the lysosome. We further find that torsin1a (Tor1a) is responsible for scission of the inner nuclear vesicle, which captures OTX2 using the LINC complex. Consistent with this, in cells expressing an ATPase-inactive Tor1aΔE mutant and the LINC (linker of nucleoskeleton and cytoskeleton) breaker KASH2, OTX2 accumulated and formed aggregates in the nucleus. Consequently, in the mice expressing Tor1aΔE and KASH2, OTX2 could not be secreted from the choroid plexus for transfer to the visual cortex, leading to failed development of parvalbumin neurons and reduced visual acuity. Together, our results suggest that unconventional nuclear egress and secretion of OTX2 are necessary not only to induce functional changes in recipient cells but also to prevent aggregation in donor cells

Chromothripsis in Treatment Resistance in Multiple Myeloma

Multiple myeloma (MM) is a malignant disease caused by an abnormal proliferation of plasma cells, of which the prognostic factors include chromosomal abnormality, β-2 microglobulin, and albumin. Recently, the term chromothripsis has emerged, which is the massive but highly localized chromosomal rearrangement in response to a one-step catastrophic event. Many studies have shown an association of chromothripsis with the prognosis in several cancers; however, few studies have investigated it in MM. Here, we studied the association between chromothripsis-like patterns and treatment resistance or prognosis. First, we analyzed nine MM cell lines (U266, MM.1S, RPMI8226, KMS-11, KMS-12-BM, KMS-12-PE, KMS-28-BM, KMS-28-PE, and NCI-H929) and bone marrow samples of four patients who were diagnosed with MM by next-generation sequencing-based copy number variation analysis. The frequency of the chromothripsis-like pattern was observed in seven cell lines. We analyzed the treatment-induced chromothripsis-like patterns in KMS-12-BM and KMS-12-PE cells. As a result, breakpoints and chromothripsis-like patterns were increased after drug treatment in the relatively resistant KMS-12-BM. We further analyzed the patients’ results according to the therapeutic response, which was divided into sensitive and resistant, as suggested by the International Myeloma Working Group. The chromothripsis-like pattern was more frequently observed in the resistant group. In the sensitive group, the frequency of the chromothripsis-like pattern decreased after treatment, whereas the resistant group showed increased chromothripsis-like patterns after the treatment. These results suggest that the chromothripsis-like pattern is associated with treatment response in MM

Overcoming EGFR T790M and C797S resistance with mutant-selective allosteric inhibitors

EGFR tyrosine kinase inhibitors (TKIs) gefitinib, erlotinib and afatinib are approved treatments for non-small cell lung cancers harboring activating mutations in the EGFR kinase1,2, but resistance arises rapidly, most frequently due to the secondary T790M mutation within the ATP-site of the receptor.3,4 Recently developed mutant-selective irreversible inhibitors are highly active against the T790M mutant5,6, but their efficacy can be compromised by acquired mutation of C797, the cysteine residue with which they form a key covalent bond7. All current EGFR TKIs target the ATP-site of the kinase, highlighting the need for therapeutic agents with alternate mechanisms of action. Here we describe rational discovery of EAI045, an allosteric inhibitor that targets selected drug-resistant EGFR mutants but spares the wild type receptor. A crystal structure shows that the compound binds an allosteric site created by the displacement of the regulatory C-helix in an inactive conformation of the kinase. The compound inhibits L858R/T790M-mutant EGFR with low-nanomolar potency in biochemical assays, but as a single agent is not effective in blocking EGFR-driven proliferation in cells due to differential potency on the two subunits of the dimeric receptor, which interact in an asymmetric manner in the active state8. We observe dramatic synergy of EAI045 with cetuximab, an antibody therapeutic that blocks EGFR dimerization9,10, rendering the kinase uniformly susceptible to the allosteric agent. EAI045 in combination with cetuximab is effective in mouse models of lung cancer driven by L858R/T790M EGFR and by L858R/T790M/C797S EGFR, a mutant that is resistant to all currently available EGFR TKIs. More generally, our findings illustrate the utility of purposefully targeting allosteric sites to obtain mutant-selective inhibitors