What Happens During Language and Literacy Coaching? Coaches’ Reports of Their Interactions With Educators

Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and co-teaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes

What Happens During Language and Literacy Coaching? Coaches’ Reports of Their Interactions With Educators

Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and co-teaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes

What Happens During Language and Literacy Coaching? Coaches’ Reports of Their Interactions With Educators

Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and co-teaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes

What Happens During Language and Literacy Coaching? Coaches’ Reports of Their Interactions With Educators

Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and co-teaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes

An analysis of the regional heterogeneity in tissue elasticity in lung cancer patients with COPD

PurposeRecent advancements in obtaining image-based biomarkers from CT images have enabled lung function characterization, which could aid in lung interventional planning. However, the regional heterogeneity in these biomarkers has not been well documented, yet it is critical to several procedures for lung cancer and COPD. The purpose of this paper is to analyze the interlobar and intralobar heterogeneity of tissue elasticity and study their relationship with COPD severity.MethodsWe retrospectively analyzed a set of 23 lung cancer patients for this study, 14 of whom had COPD. For each patient, we employed a 5DCT scanning protocol to obtain end-exhalation and end-inhalation images and semi-automatically segmented the lobes. We calculated tissue elasticity using a biomechanical property estimation model. To obtain a measure of lobar elasticity, we calculated the mean of the voxel-wise elasticity values within each lobe. To analyze interlobar heterogeneity, we defined an index that represented the properties of the least elastic lobe as compared to the rest of the lobes, termed the Elasticity Heterogeneity Index (EHI). An index of 0 indicated total homogeneity, and higher indices indicated higher heterogeneity. Additionally, we measured intralobar heterogeneity by calculating the coefficient of variation of elasticity within each lobe.ResultsThe mean EHI was 0.223 ± 0.183. The mean coefficient of variation of the elasticity distributions was 51.1% ± 16.6%. For mild COPD patients, the interlobar heterogeneity was low compared to the other categories. For moderate-to-severe COPD patients, the interlobar and intralobar heterogeneities were highest, showing significant differences from the other groups.ConclusionWe observed a high level of lung tissue heterogeneity to occur between and within the lobes in all COPD severity cases, especially in moderate-to-severe cases. Heterogeneity results demonstrate the value of a regional, function-guided approach like elasticity for procedures such as surgical decision making and treatment planning

Comparison of 2 models for gene–environment interactions: an example of simulated gene–medication interactions on systolic blood pressure in family-based data

Abstract Background Nearly half of adults in the United States who are diagnosed with hypertension use blood-pressure-lowering medications. Yet there is a large interindividual variability in the response to these medications. Two complementary gene–environment interaction methods have been published and incorporated into publicly available software packages to examine interaction effects, including whether genetic variants modify the association between medication use and blood pressure. The first approach uses a gene–environment interaction term to measure the change in outcome when both the genetic marker and medication are present (the “interaction model”). The second approach tests for effect-size differences between strata of an environmental exposure (the “med-diff” approach). However, no studies have quantitatively compared how these methods perform with respect to 1 or 2 degree of freedom (DF) tests or in family-based data sets. We evaluated these 2 approaches using simulated genotype–medication response interactions at 3 single nucleotide polymorphisms (SNPs) across a range of minor allele frequencies (MAFs 0.1–5.4 %) using the Genetic Analysis Workshop 19 family sample. Results The estimated interaction effect sizes were on average larger in the interaction model approach compared to the med-diff approach. The true positive proportion was higher for the med-diff approach for SNPs less than 1 % MAF, but higher for the interaction model when common variants were evaluated (MAF >5 %). The interaction model produced lower false-positive proportions than expected (5 %) across a range of MAFs for both the 1DF and 2DF tests. In contrast, the med-diff approach produced higher but stable false-positive proportions around 5 % across MAFs for both tests. Conclusions Although the 1DF tests both performed similarly for common variants, the interaction model estimated true interaction effects with less bias and higher true positive proportions than the med-diff approach. However, if rare variation (MAF <5 %) is of interest, our findings suggest that when convergence is achieved, the med-diff approach may estimate true interaction effects more conservatively and with less variability

Confirmation bias in the utilization of others' opinion strength

Humans tend to discount information that undermines past choices and judgments. This confirmation bias has significant impact on domains ranging from politics to science and education. Little is known about the mechanisms underlying this fundamental characteristic of belief formation. Here we report a mechanism underlying the confirmation bias. Specifically, we provide evidence for a failure to use the strength of others' disconfirming opinions to alter confidence in judgments, but adequate use when opinions are confirmatory. This bias is related to reduced neural sensitivity to the strength of others' opinions in the posterior medial prefrontal cortex when opinions are disconfirming. Our results demonstrate that existing judgments alter the neural representation of information strength, leaving the individual less likely to alter opinions in the face of disagreement

Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers' Perceptions

There has been increased interest in recent years regarding the utility of imported universal prevention and promotion (P&P) programmes in UK schools, many of which have a coaching model attached. However, there have been relatively few studies exploring the cultural transferability and social validity of these models, even though evidence suggests that these factors are important to the successful implementation of the programmes, and thus the achievement of the intended outcomes. The aim of the current study was to explore the coaching practices that teachers report experiencing, and to further understanding of the perceived benefts of these coaching practices to teachers. The sample consisted of 33 teachers implementing one of two universal, school-based P&P programmes, Good Behavior Game and Promoting Alternative Thinking Strategies as part of large-scale, randomised controlled trials. Qualitative, semi-structured interviews were conducted, and data were analysed thematically utilising a hybrid approach. Teachers typically reported engaging in six distinct practices with their coaches. While the majority of these practices were in line with coaching literature, there were some discrepancies between intended coaching practices and teachers’ reports. The coaching practices were generally perceived to be acceptable to teachers. Two unanticipated practices, validation and motivation, appeared to be of particular value to teachers, although these are not currently a prominent feature in existing coaching models. The fndings provide implications for improving the development of socially valid coaching models for UK schools

Gene expression of bacterial collagenolytic proteases in root caries

Objective: It is unknown whether bacteria play a role in the collagen matrix degradation that occurs during caries progression. Our aim was to characterize the expression level of genes involved in bacterial collagenolytic proteases in root biofilms with and without caries. Method: we collected samples from active cavitated root caries lesions (RC, n = 30) and from sound root surfaces (SRS, n = 10). Total microbial RNA was isolated and cDNA sequenced on the Illumina Hi-Seq2500. Reads were mapped to 162 oral bacterial reference genomes. Genes encoding putative bacterial collagenolytic proteases were identified. Normalization and differential expression analysis was performed on all metatranscriptomes (FDR8) but none in SRS were Pseudoramibacter alactolyticus [HMPREF0721_RS02020; HMPREF0721_RS04640], Scardovia inopinata [SCIP_RS02440] and Olsenella uli DSM7084 [OLSU_RS02990]. Conclusion: Our findings suggest that the U32 proteases may be related to carious dentine. The contribution of a small number of species to dentine degradation should be further investigated. These proteases may have potential in future biotechnological and medical applications, serving as targets for the development of therapeutic agents