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Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challenges to continue learning. Although this conception has been used to inform thinking regarding expertise more broadly, it has rarely been applied in empirical studies of teaching and teacher education. Purpose, Objective, Research Question, or Focus of Study: Using expertise-as-process as a framework for analysis, this instrumental case study focuses on one expert literacy teacher/teacher educator who enacted expertise as a continual learning process. Research Design: The case study draws from 18 months of data collection to examine the lived enactment of expertise-as-process through praxis. The study focuses on the focal participant's planning, teaching, professional learning, collaborative discussions, and recollections of her 20+-year career as a high school English teacher and teacher educator. Conclusions or Recommendations: The focal participant enacted progressive problem-solving by engaging in complex thinking about teaching and students, actively seeking opportunities to improve her teaching, and involving collaborators in these pursuits. This approach to teaching was accompanied by diverse emotions: passion, care, anxiety, and dissatisfaction. This case study provides a detailed picture of an expert teacher's practice across domains through a theoretical lens rarely used to understand expertise in the teaching profession, and adds a needed emotional dimension to the research on teacher expertise and on expertise more broadly.

The emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers' conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.

This article examines a culturally sustaining approach to learning about and enacting multimodal literacy instruction that was developed during a field-based reading methods course for elementary preservice teachers. Despite a large body of work exploring preservice teachers' learning about multimodal literacies, few studies have explored their experiences incorporating multimodal literacies from an explicitly culturally sustaining lens, nor examined learning about multimodal instruction in field-based settings. In this qualitative case study, we explore the ways in which one preservice teacher's experiences in a field-based reading methods course impacted her conception of multimodal literacies and her understanding of the cultural and semiotic resources of diverse students. The findings detail the culturally sustaining, multimodal literacy instruction that emerged from a mentoring dyad of the focal preservice teacher and a second-grade multilingual student, the preservice teacher's developing conceptions of multimodal literacy, and the conditions of learning that facilitated her teaching and learning.

'Could you tell us if our podcast's intro is good, Mr. Aleo?' a student asked, plopping her laptop on his desk. Despite his mini-lessons on writing for authentic audiences, Trevor's [...]

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers' learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers' experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers' professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers' learning and experiences during PD.

ABSTRACT Group B Streptococcus (GBS) asymptomatically colonizes the vagina but can opportunistically ascend to the uterus and be transmitted vertically during pregnancy, resulting in neonatal pneumonia, bacteremia, and meningitis. GBS is a leading etiologic agent of neonatal infection and understanding the mechanisms by which GBS persists within the polymicrobial female genital mucosa has the potential to mitigate subsequent transmission and disease. Type VIIb secretion systems (T7SSb) are encoded by Bacillota and often mediate interbacterial competition using LXG toxins that contain conserved N-termini important for secretion and variable C-terminal toxin domains that confer diverse biochemical activities. Our recent work characterized a role for the GBS T7SSb in vaginal colonization and ascending infection but the mechanisms by which the T7SSb promotes GBS persistence in this polymicrobial niche remain unknown. Herein, we investigate the GBS T7SS in interbacterial competition and GBS niche establishment in the female genital tract. We demonstrate GBS T7SS-dependent inhibition of mucosal pathobiont Enterococcus faecalis both in vitro using predator-prey assays and in vivo in the murine genital tract and found that a GBS LXG protein encoded within the T7SS locus (herein named group B streptococcal LXG Toxin A) contributes to these phenotypes. We identify BltA as a T7SS substrate that is toxic to E. coli and S. aureus upon induction of intracellular expression along with associated chaperones. Finally, we show that BltA and its chaperones contribute to GBS vaginal colonization. Altogether, these data reveal a role for a novel T7b-secreted toxin in GBS mucosal persistence and competition.IMPORTANCECompetition between neighboring, non-kin bacteria is essential for microbial niche establishment in mucosal environments. Gram-positive bacteria encoding T7SSb have been shown to engage in competition through the export of LXG-motif-containing toxins, but these have not been characterized in group B Streptococcus (GBS), an opportunistic colonizer of the polymicrobial female genital tract. Here, we show a role for GBS T7SS in competition with mucosal pathobiont Enterococcus faecalis, both in vitro and in vivo. We further find that a GBS LXG protein contributing to this antagonism is exported by the T7SS and is intracellularly toxic to other bacteria; therefore, we have named this protein group B streptococcal LXG Toxin A (BltA). Finally, we show that BltA and its associated chaperones promote persistence within female genital tract tissues, in vivo. These data reveal previously unrecognized mechanisms by which GBS may compete with other mucosal opportunistic pathogens to persist within the female genital tract.

This study examined the role of text-based discussions in mediating middle school teachers' discussions during a semester-long, online, synchronous professional development sequence. The PD sequence involved teachers engaged in weekly Zoom meetings, during which they learned about digital literacy and designed curricula. Qualitative data analysis of the transcripts of Zoom chats and spoken comments revealed three central findings: text-based chatting (a) provided an additional, public mode for participants to mediate thinking and collaboration, (b) allowed for multilayered, democratic, and more equitable access to the conversation, and (c) served as an informal space where participants built community through playful discourse. The findings highlight the potential of multimodal, multilayered discussion spaces for facilitating collaborative thinking and more equitable discussion access for learners.

Audiobooks have been growing in popularity over the last decade. Although researchers have increasingly recognised the value of audiobooks as rich multimodal texts that support literacy engagement in classrooms, there have been few detailed pictures of classroom practice related to audiobooks. In this practitioner narrative, a secondary English teacher details the myriad ways in which he drew upon the affordances provided by audiobooks to engage ninth and tenth grade students in new forms of literacy inquiry and engagement. The article details classroom practices related to fluency and comprehension, inquiries into out-of-school and digital literacies, focusing attention in fictional worlds, and meta-discussions about the nature of the medium.

Purpose: This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning. Design/methodology/approach: The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis. Findings: The literature revealed five types of playful pedagogical practices--single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching. Originality/value: Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula--their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better informed decisions moving forward. Principals--responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers--are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n = 38 documents, 92% peer-reviewed empirical articles) indicates that peer observation and feedback is a promising practice for instructional improvement, but one that lacks sufficient evidence. Policy, thus, can encourage innovation and research around this practice so that peer observation and feedback models can be piloted and the most effective established, as well as strategies to tackle the biggest barriers schools, particularly U.S. schools face in implementing such a practice--time.

Refutation texts are resurfacing as a suggested antidote to misconceptions and "fake news." In a previous critical review of the refutation text literature, we, the author team, suggested further interrogation of the assumptions these texts imply: that learners share the same common misunderstanding about a topic, and that there is one "truth" that should replace the misconception. Building from Hynd's feminist critique of refutation texts, we present in this essay a consideration of how these authoritative and prescriptive texts fit into an educational landscape being transformed by foci on students' autonomy and funds of knowledge. In this position paper, we present the argument that refutation texts and their associated research may conflict with critical literacy perspectives and culturally responsive pedagogies. We examine these three perspectives for how they may view learning and literacy, and conclude the essay by proffering suggestions for future research on refutation text manipulations and for considering how refutational texts might be incorporated in classroom settings that enact culturally responsive pedagogy and critical literacy perspectives.

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher-student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication and visual communication, and they had students with higher communication levels.

English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon the texts and literacy practices included in language arts curricula. However, professional resources and research on the use of video games in literacy classrooms remain scarce. To understand how educators have begun to integrate games into ELA curriculum and instruction, the authors conducted a state-of-the-art review of the emerging literature on video games in secondary ELA classrooms. Through an inductive search and coding process, 21 studies were identified and analyzed. Two major findings emerged regarding both the specific instructional practices that instructors in the studies employed and the overall effects on students' learning described in the studies. First, the studies highlighted examples of video game instruction through the use of game analysis, game design and production, text production, and inquiry/research. Second, studies emphasized students' expanded conceptions of literacies, development of literacy practices, growth of critical and analytical thinking skills, enhanced engagement, and increased opportunities for peer collaboration and mentoring. The authors discuss the implications of these findings for literacy instruction and research.

This work demonstrates the capabilities and advantages of a novel sintering technique to fabricate bulk composition gradient materials. Pressure distribution calculations were used to compare several tooling geometries for use with current-activated, pressure-assisted densification or spark plasma sintering to densify a gradient along the long dimension of the specimen. The selected rectangular tooling design retains a low aspect ratio to ensure a uniform pressure distribution during consolidation by using a side loading configuration to form the gradient along the longest dimension. Composition gradients of NixCu1−x, MoxNb1−x, and MoNbTaWHfx (x from 0 to 1) were fabricated with the tooling. The microstructure, composition, and crystal structure were characterized along the gradient in the as-sintered condition and after annealing to partially homogenize the layers. The successful fabrication of a composition gradient in a difficult-to-process material like the refractory multi-principal element alloy system MoNbTaWHfx shows the utility of this approach for high-throughput screening of large material composition spaces.

Refutation texts, rhetorical tools designed to reduce misconceptions, have garnered attention across four decades and many studies. Yet, the ability of a refutation text to change a learner's mind on a topic needs to be qualified and modulated. In this critical review, we bring attention to sources of constraints often overlooked by refutation text researchers. Methodological issues we identified centered on problems of using a single topic (or very few) within a study, the role of testing in conceptual change, and the durability of change beyond an immediate posttest. Theoretical issues included the interpretation of attentional measures, what knowledge domains lend themselves to refutation, what makes a text refutational, and unexplored assumptions about how conceptual change occurs. We sought to clarify how refutation texts may function as an antidote to misconceptions and how future research on refutation texts can better inform understanding of this phenomenon.

Changes in technology and reading habits over the last decade have ushered in a new informational landscape. The Internet has become the central means by which children and adults form understandings of the world. Since readers on the Internet choose from a nearly unlimited selection of websites, they play a more active role in determining which ideas they encounter. These shifts in technology have been accompanied by shifts in culture and politics which have led to a post-truth era in which "identity [determines] how people respond to texts" (Janks, 2018, p. 98). While there is ample pedagogical literature addressing online reading, few resources exist for preparing students to navigate online in the post-truth era. Utilizing tools drawn from critical literacy, this article builds on new literacies pedagogies by introducing instructional strategies that help students attend to the ways in which their own culturally-situated viewpoints influence the meanings they make online.

Bird body mass is often used as an index of body condition and fluctuates throughout the year in response to environmental conditions and avian life‐history events. We examined the body mass of 59,572 ducks representing 13 species (7 dabbling duck species and 6 diving duck species) harvested within the 3 regions of the Central Valley in California, USA (Sacramento Valley, Suisun Marsh, San Joaquin Valley). Data collection occurred in winter during 5 hunting seasons (2014–2015, 2015–2016, 2017–2018, 2018–2019, 2019–2020). For all species, age, and sex classes, the body mass of dabbling ducks varied temporally and was lowest at the end of the hunting season in late January, declining from the beginning of the hunting season in mid‐October (northern pintail [Anas acuta]: −11.4% to −20.4%; northern shoveler [Spatula clypeata]: −3.5% to −17.3%; cinnamon teal [Anas cyanoptera]: −5.0% to −17.1%; American wigeon [Mareca americana]: −6.9% to −12.2%; American green‐winged teal [Anas carolinensis]: −5.9% to −11.9%; mallard [Anas platyrhynchos]: −1.8% to −9.6%; gadwall [Mareca strepera]: −2.2% to −8.4%). As expected, adults (after hatch‐year) were heavier than immature (hatch‐year) birds (within males: 0.6–8.6%; within females: 0.1–6.6%) and males were heavier than females (within adults: 3.1–38.6%; within immatures: 5.4–33.5%) at the end of the hunting season in all species. Within dabbling duck species, body masses did not differ among regions at the beginning of the hunting season but were heavier in the Sacramento Valley (0.5–14.4%) than other areas by the end of the hunting season. In contrast, body masses of diving ducks did not vary substantially during the hunting season or among regions. Diving ducks demonstrated inconsistent changes in mass from the beginning to the end of the season (lesser scaup [Aythya affinis]: 3.4% to 12.3%; canvasback [Aythya valisineria]: 5.1% to 6.1%; bufflehead [Bucephala albeola]: −3.2% to 1.6%; ring‐necked duck [Aythya collaris]: −4.9% to 2.6%; common goldeneye [Bucephala clangula]: −3.2% to −2.4%; ruddy duck [Oxyura jamaicensis]: −16.5% to 5.5%). The substantial temporal and spatial differences in dabbling duck body masses suggest that habitat quality (as measured by caloric value of the available food) or quantity may decline during winter and varies regionally within California's Central Valley. [ABSTRACT FROM AUTHOR]

Reaction of (P)AuOTf [P=P(t‐Bu)2o‐biphenyl] with indenyl‐ or 3‐methylindenyl lithium led to isolation of gold η1‐indenyl complexes (P)Au(η1‐inden‐1‐yl) (1 a) and (P)Au(η1‐3‐methylinden‐1‐yl) (1 b), respectively, in >65 % yield. Whereas complex 1 b is static, complex 1 a undergoes facile, degenerate 1,3‐migration of gold about the indenyl ligand (ΔG≠153K=9.1±1.1 kcal/mol). Treatment of complexes 1 a and 1 b with (P)AuNTf2 led to formation of the corresponding cationic bis(gold) indenyl complexes trans‐[(P)Au]2(η1,η1‐inden‐1,3‐yl) (2 a) and trans‐[(P)Au]2(η1,η2‐3‐methylinden‐1‐yl) (2 b), respectively, which were characterized spectroscopically and modeled computationally. Despite the absence of aurophilic stabilization in complexes 2 a and 2 b, the binding affinity of mono(gold) complex 1 a toward exogenous (P)Au+ exceed that of free indene by ~350‐fold and similarly the binding affinity of 1 b toward exogenous (P)Au+ exceed that of 3‐methylindene by ~50‐fold. The energy barrier for protodeauration of bis(gold) indenyl complex 2 a with HOAc was ≥8 kcal/mol higher than for protodeauration of mono(gold) complex 1 a. [ABSTRACT FROM AUTHOR]

Orla Galvin,1 Gloria Chi,2 Laura Brady,3 Claire Hippert,4 Marta Del Valle Rubido,4 Avril Daly,1 Michel Michaelides5,6 1Retina International, Dublin 8, D08 R9CN, Ireland; 2Genentech, Roche Group, South San Francisco, CA 94080-4990, USA; 3Fighting Blindness, Dublin 2, D02 TW98, Ireland; 4F. Hoffmann-La Roche Ltd, Basel 4070, Switzerland; 5UCL Institute of Ophthalmology, University College London, London, UK; 6Moorfields Eye Hospital NHS Foundation Trust, London, UKCorrespondence: Orla Galvin Email orla.galvin@retina-international.orgAbstract: To date, there has been a global lack of data regarding the prevalence of conditions falling under the Inherited Retinal Diseases (IRD) classification, the impact on the individuals and families affected, and the cost burden to economies. The absence of an international patient registry, and equitable access to genetic testing, compounds this matter. The resulting incomplete knowledge of the impact of IRDs hinders the development and commissioning of clinical services, provision of treatments, and planning and implementation of clinical trials. Thus, there is a need for stronger evidence to support value for money to regulatory bodies for treatments approved, and progressing through clinical trials. To ensure a strategic approach to future research and service provision, it is necessary to learn more about the IRD landscape. This review highlights two recent cost-of-illness reports on the socio-economic impact of 10 IRDs in the Republic of Ireland (ROI) and the United Kingdom (UK), which demonstrate the comprehensive impact of IRDs on individuals affected, their families, friends and society. Total costs attributable to IRDs in the ROI were estimated to be £ 42.6 million in 2019, comprising economic (£ 28.8 million) and wellbeing costs (£ 13.8 million). Wellbeing costs were estimated using the World Health Organization (WHO) burden of disease methodology, a non-financial approach, where pain, suffering and premature mortality are measured in terms of disability-adjusted-life-years (DALYs). In the UK, wellbeing costs attributable to IRDs were £ 196.1 million, and economic costs were £ 327.2 million amounting to £ 523.3 million total costs in 2019. Accounting for over one-third of total costs, the wellbeing burden of persons affected by IRDs should be emphasized and factored into reimbursement processes for therapies and care pathways. This targeted review presents the most current and relevant data on IRD prevalence in the ROI and the UK, and the impacts (financial and non-financial) of IRDs in terms of diagnosis, wellbeing, employment, formal and informal care, health system costs, deadweight losses and issues surrounding payers and reimbursement. This review demonstrates IRD patients and their families have common issues including, the need for timely equitable access to genetic testing and counselling, equality in accessing employment, and a revision of the assessment process for reimbursement of therapies currently focused on the cost-of-illness to the healthcare system. This review reveals that IRD patients do not frequently engage the healthcare system and as such suggests a cost-of-illness model from a societal perspective may be a better format.Keywords: genetic diagnosis, inherited retinal disease, cost-of-illness

ABSTRACT Small, noncoding RNAs (sRNAs) are being increasingly identified as important regulatory molecules in prokaryotes. Due to the prevalence of next-generation sequencing-based techniques, such as RNA sequencing (RNA-seq), there is potential for increased discovery of sRNAs within bacterial genomes; however, these elements are rarely included in annotation files. Consequently, expression values for sRNAs are omitted from most transcriptomic analyses, and mechanistic studies have lagged behind those of protein regulators in numerous bacteria. Two previous studies have identified sRNAs in the human pathogen group B Streptococcus (GBS). Here, we utilize the data from these studies to create updated genome annotation files for the model GBS strains NEM316 and COH1. Using the updated COH1 annotation file, we reanalyze publicly available GBS RNA-seq whole-transcriptome data from GenBank to monitor GBS sRNA expression under a variety of conditions and genetic backgrounds. This analysis generated expression values for 232 putative sRNAs that were overlooked in previous transcriptomic analyses in 21 unique comparisons. To demonstrate the utility of these data, we identify an sRNA that is upregulated during vaginal colonization and demonstrate that overexpression of this sRNA leads to increased bacterial invasion into host epithelial cells. Finally, to monitor RNA degradation, we perform a transcript stability assay to identify highly stable sRNAs and compare stability profiles of sRNA- and protein-coding genes. Collectively, these data provide a wealth of transcriptomic data for putative sRNAs in GBS and a platform for future mechanistic studies. IMPORTANCE In recent years, sRNAs have emerged as potent regulatory molecules in bacteria, including numerous streptococcal species, and contribute to diverse processes, including stress response, metabolism, housekeeping, and virulence regulation. Improvements in sequencing technologies and in silico analyses have facilitated identification of these regulatory molecules as well as improved attempts to determine the location of sRNA genes on the genome. However, despite these advancements, sRNAs are rarely included in genome annotation files. Consequently, these molecules are often omitted from transcriptomic data analyses and are commonly repeat identified across multiple studies. Updating current genomes to include sRNA genes is therefore critical for better understanding bacterial regulation.