Creating Collaborative Lifelong Solutions: Person, Family, Professionals, and Community

Across the United States, two million families are struggling to create supports for their loved ones with an intellectual disability and mental illness (Easter Seals, 2008). This same trend is being seen in the State of Maine where there are an increasing number of youth diagnosed on the Autism spectrum with a co-morbid mental health disorder. Specifically, the Department of Health and Human Services reports that Maine Care recipients with Autism and related disorders in 2009, numbered 4156 (Richardson, 2011), with those entering adulthood in the fastest growing group. As we look to the future, there are over 2500 individuals between the ages of 6-17 years currently diagnosed with an Autism Spectrum Disorder (Richardson, 2011). Nationwide, we know that 80% of those with a developmental disability between the ages 19-30 live with their parents, as few other choices exist outside institutionalization. Meanwhile, nationwide, 500,000 children with an Autism Spectrum Disorder are expected to reach adulthood in the next 15 years (Diament, 2010), 1 in 5 families with an adult child with developmental disabilities state that someone had to quit their jobs to provide care, and 80% of caregivers of adult children with developmental disabilities have put their retirement savings in jeopardy (Diament, 2011). Additionally, the statistics highlight many individuals with a developmental disorder (such as Autism) also have a co-morbid mental health diagnosis. Mental health problems faced by this population include anxiety, depression, and behavioral disorders (Mueller & Prout, 2009)

The Role of Knowledge in Information Technology Project Governance

IT governance, the distribution of decision-making concerning IT, has primarily been studied at the organizational or, more recently, the business unit level. However, many IT decisions take place in the context of IT projects, making it important to understand governance issues at the project level. This research develops a project-level conceptualization of IT governance that draws from both the governance and project management literatures. A model of how IT project governance arrangements are influenced by the distribution of business and IT knowledge and the impact on project performance is also proposed. This model will be tested using matched surveys from business and IT managers involved in IT projects

A Second Look at Literacy Leadership Preparation Practices

Abstract In today’s schools, PreK-12 classroom teachers must be literacy leaders. The purpose of the current study was to examine how literacy teacher educators prepare future PreK-12 classroom teachers for literacy leadership. Using the International Literacy Association’s Standards 2017 publication as a framework and concepts of distributed leadership and teacher leadership as theoretical lenses, the current study employed a cross-sectional survey research design to ascertain current preparation practices. Qualitative data were collected among 86 literacy teacher educators who were affiliated with university-based teacher education programs located throughout the United States. Data were analyzed using a three-level classification diversity analysis and highlighted ways in which literacy teacher educators address literacy leadership among preservice teachers in university contexts, as well as community and professional contexts. Findings also revealed personal and professional opinions held among literacy teacher educators concerning current preparation efforts. A discussion of findings was presented that recognized strengths with current preparation practices and identified areas that may require attention. Keywords: literacy leadership, literacy teacher education, literacy teacher educators, preservice teachers, teacher trainin

Exploring the Literacy Leadership Practices of Literacy Teacher Educators

Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as frequencies, and qualitative data were analyzed using three levels of coding. Findings revealed preliminary understandings about the literacy leadership practices of literacy teacher educators and pointed to three practical implications for teacher preparation programs administrators and leaders of professional organizations

An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy

The Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality literacy teacher preparation. This study used qualitative survey responses to explore the literacy practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data analysis revealed three themes: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. Researchers posit that teacher educators do not evenly focus on all components of literacy and contend that preparation programs must examine their respective curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently

How Do Literacy Teacher Educators Engage as Literacy Leaders?

Literacy teacher educators play a pivotal role in developing future PreK-12 classroom teachers for the task of literacy leadership. However, little is known about literacy teacher educators and how they engage as literacy leaders. In the current study, we retrieved data from 132 literacy teacher educators and analyzed it descriptively using teacher educator identify as a theoretical lens. Findings revealed 15 different literacy leadership practices that represented five distinct groups. Among these groups, respondents demonstrated high and low levels of engagement with literacy leadership practices that pointed to important implications for administrators of teacher education programs

Cardiac Resynchronization Therapy Reduces Metaboreflex Contribution to the Ventilatory Response in Heart Failure Population

Background. Metaboreflex overactivation has been proprosed to explain exaggerated hyperventilation in heart failure population. We investigated the metaboreflex activation after cardiac resynchronization therapy (CRT). Methods. 10 heart failure patients (mean left ventricular ejection fraction (LVEF) 27 ± 4%) schedulded for CRT implantation were prospectively studied. At baseline and after 6 month follow up two maximal cardiopulmonary exercise tests with and without regional circulatory occlusion (RCO) during recovery were performed. RCO was achieved by inflation of bilateral upper thigh tourniquets 30 mmHg above peak systolic blood pressure during 3 minutes after peak exercise. Metaboreflex contribution to the ventilatory response was assessed as the difference in ventilatory data at the third minute during recovery between the two tests (Δ). Results. Patients had enhanced VE/VCO2 slope (40 ± 9) and an evident metaboreflex contribution to the high ventilatory response (ΔVE: 3 ± 4 L/min; P = 0.05, ΔRR: 4.5 ± 4/min; P = 0.003 and ΔVE/VCO2: 5.5 ± 4; P = 0.007). 6 months after CRT implantation, NYHA class, LVEF, peak VO2 and VE/VCO2 were significantly improved (1.4 ± 0.5; P < 0.001, 42 ± 7%; P < 0.001, 16.5 ± 3 mL/kg/min; P = 0.003; 33 ± 10; P = 0.01). Metaboreflex contribution to VE, RR, and VE/VCO2 was reduced compared with baseline (P = 0.08, P = 0.01 and P = 0.4 resp.). Conclusion. 6 months after CRT metaboreflex contribution to the ventilatory response is reduced

Loss of T-bet, But Not STAT1, Prevents the Development of Experimental Autoimmune Encephalomyelitis

The transcription factors signal transducer and activator of transcription (STAT)1 and T-bet control the differentiation of interferon (IFN)-γ–producing T helper type (Th)1 cells. Here we compare the role of T-bet and STAT1 in the initiation and regulation of experimental autoimmune encephalomyelitis (EAE), a disease initiated by Th1 cells. T-bet–deficient mice immunized with myelin oligodendrocyte glycoprotein (MOG) were resistant to the development of EAE. This protection was also observed when T-bet−/− mice were crossed to the MOG-specific 2D2 T cell receptor transgenic strain. In contrast, although T-bet is downstream of STAT1, STAT1−/− mice were highly susceptible to EAE and developed more severe and accelerated disease with atypical neuropathologic features. The function of T-bet was dominant as mice deficient in both T-bet and STAT1 were also protected from EAE. CD4+ CD25+ regulatory T cells from these two mice strains were fully competent and do not explain the difference in disease susceptibility. However, enhanced EAE in STAT1−/− mice was associated with continued generation of IFN-γ–producing Th1 cells and up-regulation of selective chemokines responsible for the increased recruitment of macrophages and neutrophils in the central nervous system. Although the two transcription factors, STAT1 and T-bet, both induce IFN-γ gene transcription, our results demonstrate marked differences in their function in regulating pathogenic Th1 cell responses

Meeting Standards 2017? A National Survey of Classroom Teacher Preparedness for Literacy Instruction

The purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents’ views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas