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Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the article analyzes the limited but expanding body of research on the preprofessional preparation of mainstream teachers for linguistically diverse classrooms. The authors found that between 2000 and 2018, teacher educators experimented with a variety of pedagogical strategies, most of which situated learning to teach ELLs in diverse classrooms, schools, and communities--both in the United States and elsewhere. The authors conclude that despite having equity goals and including a variety of pedagogically rich ideas for preparing future mainstream teachers to teach ELLs, the vast majority of the studies leave unquestioned the power dynamics that sustain existing educational and social inequalities, thereby perpetuating the status quo.

Simultaneously recording network activity and ultrastructural changes of the synapse is essential for advancing understanding of the basis of neuronal functions. However, the rapid millisecond‐scale fluctuations in neuronal activity and the subtle sub‐diffraction resolution changes of synaptic morphology pose significant challenges to this endeavor. Here, specially designed graphene microelectrode arrays (G‐MEAs) are used, which are compatible with high spatial resolution imaging across various scales as well as permit high temporal resolution electrophysiological recordings to address these challenges. Furthermore, alongside G‐MEAs, an easy‐to‐implement machine learning algorithm is developed to efficiently process the large datasets collected from MEA recordings. It is demonstrated that the combined use of G‐MEAs, machine learning (ML) spike analysis, and 4D structured illumination microscopy (SIM) enables monitoring the impact of disease progression on hippocampal neurons which are treated with an intracellular cholesterol transport inhibitor mimicking Niemann–Pick disease type C (NPC), and show that synaptic boutons, compared to untreated controls, significantly increase in size, leading to a loss in neuronal signaling capacity. [ABSTRACT FROM AUTHOR]

Drug studies targeting neuronal ion channels are crucial to understand neuronal function and develop therapies for neurological diseases. The traditional method to study neuronal ion‐channel activities heavily relies on the whole‐cell patch clamp as the industry standard. However, this technique is both technically challenging and labour‐intensive, while involving the complexity of keeping cells alive with low throughput. Therefore, the shortcomings are limiting the efficiency of ion‐channel‐related neuroscience research and drug testing. Here, this work reports a new system of integrating neuron membranes with organic microelectrode arrays (OMEAs) for ion‐channel‐related drug studies. This work demonstrates that the supported lipid bilayers (SLBs) derived from both neuron‐like (neuroblastoma) cells and primary neurons are integrated with OMEAs for the first time. The increased expression of voltage‐gated calcium (CaV) ion channels on differentiated SH‐SY5Y SLBs compared to non‐differentiated ones is sensed electrically. Also, dose‐response of the CaV ion‐channel blocking effect on primary cortical neuronal SLBs from rats is monitored. The dose range causing ion channel blocking is comparable to literature. This system overcomes the major challenges from traditional methods (e.g., patch clamp) and showcases an easy‐to‐test, rapid, ultra‐sensitive, cell‐free, and high‐throughput platform to monitor dose‐dependent ion‐channel blocking effects on native neuronal membranes. [ABSTRACT FROM AUTHOR]

This article systematically reviews and critically appraises the research published since 2000 on preparing preservice teachers for English language learners (ELLs). Employing Feiman-Nemser's framework for teacher learning, the authors address what the research suggests about the nature and outcomes of preservice learning opportunities offered to mainstream teachers for teaching ELLs. The review sheds light on how preservice teachers learn to teach ELLs and the learning opportunities they are offered to support this process.

This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences guide the research questions they pursue and the theories and perspectives they adopt. Past research on initial teacher education is described in terms of the emergence of three broad questions: "the curriculum question," "the effectiveness question," and "the knowledge question." Present research focuses on two broad animating questions: "the policy question" and "the learning question." We recommend that future research address questions that link teacher learning with student learning and teacher candidates' beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.

This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Part 1 also analyzes the first of three major research programs--research on teacher preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.

This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial teacher education, 2000-2012. Guided by their "Research on Teacher Preparation as Historically Situated Social Practice" theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing field. [for Framing Teacher Preparation Research: An Overview of the Field, Part 1, see EJ1048268.]

During aging, proteostasis capacity declines and distinct proteins become unstable and can accumulate as protein aggregates inside and outside of cells. Both in disease and during aging, proteins selectively aggregate in certain tissues and not others. Yet, tissue-specific regulation of cytoplasmic protein aggregation remains poorly understood. Surprisingly, we found that the inhibition of 3 core protein quality control systems, namely chaperones, the proteasome, and macroautophagy, leads to lower levels of age-dependent protein aggregation in Caenorhabditis elegans pharyngeal muscles, but higher levels in body-wall muscles. We describe a novel safety mechanism that selectively targets newly synthesized proteins to suppress their aggregation and associated proteotoxicity. The safety mechanism relies on macroautophagy-independent lysosomal degradation and involves several previously uncharacterized components of the intracellular pathogen response (IPR). We propose that this protective mechanism engages an anti-aggregation machinery targeting aggregating proteins for lysosomal degradation. This study shows that during failure of core protein quality control in C. elegans, a specialized anti-aggregation mechanism relying on intracellular pathogen response factors and lysosomal mediated degradation is triggered, promoting tissue-specific resilience to age-dependent protein aggregation and its proteotoxicity. [ABSTRACT FROM AUTHOR]

In this commentary, the author aims to pull together the threads in the conversation between multicultural and special teacher educators surrounding issues of collaboration, as reflected in this issue. She begins with a brief discussion of collaborative teacher education--a central concept to the dialogue--and then comments on why she thinks such an approach to preparing teachers for today's schools is compelling and what is at stake if educators fail to collaborate. Looking across the articles, the author then highlights major tensions between the fields of multicultural and special education that demand candid discussion before the collaboration can take place. Building on insights offered by the authors who write from a multicultural perspective and her own professional experience, the author identifies a few ideas that have the potential for moving the needed collaboration forward.

This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research. (Contains 2 figures, 2 tables and 1 note.)

In this chapter, the authors present a synthesis of the small, but growing, body of literature examining what some teacher educators are already doing and what all teacher educators need to do to prepare mainstream classroom teachers to teach English language learners (ELLs). While the discussion applies to teachers of immigrant and refugee students who are ELLs, the authors focus their attention on language-related issues, which have received considerably less attention than cultural issues. They first make the case for preparing all teachers to teach ELLs by examining the growing trend toward the inclusion of ELLs in mainstream classes and the role of language in schooling. They then present a conception of linguistically responsive teaching that outlines essential content for a teacher preparation curriculum designed to prepare teachers for ELLs. Next, they highlight elements of program design that can support the preparation of mainstream teachers to teach ELLs. They conclude with a summary of key points and recommendations for policy and research. (Contains 1 figure.)

Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive. (Contains 1 table and 2 notes.)

Over the past three decades, the K-12 student population in the United States has become ethnically and linguistically diverse. Not so with the vast majority of teachers, who are generally white, middle class, and monolingual English speaking. Successfully teaching students from culturally and linguistically diverse backgrounds requires a new way of looking at teaching that is grounded in an understanding of the role of culture and language in learning. Teachers need to be familiar with constructivist views of learning, gather information about their students' lives, develop sociocultural consciousness, hold affirming views toward diversity, use instructional strategies that help students build connections between their lives in and out of school, and advocate for all students.