22 research outputs found
¿Podem as estruturas escolares melhorar as relações entre alunos e professores? A relação entre os períodos de orientação, atenção individualizada e o desempenho acadêmico dos estudantes
In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California. This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.Este estudio se centr en las relaciones entre las percepciones de estudiantes sobre niveles de personalizacin, sus opiniones sobre los periodos de asesoramiento, y los resultados acadmicos. Durante tres aos consecutivos se administraron 10.044 encuestas a estudiantes en 14 escuelas pequeas y re-estructuradas. Las respuestas fueron vinculadas a los promedios generales de las notas de los estudiantes ponderadas durante un solo ao y a los resultados de las pruebas normalizadas en Artes del Lenguaje Ingls. Los resultados de una serie de modelos de niveles mltiples indicaron que las percepciones ms positivas sobre la personalizacin pronosticaron mejores resultados acadmicos. Las percepciones de los estudiantes sobre el perodo de asesoramiento tambin fueron relacionados con el logro acadmico, pero en direccin opuesta: sentimientos positivos acerca de los perodos de asesoramiento se asociaron con peores resultados acadmicos. Estos resultados son consistentes con un trabajo cualitativo que sugiere que niveles ms altos de personalizacin son asociados con niveles ms altos de logros acadmicos, mejoras en la cultura escolar y ms compromiso de los estudiantes. Sin embargo, estos resultados tambin sugieren que las relaciones entre perodos de asesoramiento, personalizacin y resultados acadmicos no son tan sencillas como se haba pensado anteriormente.Este estudo focalizou as relaes entre as percepes dos alunos sobre os nveis de ateno individualizada e suas opinies sobre os perodos de orientao, com resultados acadmicos. Por trs anos consecutivos foram administrados 10.044 questionrios a alunos em 14 pequenas escolas que passaram for reformas. As respostas foram relacionadas com as mdias globais das notas dos alunos durante um nico ano ponderado e os resultados de testes padronizados na disciplina Lngua Inglesa. Os resultados de uma srie de modelos multi-nvel indicaram que as percepes mais positivas sobre a ateno individualizada prognosticaram melhores resultados acadmicos. As percepes dos alunos sobre o perodo de orientao tambm foram relacionadas com os resultados acadmicos, mas na direo oposta: sentimentos positivos sobre os perodos de orientao foram associados com piores resultados acadmicos. Estes resultados coincidem com um trabalho qualitativo que sugere que nveis mais elevados de ateno individualizada esto associados com nveis mais elevados de rendimento acadmico, melhorias na cultura escolar e mais engajamento dos alunos. No entanto, esses resultados tambm sugerem que as relaes entre perodos de orientao, ateno individualizada e os resultados acadmicos no so to simples quanto se pensava anteriormente
Impact of HIV on Cell Survival and Antiviral Activity of Plasmacytoid Dendritic Cells
Plasmacytoid dendritic cells (pDCs) are important mediators of innate immunity that act mainly through secretion of interferon (IFN)-α. Previous studies have found that these cells can suppress HIV in vitro; additionally, pDCs have been shown to be severely reduced in the peripheral blood of HIV-infected individuals. In the present study, we sought to determine the ability of pDCs to directly suppress viral replication ex vivo and to delineate the potential mechanisms whereby pDCs are depleted in HIV-infected individuals. We demonstrate that activated pDCs strongly suppress HIV replication in autologous CD4(+) T cells via a mechanism involving IFN-α as well as other antiviral factors. Of note, unstimulated pDCs from infected individuals who maintain low levels of plasma viremia without antiretroviral therapy were able to suppress HIV ex vivo via a mechanism requiring cell-to-cell contact. Our data also demonstrate that death of pDCs by both apoptosis and necrosis is induced by fusion of HIV with pDCs. Taken together, our data suggest that pDCs play an important role in the control of HIV replication and that high levels of viral replication in vivo are associated with pDC cell death via apoptosis and necrosis. Elucidation of the mechanism by which pDCs suppress HIV replication in vivo may have clinically relevant implications for future therapeutic strategies
Finishing the euchromatic sequence of the human genome
The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead
Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students
Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students
What keeps students interested and engaged in school? Unfortunately, in today’s climate of increased rigor in classrooms, we are simultaneously losing sight of the need to provide students with an education that is both challenging and stimulating. In this paper, we discuss youth disengagement and offer suggestions to improve our overall knowledge of academic engagement issues. We discuss the historical concept of engagement, more specifically, its shift from a uni-dimensional to multidimensional concept, and suggest that research concentrate on better understanding the interplay among setting and identity when examining issues of youth engagement in schools. Fundamentally, we strongly assert that engagement research needs to adopt a more critical stance that provides students with opportunities to examine and to critique the educational system in which they participate (or sometimes refuse to participate). Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students’ academics and lives improve
Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement ¿Pueden las estructuras escolares mejorar las relaciones entre estudiantes y docentes? La relación entre los programas de asesoramiento, personalización y el logro académico de los estudiantes ¿Podem as estruturas escolares melhorar as relações entre alunos e professores? A relação entre os períodos de orientação, atenção individualizada e o desempenho acadêmico dos estudantes
<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting /> <w:PunctuationKerning /> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:DontGrowAutofit /> <w:DontAutofitConstrainedTables /> <w:DontVertAlignInTxbx /> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <p>In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California. &nbsp;This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.</p> <!--EndFragment--> Este estudio se centr&oacute; en las relaciones entre las percepciones de estudiantes sobre niveles de personalizaci&oacute;n, sus opiniones sobre los periodos de asesoramiento, y los resultados acad&eacute;micos.&nbsp; Durante tres a&ntilde;os consecutivos se administraron 10.044&nbsp; encuestas a estudiantes en 14 escuelas peque&ntilde;as y&nbsp; re-estructuradas.&nbsp; Las respuestas fueron vinculadas a los promedios generales de las notas de los estudiantes ponderadas durante un solo a&ntilde;o y a los resultados de las pruebas normalizadas en Artes del Lenguaje Ingl&eacute;s. Los resultados de una serie de modelos de niveles m&uacute;ltiples indicaron que las percepciones m&aacute;s positivas sobre la personalizaci&oacute;n pronosticaron mejores resultados acad&eacute;micos. Las percepciones de los estudiantes sobre el per&iacute;odo de asesoramiento tambi&eacute;n fueron relacionados con el logro acad&eacute;mico, pero en direcci&oacute;n opuesta: sentimientos positivos acerca de los per&iacute;odos de asesoramiento se asociaron&nbsp; con peores resultados acad&eacute;micos. Estos resultados son consistentes&nbsp; con un trabajo cualitativo que sugiere que niveles m&aacute;s altos de&nbsp; personalizaci&oacute;n son asociados con niveles m&aacute;s altos de&nbsp; logros acad&eacute;micos, mejor&iacute;as en la cultura escolar y m&aacute;s compromiso de los estudiantes. Sin embargo, estos resultados tambi&eacute;n sugieren&nbsp; que las relaciones entre per&iacute;odos de asesoramiento, personalizaci&oacute;n y resultados acad&eacute;micos no son tan&nbsp; sencillas como se hab&iacute;a pensado anteriormente.&nbsp; <p>Este estudo focalizou as&nbsp; rela&ccedil;&otilde;es entre as percep&ccedil;&otilde;es dos alunos sobre os n&iacute;veis de aten&ccedil;&atilde;o individualizada e suas opini&otilde;es sobre os per&iacute;odos de orienta&ccedil;&atilde;o, com resultados acad&ecirc;micos. Por tr&ecirc;s anos consecutivos foram administrados 10.044 question&aacute;rios a alunos em 14 pequenas escolas que passaram for reformas. As respostas foram relacionadas com as m&eacute;dias globais das notas dos alunos durante um &uacute;nico ano ponderado e os resultados de testes padronizados na disciplina L&iacute;ngua Inglesa. Os resultados de uma s&eacute;rie de modelos multi-n&iacute;vel indicaram que as percep&ccedil;&otilde;es mais&nbsp; positivas sobre a aten&ccedil;&atilde;o individualizada prognosticaram melhores resultados acad&ecirc;micos. As percep&ccedil;&otilde;es dos alunos sobre o per&iacute;odo de orienta&ccedil;&atilde;o tamb&eacute;m foram relacionadas com os resultados acad&ecirc;micos, mas na dire&ccedil;&atilde;o oposta: sentimentos positivos sobre os per&iacute;odos de orienta&ccedil;&atilde;o foram associados com piores resultados acad&ecirc;micos. Estes resultados coincidem com um trabalho qualitativo que sugere que n&iacute;veis mais elevados de aten&ccedil;&atilde;o individualizada est&atilde;o associados com n&iacute;veis mais elevados de rendimento acad&ecirc;mico, melhorias na cultura escolar e mais engajamento dos alunos. No entanto, esses resultados tamb&eacute;m sugerem que as rela&ccedil;&otilde;es entre per&iacute;odos de orienta&ccedil;&atilde;o, aten&ccedil;&atilde;o individualizada e os&nbsp; resultados acad&ecirc;micos n&atilde;o s&atilde;o t&atilde;o simples quanto se pensava anteriormente.</p>
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Pursuing Deep Equity in "Blended" Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth Through Computer-Based Learning
Background/Context Efforts to increase low-income, underrepresented students’ access to coursework increasingly tap computer-based course materials. Yet as we turn increasingly to computers for instruction, what might the in-person teacher still be needed to do? This paper presents seven in-person “teacher roles” that precollege low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials. Data were collected across two years in 19 summer school classrooms where 400 high school students took computer-based college-preparatory courses supported in person by teachers and teachers’ assistants (TAs). We offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice. We define “equity” effort as active effort to meet the needs of each student and all groups of students; here, the effort was to sufficiently prepare each and all students for college. Purpose/Objective/Research Question/Focus of Study We used focus groups, classroom observations, and interviews to study the roles that teachers embraced and students valued. We asked two research questions: (1) How do in-class teachers (teachers and TAs) support students as students access material online? (2) According to student and adult participants, which teacher supports are key to student success in the courses? Research Design Researchers observed classrooms to capture patterns of frequently repeated adult-student and peer interaction. Through informal and semi-structured ethnographic interviews and focus groups, we invited participants to comment on needed supports for classrooms and on the supports they saw as particularly valuable (or not). We conducted approximately 46 hours of interviews and focus groups and 500 hours of observation. Conclusions/Recommendations We describe three in-person teacher roles that participants said assisted students in achieving basic equity with computer materials—that is, precollege content access and course credit otherwise denied. We explore four in-person teacher roles that participants called particularly necessary for deep equity—to support students’ individual and collective comprehension of the online materials, often through dialogue. We conclude that the teacher's overarching role for achieving equity in these blended classrooms was to continually adjust pedagogy as needed to ensure each and all students both accessed and understood the precollege content. This suggests that adding technology to classrooms to support all students fundamentally requires teachers