Coteaching By Example: An Investigation of College Faculty Leading a Course on Collaboration for Inclusion

The following qualitative autoethnographic methods stud y examined the experience of two co-teaching faculty: one in childhood education and one in special education, as they planned and implemented a co-teaching model to prepare teacher candidate\u27s for inclusion. As a result of the Individuals with Disabilities Education Act (1990), schools have implemented a greater number of inclusion settings and co-teaching models. This rise has increased the probability of new teacher candidates being placed in collaborative settings for their fieldwork experiences, student teaching placements, and eventually paid teaching positions. Research describes some of the struggles that teachers face when working with other professionals in a classroom setting; however, little has been researched about how faculty as co-teachers prepare teacher candidates for co-taught settings. Results from the methods were reviewed by comparing and contrasting data, revealing trends as well as the confirmation of beliefs and practices in the data. The main themes that emerged included the following: ··Building Relationships , ··Implementing a Co-teaching Pedagogy , Modeling of Co-Teaching Pedagogy , ·\u27Negotiating Roles, Responsibilities and Parity while Co-Teaching , and Setting the Stage and Using Space.\u27\u27 The results of this study indicate that co-teaching faculty in a school of education who demonstrate and model how they negotiate building a relationship, roles and responsibilities, co-teaching pedagogy, and staging and space, provide teacher candidates with the opportunity to see co-teaching in action and provide opportunities to reflect upon, practice and better understand the complexities of co-teaching for faculty as well as for our teacher candidates

Learning Our Way Through: Collaborative Self-study in an Evolving Professional Development School (PDS) Partnership

Purpose of study: Professional development schools (PDSs) are essentially learning communities in which all participants increase their knowledge about how teaching and learning works and how best to manage the collaborative enterprise (Goodman, 2002; Horn, 2007; Mantle- Bromley, 2002; Patrizio & Gadja, 2007; Sue, 2002). The National Council for the Accreditation of Teachers (NCATE, 2010), identified PDS as an avenue through which aspiring teachers can be provided the opportunity to integrate theory with practice. In addition, PDS partnerships serve as a vehicle for the professionalization of teachers and systematic examination and evaluation of practice. However, according to the National Association of Professional Development Schools (NAPDS, 2008), many colleges and universities who participate in PDS partnerships do not fully understand the true meaning of PDS. This creates a void between the concept of PDS as originally proposed (Holmes Group, 1990), and the reality of the PDS as it operates in many of the partnerships (Webb-Dempsey, Steel, Shambaugh and Dampsey, 2007). In addition, while interorganizational collaboration is a PDS imperative, it remains complex, multilayered and labor-intensive for both school and university faculty (Patrizio & Gadja, 2007; Rice & Afman, 2002; Su, 2002). This situation calls for a clear understanding of the concept of PDS as well as frequent and systematic review of the goals and objectives of PDS partnerships. The purpose of this study was to better understand one teaching college\u27s collaborative relationship with the partner schools. The study is guided by the following questions. What was the nature of the collaboration between a teaching college and five urban-based PDSs? What were the individual and collective experiences of the faculty as well as other stakeholders in the collaboration? What factors, if any, impacted the collaboration

31st Annual Meeting and Associated Programs of the Society for Immunotherapy of Cancer (SITC 2016) : part two

Background The immunological escape of tumors represents one of the main ob- stacles to the treatment of malignancies. The blockade of PD-1 or CTLA-4 receptors represented a milestone in the history of immunotherapy. However, immune checkpoint inhibitors seem to be effective in specific cohorts of patients. It has been proposed that their efficacy relies on the presence of an immunological response. Thus, we hypothesized that disruption of the PD-L1/PD-1 axis would synergize with our oncolytic vaccine platform PeptiCRAd. Methods We used murine B16OVA in vivo tumor models and flow cytometry analysis to investigate the immunological background. Results First, we found that high-burden B16OVA tumors were refractory to combination immunotherapy. However, with a more aggressive schedule, tumors with a lower burden were more susceptible to the combination of PeptiCRAd and PD-L1 blockade. The therapy signifi- cantly increased the median survival of mice (Fig. 7). Interestingly, the reduced growth of contralaterally injected B16F10 cells sug- gested the presence of a long lasting immunological memory also against non-targeted antigens. Concerning the functional state of tumor infiltrating lymphocytes (TILs), we found that all the immune therapies would enhance the percentage of activated (PD-1pos TIM- 3neg) T lymphocytes and reduce the amount of exhausted (PD-1pos TIM-3pos) cells compared to placebo. As expected, we found that PeptiCRAd monotherapy could increase the number of antigen spe- cific CD8+ T cells compared to other treatments. However, only the combination with PD-L1 blockade could significantly increase the ra- tio between activated and exhausted pentamer positive cells (p= 0.0058), suggesting that by disrupting the PD-1/PD-L1 axis we could decrease the amount of dysfunctional antigen specific T cells. We ob- served that the anatomical location deeply influenced the state of CD4+ and CD8+ T lymphocytes. In fact, TIM-3 expression was in- creased by 2 fold on TILs compared to splenic and lymphoid T cells. In the CD8+ compartment, the expression of PD-1 on the surface seemed to be restricted to the tumor micro-environment, while CD4 + T cells had a high expression of PD-1 also in lymphoid organs. Interestingly, we found that the levels of PD-1 were significantly higher on CD8+ T cells than on CD4+ T cells into the tumor micro- environment (p < 0.0001). Conclusions In conclusion, we demonstrated that the efficacy of immune check- point inhibitors might be strongly enhanced by their combination with cancer vaccines. PeptiCRAd was able to increase the number of antigen-specific T cells and PD-L1 blockade prevented their exhaus- tion, resulting in long-lasting immunological memory and increased median survival

Coteaching By Example: An Investigation of College Faculty Leading a Course on Collaboration for Inclusion

The following qualitative autoethnographic methods stud y examined the experience of two co-teaching faculty: one in childhood education and one in special education, as they planned and implemented a co-teaching model to prepare teacher candidate\u27s for inclusion. As a result of the Individuals with Disabilities Education Act (1990), schools have implemented a greater number of inclusion settings and co-teaching models. This rise has increased the probability of new teacher candidates being placed in collaborative settings for their fieldwork experiences, student teaching placements, and eventually paid teaching positions. Research describes some of the struggles that teachers face when working with other professionals in a classroom setting; however, little has been researched about how faculty as co-teachers prepare teacher candidates for co-taught settings. Results from the methods were reviewed by comparing and contrasting data, revealing trends as well as the confirmation of beliefs and practices in the data. The main themes that emerged included the following: ··Building Relationships , ··Implementing a Co-teaching Pedagogy , Modeling of Co-Teaching Pedagogy , ·\u27Negotiating Roles, Responsibilities and Parity while Co-Teaching , and Setting the Stage and Using Space.\u27\u27 The results of this study indicate that co-teaching faculty in a school of education who demonstrate and model how they negotiate building a relationship, roles and responsibilities, co-teaching pedagogy, and staging and space, provide teacher candidates with the opportunity to see co-teaching in action and provide opportunities to reflect upon, practice and better understand the complexities of co-teaching for faculty as well as for our teacher candidates

Dental Hygiene: Reflecting on Our Past, Preparing for Our Future

As we reflect on the past, it is apparent that the Advanced Dental Hygiene Practitioner (ADHP) and the American Dental Hygienists' Association's (ADHA) new branding campaign have the potential to elevate the profession and ultimately improve access to care as Alfred C. Fones, DDS, imagined a century ago (Figure 1). To understand our achievements, let us review where we have been.http://search.ebscohost.com/login.aspx?direct=true&db=ddh&AN=27575712&site=ehost-live&scope=sit

PDS Collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership

This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group\u27s objectives, which included deciphering the state of our PDS collaboration, our preservice teachers\u27 learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership

Autism screening and diagnosis in low resource settings:Challenges and opportunities to enhance research and services worldwide

Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.R24 AA022919 - NIAAA NIH HH