Efeitos gerais nos distritos escolares do uso de dados em sala de aula

In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice.  In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice.  Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers.  Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice.  It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data.En el presente estudio, se examinan como tres distritos escolares usan datos para mejorar la práctica docente. Se exploraron que efectos tienen las actitudes hacia los datos, el liderazgo de los directores/as, y los sistemas de procesamiento de datos para modificar prácticas en el aula. Los resultados indican que los educadores son ambivalentes acerca de los datos: ven cómo los datos podrían apoyar prácticas en el aula, pero el uso de datos funciona en presencia de numerosas barreras. Muchas de estas barreras se deben al liderazgo de directores/as y a los sistemas de procesamiento de datos informáticos. Estas barreras suelen tener efectos negativos en las actitudes hacia los datos e interrumpen la incorporación de datos para mejorar prácticas en el aula. Se formula la hipótesis de que muchas de estas barreras pueden ser removidas a través de políticas distritales eficaces que mejoren las estructuras y brinden apoyos para el uso de datos.Neste estudo, examinamos como três distritos escolares utilizaram dados para melhorar a prática docente. Foram explorados os efeitos de atitudes em relação aos dados, a liderança dos/as diretores/as, e os sistemas de processamento de dados para alterar as práticas de sala de aula. Os resultados indicam que os educadores são ambivalentes respeito a o uso dos dados: observam como os dados podem apoiar as práticas de sala de aula, mas o uso de dados se faz na presença de muitas barreiras. Muitas dessas barreiras são devidas a liderança  dos/as diretores/as e aos sistemas e processamento de dados informáticos. Essas barreiras tendem a ter efeitos negativos nas atitudes com o uso dos dados e interrompem os processos de incorporar dados para melhorar as práticas de sala de aula. Se formula a hipótese de que que muitas dessas barreiras podem ser removidas através de políticas distritais eficazes que melhoram as estruturas e fornecendo suporte para o uso de dados

Using Student Achievement Data to Support Instructional Decision Making

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress (Knapp et al., 2006). Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making. These decisions include, but are not limited to, how to adapt lessons or assignments in response to students’ needs, alter classroom goals or objectives, or modify student-grouping arrangements. The guide also provides recommendations for creating the organizational and technological conditions that foster effective data use. Each recommendation describes action steps for implementation, as well as suggestions for addressing obstacles that may impedeprogress. In adopting this framework, educators will be best served by implementing the recommendations in this guide together rather than individually

Active Site Mutations Change the Cleavage Specificity of Neprilysin

Neprilysin (NEP), a member of the M13 subgroup of the zinc-dependent endopeptidase family is a membrane bound peptidase capable of cleaving a variety of physiological peptides. We have generated a series of neprilysin variants containing mutations at either one of two active site residues, Phe563 and Ser546. Among the mutants studied in detail we observed changes in their activity towards leucine5-enkephalin, insulin B chain, and amyloid β1–40. For example, NEPF563I displayed an increase in preference towards cleaving leucine5-enkephalin relative to insulin B chain, while mutant NEPS546E was less discriminating than neprilysin. Mutants NEPF563L and NEPS546E exhibit different cleavage site preferences than neprilysin with insulin B chain and amyloid ß1–40 as substrates. These data indicate that it is possible to alter the cleavage site specificity of neprilysin opening the way for the development of substrate specific or substrate exclusive forms of the enzyme with enhanced therapeutic potential

Dynamic Changes in the MicroRNA Expression Profile Reveal Multiple Regulatory Mechanisms in the Spinal Nerve Ligation Model of Neuropathic Pain

Neuropathic pain resulting from nerve lesions or dysfunction represents one of the most challenging neurological diseases to treat. A better understanding of the molecular mechanisms responsible for causing these maladaptive responses can help develop novel therapeutic strategies and biomarkers for neuropathic pain. We performed a miRNA expression profiling study of dorsal root ganglion (DRG) tissue from rats four weeks post spinal nerve ligation (SNL), a model of neuropathic pain. TaqMan low density arrays identified 63 miRNAs whose level of expression was significantly altered following SNL surgery. Of these, 59 were downregulated and the ipsilateral L4 DRG, not the injured L5 DRG, showed the most significant downregulation suggesting that miRNA changes in the uninjured afferents may underlie the development and maintenance of neuropathic pain. TargetScan was used to predict mRNA targets for these miRNAs and it was found that the transcripts with multiple predicted target sites belong to neurologically important pathways. By employing different bioinformatic approaches we identified neurite remodeling as a significantly regulated biological pathway, and some of these predictions were confirmed by siRNA knockdown for genes that regulate neurite growth in differentiated Neuro2A cells. In vitro validation for predicted target sites in the 3′-UTR of voltage-gated sodium channel Scn11a, alpha 2/delta1 subunit of voltage-dependent Ca-channel, and purinergic receptor P2rx ligand-gated ion channel 4 using luciferase reporter assays showed that identified miRNAs modulated gene expression significantly. Our results suggest the potential for miRNAs to play a direct role in neuropathic pain

Factors Influencing Dropouts' GED & Diploma Attainment

This study examined correlates of degree attainment in high school dropouts. Participants were high school dropouts of Mexican American or non-Latino white descent who had no degree, a high school degree, or a GED certificate. This study was unique in that it accounted for sample bias of missing data through the use of multiple imputation, it considered students who had dropped out as early as 7th grade, and it was able to include variables found significant in previous research on returning dropouts. Logistic regression analyses identified a parsimonious set of factors which distinguished dropouts who held degrees (diploma or GED) from those who did not. Similar analyses were performed to distinguish participants who had attained diplomas from those who had attained GEDs. It was estimated that 59.2% of dropouts return to obtain high school credentials. School capability, age at dropout, and socio-economic status significantly predicted degree attainment. Presence of children, higher school capability and socio-economic status were associated with GED attainment, while later grade at dropout was associated with diploma attainment. These relationships did not vary by ethnicity, although degree attainment was less likely for Mexican American dropouts. The study concludes that dropping out is not the end of a student's education, and more research should be directed toward returning dropouts. Further, the focus of such research should be expanded to include a more positive and broader range of correlates

CRESPAR: Report #67

The No Child Left Behind legislation has drawn increased attention to student data. Data are most useful in educational decision-making when the purpose extends beyond vertical accountability and toward school- and classroom-level decision-making that enhances the experience and achievement of students. This necessarily involves getting practical data analyses into the hands of teachers and administrators. Recent technological advances in data warehousing and presentation have resulted in tools that can, in theory, facilitate educator use of student data. However, the use of these tools is not yet widespread. In this report, the authors consider issues surrounding the use of student data and data based decision-making, describing the state of the field and possible future directions, present reviews of a range of commercially available software for analyzing student data, and provide and maintain a website that will contain ongoing updates of software reviews.The No Child Left Behind legislation has drawn increased attention to student data. Data are most useful in educational decision-making when the purpose extends beyond vertical accountability and toward school- and classroom-level decision-making that enhances the experience and achievement of students. This necessarily involves getting practical data analyses into the hands of teachers and administrators. Recent technological advances in data warehousing and presentation have resulted in tools that can, in theory, facilitate educator use of student data. However, the use of these tools is not yet widespread. In this report, the authors consider issues surrounding the use of student data and data based decision-making, describing the state of the field and possible future directions, present reviews of a range of commercially available software for analyzing student data, and provide and maintain a website that will contain ongoing updates of software reviews.Grant (No. R117-D40005) from the Institute of Education Sciences (IES, formerly OERI), U.S. Department of Educatio

Longitudinal Effects of Teacher Use of a Computer Data System on Student Achievement

Does data use make a difference in student achievement? Despite the field’s optimism on this matter, relatively few studies have attempted to quantify the effects of data use. These studies have often used the presence of a data use intervention (e.g., a data system or data coaching) as a proxy for use, as opposed to tracking teachers’ direct interactions with data, via data system click logs, for example. Accordingly, the present study sought to address this methodological gap by exploring the 2-year effects of data use through a multilevel cross-classified model of teachers’ system interactions and student achievement. A significant relationship was found between system use and elementary reading, but no significant relationships were found for elementary math, junior high math, or junior high reading. The implications of this study on how to conceptualize and measure use, as well as how to support practitioners, are discussed