Supporting New Teachers of Color and Cultural Diversity

Educators and policy makers are calling for increasing the racial and cultural diversity of the teacher workforce, given the widening cultural gap between students and teachers (see Figure 1), and the widening achievement gap between students of color and White students. Some research suggests teachers of color can address the needs of students of color through culturally relevant practices (Quiocho & Rios, 2000). However, recent studies reveal teachers of color suffer greater job dissatisfaction and higher turnover than White teachers (Ingersoll & Connor, 2008; Marvel et al., 2007).Furthermore, cultural practices of teachers of color, if valued in our schools, need to be developed rather than assumed (Sheets, 2000). Given these circumstances, educators are faced with the following questions:- What factors impact retention and attrition of new teachers of color?- What factors support new teachers of color to develop and implement practices that address the needs of students from culturally and linguistically diverse backgrounds?These questions are addressed by a team of researchers at the New Teacher Center, UCSC in a study that followed 21 teachers of color over five years, from preparation through four years of teaching in high-need California schools serving low-income and high-minority student populations

Locating Principals Who are Leaders: The Assessment Center Concept

With knowledge about leadership, the selection of leaders can be improved

The Burkholderia pseudomallei Type III Secretion System and BopA Are Required for Evasion of LC3-Associated Phagocytosis

Burkholderia pseudomallei is the causative agent of melioidosis, a fatal infectious disease endemic in tropical regions worldwide, and especially prevalent in southeast Asia and northern Australia. This intracellular pathogen can escape from phagosomes into the host cytoplasm, where it replicates and infects adjacent cells. We previously demonstrated that, in response to B. pseudomallei infection of macrophage cell line RAW 264.7, a subset of bacteria co-localized with the autophagy marker protein, microtubule-associated protein light chain 3 (LC3), implicating autophagy in host cell defence against infection. Recent reports have suggested that LC3 can be recruited to both phagosomes and autophagosomes, thereby raising questions regarding the identity of the LC3-positive compartments in which invading bacteria reside and the mechanism of the autophagic response to B. pseudomallei infection. Electron microscopy analysis of infected cells demonstrated that the invading bacteria were either free in the cytosol, or sequestered in single-membrane phagosomes rather than double-membrane autophagosomes, suggesting that LC3 is recruited to B. pseudomallei-containing phagosomes. Partial or complete loss of function of type III secretion system cluster 3 (TTSS3) in mutants lacking the BopA (effector) or BipD (translocator) proteins respectively, resulted in delayed or no escape from phagosomes. Consistent with these observations, bopA and bipD mutants both showed a higher level of co-localization with LC3 and the lysosomal marker LAMP1, and impaired survival in RAW264.7 cells, suggesting enhanced killing in phagolysosomes. We conclude that LC3 recruitment to phagosomes stimulates killing of B. pseudomallei trapped in phagosomes. Furthermore, BopA plays an important role in efficient escape of B. pseudomallei from phagosomes

Regulation of human endometrial function: mechanisms relevant to uterine bleeding

This review focuses on the complex events that occur in the endometrium after progesterone is withdrawn (or blocked) and menstrual bleeding ensues. A detailed understanding of these local mechanisms will enhance our knowledge of disturbed endometrial/uterine function – including problems with excessively heavy menstrual bleeding, endometriosis and breakthrough bleeding with progestin only contraception. The development of novel strategies to manage these clinically significant problems depends on such new understanding as does the development of new contraceptives which avoid the endometrial side effect of breakthrough bleeding

Ogawa, Rodney T., and Betty Malen, Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method, Review of Educational Research , 61 (Fall, 1991), 265-286.*

Describes a method of reviewing literature that bridges inquiry and commentaries or summaries where methodological adequacy is in question; four critiques follow