The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers

The STEBI-B (Enoch and Riggs, 1990) has been widely used as a measure of undergraduate primary pre-service teacher self-efficacy since its creation. However, the publication of its use within postgraduate teaching courses has been limited. The postgraduate pre-service teachers (Graduate Diploma and Master of Education students) are a very different population, presenting with more life experience and importantly, more experience in Science. This brings the generalizability of the STEBI-B to this population into question. The validity of the STEBI-B for use with a postgraduate, pre-service teacher population was investigated using a Rasch model analysis. Results support the two-factor structure presented by the original authors, the rewording proposed by Bleicher (2004), and additional modifications to the Likert scale and wording to improve targeting for this specific population. With simple, justified modifications the STEBI-B can be used as a tool to positively influence course design in postgraduate, pre-service teacher, science education courses

Development and validation of an astronomy self-efficacy instrument for understanding and doing

This paper presents a new astronomy self-efficacy instrument, composed of two factors; one relating to learning astronomy content, which we call astronomy personal self-efficacy, and the other relating to the use of astronomical instrumentation, specifically the use of remote robotic telescopes for data collection. The latter is referred to as the astronomy instrumental self-efficacy factor. The instrument has been tested for reliability and construct validity. Reliability testing showed that factor 1 had a Cronbach\u27s α of 0.901 and factor 2 had a Cronbach\u27s α of 0.937. Construct validity was established by computing one-way analyses of variances, with the p value suitably protected, using independent variables peripherally related to the constructs. These analyses demonstrate that both scales possess high construct validity. The development of this astronomy specific instrument is an important step in evaluating self-efficacy as a precursor to investigating the construct of science identity in the field of astronomy

Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology

According to international benchmarks [Thomson, S., Wernert, N., O\u27Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia\u27s results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science [Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi:10.1007/s10763-007-9121-8]. In this study, data was derived from a modified STEBI-B questionnaire and focus group discussions that provided a deeper insight into the survey data. Participants (N = 274) were from a one-year Australian Graduate Diploma of Education Primary (GDEP) program. Bleicher’s (2009) research on ‘science learner types’, which included Fearful, Disinterested, Successful and Enthusiastic learners, was used as a theoretical framework to categorise the participants. The study identified a new type of learner (Not Clearly Identifiable, n = 68), located in the middle of the other four categories, where individuals’ attitudes and beliefs towards science had changed due to life experiences between secondary school and their GDEP program. Statistical analysis showed science learner types did influence participants’ science teaching self-efficacy (STSE), giving suggestions for how this may affect tertiary teacher education courses

Solubilization and Humanization of Paraoxonase-1

Paraoxonase-1 (PON1) is a serum protein, the activity of which is related to susceptibility to cardiovascular disease and intoxication by organophosphorus (OP) compounds. It may also be involved in innate immunity, and it is a possible lead molecule in the development of a catalytic bioscavenger of OP pesticides and nerve agents. Human PON1 expressed in E. coli is mostly found in the insoluble fraction, which motivated the engineering of soluble variants, such as G2E6, with more than 50 mutations from huPON1. We examined the effect on the solubility, activity, and stability of three sets of mutations designed to solubilize huPON1 with fewer overall changes: deletion of the N-terminal leader, polar mutations in the putative HDL binding site, and selection of the subset of residues that became more polar in going from huPON1 to G2E6. All three sets of mutations increase the solubility of huPON1; the HDL-binding mutant has the largest effect on solubility, but it also decreases the activity and stability the most. Based on the G2E6 polar mutations, we “humanized” an engineered variant of PON1 with high activity against cyclosarin (GF) and found that it was still very active against GF with much greater similarity to the human sequence

Inhibiting androgen receptor nuclear entry in castration-resistant prostate cancer

Clinical resistance to the second-generation antiandrogen enzalutamide in castration resistant prostate cancer (CRPC), despite persistent androgen receptor (AR) activity in tumors, highlights the unmet medical need for next generation antagonists. We have identified and characterized tetra-aryl cyclobutanes (CBs) as a new class of competitive AR antagonists that exhibit a unique mechanism of action. These CBs are structurally distinct from current antiandrogens (hydroxyflutamide, bicalutamide, and enzalutamide), and inhibit AR-mediated gene expression, cell proliferation, and tumor growth in several models of CRPC. Conformational profiling revealed that CBs stabilize an AR conformation resembling an unliganded receptor. Using a variety of techniques, it was determined that the AR:CB complex was not recruited to AR-regulated promoters and, like apo AR, remains sequestered in the cytoplasm bound to heat shock proteins. Thus, we have identified third generation AR antagonists whose unique mechanism of action suggests that they may have therapeutic potential in CRPC

A multidisciplinary systematic literature review on frailty: Overview of the methodology used by the Canadian Initiative on Frailty and Aging

<p>Abstract</p> <p>Background</p> <p>Over the past two decades, there has been a substantial growth in the body of literature on frailty in older persons. However, there is no consensus on its definition or the criteria used to identify frailty. In response to this lack of consensus, the Canadian Initiative on Frailty and Aging carried out a set of systematic reviews of the literature in ten areas of frailty research: biological basis; social basis; prevalence; risk factors; impact; identification; prevention and management; environment and technology; health services; health and social policy. This paper describes the methodology that was developed for the systematic reviews.</p> <p>Methods</p> <p>A Central Coordination Group (CCG) was responsible for developing the methodology. This involved the development of search strategies and keywords, article selection processes, quality assessment tools, and guidelines for the synthesis of results. Each review was conducted by two experts in the content area, with the assistance of methodologists and statisticians from the CCG.</p> <p>Results</p> <p>Conducting a series of systematic literature reviews involving a range of disciplines on a concept that does not have a universally accepted definition posed several conceptual and methodological challenges. The most important conceptual challenge was determining what would qualify as literature on frailty. The methodological challenges arose from our goal of structuring a consistent methodology for reviewing literature from diverse fields of research. At the outset, certain methodological guidelines were deemed essential to ensure the validity of all the reviews. Nevertheless, it was equally important to permit flexibility in the application of the proposed methodology to capture the essence of frailty research within the given fields.</p> <p>Conclusion</p> <p>The results of these reviews allowed us to establish the status of current knowledge on frailty and promote collaboration between disciplines. Conducting systematic literature reviews in health science that involve multiple disciplines is a mechanism to facilitate interdisciplinary collaboration and a more integrated understanding of health. This initiative highlighted the need for further methodological development in the performance of multidisciplinary systematic reviews.</p