Pre-service Teachers in Mathematics Lesson Study

This paper presents qualitative evidence to answer the questions, “What are the outcomes of engaging pre-service and in-service teachers in a collaborative lesson study experience” and “How can the outcomes of this experience inform future ways to include preservice teachers in lesson study?” The data gathered demonstrate that including pre-service teachers in lesson study can introduce them to lesson-building as a process and cross-grades teacher collaboration. It can give them opportunities to be critical thinkers in the context of mathematics education and encourages them to think as teachers. One weakness the pre-service teachers demonstrated was an incomplete understanding of the appropriate use of technology in algebra. Consideration of prior knowledge and anticipation of student responses was lacking among both pre-service and in-service teachers. Overall, the data show that pre-service teachers can contribute to the lesson study process as researchers

A Look Inside Mathematics Coaching: Roles, Content, and Dynamics

Mathematics classroom coaching is used across the United States as a means for improving instruction, with the ultimate goal of improving student learning. The job assignments of coaches can vary widely across schools and districts. Regardless of the various forms that coaching can take, there is the consistent expectation that a coach\u27s day-to-day work will positively influence classroom instruction. The study reported here attempts to gain a more complete picture of the job of an elementary mathematics coach based on the observation of seven coaches in five different districts for a day. We report the variety of ways we observed elementary mathematics coaches interact with teachers, and what roles and responsibilities they take on. Our analysis of these data led us to create a template for conducting observations of mathematics classroom coaching, which could be used by researchers seeking to conduct studies about coaching or by administrators seeking to document the day-to-day work of coaches

Um olhar dentro da formação em Matemática: funções, conteúdos e dinâmicas

Mathematics classroom coaching is used across the United States as a means for improving instruction, with the ultimate goal of improving student learning. The job assignments of coaches can vary widely across schools and districts.  Regardless of the various forms that coaching can take, there is the consistent expectation that a coach’s day-to-day work will positively influence classroom instruction. The study reported here attempts to gain a more complete picture of the job of an elementary mathematics coach based on the observation of seven coaches in five different districts for a day. We report the variety of ways we observed elementary mathematics coaches interact with teachers, and what roles and responsibilities they take on. Our analysis of these data led us to create a template for conducting observations of mathematics classroom coaching, which could be used by researchers seeking to conduct studies about coaching or by administrators seeking to document the day-to-day work of coaches.entrenamientos en el área de matemáticas se utilizan extensivamente Estados Unidos con el objetivo final de mejorar el aprendizaje de los estudiantes. Las asignaciones de trabajo de los entrenadores varían ampliamente entre escuelas y distritos. Independientemente de las diversas formas que puede tomar los programas de entrenamiento, existe la expectativa que el trabajo de los entrenadores va a influir positivamente la enseñanza en los salones de clase. Este estudio intenta obtener una imagen más completa del trabajo de los entrenadores de matemáticas utilizando observaciones de siete entrenadores en cinco distritos diferentes. Presentamos la variedad de formas que observamos entrenadores de matemáticas elementales interactuando con docentes, los roles y responsabilidades asumen. Nuestro análisis de estos datos nos llevó a crear una plantilla para la realización de observaciones de entrenamientos de matemáticas, que podría ser utilizada por investigadores o por administradores tratando de documentar el trabajo diario de los entrenadores. treinamentos na área da matemática são usados extensivamente nos Estados Unidos com o objetivo final de melhorar a aprendizagem dos alunos. Atribuições de trabalho treinadores variam muito entre as escolas e distritos. Independentemente das várias maneiras que os programas de treinamento podem ter, há uma expectativa de que o trabalho dos treinadores vai afetar positivamente o ensino em sala de aula. Este estudo tenta obter uma imagem mais completa do trabalho dos treinadores de matemática por meio de observações de sete treinadores em cinco distritos diferentes. Apresentamos a variedade de formas que os treinadores de matemática interagem com os professores, os papéis e as responsabilidades assumidas. Nossa análise desses dados levou-nos a criar um modelo para fazer observações de formação matemática, que poderia ser usado por pesquisadores e administradores que tentam documentar o cotidiano de trabalho dos treinadores.

Yield of Repeat Endoscopy for Barrett's Esophagus After Normal Index Endoscopy

INTRODUCTION:Guidelines suggest 1-time screening with esophagogastroduodenoscopy (EGD) for Barrett's esophagus (BE) in individuals at an increased risk of esophageal adenocarcinoma (EAC). We aimed to estimate the yield of repeat EGD performed at prolonged intervals after a normal index EGD.METHODS:We conducted a national retrospective analysis within the U S Veterans Health Administration, identifying patients with a normal index EGD between 2003 and 2009 who subsequently had a repeat EGD. We tabulated the proportion with a new diagnosis of BE, EAC, or esophagogastric junction adenocarcinoma (EGJAC) and conducted manual chart review of a sample. We fitted logistic regression models for the odds of a new diagnosis of BE/EAC/EGJAC.RESULTS:We identified 71,216 individuals who had a repeat EGD between 1 and 16 years after an index EGD without billing or cancer registry codes for BE/EAC/EGJAC. Of them, 4,088 had a new billing or cancer registry code for BE/EAC/EGJAC after the repeat EGD. On manual review of a stratified sample, most did not truly have new BE/EAC/EGJAC. A longer duration between EGD was associated with greater odds of a new diagnosis (adjusted odds ratio [aOR] for each 5 years 1.31; 95% confidence interval [CI] 1.19-1.44), particularly among those who were younger during the index EGD (ages 19-29 years: aOR 3.92; 95% CI 1.24-12.4; ages 60-69 years: aOR 1.19; 95% CI 1.01-1.40).DISCUSSION:The yield of repeat EGD for BE/EAC/EGJAC seems to increase with time after a normal index EGD, particularly for younger individuals. Prospective studies are warranted to confirm these findings.</p

Circular ecDNA promotes accessible chromatin and high oncogene expression.

Oncogenes are commonly amplified on particles of extrachromosomal DNA (ecDNA) in cancer1,2, but our understanding of the structure of ecDNA and its effect on gene regulation is limited. Here, by integrating ultrastructural imaging, long-range optical mapping and computational analysis of whole-genome sequencing, we demonstrate the structure of circular ecDNA. Pan-cancer analyses reveal that oncogenes encoded on ecDNA are among the most highly expressed genes in the transcriptome of the tumours, linking increased copy number with high transcription levels. Quantitative assessment of the chromatin state reveals that although ecDNA is packaged into chromatin with intact domain structure, it lacks higher-order compaction that is typical of chromosomes and displays significantly enhanced chromatin accessibility. Furthermore, ecDNA is shown to have a significantly greater number of ultra-long-range interactions with active chromatin, which provides insight into how the structure of circular ecDNA affects oncogene function, and connects ecDNA biology with modern cancer genomics and epigenetics