Search

House mice and rats have been introduced to most countries and islands worldwide and represent serious threats to biodiversity, economic enterprise, and human health. Genome editing and gene drives are being explored as new genetic biocontrol methods to effectively suppress rodent pests. An essential step in the translation of this technology to field-ready tools is to administer breeding and behavioral trials with freely-interacting genetically modified (GM) rodents. Due to the potential impacts of unintended release of GM organisms, these trials will require biosecure animal facilities that are rigorously tested to ensure physical containment. This study was conducted to develop and evaluate the biosecurity of a physical containment facility for house mouse trials at USDA’s National Wildlife Research Center. First, we conducted >20 trials with 75 wild-caught (non-GM) house mice to test their ability to escape from small containment units (0.35 m2). During these trials that lasted >160 days, mouse behaviors and escape attempts were documented following exposure to attractants (high value foods and potential mates) as motivators for escape. Just two mice success­fully breached containment during early trials, and both were from chewing small holes in plastic walls that allowed escape to the other side of the containment unit. In a second series of trials, we assessed containment efficacy in a large (24 m2) arena intended to more closely replicate conditions of free-breeding wild mice. In these trials, mice were held in groups of six to 26 for up to 6 months. Across trials, only one mouse escaped the arena, an incident most likely attributable to human error during routine animal husbandry activities. This mouse was captured in the secondary containment (live-trap) within hours of breaching the primary containment. Overall, the containment strategy utilized here presents a robust design, with redundant containment mechanisms that should serve as a model for future behavioral trials using GM rodents. Additionally, our study highlights the need for rigorous staff training, careful attention to construction methods and materials, and adhering to biosecurity protocols to ensure the highest levels of containment that will be essential for testing efficacy of genetic biocontrols.

This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers' perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers' self-efficacy regarding culturally responsive teaching (modified from Chu & Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.

The last 20 years of federal legislation have seen a growth in the requirement that evidence-based practices be used to ensure improved student outcomes. The Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) each require educators to research, develop, and implement new practices aimed at meeting this expectation. The Every Student Succeeds Act, which replaced NCLB in 2015, further emphasizes the requirement to use evidence-based practices and the urgency of this issue. While there is ample research identifying evidence-based practices, these strategies are not making their way into classrooms. This qualitative study examines the research-to-practice gap and strategies to overcome this transference failure. Using multimedia slidecasts and video-analysis, twelve teachers provided detailed reflections and descriptions of their experience. The results of this study support the use of video as a superior tool to memory for self-reflection, the use of multimedia slidecasts as a tool to transfer evidence-based practices, and the Levels of Learning Theory to describe novice teacher development.

This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants' skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences.

This case study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n = 5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected to investigate how the participants work and live while being completely immersed in a new culture. Eight themes emerged from the analysis of multiple qualitative instruments: (a) language barrier, (b) being the minority, (c) cultural differences and cultural shock, (d) student participation and teaching methods, (e) classroom management, (f) underestimation of English language learners, (g) finding confidence as a teacher and instructional flexibility, and (h) support systems. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion not only advanced their global perspective but also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to increase pre-service teachers' cultural competence and responsiveness to better address the needs of today's diverse student populations.

As we progress into a future where more students with IEPs are in general education classes, teachers must be innovative, creative, and passionate about providing an opportunity for all students to succeed in the classroom. Rather than students with IEPs being taken from their classrooms to receive remedial services from their special education teacher, it is more beneficial to all students and teachers to have education specialists and general education teachers co-teach classes (Conderman, 2011). Education specialists have extensive knowledge in acquisition of literacy skills, how to scaffold, and present information through multiple mediums. General education teachers are experts in their content areas, and are effective in delivering instruction to an audience of learners with different needs. Together, they can learn from each other to create a more enriched learning environment where all students can succeed. This study examined the pre- and post-surveys of 35 (15 special education and 20 general education) middle school students and 22 teachers about their experiences with co-teaching.

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty-six articles that meet the criteria are analyzed for themes and important findings. The result of the literature review along with the implications of the identified studies is reported. It is identified that direct instruction used in tier 2 is an effective technique when infusing linguistic and cultural aspects of ELL with diverse needs.