Helping Teachers Develop Positive Dispositions about Technology-based Learning: What a Brief Global Learning Project Revealed

Research indicates that teachers’ dispositions significantly influence their integration of computer technology into classroom instruction. This article reports findings from a mixed-methods study that examined shifts in teachers’ dispositions about learning that occurs through information and communication technologies (ICT’s). Graduate students and remote professionals engaged in a one-semester learning project that included synchronous and asynchronous com­puter-mediated discussions of course content. The study sought to determine whether or not this exposure to ICT-based learning might be accompanied by a positive or negative affective shift, and to identify the salient features of such a shift. Quantitative analysis of responses on question­naires administered early and late in the semester revealed a statistically significant positive shift in participants’ beliefs and dispositions regarding ICT-based learning. Qualitative analysis of the questionnaire responses and participants’ digital discussions identified two salient features of that positive shift in that participants recognized the potential of ICT-based learning to 1) motivate and engage learners, and 2) facilitate the construction and sharing of new knowledge and understand­ing. This paper describes the study and considers the implications for teacher preparation and professional development

Metaphor Instruction in One English Teacher's Classroom: His Understandings, Instructional Practices, and Attitudes

In this case study, I describe one high quality English teacher's understandings, instructional practices, and attitudes towards explicit and direct metaphor instruction. In this study I focused on ecological validity because the participating English teacher, and his classroom, have been studied under real-world and authentic circumstances. The participating English teacher was selected based on a pre-existing set of established criteria. Specifically, the participating English teacher was state licensed in English teaching, has demonstrated a commitment to the field of English education through promotions and recommendations, and had a willingness and the time to allow his pedagogy, and those variables that influence his pedagogy to be studied. An independent school was selected as the site for this study because of the particular heavy emphasis on reading literature and for convenient research access. This research has the potential to make two important contributions to the research and theory of metaphor instruction. First, by studying a high quality English teacher's understandings, instructional practices, and attitudes I am able to describe some of those variables that have influenced the students' comprehension of literal and figurative language in this particularly rich literature environment such as learning critical reading skills. Second, using, applying, and understanding metaphors is more than just simply comparing two unlike things, and by contrasting current metaphor theory to the prevailing definitions English teachers have been using in their classrooms, I am able to make recommendations regarding needed research and practice in this important line of inquiry

Sharing Resources with Rwanda: Multidisciplinary Engagement with the Forest of Hope Association in Gishwati-Mukura National Park

Sharing Resources with Rwanda: Multidisciplinary Engagement with the Forest of Hope Association in Gishwati-Mukura National ParkThierry Amiable, Forest of Hope Association (Rwanda, Rutsiro District) Rebecca Chancellor, Associate Professor of Anthropology & Sociology and Psychology (WCU) Trachanda Garcia, Associate Director of Education Abroad Programs (WCU) Aaron Rundus, Professor of Psychology (WCU) Jordan Schugar, Professor of English (WCU

Role of choline deficiency in the fatty liver phenotype of mice fed a low protein, very low carbohydrate ketogenic diet

Though widely employed for clinical intervention in obesity, metabolic syndrome, seizure disorders and other neurodegenerative diseases, the mechanisms through which low carbohydrate ketogenic diets exert their ameliorative effects still remain to be elucidated. Rodent models have been used to identify the metabolic and physiologic alterations provoked by ketogenic diets. A commonly used rodent ketogenic diet (Bio-Serv F3666) that is very high in fat (~94% kcal), very low in carbohydrate (~1% kcal), low in protein (~5% kcal), and choline restricted (~300 mg/kg) provokes robust ketosis and weight loss in mice, but through unknown mechanisms, also causes significant hepatic steatosis, inflammation, and cellular injury. To understand the independent and synergistic roles of protein restriction and choline deficiency on the pleiotropic effects of rodent ketogenic diets, we studied four custom diets that differ only in protein (5% kcal vs. 10% kcal) and choline contents (300 mg/kg vs. 5 g/kg). C57BL/6J mice maintained on the two 5% kcal protein diets induced the most significant ketoses, which was only partially diminished by choline replacement. Choline restriction in the setting of 10% kcal protein also caused moderate ketosis and hepatic fat accumulation, which were again attenuated when choline was replete. Key effects of the 5% kcal protein diet - weight loss, hepatic fat accumulation, and mitochondrial ultrastructural disarray and bioenergetic dysfunction - were mitigated by choline repletion. These studies indicate that synergistic effects of protein restriction and choline deficiency influence integrated metabolism and hepatic pathology in mice when nutritional fat content is very high, and support the consideration of dietary choline content in ketogenic diet studies in rodents to limit hepatic mitochondrial dysfunction and fat accumulation

Human muscle-derived cell populations isolated by differential adhesion rates: Phenotype and contribution to skeletal muscle regeneration in Mdx/SCID mice

Muscle-derived stem cells (MDSCs) isolated from murine skeletal tissue by the preplate method have displayed the capability to commit to the myogenic lineage and regenerate more efficiently than myoblasts in skeletal and cardiac muscle in murine Duchenne Muscular Dystrophy mice (mdx). However, until now, these studies have not been translated to human muscle cells. Here, we describe the isolation, by a preplate technique, of candidate human MDSCs, which exhibit myogenic and regenerative characteristics similar to their murine counterparts. Using the preplate isolation method, we compared cells that adhere faster to the flasks, preplate 2 (PP2), and cells that adhere slower, preplate 6 (PP6). The human PP6 cells express several markers of mesenchymal stem cells and are distinct from human PP2 (a myoblast-like population) based on their expression of CD146 and myogenic markers desmin and CD56. After transplantation to the gastrocnemius muscle of mdx/SCID mice, we observe significantly higher levels of PP6 cells participating in muscle regeneration as compared with the transplantation of PP2 cells. This study supports some previous findings related to mouse preplate cells, and also identifies some differences between mouse and human muscle preplate cells

Children’s comprehension of informational text: Reading, engaging, and learning

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction -- students were given greater access to informational books in their classroom libraries and in reading instruction; (2) Text Infusion Alone -- the same books were provided but teachers were not asked to alter their instruction; (3) Traditional Instruction -- students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children’s facility with informational text in the early years in order to improve reading comprehension

High Harvest Yield, High Expansion, and Phenotype Stability of CD146 Mesenchymal Stromal Cells from Whole Primitive Human Umbilical Cord Tissue

Human umbilical cord blood is an excellent primitive source of noncontroversial stem cells for treatment of hematologic disorders; meanwhile, new stem cell candidates in the umbilical cord (UC) tissue could provide therapeutic cells for nonhematologic disorders. We show novel in situ characterization to identify and localize a panel of some markers expressed by mesenchymal stromal cells (MSCs; CD44, CD105, CD73, CD90) and CD146 in the UC. We describe enzymatic isolation and purification methods of different UC cell populations that do not require manual separation of the vessels and stroma of the coiled, helical-like UC tissue. Unique quantitation of in situ cell frequency and stromal cell counts upon harvest illustrate the potential to obtain high numerical yields with these methods. UC stromal cells can differentiate to the osteogenic and chondrogenic lineages and, under specific culturing conditions, they exhibit high expandability with unique long-term stability of their phenotype. The remarkable stability of the phenotype represents a novel finding for human MSCs, from any source, and supports the use of these cells as highly accessible stromal cells for both basic studies and potentially therapeutic applications such as allogeneic clinical use for musculoskeletal disorders

A role for cell sex in stem cell-mediated skeletal muscle regeneration: Female cells have higher muscle regeneration efficiency

We have shown that muscle-derived stem cells (MDSCs) transplanted into dystrophic (mdx) mice efficiently regenerate skeletal muscle. However, MDSC populations exhibit heterogeneity in marker profiles and variability in regeneration abilities. We show here that cell sex is a variable that considerably influences MDSCs' regeneration abilities. We found that the female MDSCs (F-MDSCs) regenerated skeletal muscle more efficiently. Despite using additional isolation techniques and cell cloning, we could not obtain a male subfraction with a regeneration capacity similar to that of their female counterparts. Rather than being directly hormonal or caused by host immune response, this difference in MDSCs' regeneration potential may arise from innate sex-related differences in the cells' stress responses. In comparison with F-MDSCs, male MDSCs have increased differentiation after exposure to oxidative stress induced by hydrogen peroxide, which may lead to in vivo donor cell depletion, and a proliferative advantage for F-MDSCs that eventually increases muscle regeneration. These findings should persuade researchers to report cell sex, which is a largely unexplored variable, and consider the implications of relying on cells of one sex. © The Rockefeller University Press