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The articles in this volume reflect the continued popularity of video in professional development and raise important questions about how to situate video productively in varied contexts. Together, they highlight the complexity of expanding video-based professional development beyond designers and the challenges that designers and facilitators experience as they prepare others to lead teacher learning in these settings. In this commentary, we examine how these papers advance research on facilitation of professional development, with a particular focus on the issues for using video productively with teachers. We conclude by raising several issues for future research.

Frontotemporal dementia (FTD) is a neurodegenerative disorder predominantly affecting the frontal and temporal lobes. Genome-wide association studies (GWAS) on FTD identified only a few risk loci. One of the possible explanations is that FTD is clinically, pathologically, and genetically heterogeneous. An important open question is to what extent epigenetic factors contribute to FTD and whether these factors vary between FTD clinical subgroup. We compared the DNA-methylation levels of FTD cases (n = 128), and of FTD cases with Amyotrophic Lateral Sclerosis (FTD-ALS; n = 7) to those of unaffected controls (n = 193), which resulted in 14 and 224 candidate genes, respectively. Cluster analysis revealed significant class separation of FTD-ALS from controls. We could further specify genes with increased susceptibility for abnormal gene-transcript behavior by jointly analyzing DNA-methylation levels with the presence of mutations in a GWAS FTD-cohort. For FTD-ALS, this resulted in 9 potential candidate genes, whereas for FTD we detected 1 candidate gene (ELP2). Independent validation-sets confirmed the genes DLG1, METTL7A, KIAA1147, IGHMBP2, PCNX, UBTD2, WDR35, and ELP2/SLC39A6 among others. We could furthermore demonstrate that genes harboring mutations and/or displaying differential DNA-methylation, are involved in common pathways, and may therefore be critical for neurodegeneration in both FTD and FTD-ALS.

Video is used widely to support teachers' learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others' efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform.

Different aspects of the learning curve in total ankle replacement (TAR) have been studied in the short to mid-term, with 30 cases often considered critical. However, its impact on long-term (10- and 15-year) survival remains unclear. Therefore, we retrospectively analyzed 77 consecutive TARs performed by one orthopedic surgeon. The main outcome was long-term survival between cases 1-30 and 31-77 using the Kaplan-Meier with Competing Risk Analyses. Secondarily, we used Moving Average Method with LOESS regression to confirm the learning curve based on the perioperative complications. Thirdly, associations between perioperative complications and operation time on long-term survival were assessed using Cox proportional hazard models. The 10-year survival of cases 1-30 was 89.9% (95% CI 70.4-96.5), and of 31-77, 92.4% (95% CI 7745- 97.5) (p =.58). The 15-year survival was 81.8% (95% CI 59.5-91.8) and 74.8% (95% CI 52.4-86.6), respectively (p =.97). The long-term survival rate for the TAR that endured perioperative complication was 96.70% (95% CI 90.28-103.12), and for the uncomplicated TAR 87.50% (95% CI 77.12-97.88%) (p =.24). Operating time nor occurrence of perioperative fractures were significantly associated with long-term survival (p =.11 and 0.26, respectively). However, moving average method revealed a significant decreasing trend with a cut-off value of 33 procedures regarding the marginal probability of perioperative osseous complications (p <.01). In conclusion, surgeons should note a learning curve when adapting arthroplasty procedures. After the prosthesis design switch, the learning curve regarding perioperative osseous complications was confirmed at 33 TAR. The switch did not affect long-term survival. [ABSTRACT FROM AUTHOR]

The E3 ubiquitin ligase Mule is often overexpressed in human colorectal cancers, but its role in gut tumorigenesis is unknown. Here, we show in vivo that Mule controls murine intestinal stem and progenitor cell proliferation by modulating Wnt signaling via c-Myc. Mule also regulates protein levels of the receptor tyrosine kinase EphB3 by targeting it for proteasomal and lysosomal degradation. In the intestine, EphB/ephrinB interactions position cells along the crypt-villus axis and compartmentalize incipient colorectal tumors. Our study thus unveils an important new avenue by which Mule acts as an intestinal tumor suppressor by regulation of the intestinal stem cell niche.

This article investigates how the goals of participants in a video club evolved and became more shared over time. A video club brings groups of teachers together to analyze video from one another's classrooms (Sherin, 2004). The purpose of the video club the author investigates was to bring teachers together to analyze student thinking, an important goal of mathematics education reform efforts (NCTM,2000). In particular, the author investigates how learning through participation in the video club travels into the classroom and how new experiences in the classroom travel back to professional development to influence the goals that are put forth and taken up by the group. This study uses teachers' accounts of practice, as they are described, narrated, and represented in the video club meetings, to attend to the interplay and evolution of the participants' goals and to examine if and how they become more coordinated over time. (Contains 1 table and 1 figure.)

This study aims to begin to uncover the detailed ways that pre-service elementary teachers examine and understand mathematics teaching, the grain size at which they do so, and what constitutes evidence of teaching mathematics for understanding for pre-service mathematics teachers. Thus, the central research questions for this study are: (a) What are pre-service teachers' conceptions of teaching mathematics for understanding?; and (b) What counts as evidence for pre-service teachers of their practices in the planning, enactment, and reflection on teaching? This study takes place in the context of the Performance Assessment for California Teachers (PACT), also known as the Teaching Event. The PACT is a standards-based performance assessment designed to measure pre-service teacher learning. The assessment draws on a variety of data sources, such as lesson plans, student work, videos of teaching, and teacher reflections to measure pre-service teachers' ability to plan, implement, assess, and reflect on an integrated series of lessons that are intended to facilitate quality instruction for all learners. Furthermore, this assessment is broken down by content area, with each defining the particular knowledge and practices that are valued by the discipline. An important feature of the assessment for all disciplines is its focus on application of subject-specific pedagogical knowledge. For mathematics in particular, candidates are prompted to design, enact, and reflect on a series of lessons directed toward building conceptual understanding, computational and procedural fluency, and mathematical reasoning skills. Because the vision of mathematics teaching and learning promoted by the PACT is consistent with that advocated by research on teaching mathematics for understanding, the authors use this set of artifacts to study the specific ways that prospective teachers have come to understand this approach to mathematics instruction. To begin to investigate these questions, the authors conducted a case study of four pre-service teachers' PACT materials, including their written documents and video of teaching. These case studies provide insight into how pre-service teachers make sense of mathematics instruction and how they attempt to implement teaching practices to promote understanding of mathematics. The authors propose that the results of this study can be used to construct a framework to examine pre-service teachers' understanding of mathematics instruction more broadly, as well as to inform the design of teacher education programs that promote learning to teach mathematics for understanding. (Contains 1 table and 2 notes.)

Video is currently a key element of numerous professional development programs, yet relatively little is known about how video fosters changes in teachers' thinking. This study examines how a particular type of video-based professional development, namely video clubs, supports teacher development. Video clubs are professional development environments in which groups of teachers come together to view and discuss videos of one another's teaching. In this paper, we study how two different video club designs support teachers in "learning to notice" classroom interactions in new ways. Data for this study include a pre- and post-interview conducted with each participating teacher from the two video clubs. Analysis reveals that, for one group, the scope of their comments became focused on a particular issue, interpreting the mathematical ideas expressed by students in the video excerpts. In contrast, the second group developed a range of perspectives for discussing the video segments. We argue that the different designs of the video clubs influenced the ways in which the two groups of teachers "learned to notice." (Contains 6 tables and 8 footnotes.)

Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education.

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.