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Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for serving as a cooperating teacher and investigate how clinical residency pre-service teachers promote growth in the professional practice of cooperating teachers as teachers and teacher leaders. In this longitudinal qualitative study, we gathered data through semi-structured interviews and responses to survey questions over a five-year period. Ten STEM cooperating teachers (six female and four male) with 7 to 18 years of full-time teaching experience in biology, chemistry, or mathematics participated. A thematic analysis was used to analyze the interview transcripts and survey responses. The primary motivation for serving as a cooperating teacher was the desire to share experiences and support new teachers. Cooperating teachers described the following benefits: increased self-reflection and continuing reflective practice; meaningful collaboration with pre-service teachers; learned new teaching strategies to enrich their own teaching practice; improved communication skills; and the impetus to become teacher leaders. These findings support that clinical residency teaching programs are beneficial for STEM cooperating teachers and promote their professional growth. [ABSTRACT FROM AUTHOR]

Peer review is an established strategy for improving the quality of students' writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers' revisions after engaging in peer review. This study draws from a peer-review assignment conducted over 3 years in upper-division, discipline-specific courses. The data reveal these strategies force students to begin writing earlier in the semester, help the students offer formative feedback to their peers, and encourage students to substantially revise their drafts before submitting the final paper. This study reveals the importance of assessing the peer-review process.

This article describes and assesses two learning modules designed to make students aware of gender and racial inequalities present in their own intended careers. Students identify their intended occupation in respect to the Standard Occupational Classification system and then use that code to determine the composition and earnings in that occupation with data provided. Analysis of student papers shows that this assignment contributes not only to the awareness of inequalities, but also to the development of quantitative literacy skills. Panel survey methods reveal substantial changes in students' beliefs about the extent of gender and racial inequality. Conclusions consider directions for the development of additional strategies to advance students' understandings of inequalities in adulthood and later life. (Contains 4 tables and 2 figures.)

The purpose of this article was to explore the association between demographic and background characteristics, as well as workplace perceptions that may predict burnout among two connected groups of community corrections officers. Using the Maslach Burnout Inventory, we assessed whether burnout differed between probation/parole and residential officers and analyzed whether predictors of burnout varied across these two groups. Our results indicated that while probation/parole officers were more likely to report Emotional Exhaustion, they were not any more or less likely to experience Depersonalization or Personal Accomplishment. In addition, educational training had a stronger impact for residential officers, while schedule fit was more important for probation/parole officers, when predicting Personal Accomplishment. These results not only extended the existing research on burnout but also helped inform key correctional stakeholders about what policies and practices were working well, as well as indicated potential areas of change to help minimize burnout among staff. [ABSTRACT FROM AUTHOR]

We have previously demonstrated the 24-hour redistribution and reabsorption of bronchoalveolar lavage (BAL) fluid delivered to the lung during a bronchoscopic procedure in normal volunteers. In this work we utilize image-matching procedures to correlate fluid redistribution and reabsorption to changes in regional lung function. Lung CT datasets from six human subjects were used in this study. Each subject was scanned at four time points before and after BAL procedure. Image registration was performed to align images at different time points and different inflation levels. The resulting dense displacement fields were utilized to track tissue volume changes and reveal deformation patterns of local parenchymal tissue quantitatively. The registration accuracy was assessed by measuring landmark matching errors, which were on the order of 1 mm. The results show that quantitative-assessed fluid volume agreed well with bronchoscopist-reported unretrieved BAL volume in the whole lungs (squared linear correlation coefficient was 0.81). The average difference of lung tissue volume at baseline and after 24 hours was around 2%, which indicates that BAL fluid in the lungs was almost absorbed after 24 hours. Regional lung-function changes correlated with the presence of BAL fluid, and regional function returned to baseline as the fluid was reabsorbed. [ABSTRACT FROM AUTHOR]

Background: The ETS-family of proteins consists of over 30 members that regulate the growth, differentiation and survival of both normal and tumor cells. How specificity is achieved within this family remains largely unresolved. One mechanism for attaining specificity is through the action of signaling pathways on specific family members. For example, Ets-2 is an activator modulated by ras-dependent phosphorylation of a single residue in the conserved pointed domain of this factor. We hypothesized that phosphorylation of the pointed domain regulates the proteins that can interact with ets-2 in the cell nucleus, resulting in regulation of target genes., Materials and Methods: We used a combination of biochemical assays, yeast two-hybrid screens and transfection assays to identify and characterize proteins interacting with the pointed domain., Results: BS69, a known co-repressor, was identified in a yeast two hybrid screen as an ets-2 interacting partner. BS69 can interact with ets-2 in vivo and phosphorylation of the ets-2 pointed domain decreased the interaction with BS69 in vitro. In transfection assays, co-expression of ets-2 and BS69 resulted in repression of defined ets-2 target genes., Conclusion: These results support a role for ets-2 as a repressor and indicate that BS69 is required as co-repressor. Phosphorylation of ets-2 may switch its activity from repressor to activator by interfering with formation of the BS69 complex.