Defining the causes of sporadic Parkinson's disease in the global Parkinson's genetics program (GP2)

The Global Parkinson’s Genetics Program (GP2) will genotype over 150,000 participants from around the world, and integrate genetic and clinical data for use in large-scale analyses to dramatically expand our understanding of the genetic architecture of PD. This report details the workflow for cohort integration into the complex arm of GP2, and together with our outline of the monogenic hub in a companion paper, provides a generalizable blueprint for establishing large scale collaborative research consortia

Multi-ancestry genome-wide association meta-analysis of Parkinson?s disease

Although over 90 independent risk variants have been identified for Parkinson’s disease using genome-wide association studies, most studies have been performed in just one population at a time. Here we performed a large-scale multi-ancestry meta-analysis of Parkinson’s disease with 49,049 cases, 18,785 proxy cases and 2,458,063 controls including individuals of European, East Asian, Latin American and African ancestry. In a meta-analysis, we identified 78 independent genome-wide significant loci, including 12 potentially novel loci (MTF2, PIK3CA, ADD1, SYBU, IRS2, USP8, PIGL, FASN, MYLK2, USP25, EP300 and PPP6R2) and fine-mapped 6 putative causal variants at 6 known PD loci. By combining our results with publicly available eQTL data, we identified 25 putative risk genes in these novel loci whose expression is associated with PD risk. This work lays the groundwork for future efforts aimed at identifying PD loci in non-European populations

The Perceived Effects of Teacher Evaluation Systems on Teacher Morale and Burnout in Los Angeles Charter Management Organizations

This study examined the impact of teacher evaluation systems used by different Charter Management Organizations (CMOs) across Los Angeles on teacher morale and burnout. The sample was composed of three administrators, three former teachers, and three current teachers from three different CMOs. The research design involved applying qualitative methods to identify aspects of the evaluation system that may lead to a change in teacher morale and burnout. Once interview data were collected from these participants, then identified patterns across the CMOs, the administrators, the current teachers, and the former teachers. The findings both support and extend what is understood about the impact of teacher evaluation systems on teacher morale, burnout, and potentially retention. One pattern identified throughout the study was the impact of a leader on an individual school site campus. Teachers and administrators felt that when evaluations focused on compliance, it was difficult to genuinely engage with and invest in the system. However, when the evaluation system focused on helping teachers improve their practice and differentiate instruction for their students, teachers were willing and eager to engage in the system. The findings also showed that frequent observations, an administrator’s strong contextualized knowledge, enhanced collaboration with other teachers and administrators, and perceived competency by their administrator were also factors influencing teachers’ relationship to the evaluation system. The teachers who spoke of negative experiences with their evaluation system mentioned a lack of trust with their administrator, lack of consistency among coaches, and the creation of a competitive atmosphere. My findings suggest a relationship between different aspects of the evaluation system and teacher morale and burnout

The Perceived Effects of Teacher Evaluation Systems on Teacher Morale and Burnout in Los Angeles Charter Management Organizations

This study examined the impact of teacher evaluation systems used by different Charter Management Organizations (CMOs) across Los Angeles on teacher morale and burnout. The sample was composed of three administrators, three former teachers, and three current teachers from three different CMOs. The research design involved applying qualitative methods to identify aspects of the evaluation system that may lead to a change in teacher morale and burnout. Once interview data were collected from these participants, then identified patterns across the CMOs, the administrators, the current teachers, and the former teachers. The findings both support and extend what is understood about the impact of teacher evaluation systems on teacher morale, burnout, and potentially retention. One pattern identified throughout the study was the impact of a leader on an individual school site campus. Teachers and administrators felt that when evaluations focused on compliance, it was difficult to genuinely engage with and invest in the system. However, when the evaluation system focused on helping teachers improve their practice and differentiate instruction for their students, teachers were willing and eager to engage in the system. The findings also showed that frequent observations, an administrator’s strong contextualized knowledge, enhanced collaboration with other teachers and administrators, and perceived competency by their administrator were also factors influencing teachers’ relationship to the evaluation system. The teachers who spoke of negative experiences with their evaluation system mentioned a lack of trust with their administrator, lack of consistency among coaches, and the creation of a competitive atmosphere. My findings suggest a relationship between different aspects of the evaluation system and teacher morale and burnout