O surgimento das políticas de responsabilidade com consequências graves na formação de professores: Um estudo dos regulamentos propostos pelo Departamento de Educação dos EUA

Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy’s attempts at establishing a direct link between teacher preparation and two of the regulations’ suggested outcomes, namely graduates’ employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers’ human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.  Usando un marco conceptual sociológico este artículo explora el surgimiento y las posibles consecuencias de las políticas de reglamentación federal propuestas en 2015 por el Departamento de Educación de EE. UU sobre los programas de formación docente y sobre los modelos de formación alternativos. Después de describir las características claves de esas políticas, analizamos la literatura en busca de evidencia de los méritos de las políticas de rendición de cuentas en la mejora de la formación docente, la calidad de la preparación y sus resultados. Aunque existe alguna evidencia de que el aumento de las medidas de responsabilidad puede contribuir a la mejora de la calidad de la preparación docente, las condiciones en que esto sucede no son sencillas. Mientras que el objetivo declarado de la política, la mejora del aprendizaje de los estudiantes, tiene un amplio apoyo entre la comunidad educativa, las evidencias recogidas en esta investigación identifico una serie de problemas respecto a la validez de esta política. Una preocupación importante es acerca de los intentos de establecer un vínculo directo entre formación docente e indicadores de empleo y rendimiento de los alumnos. Tal como está concebida esta política podría impactar negativamente las normas y recursos del programa y socavar el desarrollo de los docentes en términos de recursos humanos, culturales, y de capital social. Discutimos los desafíos de la acreditación que probablemente esta política enfrentara y las implicaciones para el futuro de las políticas de rendición de cuentas en la mejora de la formación docente.Usando uma base conceitual sociológica este artigo explora a ascensão e as possíveis consequências das políticas de regulação federais em 2015 propostas pelo Departamento de Educação dos Estados Unidos para os programas de formação docente e de modelos alternativos de formação. Depois de descrever as principais características dessas políticas, analisamos a literatura  procurando evidências sobre o mérito das políticas de responsabilização na melhora da formação de professores, a qualidade da preparação e os resultados. Embora encontramos algumas evidências de que as medidas de prestação de contas poderiam contribuir para melhorar a qualidade, os resultados da educação e da formação de professores, as condições em que isso acontece não são simples. Embora a meta declarada dessas políticas,  a melhoria dos aprendizagem dos alunos, tem amplo apoio entre a comunidade educativa, as provas recolhidas nesta investigação identificaram uma série de problemas relacionados com a validade desta política. Uma grande preocupação é sobre as tentativas de estabelecer uma ligação direta entre a formação de professores e indicadores de emprego e desempenho dos alunos. Como esta formulada esta política poderia impactar negativamente as regras e os recursos dos programa e prejudicar o desenvolvimento dos professores em termos de recursos humanos, culturais e capital social. Discutimos os desafios de credenciamento que esta política deverá enfrentar e as implicações para o futuro das políticas de responsabilidade na melhora da formação de professores

Serum SmD autoantibody proteomes are clonally restricted and share variable-region peptides

This article is under embargo for 12 months from the date of publication [Publication date: 7 Jan 2015] in accordance with publisher copyright policy.Recent advances in mass spectrometry-based proteomic methods have allowed variable (V)- region peptide signatures to be derived from human autoantibodies present in complex serum mixtures. Here, we analysed the clonality and V-region composition of immunoglobulin (Ig) proteomes specific for the immunodominant SmD protein subunit of the lupus-specific Sm autoantigen. Precipitating SmD-specific IgGs were eluted from native SmD-coated ELISA plates preincubated with sera from six patients with systemic lupus erythematosus (SLE) positive for anti-Sm/RNP. Heavy (H)- and light (L)-chain clonality and V-region sequences were analysed by 2-dimensional gel electrophoresis and combined de novo database mass spectrometric sequencing. SmD autoantibody proteomes from all six patients with SLE expressed IgG1 kappa restricted clonotypes specified by IGHV3-7 and IGHV1-69 H-chains and IGKV3-20 and IGKV2-28 L-chains, with shared and individual V-region amino acid replacement mutations. Clonotypic sharing and restricted V-region diversity of systemic autoimmunity can now be extended from the Ro/La cluster to Sm autoantigen and implies a common pathway of anti-Sm autoantibody production in unrelated patients with SLE

Genome-wide identification of lineage and locus specific variation associated with pneumococcal carriage duration.

Streptococcus pneumoniae is a leading cause of invasive disease in infants, especially in low-income settings. Asymptomatic carriage in the nasopharynx is a prerequisite for disease, but variability in its duration is currently only understood at the serotype level. Here we developed a model to calculate the duration of carriage episodes from longitudinal swab data, and combined these results with whole genome sequence data. We estimated that pneumococcal genomic variation accounted for 63% of the phenotype variation, whereas the host traits considered here (age and previous carriage) accounted for less than 5%. We further partitioned this heritability into both lineage and locus effects, and quantified the amount attributable to the largest sources of variation in carriage duration: serotype (17%), drug-resistance (9%) and other significant locus effects (7%). A pan-genome-wide association study identified prophage sequences as being associated with decreased carriage duration independent of serotype, potentially by disruption of the competence mechanism. These findings support theoretical models of pneumococcal competition and antibiotic resistance