Highly parallel oligonucleotide purification and functionalization using reversible chemistry

We have developed a cost-effective, highly parallel method for purification and functionalization of 5′-labeled oligonucleotides. The approach is based on 5′-hexa-His phase tag purification, followed by exchange of the hexa-His tag for a functional group using reversible reaction chemistry. These methods are suitable for large-scale (micromole to millimole) production of oligonucleotides and are amenable to highly parallel processing of many oligonucleotides individually or in high complexity pools. Examples of the preparation of 5′-biotin, 95-mer, oligonucleotide pools of >40K complexity at micromole scale are shown. These pools are prepared in up to ~16% yield and 90–99% purity. Approaches for using this method in other applications are also discussed

Identification of the genomic mutation in Epha4rb-2J/rb-2J mice

The EphA4 receptor tyrosine kinase is involved in numerous cell-signalling activities during embryonic development. EphA4 has the ability to bind to both types of ephrin ligands, the ephrinAs and ephrinBs. The C57BL/6J-Epha4rb-2J/GrsrJ strain, denoted Epha4rb-2J/rb-2J, is a spontaneous mouse mutant that arose at The Jackson Laboratory. These mutants exhibited a synchronous hind limb locomotion defect or “hopping gait” phenotype, which is also characteristic of EphA4 null mice. Genetic complementation experiments suggested that Epha4rb-2J corresponds to an allele of EphA4, but details of the genomic defect in this mouse mutant are currently unavailable. We found a single base-pair deletion in exon 9 resulting in a frame shift mutation that subsequently resulted in a premature stop codon. Analysis of the predicted structure of the truncated protein suggests that both the kinase and sterile α motif (SAM) domains are absent. Definitive determination of genotype is needed for experimental studies of mice carrying the Epha4rb-2J allele, and we have also developed a method to ease detection of the mutation through RFLP. Eph-ephrin family members are reportedly expressed as numerous isoforms. Hence, delineation of the specific mutation in EphA4 in this strain is important for further functional studies, such as protein–protein interactions, immunostaining and gene compensatory studies, investigating the mechanism underlying the effects of altered function of Eph family of receptor tyrosine kinases on phenotype

The Impact of the Physical Environment on the 4Cs and Elementary School Student Engagement

Increase in student engagement should be reflected in an increase in characteristics that induce academic attainments such as critical thinking, collaboration, creativity, and communication (The 4Cs). These are the skills that are considered of significance in the 21st-century skills framework. This presentation shows that the proper use of the environment coupled with professional development supports such an increase in student engagement as reflected in an increase in the attributes previously mentioned. The observational protocol used to measure the use of the environment, the manifestations of the 4Cs, and the resulting student engagement are discussed

Results of an Observational Study on Elementary School Student Engagement

Elementary school student engagement is a construct that can be both an immediate predictor for many metrics of interest, such as academic attainment and a later-in-life predictor for attrition, graduation, and even social-emotional behaviors. Thus, it is critical to understand elementary student engagement. In this work, we present an observation protocol based on recent pilot studies and a longitudinal study. This protocol was created to provide a snapshot of student engagement in the classroom and insight into how it is impacted by the learning environment

Initial Development and Validation of the Elementary Student Engagement Survey (ESES)

Student engagement has been researched from multiple perspectives in the literature due to its impact on academic attainment and other variables of interest. However, most of the research has focused on grades above elementary school, leaving a gap on student engagement at the elementary level. This study reports on the psychometrics of a newly developed student engagement instrument for elementary school. The hypothesis assumes that student engagement for elementary school students is a metaconstruct comprised of cognitive, behavioral, and emotional metaconstructs. This instrument named The Elementary Student Engagement Survey (ESES) instrument was piloted employing a sample of 202 minors.Student engagementpsychometricselementary educatio

Investigating the Impact of Flexible Furniture in the elementary Classroom

Educators are beginning to consider the physical learning environment as an additional resource to meet the learning outcomes in modern classrooms. In order to better utilize classroom space, schools have begun to eliminate desks and chairs replacing “traditional” furniture with “flexible” furniture, capable of multiple reconfigurations to facilitate teaching and learning. The impact of flexible furniture in elementary classrooms has little exploration. This study investigates the various impacts flexible furniture paired with teacher professional development (PD) can have on the elementary classroom. A total of ten classrooms were included in the study with 3rd and 4th graders (N = 206 students). Classrooms were observed biweekly for eight weeks and assigned to one of two groups: Group A received Professional Development (PD) and flexible furniture while Group B maintained traditional furniture. During observations three students were randomly selected per classroom and continuously monitored throughout each observation (n = 30 students). This study is twofold, first, a between-groups design and an analysis of covariance (ANCOVA) was employed to assess the effect of the intervention using pre-intervention self-assessment results as the covariate. As predicted, students who experienced flexible furniture reported greater satisfaction with the learning environment than did peers with traditional furniture. Secondly, a series of independent samples t-test demonstrated classrooms with flexible furniture provided more opportunities for student autonomy and use of furniture for learning. Insight on flexible furniture, its impact in the elementary classroom and implications and future research are discussed.active learning environmentflexible furnitur

Transforming teacher pedagogy to maximize 21st century skills through the learning environment

As schools redesign learning environments and equip classrooms with flexible furniture, it is imperative to examine this impact on teacher pedagogy and student learning. We investigated if classrooms equipped with flexible furniture provided students more opportunities to engage in collaboration, communication, critical thinking skills, and creativity. A between-groups research design was used; classrooms were assigned to one of two groups: The intervention group received professional development (PD) and flexible furniture for eight weeks (n = 4 classrooms), and the control group maintained traditional furniture (n = 10 classrooms). Total recruitment included 327 students in grades two to four, with a random selection of 42 students. Classrooms were observed biweekly for eight weeks. Results of a series of independent sample t-test demonstrated teachers in classrooms with flexible furniture provided more opportunities for students to participate and actively engage in 21st century learning skills.teacher pedagogyflexible furnitureactive learning environmen

Initial Development and Validation of the Student Engagement for Students for Flexible Learning Environments (STUD-E Sflex) Assessment for Effective Intervention

Student engagement has been researched from multiple perspectives due to its impact on academic skill attainment. However, most of this research has focused on grades above elementary school, leaving a gap in student engagement at the elementary level. This study reports on the psychometrics of a newly developed instrument designed to measure elementary school student engagement. The hypothesis assumes that student engagement for elementary school students is a meta-construct comprised of several specific constructs (e.g. Participation, Effort, Autonomy, Competence, Sense of Belonging and Positive Relationships). This study reports on preliminary development and validation of a 42-item, multidimensional, self-report measure of elementary students’ engagement. This instrument, The Student Engagement for Students for Flexible Learning Environments (STUD-E Sflex) was piloted employing a target sample of 202 students in third and fourth grade. Confirmatory factor analyses indicated the model specified above provided evidence for the each of the six hypothesized constructs. Discussions and implications of these findings are presented in the context of elementary student engagement.Student engagemen