Effect of Transnational Standards on U.S. Teacher Education

The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five transnational universals of teaching that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers’ observed practices with English language learners as measured by the recently developed Inventory of Situationally and Culturally Responsive Teaching (ISCRT). Despite some variability, over 110 participating teachers in 37 U.S. schools demonstrated statistically significant improvements in their delivery of effective pedagogy, across a wide range (18 of 22) ISCRT indicators; teachers exhibited highest levels of growth in instructional conversations, joint productive activity, and challenging activities

H2A.Z Acidic Patch Couples Chromatin Dynamics to Regulation of Gene Expression Programs during ESC Differentiation

The histone H2A variant H2A.Z is essential for embryonic development and for proper control of developmental gene expression programs in embryonic stem cells (ESCs). Divergent regions of amino acid sequence of H2A.Z likely determine its functional specialization compared to core histone H2A. For example, H2A.Z contains three divergent residues in the essential C-terminal acidic patch that reside on the surface of the histone octamer as an uninterrupted acidic patch domain; however, we know little about how these residues contribute to chromatin structure and function. Here, we show that the divergent amino acids Gly92, Asp97, and Ser98 in the H2A.Z C-terminal acidic patch (H2A.Z[superscript AP3]) are critical for lineage commitment during ESC differentiation. H2A.Z is enriched at most H3K4me3 promoters in ESCs including poised, bivalent promoters that harbor both activating and repressive marks, H3K4me3 and H3K27me3 respectively. We found that while H2A.Z[superscript AP3] interacted with its deposition complex and displayed a highly similar distribution pattern compared to wild-type H2A.Z, its enrichment levels were reduced at target promoters. Further analysis revealed that H2A.Z[superscript AP3] was less tightly associated with chromatin, suggesting that the mutant is more dynamic. Notably, bivalent genes in H2A.Z[superscript AP3] ESCs displayed significant changes in expression compared to active genes. Moreover, bivalent genes in H2A.Z[superscript AP3] ESCs gained H3.3, a variant associated with higher nucleosome turnover, compared to wild-type H2A.Z. We next performed single cell imaging to measure H2A.Z dynamics. We found that H2A.Z[superscript AP3] displayed higher mobility in chromatin compared to wild-type H2A.Z by fluorescent recovery after photobleaching (FRAP). Moreover, ESCs treated with the transcriptional inhibitor flavopiridol resulted in a decrease in the H2A.Z[superscript AP3] mobile fraction and an increase in its occupancy at target genes indicating that the mutant can be properly incorporated into chromatin. Collectively, our work suggests that the divergent residues in the H2A.Z acidic patch comprise a unique domain that couples control of chromatin dynamics to the regulation of developmental gene expression patterns during lineage commitment.Massachusetts Life Sciences Center (David H. Koch Institute for Integrative Cancer Research at MIT Core Grant P30-CA14051)National Science Foundation (U.S.). Emergent Behaviors of Integrated Cellular Systems (Grant CBET-0939511)MIT Faculty Start-up FundMassachusetts Institute of Technology. Computational and Systems Biology Initiative (Merck & Co. Postdoctoral Fellowship

Transforming Ecuadorian EFL Teacher Practices through Biography-Driven Instruction

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this study engaged in a 10-week pilot program. This program was aligned to the CREDE "Standards for Effective Pedagogy and Learning," which serve as universals (transnationally researched) standards of effective teaching practices. The 67 Ecuadorian program completers were subsequently observed in their Ecuadorian classrooms using the "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT) rubric. Composite ISCRT scores were calculated as well as group means on each of the five standards reflected in the 22 indicators of the tool. Findings indicated unexpectedly robust levels of enactment of effective instructional practices for English learners. The significance of these findings and implications for teacher education are elucidated