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2. McrD binds asymmetrically to methyl-coenzyme M reductase improving active-site accessibility during assembly

Author

Chadwick, Grayson L, Joiner, Aaron MN, Ramesh, Sangeetha, Mitchell, Douglas A, and Nayak, Dipti D

Subjects
Biochemistry and Cell Biology, Biological Sciences, Atmosphere, Methane, methanogenesis, archaea, cryo-EM, methane, metalloenzyme
Abstract

Methyl-coenzyme M reductase (MCR) catalyzes the formation of methane, and its activity accounts for nearly all biologically produced methane released into the atmosphere. The assembly of MCR is an intricate process involving the installation of a complex set of posttranslational modifications and the unique Ni-containing tetrapyrrole called coenzyme F430. Despite decades of research, details of MCR assembly remain largely unresolved. Here, we report the structural characterization of MCR in two intermediate states of assembly. These intermediate states lack one or both F430 cofactors and form complexes with the previously uncharacterized McrD protein. McrD is found to bind asymmetrically to MCR, displacing large regions of the alpha subunit and increasing active-site accessibility for the installation of F430-shedding light on the assembly of MCR and the role of McrD therein. This work offers crucial information for the expression of MCR in a heterologous host and provides targets for the design of MCR inhibitors.

Published
2023

3. Tenecteplase versus standard of care for minor ischaemic stroke with proven occlusion (TEMPO-2): a randomised, open label, phase 3 superiority trial

Author

Salluzzi, Marina, Blenkin, Nicole, Dueck, Ashley, Doram, Craig, Zhang, Qiao, Kenney, Carol, Ryckborst, Karla, Bohn, Shelly, Collier, Quentin, Taylor, Frances, Lethebe, B. Cord, Jambula, Anitha, Sage, Kayla, Toussaint, Lana, Save, Supryia, Lee, Jaclyn, Laham, N, Sultan, A.A., Deepak, A., Sitaram, A., Demchuk, Andrew M., Lockey, A., Micielli, A., Wadhwa, A., Arabambi, B., Graham, B., Bogiatzi, Chrysi, Doshi, Darshan, Chakraborty, D., Kim, Diana, Vasquez, D, Singh, D, Tse, Dominic, Harrison, E., Smith, E.E., Teleg, E., Klourfeld, E., Klein, G., Sebastian, I.A., Evans, J, Hegedus, J, Kromm, J, Lin, K, Ignacio, K, Ghavami, Kimia, Ismail, M., Moores, M., Panzini, M.A., Boyko, M., Almekhlafi, M.A., Newcommon, Nancy, Maraj, N., Imoukhuede, O., Volny, O., Stys, Peter, Couillard, Phillipe, Ojha, P., Eswaradass, P., Joundi, Raed, Singh, R., Asuncion, R.M., Muir, R.T., Dey, S., Mansoor, S., Wasyliw, S., Nagendra, S., Hu, Sherry, Althubait, S., Chen, S., Bal, S., Van Gaal, Stephen, Peters, Steven, Ray, Sucharita, Chaturvedi, S., Subramaniam, Suresh, Fu, Vivian, Villaluna, K., Maclean, G., King-Azote, P., Ma, C., Plecash, A., Murphy, C., Gorman, J., Wilson, L., Zhou, L., Benevente, O., Teal, P., Yip, S., Mann, S., Dewar, B., Demetroff, M., Shamloul, R., Beardshaw, R., Roberts, S., Blaquiere, D., Stotts, G., Shamy, M., Bereznyakova, O., Fahed, R., Alesefir, W., Lavoie, Suzy, Hache, A., Collard, K, Mackey, A., Gosselin-Lefebvre, S., Verreault, S., Beauchamp, B., Lambourn, L., Khaw, A., Mai, L., Sposato, L., Bres Bullrich, M., Azarpazhooh, R., Fridman, S., Kapoor, A., Southwell, A., Bardi, E., Fatakdawala, I., Kamra, M, Lopes, K., Popel, N., Norouzi, V., Liu, A., Liddy, A.M., Ghoari, B., Hawkes, C., Enriquez, C.A., Gladstone, D.J., Manosalva Alzate, H.A., Khosravani, H., Hopyan, J.J., Sivakumar, K., Son, M., Boulos, M.I., Hamind, M.A., Swartz, R.H., Murphy, R., Reiter, S., Fitzpatrick, T., Bhandari, V., Good, J., Penn, M., Naylor, M., Frost, S., Cayley, A., Akthar, F., Williams, J., Kalman, L., Crellin, L., Wiegner, R., Singh, R.S., Stewart, T., To, W., Singh, S., Pikula, A., Jaigobin, C., Carpani, F., Silver, F., Janssen, H., Schaafsma, J., del Campo, M., Alskaini, M., Rajendram, P., Fairall, P., Granfield, B., Crawford, D., Jabs, J., White, L., Sivakumar, L., Piquette, L., Nguyen, T., Nomani, A., Wagner, A., Alrohimi, A., Butt, A., D'Souza, A., Gajurel, B., Vekhande, C., Kamble, H., Kalashyan, H., Lloret, M., Benguzzi, M., Arsalan, N., Ishaque, N., Ashayeriahmadabad, R., Samiento, R., Hosseini, S., Kazi, S., Das, S., Sugumar, T., Selchen, D., Kostyrko, P., Muccilli, A., Saposnik, A.G., Vandervelde, C., Ratnayake, K., McMillan, S., Katsanos, A., Shoamanesh, A., Sahlas, D.J., Naidoo, V., Todorov, V., Toma, H., Brar, J., Lee, J., Horton, M., Shand, E., Weatherby, S., Jin, A., Durafourt, B., Jalini, S., Gardner, A., Tyson, C., Junk, E., Foster, K., Bolt, K., Sylvain, N., Maley, S., Urroz, L., Peeling, L., Kelly, M., Whelan, R., Cooley, R., Teitelbaum, J., Boutayeb, A., Moore, A., Cole, E., Waxman, L., Ben-Amor, N., Sanchez, R., Khalil, S., Nehme, A., Legault, C., Tampieri, D., Ehrensperger, E., Vieira, L., Cortes, M., Angle, M., Hannouche, M., Badawy, M., Werner, K., Wieszmuellner, S., Langer, A., Gisold, A., Zach, H., Rommer, P., Macher, S., Blechinger, S., Marik, W., Series, W., Baumgartinger, M., Krebs, S., Koski, J., Eirola, S., Ivanoff, T., Erakanto, A., Kupari, L., Sibolt, G., Panula, J., Tomppo, L., Tiainen, M., Ahlstrom, M., Martinez Majander, N., Suomalainen, O., Raty, S., Levi, C., Kerr, E., Allen, J., Kaauwai, L.P., Belevski, L., Russell, M., Ormond, S., Chew, A., Loiselle, A., Royan, A., Hughes, B., Garcia Esperon, C., Pepper, E., Miteff, F., He, J., Lycett, M., Min, M., Murray, N., Pavey, N., Starling de Barros, R., Gangadharan, S., Dunkerton, S., Waller, S., Canento Sanchez, T., Wellings, T., Edmonds, G., Whittaker, K.A., Ewing, M., Lee, P., Singkang, R., McDonald, A., Dos Santos, A., Shin, C., Jackson, D., Tsoleridis, J., Fisicchia, L., Parsons, N., Shenoy, N., Smith, S., Sharobeam, A., Balabanski, A., Park, A., Williams, C., Pavlin-Premri, D., Rodrigues, E., Alemseged, F., Ng, F., Zhao, H., Beharry, J., Ng, J.L., Williamson, J., Wong, J.Z.W., Li, K., Kwan, M.K., Valente, M., Yassi, N., Yogendrakumar, V., McNamara, B., Buchanan, C., McCarthy, C., Thomas, G., Stephens, K., Chung, M., Chung, M.F., Tang, M., Busch, T., Frost, T., Lee, R., Stuart, N., Pachani, N., Menon, A., Borojevic, B., Linton, C.M., Garcia, G., Callaly, E.P., Dewey, H., Liu, J., Chen, J., Wong, J., Nowak, K., To, K., Lizak, N.S., Bhalala, O., Park, P., Tan, P., Martins, R., Cody, R., Forbes, R., Chen, S.K., Ooi, S., Tu, S., Dang, Y.L., Ling, Z., Cranefield, J., Drew, R., Tan, A., Kurunawai, C., Harvey, J., Mahadevan, J.J., Cagi, L., Palanikumar, L., Chia, L.N., Goh, R., El-Masri, S., Urbi, B., Rapier, C., Berrill, H., McEvoy, H., Dunning, R., Kuriakose, S., Chad, T., Sapaen, V., Sabet, A., Shah, D., Yeow, D., Lilley, K., Ward, K., Mozhy Mahizhnan, M., Tan, M., Lynch, C., Coveney, S., Tobin, K., McCabe, J., Marnane, M., Murphy, S., Large, M., Moynihan, B., Boyle, K., Sanjuan, E., Sanchis, M., Boned, S., Pancorbo, O., Sala, V., Garcia, L., Garcia-Tornel, A., Juega, J., Pagola, J., Santana, K., Requena, M., Muchada, M., Olive, M., Lozano, P.J., Rubiera, M., Deck, M., Rodriguez, N., Gomez, B., Reyes Munoz, F.J., Gomez, A.S., Sanz, A.C., Garcia, E.C., Penacoba, G., Ramos, M.E., de Lera Alfonso, M., Feliu, A, Pardo, L., Ramirez, P., Murillo, A., Lopez Dominguez, D., Rodriguez, J., Terceno Izaga, M., Reina, M., Viturro, S.B., Bojaryn, U., Vera Monge, V.A., Silva Blas, Y., R Siew, R., Agustin, S J, Seet, C., Tianming, T., d'Emden, A., Murray, A., Welch, A., Hatherley, K., Day, N., Smith, W., MacRae, E., Mitchell, E.S., Mahmood, A., Elliot, J., Neilson, S., Biswas, V., Brown, C., Lewis, A., Ashton, A., Werring, D., Perry, R., Muhammad, R., Lee, Y.C., Black, A., Robinson, A., Williams, A., Banaras, A., Cahoy, C., Raingold, G., Marinescu, M., Atang, N., Bason, N., Francia, N., Obarey, S., Feerick, S., Joseph, J., Schulz, U., Irons, R., Benjamin, J., Quinn, L., Jhoots, M., Teal, R., Ford, G., Harston, G., Bains, H., Gbinigie, I., Mathieson, P., Sim, C.H., Hayter, E., Kennedy, K., Binnie, L., Priestley, N., Williams, R., Ghatala, R., Stratton, S., Blight, A., Zhang, L., Davies, A., Duffy, H., Roberts, J., Homer, J., Roberts, K., Dodd, K., Cawley, K., Martin, M., Leason, S., Cotgreave, S., Taylor, T., Nallasivan, A., Haider, S., Chakraborty, T., Webster, T., Gil, A., Martin, B., Joseph, B., Cabrera, C., Jose, D., Man, J., Aquino, J., Sebastian, S., Osterdahl, M., Kwan, M., Matthew, M., Ike, N., Bello, P., Wilding, P., Fuentes, R., Shah, R., Mashate, S., Patel, T., Nwanguma, U., Dave, V., Haber, A., Lee, A., O'Sullivan, A., Drumm, B., Dawson, A.C., Matar, T., Roberts, D., Taylor, E., Rounis, E., El-Masry, A., O'Hare, C., Kalladka, D., Jamil, S., Auger, S., Raha, O., Evans, M., Vonberg, F., Kalam, S., Ali Sheikh, A., Jenkins, I.H., George, J., Kwan, J., Blagojevic, J., Saeed, M., Haji-Coll, M., Tsuda, M., Sayed, M., Winterkron, N., Thanbirajah, N., Vittay, O., Karim, R., Smail, R.C., Gauhar, S., Elmamoun, S., Malani, S., Pralhad Kelavkar, S., Hiden, J., Ferdinand, P., Sanyal, R., Varquez, R., Smith, B., Okechukwu, C., Fox, E., Collins, E., Courtney, K., Tauro, S., Patterson, C., McShane, D., Roberts, G., McIImoyle, J., McGuire, K., Fearon, P., Gordon, P., Isaacs, K., Lucas, K., Smith, L., Dews, L., Bates, M., Lawrence, S., Heeley, S., Patel, V., Chin, Y.M., Sims, D., Littleton, E., Khaira, J., Nadar, K., Kieliszkowska, A., Sari, B., Domingos Belo, C., Smith, E., Manolo, E.Y., Aeron-Thomas, J., Doheny, M., Garcia Pardo, M., Recaman, M., Tibajia, M.C., Aissa, M., Mah, Y., Yu, T., Meenakshisundaram, S., Heller, S., Alsukhni, R., Williams, O., Farag, M., Benger, M., Engineer, A., Bayhonan, S., Conway, S., Bhalla, A., Nouvakis, D., Theochari, E., Boyle, F., Teo, J., King-Robson, J., Law, K.Y., Sztriha, L., McGovern, A., Day, D., Mitchell-Douglas, J., Francis, J., Iqbal, A., Punjabivaryani, P., Anonuevo Reyes, J., Anonuevo Reyes, M., Pauls, M., Buch, A., Hedstrom, A., Hutchinson, C., Kirkland, C., Newham, J., Wilkes, G., Fleming, L., Fleck, N., Franca, A., Chwal, B., Oldoni, C., Mantovani, G., Noll, G., Zanella, L., Soma, M., Secchi, T., Borelli, W., Rimoli, B.P., da Cunha Silva, G.H., Machado Galvao Mondin, L.A., Barbosa Cerantola, R., Imthon, A.K., Esaki, A.S., Camilo, M., Vincenzi, O.C., ds Cruz, R.R., Morillos, M.B., Riccioppa Rodrigues, G.G., Santos Ferreira, K., Pazini, A.M., Pena Pereira, M.A., de Albuquerque, A.L.A., Massote Fontanini, C.E., Matinez Rubio, C.F., dos Santos, D.T., Dias, F.A., Alves, F.F.A., Milani, C., Pegorer Santos, B., Winckler, F., De Souza, J.T., Bonome, L.A.M., Cury Silva, V.A., Teodoro, R.S., Modolo, G.P., Ferreira, N.C., Barbosa dos Santos, D.F., dos Santos Moreira, J.C., Cruz Guedes de Morais, A.B., Vieira, J., Mendes, G., de Queiroz, J.P., Coutts, Shelagh B, Ankolekar, Sandeep, Appireddy, Ramana, Arenillas, Juan F, Assis, Zarina, Bailey, Peter, Barber, Philip A, Bazan, Rodrigo, Buck, Brian H, Butcher, Ken S, Camden, Marie-Christine, Campbell, Bruce C V, Casaubon, Leanne K, Catanese, Luciana, Chatterjee, Kausik, Choi, Philip M C, Clarke, Brian, Dowlatshahi, Dar, Ferrari, Julia, Field, Thalia S, Ganesh, Aravind, Ghia, Darshan, Goyal, Mayank, Greisenegger, Stefan, Halse, Omid, Horn, Mackenzie, Hunter, Gary, Imoukhuede, Oje, Kelly, Peter J, Kennedy, James, Kleinig, Timothy J, Krishnan, Kailash, Lima, Fabricio, Mandzia, Jennifer L, Marko, Martha, Martins, Sheila O, Medvedev, George, Menon, Bijoy K, Mishra, Sachin M, Molina, Carlos, Moussaddy, Aimen, Muir, Keith W, Parsons, Mark W, Penn, Andrew M W, Pille, Arthur, Pontes-Neto, Octávio M, Roffe, Christine, Serena, Joaquin, Simister, Robert, Singh, Nishita, Spratt, Neil, Strbian, Daniel, Tham, Carol H, Wiggam, M Ivan, Williams, David J, Willmot, Mark R, Wu, Teddy, Yu, Amy Y X, Zachariah, George, Zafar, Atif, Zerna, Charlotte, and Hill, Michael D

Published
2024
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5. Novice Teacher Vertical Professional Development? Exploring Teachers' and Coaches' Beliefs throughout a Two-Year Induction Program

Author

Kwok, Andrew, Keese, Jeffrey, Suárez, Mario I., Mitchell, Douglas, and Huston, Debbee

Abstract

The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups over time and across groups, and multiple linear regressions to identify how respondent beliefs about different aspects of induction predict novice teachers' program outcomes. We also qualitatively analyzed comments to learn how Candidates and Coaches viewed their induction experience differently. The study identified differences in how novice teachers and their coaches process induction and, more importantly, the need for greater connection across novice teacher learning environments. That is, there needs to be more-coordinated efforts to create vertical professional development for novice teachers. Findings have implications for induction design and structures to help to promote novice teacher development.

Published
2022
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6. Functional interactions between posttranslationally modified amino acids of methyl-coenzyme M reductase in Methanosarcina acetivorans.

Author

Nayak, Dipti, Liu, Andi, Agrawal, Neha, Rodriguez-Carerro, Roy, Dong, Shi-Hui, Mitchell, Douglas, Nair, Satish, and Metcalf, William

Subjects
Amino Acids, Archaeal Proteins, Catalytic Domain, Methanosarcina, Methylation, Methyltransferases, Models, Molecular, Mutation, Operon, Oxidoreductases, Phenotype, Protein Processing, Post-Translational, Protein Subunits, Temperature
Abstract

The enzyme methyl-coenzyme M reductase (MCR) plays an important role in mediating global levels of methane by catalyzing a reversible reaction that leads to the production or consumption of this potent greenhouse gas in methanogenic and methanotrophic archaea. In methanogenic archaea, the alpha subunit of MCR (McrA) typically contains four to six posttranslationally modified amino acids near the active site. Recent studies have identified enzymes performing two of these modifications (thioglycine and 5-[S]-methylarginine), yet little is known about the formation and function of the remaining posttranslationally modified residues. Here, we provide in vivo evidence that a dedicated S-adenosylmethionine-dependent methyltransferase encoded by a gene we designated methylcysteine modification (mcmA) is responsible for formation of S-methylcysteine in Methanosarcina acetivorans McrA. Phenotypic analysis of mutants incapable of cysteine methylation suggests that the S-methylcysteine residue might play a role in adaption to mesophilic conditions. To examine the interactions between the S-methylcysteine residue and the previously characterized thioglycine, 5-(S)-methylarginine modifications, we generated M. acetivorans mutants lacking the three known modification genes in all possible combinations. Phenotypic analyses revealed complex, physiologically relevant interactions between the modified residues, which alter the thermal stability of MCR in a combinatorial fashion that is not readily predictable from the phenotypes of single mutants. High-resolution crystal structures of inactive MCR lacking the modified amino acids were indistinguishable from the fully modified enzyme, suggesting that interactions between the posttranslationally modified residues do not exert a major influence on the static structure of the enzyme but rather serve to fine-tune the activity and efficiency of MCR.

Published
2020

7. Safety and efficacy of tenecteplase in patients with wake-up stroke assessed by non-contrast CT (TWIST): a multicentre, open-label, randomised controlled trial

Author

Parson, M, Valente, M, Chen, A, Sharobeam, A, Edwards, L, Blair, C, Christensen, L, Ægidius, K, Pihl, T, Fassel-Larsen, C, Wassvik, L, Folke, M, Rosenbaum, S, Gharehbagh, S S, Hansen, A, Preisler, N, Antsov, K, Mallene, S, Lill, M, Herodes, M, Vibo, R, Rakitin, A, Saarinen, J, Tiainen, M, Tumpula, O, Noppari, T, Raty, S, Sibolt, G, Nieminen, J, Niederhauser, J, Haritoncenko, I, Puustinen, J, Haula, T-M, Sipilä, J, Viesulaite, B, Taroza, S, Rastenyte, D, Matijosaitis, V, Vilionskis, A, Masiliunas, R, Ekkert, A, Chmeliauskas, P, Lukosaitis, V, Reichenbach, A, Moss, T T, Nilsen, H Y, Hammer-Berntzen, R, Nordby, L M, Weiby, T A, Nordengen, K, Ihle-Hansen, H, Stankiewiecz, M, Grotle, O, Nes, M, Thiemann, K, Særvold, I M, Fraas, M, Størdahl, S, Horn, J W, Hildrum, H, Myrstad, C, Tobro, H, Tunvold, J-A, Jacobsen, O, Aamodt, N, Baisa, H, Malmberg, V N, Rohweder, G, Ellekjær, H, Ildstad, F, Egstad, E, Helleberg, B H, Berg, H H, Jørgensen, J, Tronvik, E, Shirzadi, M, Solhoff, R, Van Lessen, R, Vatne, A, Forselv, K, Frøyshov, H, Fjeldstad, M S, Tangen, L, Matapour, S, Kindberg, K, Johannessen, C, Rist, M, Mathisen, I, Nyrnes, T, Haavik, A, Toverud, G, Aakvik, K, Larsson, M, Ytrehus, K, Ingebrigtsen, S, Stokmo, T, Helander, C, Larsen, I C, Solberg, T O, Seljeseth, Y M, Maini, S, Bersås, I, Mathé, J, Rooth, E, Laska, A-C, Rudberg, A-S, Esbjörnsson, M, Andler, F, Ericsson, A, Wickberg, O, Karlsson, J-E, Redfors, P, Jood, K, Buchwald, F, Mansson, K, Gråhamn, O, Sjölin, K, Lindvall, E, Cidh, Å, Tolf, A, Fasth, O, Hedström, B, Fladt, J, Dittrich, T D, Kriemler, L, Hannon, N, Amis, E, Finlay, S, Mitchell-Douglas, J, McGee, J, Davies, R, Johnson, V, Nair, A, Robinson, M, Greig, J, Halse, O, Wilding, P, Mashate, S, Chatterjee, K, Martin, M, Leason, S, Roberts, J, Dutta, D, Ward, D, Rayessa, R, Clarkson, E, Teo, J, Ho, C, Conway, S, Aissa, M, Papavasileiou, V, Fry, S, Waugh, D, Britton, J, Hassan, A, Manning, L, Khan, S, Asaipillai, A, Fornolles, C, Tate, M L, Chenna, S, Anjum, T, Karunatilake, D, Foot, J, VanPelt, L, Shetty, A, Wilkes, G, Buck, A, Jackson, B, Fleming, L, Carpenter, M, Jackson, L, Needle, A, Zahoor, T, Duraisami, T, Northcott, K, Kubie, J, Bowring, A, Keenan, S, Mackle, D, England, T, Rushton, B, Hedstrom, A, Amlani, S, Evans, R, Muddegowda, G, Remegoso, A, Ferdinand, P, Varquez, R, Davis, M, Elkin, E, Seal, R, Fawcett, M, Gradwell, C, Travers, C, Atkinson, B, Woodward, S, Giraldo, L, Byers, J, Cheripelli, B, Lee, S, Marigold, R, Smith, S, Zhang, L, Ghatala, R, Sim, C H, Ghani, U, Yates, K, Obarey, S, Willmot, M, Ahlquist, K, Bates, M, Rashed, K, Board, S, Andsberg, G, Sundayi, S, Garside, M, Macleod, M-J, Manoj, A, Hopper, O, Cederin, B, Toomsoo, T, Gross-Paju, K, Tapiola, T, Kestutis, J, Amthor, K-F, Heermann, B, Ottesen, V, Melum, T A, Kurz, M, Parsons, M, Roaldsen, Melinda B, Eltoft, Agnethe, Wilsgaard, Tom, Christensen, Hanne, Engelter, Stefan T, Indredavik, Bent, Jatužis, Dalius, Karelis, Guntis, Kõrv, Janika, Lundström, Erik, Petersson, Jesper, Putaala, Jukka, Søyland, Mary-Helen, Tveiten, Arnstein, Bivard, Andrew, Johnsen, Stein Harald, Mazya, Michael V, Werring, David J, Wu, Teddy Y, De Marchis, Gian Marco, Robinson, Thompson G, and Mathiesen, Ellisiv B

Published
2023
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8. The New Teacher Induction Experience: Tension between Curricular and Programmatic Demands and the Need for Immediate Help

Author

Mitchell, Douglas E., Howard, Barbara, Meetze-Hall, Melissa, Hendrick, Linda Scott, and Sandlin, Ruth

Abstract

Throughout the history of California's Beginning Teacher Support and Assessment (BTSA) program, new teachers have reported experiencing substantial tension between the curricular and programmatic demands arising from their induction programs' formative assessment systems and the immediate coaching help they need to deal with day-to-day classroom responsibilities. To examine some dimensions of this tension, the authors undertook in-depth case study analyses of 18 novice teacher participants in an innovative online induction program managed by the Riverside County Office of Education (RCOE). Because the online format provides reasonably complete transcriptions of the new teachers' induction experiences, the authors anticipated being able to examine this tension in some detail. Preliminary analysis does indicate that inductees see coaching as fundamental, with formative assessment activities as valued but secondary in importance to their overall perceived needs within the classroom. Additionally, when examining overall satisfaction of new teachers enrolled in an induction program, the authors found important differences associated with teacher characteristics and assignments needing interpretation. They learned, however, that the data collected from this online induction program are more fragmentary and harder to organize than expected. As a result, this report must be considered a preliminary work in progress, and the findings will need to be confirmed (or modified) by future work.

Published
2017

12. Induction Experiences of Novice Teachers and Their Coaches

Author

Mitchell, Douglas, Keese, Jeffrey, Banerjee, Manjari, Huston, Debbee, and Kwok, Andrew

Abstract

This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents' open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.

Published
2021
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13. The Impact of Program Design and Coaching Support on Novice Teachers' Induction Experience

Author

Kwok, Andrew, Mitchell, Douglas, and Huston, Debbee

Abstract

Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.

Published
2021
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14. Match Games: Exploring the Match between Novice Teachers and Induction Coaches

Author

Kwok, Andrew, Rios, Ambyr Ruth, Keese, Jeffrey, Suárez, Mario, Worley, Cristina, Patterson, Megan, Mitchell, Douglas, and Huston, Debbee

Abstract

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. We also use logistic regression to indicate that novice teachers' ratings of coaching skills and coaches' beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.

Published
2021
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16. A scalable platform to discover antimicrobials of ribosomal origin

Author

Ayikpoe, Richard S., Shi, Chengyou, Battiste, Alexander J., Eslami, Sara M., Ramesh, Sangeetha, Simon, Max A., Bothwell, Ian R., Lee, Hyunji, Rice, Andrew J., Ren, Hengqian, Tian, Qiqi, Harris, Lonnie A., Sarksian, Raymond, Zhu, Lingyang, Frerk, Autumn M., Precord, Timothy W., van der Donk, Wilfred A., Mitchell, Douglas A., and Zhao, Huimin

Published
2022
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17. Rate your coach: exploring ratings of coaching skills throughout teacher induction.

Author

Kwok, Andrew, Patterson, Megan S., Suárez, Mario I., Huston, Debbee, and Mitchell, Douglas

Subjects
EDUCATIONAL coaching, TEACHER attitudes, TEACHER development, BEGINNING teachers, CURRICULUM
Abstract

This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers' belief that they were well matched with their coaches as well as coaches' beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches' skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development. [ABSTRACT FROM AUTHOR]

Published
2024
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18. Induction Program Structures as Mediating Factors for Coach Influence on Novice Teacher Development

Author

Mitchell, Douglas E., Kwok, Andrew, and Huston, Debbee

Abstract

This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.

Published
2020
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20. Post-translational thioamidation of methyl-coenzyme M reductase, a key enzyme in methanogenic and methanotrophic Archaea.

Author

Nayak, Dipti, Mahanta, Nilkamal, Mitchell, Douglas, and Metcalf, William

Subjects
Methanosarcina, infectious disease, methane, methanogenesis, microbiology, post-translational modification, thioamide, Amides, Archaea, Binding Sites, Catalysis, Methane, Oxidoreductases, Phylogeny, Protein Processing, Post-Translational, Sulfhydryl Compounds
Abstract

Methyl-coenzyme M reductase (MCR), found in strictly anaerobic methanogenic and methanotrophic archaea, catalyzes the reversible production and consumption of the potent greenhouse gas methane. The α subunit of MCR (McrA) contains several unusual post-translational modifications, including a rare thioamidation of glycine. Based on the presumed function of homologous genes involved in the biosynthesis of thioviridamide, a thioamide-containing natural product, we hypothesized that the archaeal tfuA and ycaO genes would be responsible for post-translational installation of thioglycine into McrA. Mass spectrometric characterization of McrA from the methanogenic archaeon Methanosarcina acetivorans lacking tfuA and/or ycaO revealed the presence of glycine, rather than thioglycine, supporting this hypothesis. Phenotypic characterization of the ∆ycaO-tfuA mutant revealed a severe growth rate defect on substrates with low free energy yields and at elevated temperatures (39°C - 45°C). Our analyses support a role for thioglycine in stabilizing the protein secondary structure near the active site.

Published
2017

28. Developing an equitable agenda for international capacity strengthening courses: environmental pedagogies and knowledge co-production in the Philippines.

Author

Mitchell, Douglas, Laurie, Emma W., Williams, Richard D., Fryirs, Kirstie A., Brierley, Gary J., and Tolentino, Pamela L.M.

Subjects
*ENVIRONMENTAL education, *SCAFFOLDED instruction, *QUALITATIVE research, *SOCIAL impact
Abstract

Capacity strengthening activities – be that in the form of courses, workshops, seminars – have become embedded in research projects as a requirement for funding and as a means for researchers to demonstrate positive societal impacts. We apply qualitative research techniques including interviews, questionnaires and observations to scrutinise and document an international capacity strengthening course aimed at informing and supporting environmental management practice and policy in the Philippines. We appraise power gradients and dynamics between course instructors and participants from different cultures and geographical locations in the design and delivery of this course. We identify five key factors that course instructors should consider as part of their pedagogy: (i) active learning, (ii) knowledge scaffolding and consolidation, and (iii) situated learning, as well as being attuned to (iv) the language dynamics and (v) expertise and networking within the room when teaching the course. Practical efforts to address these issues require that instructors work with participants to co-produce knowledge, rather than assuming epistemic authority and imposing knowledge. This entails reflexive and adaptable practices before, during and after the course. It is recommended that such practices should be central to projects that include capacity strengthening activities, whether delivered locally or internationally. [ABSTRACT FROM AUTHOR]

Published
2024
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29. Toward Understanding Trust: A Response to Adams and Miskell

Author

Romero, Lisa S. and Mitchell, Douglas E.

Abstract

Purpose: Trust is a key component of successful schools. Although scholars widely agree that trust is multifaceted, there is less agreement about the number and nature of these factors. In the October 2016 issue of "Educational Administration Quarterly," C. M. Adams and Miskell (see EJ1112413) argued that their Teacher Trust of District Administration Scale provided evidence that trust is a single factor that cannot be unpacked, and that our three-factor theory of trust, which asserts that trust involves the discernment of benevolence, competence, and integrity, is invalid. We find multiple conceptual and methodological flaws in their reasoning. Method/Approach: We analyze data provided by C. M. Adams and Miskell that were used in their original 2016 article. The data set includes responses from 606 teachers in 72 schools to the 10 survey questions that comprise the Teacher Trust of District Administration Scale. We reproduce and critique the results of four models presented, and corrected, by C. M. Adams and Miskell, and present an alternative second-order model of trust with three first-order factors representing benevolence, competence, and integrity. Findings and Implications: Consistent with theory, we find that trust is more appropriately modeled as a multifactor construct. A multifactor model of trust is not merely an advance in measurement, it has important, actionable implications for research and practice. Measuring trust as a second-order factor, with first-order factors benevolence, competence, and integrity, positions us to make more nuanced judgements about trust, more easily diagnose problems, and prescribe interventions needed to develop, maintain, or repair trust in schools.

Published
2018
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31. Undecaprenyl Diphosphate Synthase Inhibitors: Antibacterial Drug Leads

Author

Sinko, William, Wang, Yang, Zhu, Wei, Zhang, Yonghui, Feixas, Ferran, Cox, Courtney L, Mitchell, Douglas A, Oldfield, Eric, and McCammon, J Andrew

Subjects
Emerging Infectious Diseases, Infectious Diseases, Antimicrobial Resistance, Prevention, Vaccine Related, Biodefense, Biotechnology, 5.1 Pharmaceuticals, Development of treatments and therapeutic interventions, Infection, Alkyl and Aryl Transferases, Anti-Bacterial Agents, Barbiturates, Cell Wall, Enterococcus, Enzyme Inhibitors, Escherichia coli, Inhibitory Concentration 50, Methicillin Resistance, Methicillin-Resistant Staphylococcus aureus, Molecular Docking Simulation, Resorcinols, Rhodanine, Small Molecule Libraries, Transferases, Vancomycin Resistance, Medicinal and Biomolecular Chemistry, Organic Chemistry, Pharmacology and Pharmaceutical Sciences, Medicinal & Biomolecular Chemistry
Abstract

There is a significant need for new antibiotics due to the rise in drug resistance. Drugs such as methicillin and vancomycin target bacterial cell wall biosynthesis, but methicillin-resistant Staphylococcus aureus (MRSA) and vancomycin-resistant Enterococci (VRE) have now arisen and are of major concern. Inhibitors acting on new targets in cell wall biosynthesis are thus of particular interest since they might also restore sensitivity to existing drugs, and the cis-prenyl transferase undecaprenyl diphosphate synthase (UPPS), essential for lipid I, lipid II, and thus, peptidoglycan biosynthesis, is one such target. We used 12 UPPS crystal structures to validate virtual screening models and then assayed 100 virtual hits (from 450,000 compounds) against UPPS from S. aureus and Escherichia coli. The most promising inhibitors (IC50 ∼2 μM, Ki ∼300 nM) had activity against MRSA, Listeria monocytogenes, Bacillus anthracis, and a vancomycin-resistant Enterococcus sp. with MIC or IC50 values in the 0.25-4 μg/mL range. Moreover, one compound (1), a rhodanine with close structural similarity to the commercial diabetes drug epalrestat, exhibited good activity as well as a fractional inhibitory concentration index (FICI) of 0.1 with methicillin against the community-acquired MRSA USA300 strain, indicating strong synergism.

Published
2014

42. Creating Community through Communication: Richard McKeon's Philosophic Pluralism

Author

Mitchell, Douglas

Abstract

Douglas Mitchell's introductory remarks on Richard McKeon's "Communication, Truth, and Society" set the theme of communication and McKeon's philosophy in the context of his lifelong friendship with the literary/rhetorical theorist Kenneth Burke. McKeon's essay is in two parts: the first is devoted to communication as a means to avoid skepticism, relativism, and dogmatism and as a means to improve the content and impact of communication; the second is devoted to truth in a pluralistic society, where the basis is found in arts of communication whose powers command respect for truth, values, freedom, and community. McKeon and Burke devoted their careers to the ways language shapes philosophic problems in experience and in texts, where ambiguities and oppositions of perspective lead to discovery and to robust bonds of society. Mitchell offers a final reflection on McKeon as diplomat and participant in international institutions, with the aim of making men of one mind in truth.

Published
2016
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