Pathways to Becoming a Culturally Responsive Teacher: Narrative Inquiries into a Translanguaging Read Aloud

The increasing mismatch between the cultural backgrounds of teachers and students has caused teacher education programs (TEPs) to scramble to identify effective pedagogy that will prepare preservice teachers (PSTs) to work with diverse populations. One unexamined technique is the use of translanguaging books, which intertwine two languages for a myriad of social, emotional, and cognitive benefits. The present narrative inquiry follows two PSTs, Kathleen and Laura, who engaged in shared readings of translanguaging books within an after-school literacy program for struggling second grade English language learners (ELLs). Data include journal reflections and individual interviews. Results show that the translanguaging books shattered their perceptions of the linguistic boundaries between English and Spanish, and illustrated how language can be used to alienate students. However, Kathleen and Laura had contrasting views about the purpose of the translanguaging read alouds which illustrate implications for TEPs: a) authentic experience is essential to enable PSTs to challenge current monolingual ideologies; b) PSTs must be given the opportunity to engage in tasks that challenge their underlying assumptions; and c) TEPs should focus on the importance of cultural responsiveness, so that PSTs develop a prominent belief system that can be quickly recalled and enacted in the classroom

Prohibiting public drinking in an urban area: determining the impacts on police, the community and marginalised groups

With public drinking laws proliferating across urban areas over the past 15 years, this project evaluated the implementation of these laws, their effectiveness, and their impact on a range of target groups including police, residents, traders, local health and welfare workers, and potentially marginalised groups. Overview Public drinking laws have proliferated across urban areas over the past 15 years; however, there have been very few evaluations of their impacts and effectiveness. The purpose of this project was to evaluate public drinking laws across three diverse inner-urban local government areas (LGAs) of Melbourne: the Cities of Yarra, Darebin and Maribyrnong. The objectives of this project were to evaluate the implementation of public drinking laws, the effectiveness of these laws and the impact of these laws on a range of target groups including police, residents, traders, local health and welfare workers, and potentially marginalised groups. The evaluation produced equivocal findings in relation to whether public drinking laws reduced congregations of drinkers (with differing findings across municipalities) and there was no evidence that these laws reduced alcohol-related crime or harm. However, public drinking laws do make residents feel safer and improve the amenity of an area from the perspective of residents and traders. The evaluation found that public drinking laws often result in negative impacts to marginalised individuals and this requires more consideration in the implementation and enforcement of these laws. It is important that public drinking laws are carefully considered, implemented and enforced (with local council officers and police liaising collaboratively to respond to the needs of the individual community) and are coupled with community-specific social inclusion strategies

Phosphoinositide-dependent protein kinase-1 (PDK1)-independent activation of the protein kinase C substrate, protein kinase D

Phosphoinoisitide dependent kinase l (PDK1) is proposed to phosphorylate a key threonine residue within the catalytic domain of the protein kinase C (PKC) superfamily that controls the stability and catalytic competence of these kinases. Hence, in PDK1-null embryonic stem cells intracellular levels of PKCalpha, PKCbeta1, PKCgamma, and PKCepsilon are strikingly reduced. Although PDK1-null cells have reduced endogenous PKC levels they are not completely devoid of PKCs and the integrity of downstream PKC effector pathways in the absence of PDK1 has not been determined. In the present report, the PDK1 requirement for controlling the phosphorylation and activity of a well characterised substrate for PKCs, the serine kinase protein kinase D, has been examined. The data show that in embryonic stem cells and thymocytes loss of PDK1 does not prevent PKC-mediated phosphorylation and activation of protein kinase D. These results reveal that loss of PDK1 does not functionally inactivate all PKC-mediated signal transduction

Equity, diversity and online learning in peer assisted study sessions

BACKGROUND While Peer Assisted Study Sessions (PASS) are a well-established undergraduate academic assistance program running in many Australasian universities (Woolrych et al., 2020), Edith Cowan University’s (ECU) program is unique in how key training and operational aspects were developed in response to the specific needs of its diverse student cohort, including online and regional students. Notably, ECU’s PASS program was an early adopter of the hybrid delivery model (on-campus and online) to support cohort equitably and inclusively. IMPACT Students who attend PASS sessions are 11% more likely to succeed than non-participants and 8.6% more likely to be retained in their degree. The impact of PASS on success rates is even higher for key equity cohorts, including Aboriginal and Torres Strait Islander students, students living with a disability, and students enrolled in pathway programs. RELEVANCE In this session, we will discuss techniques for online facilitation that supports students to succeed, including developing and enhancing learning skills, identifying students to model discussion, question design, learning through play, and strategically using online tools to match the cohort. We will also discuss how STEM lecturers can work with PASS to improve outcomes, including embedding, promoting, and building a relationship with their PASS leaders. REFERENCE Woolrych, T. J., Zaccagnini, M. A., Stephens, M., Stace, M. J., Middleton, R., Bergner, M. L., O'Sullivan, S. M., & Verma, R. (2020). Into the Online Space: Outcomes for a PASS Online Pilot Across Different First Year University Subjects. Faculty of Science, Medicine and Health Papers: Part B. Retrieved from https://ro.uow.edu.au/smhpapers1/125

Protein kinase D enzymes are dispensable for proliferation, survival and antigen receptor-regulated NFκB activity in vertebrate B-cells

To investigate the importance of protein kinase D (PKD) enzymes we generated a PKD-null DT40 B-lymphocyte cell line. Previously we have shown that PKDs have an essential role in regulating class II histone deacetylases in DT40 B-cells [Matthews, S.A., Liu, P., Spitaler, M., Olson, E.N., McKinsey, T.A., Cantrell, D.A. and Scharenberg, A.M. (2006) Essential role for protein kinase D family kinases in the regulation of class II histone deacetylases in B lymphocytes. Mol. Cell Biol. 26, 1569–1577]. We now show that PKDs are also required to regulate HSP27 phosphorylation in DT40 B-cells. However, in contrast to previous observations in other cell types, PKD enzymes do not regulate basic cellular processes such as proliferation or survival responses, nor NFκB transcriptional activity downstream of the B cell antigen receptor. Thus, PKDs have a selective role in DT40 B-cell biology

To ‘Sketch-a-Scratch’

A surface can be harsh and raspy, or smooth and silky, and everything in between. We are used to sense these features with our fingertips as well as with our eyes and ears: the exploration of a surface is a multisensory experience. Tools, too, are often employed in the interaction with surfaces, since they augment our manipulation capabilities. “Sketch-a-Scratch” is a tool for the multisensory exploration and sketching of surface textures. The user’s actions drive a physical sound model of real materials’ response to interactions such as scraping, rubbing or rolling. Moreover, different input signals can be converted into 2D visual surface profiles, thus enabling to experience them visually, aurally and haptically

Developing and Examining Validity Evidence for the Writing Rubric to Inform Teacher Educators (WRITE)

Assessment is an under-researched challenge of writing development, instruction, and teacher preparation. One reason for the lack of research on writing assessment in teacher preparation is that writing achievement is multi-faceted and difficult to measure consistently. Additionally, research has reported that teacher educators and preservice teaches may have limited assessment literacy knowledge. In previous studies, researchers have struggled to provide strong evidence of validity, reliability, and fairness across raters, writing samples, and rubric items. In the present study, we fill several gaps in the research literature by developing a rubric, the Writing Rubric to Inform Teacher Educators (WRITE), which utilizes a structure that promotes assessment literacy while raters score samples. Furthermore, using modern measurement theory, we strengthen the field’s understanding of writing assessment by providing evidence of validity, reliability, and fairness of scores to support the interpretation and use of the WRITE