Transfer of academic staff learning in a research-intensive university

In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that educators intend students to learn may not transfer successfully back to the workplace. This may occur for a variety of reasons, including individual characteristics of the learner (e.g. ability, motivation), and situational characteristics (e.g. the climate for transfer, including adequacy of resources and peer/manager support). The present study investigates the impact of these factors on teaching staff in a research-intensive university. Two in-depth case studies, followed by thematic analysis of 15 Graduate Certificate alumni interviews regarding post-course experiences, revealed that qualities of the work environment played significant roles in interviewees’ postcourse attitudes, intentions and activities related to the transfer of learning. Implications for encouraging transfer under similar circumstances are discussed.postprin

Exploring the impact of pedagogic approaches in technology practice upon the construction of feminine identity

Females participate to a limited extent in science, engineering and technology (SET) industries that are central to innovation and building national economies. The causes of this under representation, in part, have their roots embedded in how females perceive school mathematics, science and technology subjects as being inconsistent with their gender identity. A participatory action research methodology was used to investigate the effect of two different pedagogical approaches for teaching middle school mathematics and science through technology practice on female students’ attitudes to SET. Quantitative and qualitative data related to enjoyment, intention to undertake further such study, perceived usefulness and interest in career options involving SET, and perceptions of the investigative nature of the two approaches, were sought using, interviews, classroom observations, and a modified survey instrument. The findings indicated that female students responded in a more positive manner when careful scaffolding and the establishment of explicit linkages between the construction activity and mathematics principles were part of the pedagogical approach. In addition, there were specific types of projects that females found authentic. The implications of these findings for SET syllabus authors, pre- and inservice teacher educators, and classroom teachers are explored

Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students

Background Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. Aims We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. Sample The study analysed data from 2,971 students attending 21 Australian high schools. Methods We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2). Results Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2). Conclusion The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.The authors would like to thank the Australian Research Council for funding this research

Introducció

Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy. Academic buoyancy and psychological risk (academic anxiety, failure avoidance, uncertain control, emotional instability, neuroticism) measures were administered to 2971 students (11–19 years) from 21 Australian high schools at two time waves across a one-year interval. Analyses confirmed a reciprocal effects model in which psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk. The findings hold applied and conceptual implications for practitioners and researchers seeking to help students deal more effectively with adversity in school life

A new glucocerebrosidase-deficient neuronal cell model provides a tool to probe pathophysiology and therapeutics for Gaucher disease

Glucocerebrosidase is a lysosomal hydrolase involved in the breakdown of glucosylceramide. Gaucher disease, a recessive lysosomal storage disorder, is caused by mutations in the gene GBA1. Dysfunctional glucocerebrosidase leads to accumulation of glucosylceramide and glycosylsphingosine in various cell types and organs. Mutations in GBA1 are also a common genetic risk factor for Parkinson disease and related synucleinopathies. In recent years, research on the pathophysiology of Gaucher disease, the molecular link between Gaucher and Parkinson disease, and novel therapeutics, have accelerated the need for relevant cell models with GBA1 mutations. Although induced pluripotent stem cells, primary rodent neurons, and transfected neuroblastoma cell lines have been used to study the effect of glucocerebrosidase deficiency on neuronal function, these models have limitations because of challenges in culturing and propagating the cells, low yield, and the introduction of exogenous mutant GBA1. To address some of these difficulties, we established a high yield, easy-to-culture mouse neuronal cell model with nearly complete glucocerebrosidase deficiency representative of Gaucher disease. We successfully immortalized cortical neurons from embryonic null allele gba(-/-) mice and the control littermate (gba(+/+)) by infecting differentiated primary cortical neurons in culture with an EF1 alpha-SV40T lentivirus. Immortalized gba(-/-) neurons lack glucocerebrosidase protein and enzyme activity, and exhibit a dramatic increase in glucosylceramide and glucosylsphingosine accumulation, enlarged lysosomes, and an impaired ATP-dependent calcium-influx response; these phenotypical characteristics were absent in gba(+/+) neurons. This null allele gba(-/-) mouse neuronal model provides a much-needed tool to study the pathophysiology of Gaucher disease and to evaluate new therapies

Genomic Landscape of a Three-Generation Pedigree Segregating Affective Disorder

Bipolar disorder (BPD) is a common psychiatric illness with a complex mode of inheritance. Besides traditional linkage and association studies, which require large sample sizes, analysis of common and rare chromosomal copy number variants (CNVs) in extended families may provide novel insights into the genetic susceptibility of complex disorders. Using the Illumina HumanHap550 BeadChip with over 550,000 SNP markers, we genotyped 46 individuals in a three-generation Old Order Amish pedigree with 19 affected (16 BPD and three major depression) and 27 unaffected subjects. Using the PennCNV algorithm, we identified 50 CNV regions that ranged in size from 12 to 885 kb and encompassed at least 10 single nucleotide polymorphisms (SNPs). Of 19 well characterized CNV regions that were available for combined genotype-expression analysis 11 (58%) were associated with expression changes of genes within, partially within or near these CNV regions in fibroblasts or lymphoblastoid cell lines at a nominal P value <0.05. To further investigate the mode of inheritance of CNVs in the large pedigree, we analyzed a set of four CNVs, located at 6q27, 9q21.11, 12p13.31 and 15q11, all of which were enriched in subjects with affective disorders. We additionally show that these variants affect the expression of neuronal genes within or near the rearrangement. Our analysis suggests that family based studies of the combined effect of common and rare CNVs at many loci may represent a useful approach in the genetic analysis of disease susceptibility of mental disorders