A Teacher’s Terminal Illness in the Secondary Classroom: The Effects of Disclosure

How does it affect learning when cancer becomes the prevailing metaphor through which students see their teacher

An Evolution of Writer\u27s Notebooks: Authenticity and the Power of Writing in a Pandemic

This article narrates how one assignment, the writer’s notebook, evolved when a writing methods course shifted online in response to COVID-19. In offering their early observations and selected reflections from course colleagues on the use of the notebooks, the authors emphasize the power of writing and echo the necessity of authentic writing assignments, especially when the commitment to these always-important values is disrupted

Moving Writing Out of the Margins in edTPA: “Academic Language” in Writing Teacher Education

The edTPA, a standardized teacher performance assessment developed by Stanford University and launched by the Pearson corporation, is quickly becoming a national measure of preservice teacher effectiveness. As more states adopt this assessment as a required component of successful completion of teacher education programs and licensure, we are compelled to critique the design, implementation, and evaluation of this high-stakes testing instrument. Our goal is to articulate the effects of this assessment on writing teacher education and the teaching of writing more broadly. Specifically, we argue that programmatic or individual interpretation of the edTPA can marginalize writing instruction (and writing teacher education) by focusing the English language arts “subject specific pedagogy” assessment on literature; further, we want to suggest opportunities for edTPA to emphasize the discursive nature of effective writing instruction for a range of students. We hope to use our experiences preparing for the edTPA to help other writing teacher educators consider how to respond in their states, classes, and with students in ways that promote successful writing instruction

Writers Who Care: Advocacy Blogging as Teachers - Professors - Parents

Because we believe strongly that writers develop through authentic writing instruction - and because we see policies that drive practices away from these goals - we have decided to speak up and to speak out through advocacy blogging. Teachers, Profs, Parents: Writers Who Care (writerswhocare.wordpress.com) was born from our frustration with current mandates that limit teachers and students to reductive writing. We know what good writing instruction looks like, and we want to share that knowledge with an audience beyond academia. In doing so, we hope to redefine what it means to be an academic writer and to encourage others to contribute their knowledgeable voices to a very public dialogue. The development of Writers Who Care brought rhetorical complexities and composing challenges that we document with the purpose of helping those interested in developing a deeper knowledge of advocacy blogging

Stepwise Differentiation of Retinal Ganglion Cells from Human Pluripotent Stem Cells Enables Analysis of Glaucomatous Neurodegeneration

Human pluripotent stem cells (hPSCs), including both embryonic and induced pluripotent stem cells, possess the unique ability to readily differentiate into any cell type of the body, including cells of the retina. Although previous studies have demonstrated the ability to differentiate hPSCs to a retinal lineage, the ability to derive retinal ganglion cells (RGCs) from hPSCs has been complicated by the lack of specific markers with which to identify these cells from a pluripotent source. In the current study, the definitive identification of hPSC-derived RGCs was accomplished by their directed, stepwise differentiation through an enriched retinal progenitor intermediary, with resultant RGCs expressing a full complement of associated features and proper functional characteristics. These results served as the basis for the establishment of induced pluripotent stem cells (iPSCs) from a patient with a genetically inherited form of glaucoma, which results in damage and loss of RGCs. Patient-derived RGCs specifically exhibited a dramatic increase in apoptosis, similar to the targeted loss of RGCs in glaucoma, which was significantly rescued by the addition of candidate neuroprotective factors. Thus, the current study serves to establish a method by which to definitively acquire and identify RGCs from hPSCs and demonstrates the ability of hPSCs to serve as an effective in vitro model of disease progression. Moreover, iPSC-derived RGCs can be utilized for future drug screening approaches to identify targets for the treatment of glaucoma and other optic neuropathies