DRD2 Polymorphisms Imparting Risk for Schizophrenia

Schizophrenia is a disorder that affects 1% of the population and causes enormous deficits in functioning. The development of this disorder is through unclear mechanisms, yet studies suggest that genetics and dopamine processes play a major role in the manifestation of schizophrenia. This study considers the gene that encodes dopamine receptor D2 (DRD2) and how single nucleotide polymorphisms (SNPs) affect alternative splicing of the gene and the balance between the two different protein isoforms, Long (D2L) and Short (D2S). Four mutations (rs12363125 and rs2511521 from intron 5 and rs6275 and rs6277 from exon 7) were studied. Constructs were derived from extracted DNA from postmortem brain tissue of Brodmann’s Area 10 of deceased patients with schizophrenia and non-psychiatric comparison subjects. Enzyme digests and ligations of patient DNA were used to create constructs that have a spectrum of mutation combinations. Quantitative polymerase chain reaction (qPCR) analysis was used to measure the proportional expression of the different isoforms. A linear regression model with an r2of 0.255 showed that more than 25% of the variance in D2L to D2S expression ratios (L/S Ratios) were attributable to SNPs, and rs6275 and rs6277 were found to independently and significantly affect L/S Ratios expressed by cells, with

Education Research in the Canadian Context

This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within the scope of education policy, leadership, and research use within the Canadian context. While many aspects of leadership, teaching, and learning can be seen as similar across contexts, there are also issues of particular concern within national, regional, provincial, or local spheres, particularly when looking at policy and system changes. The researchers featured in this issue provide an important look into education in Canada.PolicyIn the policy realm, Sue Winton and Lauren Jervis examine a 22-year campaign to change special education assessment policy in Ontario, examining how discourses dominant in the province enabled the government to leave the issue unresolved for decades. Issues of access and equity play out within a neoliberal context focused on individualism, meritocracy, and the reduced funding of public services. While Winton and Jervis highlight the tension between policy goals and ideological contexts, Jean-Vianney Auclair considers the place of policy dialogues within governmental frames, and the challenge of engaging in broadly applicable work within vertically structured governmental agencies. One often-touted way to move beyondResearch useWithin the scope of research use, Sarah L. Patten examines how socioeconomic status (SES) is defined and measured in Canada, the challenges in defining SES, and potential solutions specific to the Canadian context. In looking at knowledge mobilization, Joelle Rodway considers how formal coaches and informal social networks nserve to connect research, policy, and practice in Ontario’s Child and Youth Mental Health program.LeadershipTurning to leadership, contributing researchers explored the challenges involved in staff development, administrator preparation, and student outcomes. Keith Walker and Benjamin Kutsyuruba explore how educational administrators can support early career teachers to increase retention, and the somewhat haphazard policies and supports in place across Canada to bring administrators and new teachers together. Gregory Rodney MacKinnon, David Young, Sophie Paish, and Sue LeBel look at how one program in Nova Scotia conceptualizes professional growth, instructional leadership, and administrative effectiveness and the emerging needs of administrators to respond to issues of poverty, socioemotional health, and mental health, while also building community. This complex environment may mean expanding leadership preparation to include a broader consideration of well-being and community. Finally, Victoria Handford and Kenneth Leithwood look at the role school leaders play in improving student achievement in British Columbia, and the school district characteristics associated with improving student achievement.Taken together, the research in this special issue touches on many of the challenges in policy development, application, and leadership practice, and the myriad ways that research can be used to address these challenges. We hope you enjoy this first special issue of IJEPL