Voices from the Field

This research study sought to determine the impact from participation in a practicum field experience on teacher candidates’ perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers’ perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a mid-size university in the Southeastern region of the U.S. The results of a paired-samples t-test showed there was a statistically significant difference on perceived dispositions for effective teaching before practicum experiences and after practicum experiences. From qualitative data analysis, three categories emerged to understand what the pre-service teachers perceived to be professional dispositions for effective teaching: the context for learning, student advocacy, and professional practices. The voices of the seventeen participants in this study provide valuable insights and implications for other teacher education programs who are involved in the planning and development of professional dispositions

GJR Volume 41 Number 1 Spring 2018

The Georgia Journal of Reading\u27s Spring 2018 issue includes: Letter from the Editor by Lina B. Soares (pg. 4) President’s Page by Ron Reigner (pg. 5) Give the Neurological Impress Method Another Chance for One-to-One Fluency Interventions by Melissa M. Mitchell and Dr. Vassiliki Zygouris-Coe (pg. 6) Building Comprehension through Explicit and Organic Vocabulary Instruction for English Learners by Marisa Gonzalez and Dr. Robert A. Griffn (pg. 13) Children’s Literature to Develop Awareness and Advocacy for Social Justice by Dr. Katie Kelly and Dr. Lindsay Yearta (pg. 22) Maximizing Learning: Embedding Phonological Awareness throughout the Day by Dr. Shawnna Helf, Dr. Lindsay Yearta and Dr. Kavin Ming (pg. 30)https://digitalcommons.kennesaw.edu/gjrarchive/1008/thumbnail.jp

GJR Volume 41 Number 2 Winter 2018

The Georgia Journal of Reading\u27s Winter 2018 issue includes: Letter from the Editor by Lina B. Soares (pg. 4) President’s Page by Davetta Grigsby (pg. 5) Teaching to the Test from a Parent’s Perspective by Amy Kettle and Melinda Miller (pg. 6) Reimagining the Traditional Pedagogy of Literacy by Virginie Jackson and Kinsey Shrewsbury (pg. 11) Engaging Strategies for Developing Reading Competencies by Renee Rice Moran, LaShay Jennings., Stacey J. Fisher and Edward J. Dwyer (pg. 24) Taming the Beast: How I Took Back Guided Reading by Laura Sandling (pg. 30)https://digitalcommons.kennesaw.edu/gjrarchive/1007/thumbnail.jp

GJR Volume 42 Number 1 Summer 2019

The Georgia Journal of Reading\u27s Summer 2019 issue includes: Message From the Chair by Davetta Grigsby (pg. 4) Message from the Editor by Lina B. Soares (pg. 5) Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates? by Rebekah E. Piper, Laurie A. Sharp and Roberta D. Raymond (pg.6) Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners by Robert A. Griffn (pg. 18) Ready, Set, Grow: Exploring the Readiness and Preparation of Kindergarten Students within a Title 1 School by Morgan Mitchell, Sybil Keesbury and Vicki Luther (pg. 31)https://digitalcommons.kennesaw.edu/gjrarchive/1009/thumbnail.jp

GJR Volume 38 Number 1 Spring 2015

The Georgia Journal of Reading\u27s Spring 2015 issue includes: Message from the Editors by Dr. Christine A. Draper and Dr. Lina B. Soares (pg. 4) President’s Page by Dr. Beth Pendergraft (pg.5) . Middle School Literacy Coaches: Perceptions of Roles and Responsibilities by Dr. Katie Stover and Dr. Maryann Mraz (pg. 6) An Analysis of Teachers’ Discourse and Their Perceptions Concerning the Use of Questioning and Feedback During Reading Instruction In Third-Grade Classrooms by Dr. Marie Holbein and Dr. Jennifer Farist (pg. 15) Reading, Motivation, and the Power of Social Relationships: Learning from Middle School Students in a Title I Reading Classroom by Dr. Trevor Thomas Stewart and Dr. Emily Pendergrass (pg. 25) How Can Teachers Motivate Reluctant Readers? by Dr. Maggie Lehman (pg. 32) Dictionary Projects: A Defining Moment in Literacy by Beverly A. McKenna and Beverly A. Strauser (pg. 40)https://digitalcommons.kennesaw.edu/gjrarchive/1006/thumbnail.jp

Genome-wide association study of inhaled corticosteroid response in admixed children with asthma

Background Inhaled corticosteroids (ICS) are the most widely prescribed and effective medication to control asthma symptoms and exacerbations. However, many children still have asthma exacerbations despite treatment, particularly in admixed populations, such as Puerto Ricans and African Americans. A few genome‐wide association studies (GWAS) have been performed in European and Asian populations, and they have demonstrated the importance of the genetic component in ICS response. Objective We aimed to identify genetic variants associated with asthma exacerbations in admixed children treated with ICS and to validate previous GWAS findings. Methods A meta‐analysis of two GWAS of asthma exacerbations was performed in 1347 admixed children treated with ICS (Hispanics/Latinos and African Americans), analysing 8.7 million genetic variants. Those with P ≤ 5 × 10−6 were followed up for replication in 1697 asthmatic patients from six European studies. Associations of ICS response described in published GWAS were followed up for replication in the admixed populations. Results A total of 15 independent variants were suggestively associated with asthma exacerbations in admixed populations (P ≤ 5 × 10−6). One of them, located in the intergenic region of APOBEC3B and APOBEC3C, showed evidence of replication in Europeans (rs5995653, P = 7.52 × 10−3) and was also associated with change in lung function after treatment with ICS (P = 4.91 × 10−3). Additionally, the reported association of the L3MBTL4‐ARHGAP28 genomic region was confirmed in admixed populations, although a different variant was identified. Conclusions and clinical relevance This study revealed the novel association of APOBEC3B and APOBEC3C with asthma exacerbations in children treated with ICS and replicated previously identified genomic regions. This contributes to the current knowledge about the multiple genetic markers determining responsiveness to ICS which could lead in the future the clinical identification of those asthma patients who are not able to respond to such treatment

Supplement: "Localization and broadband follow-up of the gravitational-wave transient GW150914" (2016, ApJL, 826, L13)

This Supplement provides supporting material for Abbott et al. (2016a). We briefly summarize past electromagnetic (EM) follow-up efforts as well as the organization and policy of the current EM follow-up program. We compare the four probability sky maps produced for the gravitational-wave transient GW150914, and provide additional details of the EM follow-up observations that were performed in the different bands

Genome-wide association study of asthma exacerbations despite inhaled corticosteroids use

Rationale Substantial variability in response to asthma treatment with inhaled corticosteroids (ICS) has been described among individuals and populations, suggesting the contribution of genetic factors. Nonetheless, only a few genes have been identified to date. We aimed to identify genetic variants associated with asthma exacerbations despite ICS use in European children and young adults and to validate the findings in non-Europeans. Moreover, we explored whether a gene-set enrichment analysis could suggest potential novel asthma therapies. Methods A genome-wide association study (GWAS) of asthma exacerbations was tested in 2681 European-descent children treated with ICS from eight studies. Suggestive association signals were followed up for replication in 538 European asthma patients. Further evaluation was performed in 1773 non-Europeans. Variants revealed by published GWAS were assessed for replication. Additionally, gene-set enrichment analysis focused on drugs was performed. Results Ten independent variants were associated with asthma exacerbations despite ICS treatment in the discovery phase (p≤5×10−6). Of those, one variant at the CACNA2D3-WNT5A locus was nominally replicated in Europeans (rs67026078, p=0.010), but this was not validated in non-European populations. Five other genes associated with ICS response in previous studies were replicated. Additionally, an enrichment of associations in genes regulated by trichostatin A treatment was found. Conclusions The intergenic region of CACNA2D3 and WNT5A was revealed as a novel locus for asthma exacerbations despite ICS treatment in European populations. Genes associated were related to trichostatin A, suggesting that this drug could regulate the molecular mechanisms involved in treatment response