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The primary purpose of this quasi-experimental mixed-methods study was to examine whether a blended learning approach was more effective than traditional face-to-face instruction in improving the mathematical achievement and attitudes of preservice elementary teachers. The secondary purpose was to determine what specific features of blended learning were deemed most helpful to prospective teachers' learning of mathematics. Sixty-three prospective teachers participated in a foundational mathematics course in either a face-to-face (F2F) traditional or blended learning format. At pre- and post-test, participants completed a researcher-developed mathematics achievement test and the Dutton's Attitude Scale (Dutton in ESJ 68:259--264, 1968) . Blended learning participants also completed a post-course researcher-developed questionnaire on their perceptions of blended learning. Results indicated that participants who were enrolled in the blended learning format had significantly better attitudes at post-test than teachers in the F2F format, but no condition differences were found for mathematical achievement. Participants in the blended learning condition valued the flexibility of course structure and control over instructional pace but expressed that time management and decreased physical presence of the instructor were challenges. These findings suggest important elements to consider when designing blended learning courses.

Teacher self-efficacy (TSE) changes according to context. Limited research has been conducted to understand how TSE can vary in relation to student characteristics or the student-teacher relationship (STR) in preschool. The aims of the current study were to 1) examine student-specific TSE variability among monolingual English-speaking and Spanish-speaking dual language learners (DLLs) and 2) examine the extent to which STR quality moderates the relationship between student language and student-specific TSE. Results demonstrated that when controlling for closeness in the STR, teachers felt higher levels of student-specific TSE in the domains of instructional support and student engagement for English-speaking students versus DLLs. However, teachers reported equal levels of student-specific TSE in the domains of behavior management and emotional support irrespective of student language. Secondly, STR quality did not significantly moderate relationships between language and student-specific TSE. Limitations and future research directions are discussed.

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children's characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children's characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children's learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children's characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children's characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.

Multiple coronaviruses have emerged independently in the past 20 years that cause lethal human diseases. Although vaccine development targeting these viruses has been accelerated substantially, there remain patients requiring treatment who cannot be vaccinated or who experience breakthrough infections. Understanding the common host factors necessary for the life cycles of coronaviruses may reveal conserved therapeutic targets. Here, we used the known substrate specificities of mammalian protein kinases to deconvolute the sequence of phosphorylation events mediated by three host protein kinase families (SRPK, GSK-3, and CK1) that coordinately phosphorylate a cluster of serine and threonine residues in the viral N protein, which is required for viral replication. We also showed that loss or inhibition of SRPK1/2, which we propose initiates the N protein phosphorylation cascade, compromised the viral replication cycle. Because these phosphorylation sites are highly conserved across coronaviruses, inhibitors of these protein kinases not only may have therapeutic potential against COVID-19 but also may be broadly useful against coronavirus-mediated diseases.

Advances in high-throughput technologies have enhanced our ability to describe microbial communities as they relate to human health and disease. Alongside the growth in sequencing data has come an influx of resources that synthesize knowledge surrounding microbial traits, functions, and metabolic potential with knowledge of how they may impact host pathways to influence disease phenotypes. These knowledge bases can enable the development of mechanistic explanations that may underlie correlations detected between microbial communities and disease. In this review, we survey existing resources and methodologies for the computational integration of broad classes of microbial and host knowledge. We evaluate these knowledge bases in their access methods, content, and source characteristics. We discuss challenges of the creation and utilization of knowledge bases including inconsistency of nomenclature assignment of taxa and metabolites across sources, whether the biological entities represented are rooted in ontologies or taxonomies, and how the structure and accessibility limit the diversity of applications and user types. We make this information available in a code and data repository at: https://github.com/lozuponelab/knowledge-source-mappings. Addressing these challenges will allow for the development of more effective tools for drawing from abundant knowledge to find new insights into microbial mechanisms in disease by fostering a systematic and unbiased exploration of existing information.

Background: The importance of parental beliefs and practices related to children's school readiness skills is widely documented, but few studies explicitly focus on immigrant families. Further, no known studies have examined immigrant parents' beliefs about what skills children need to be successful in kindergarten. Objectives: The overarching aim of this mixed-methods study was to investigate the school readiness beliefs of parents who are identified as immigrants in the United States. We examined the skills they prioritized as well as parents' reasoning about their prioritization. Methods: Sixty-three immigrant parents from three different countries of origin--China, the Dominican Republic, and El Salvador--completed a Q-sort and subsequent interview about their school readiness beliefs as well as a measure of acculturation. Results: Results indicated two school readiness belief profiles. Parents in the first profile primarily emphasized academic skills; parents in the second profile primarily emphasized learning-related skills. Parents' country of origin predicted their profile membership. Six themes emerged to explain parents' school readiness beliefs. Although parents in the two profiles prioritized different skills, parents' reasoning about the importance of select skills showed many similarities. Conclusions: Study findings provide a nuanced view of immigrant parents' school readiness beliefs, which is particularly useful for early childhood educators to consider as they develop culturally responsive family-school partnerships.

In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation strategy; (b) parent implementation of FS during naturally occurring routines; and (c) remote practice-based coaching provided by a coach via Zoom. Parents Plus was developed in three steps: (a) initial content development with input from parents and professional advisory board members, (b) brief field test with five parent-child dyads, and (c) full-length field test with seven parent-child dyads. Throughout the development process, we collected social validity data on the intervention's goals, procedures, content and outcomes. Each step was followed by revisions to Parents Plus. Findings suggest that Parents Plus has strong social validity. Recommendations for early intervention practice are provided based on lessons learned, such as different methods to scaffold learning experiences for parents. [For the corresponding grantee submission, see ED621738.]

As the number of dual language learners (DLLs) increases globally, it is critical that well-developed questionnaires are available to researchers and educators that capture the characteristics and language experiences of preschool DLLs and their families. To fill this need, the Center for Early Care and Education Research-Dual Language Learners (CECER-DLL) Child and Family Questionnaire was developed. This article describes the four-step iterative process that was used to create the questionnaire, with a particular focus on the cognitive interviews that were conducted to establish the validity of the items. Findings from the cognitive interviewing process are presented which demonstrate the importance of this step when creating questionnaires that are valid for diverse populations. The development process of the CECER-DLL Child and Family Questionnaire, which is now available to the field, serves as an example of how to create well-designed questionnaires for other populations of DLLs in the United States and beyond.

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children's development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents' reading interest/ability, child's reading interest, parents' commitment to child's success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.

Infection with Mycobacterium tuberculosis continues to cause substantial human mortality, in part because of the emergence of antimicrobial resistance. Antimicrobial resistance in tuberculosis is solely the result of chromosomal mutations that modify drug activators or targets, yet the mechanisms controlling the mycobacterial DNA-damage response (DDR) remain incompletely defined. Here, we identify RecA serine 207 as a multifunctional signaling hub that controls the DDR in mycobacteria. RecA S207 is phosphorylated after DNA damage, which suppresses the emergence of antibiotic resistance by selectively inhibiting the LexA coprotease function of RecA without affecting its ATPase or strand exchange functions. Additionally, RecA associates with the cytoplasmic membrane during the mycobacterial DDR, where cardiolipin can specifically inhibit the LexA coprotease function of unmodified, but not S207 phosphorylated, RecA. These findings reveal that RecA S207 controls mutagenesis and antibiotic resistance in mycobacteria through phosphorylation and cardiolipin-mediated inhibition of RecA coprotease function.

Molecular “cartoons,” such as pathway diagrams, provide a visual summary of biomedical research results and hypotheses. Their ubiquitous appearance within the literature indicates their universal application in mechanistic communication. A recent survey of pathway diagrams identified 64,643 pathway figures published between 1995 and 2019 with 1,112,551 mentions of 13,464 unique human genes participating in a wide variety of biological processes. Researchers generally create these diagrams using generic diagram editing software that does not itself embody any biomedical knowledge. Biomedical knowledge graphs (KGs) integrate and represent knowledge in a semantically consistent way, systematically capturing biomedical knowledge similar to that in molecular cartoons. KGs have the potential to provide context and precise details useful in drawing such figures. However, KGs cannot generally be translated directly into figures. They include substantial material irrelevant to the scientific point of a given figure and are often more detailed than is appropriate. How could KGs be used to facilitate the creation of molecular diagrams? Here we present a new approach towards cartoon image creation that utilizes the semantic structure of knowledge graphs to aid the production of molecular diagrams. We introduce a set of “semantic graphical actions” that select and transform the relational information between heterogeneous entities (e.g., genes, proteins, pathways, diseases) in a KG to produce diagram schematics that meet the scientific communication needs of the user. These semantic actions search, select, filter, transform, group, arrange, connect and extract relevant subgraphs from KGs based on meaning in biological terms, e.g., a protein upstream of a target in a pathway. To demonstrate the utility of this approach, we show how semantic graphical actions on KGs could have been used to produce three existing pathway diagrams in diverse biomedical domains: Down Syndrome, COVID-19, and neuroinflammation. Our focus is on recapitulating the semantic content of the figures, not the layout, glyphs, or other aesthetic aspects. Our results suggest that the use of KGs and semantic graphical actions to produce biomedical diagrams will reduce the effort required and improve the quality of this visual form of scientific communication.

Introduction: In response to the public health threats during the pandemic, many schools shifted to online instructional delivery, and many children experienced changes to their social and recreational activities. While an emerging body of literature is documenting these changes or how these experiences may be related to parents’ and children’s functioning, no known study has examined all of these constructs. We investigated the degree to which schooling, social, and recreational experiences during the COVID-19 pandemic influenced the stress levels of school-age children. Further, recognizing the interconnectedness of parents’ and children’s lives, we examined whether parental stress mediated the relations between children’s experiences and child stress. Method: Parents of school-age children (N = 701) completed an online questionnaire with items focused on school modality (i.e., fully online or not), sufficiency of school resources, change in relationships, change in social/recreational activities, parental stress, and child stress. Results: The findings indicated that fully online school was not associated with child stress. Lower sufficiency of school resources, greater change in relationships, and greater change in social/recreational activities predicted higher child stress. Parental stress fully or partially mediated these relations. Discussion: Implications for educators are provided.

Federal student loans represent a multibillion-dollar investment by American taxpayers. Although most student loans are repaid on time, a significant minority of borrowers struggle to repay their debts. This is particularly true when the education obtained using the loans does not translate into higher earning potential for the borrower. Policymakers have periodically focused attention on easing the burden of student debt. The sympathetic plight of many borrowers makes it easy to consider only their best interests. However, on the opposite side of every debtor is a creditor; in this case, it is the federal government as a representative of taxpayers. Failure to consider the best interests of creditors when considering debt forgiveness can lead to inefficient and unfair outcomes. When making decisions to forgive student debt, policymakers would do better to consider the repayment interests of taxpayers and grant loan forgiveness only when the costs of attempting to collect from borrowers exceeds the likely recovery, or when borrowers demonstrate an inability to satisfy all of their debts. Bankruptcy proceedings can offer targeted and efficient solutions to the student loan debt forgiveness problem and should be better implemented in this space. Furthermore, administrators of student loan programs should update lending criteria for future loans based upon past student loan performance. [ABSTRACT FROM AUTHOR]

Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Methods & Procedures: Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Outcomes & Results: Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. Conclusions & Implications: These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs.

As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers' beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers' endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers' definitions of culture and their school of employment were associated with teachers' beliefs about practices. Directions for future and implications for targeted professional development will be discussed.

Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children's approaches to learning. The sample included 600 preschool-age students in 97 classrooms. Exploratory and confirmatory analyses uncovered 2 reliable and valid dimensions: Competence Motivation and Learning Strategy. Scale scores were produced using item response theory and Bayesian scoring methods. Competence Motivation and Learning Strategy scores were moderately related to children's performance on language and literacy measures. Practice or Policy: The potential use of this tool in early childhood special education classrooms is explored.

Advances in high-throughput technologies have enhanced our ability to describe microbial communities as they relate to human health and disease. Alongside the growth in sequencing data has come an influx of resources that synthesize knowledge surrounding microbial traits, functions, and metabolic potential with knowledge of how they may impact host pathways to influence disease phenotypes. These knowledge bases can enable the development of mechanistic explanations that may underlie correlations detected between microbial communities and disease. In this review, we survey existing resources and methodologies for the computational integration of broad classes of microbial and host knowledge. We evaluate these knowledge bases in their access methods, content, and source characteristics. We discuss challenges of the creation and utilization of knowledge bases including inconsistency of nomenclature assignment of taxa and metabolites across sources, whether the biological entities represented are rooted in ontologies or taxonomies, and how the structure and accessibility limit the diversity of applications and user types. We make this information available in a code and data repository at: https://github.com/lozuponelab/knowledge-source-mappings. Addressing these challenges will allow for the development of more effective tools for drawing from abundant knowledge to find new insights into microbial mechanisms in disease by fostering a systematic and unbiased exploration of existing information. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy (TSE) changes according to context. Limited research has been conducted to understand how TSE can vary in relation to student characteristics or the student-teacher relationship (STR) in preschool. The aims of the current study were to 1) examine student-specific TSE variability among monolingual English-speaking and Spanish-speaking dual language learners (DLLs) and 2) examine the extent to which STR quality moderates the relationship between student language and student-specific TSE. Results demonstrated that when controlling for closeness in the STR, teachers felt higher levels of student-specific TSE in the domains of instructional support and student engagement for English-speaking students versus DLLs. However, teachers reported equal levels of student-specific TSE in the domains of behavior management and emotional support irrespective of student language. Secondly, STR quality did not significantly moderate relationships between language and student-specific TSE. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Antiviral therapeutics are a front-line defense against virally induced diseases. Because viruses frequently mutate to escape direct inhibition of viral proteins, there is interest in targeting the host proteins that the virus must co-opt to complete its replication cycle. However, a detailed understanding of the interactions between the virus and the host cell is necessary in order to facilitate development of host-directed therapeutics. As a first step, we performed a genome-wide loss of function screen using the alphacoronavirus HCoV-229E to better define the interactions between coronaviruses and host factors. We report the identification and validation of an ER-resident host protein, TMEM41B, as an essential host factor for not only HCoV-229E but also genetically distinct coronaviruses including the pandemic betacoronavirus SARS-CoV-2. We show that the protein is required at an early, but post-receptor engagement, stage of the viral lifecycle. Further, mechanistic studies revealed that although the protein was not enriched at replication complexes, it likely contributes to viral replication complex formation via mobilization of cholesterol and other lipids to facilitate host membrane expansion and curvature. Continued study of TMEM41B and the development of approaches to prevent its function may lead to broad spectrum anti-coronavirus therapeutics.

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support DLLs. Parents (n = 14) and early childhood teachers (n = 17) of Spanish-speaking DLLs participated in focus groups and interviews. Data were analysed using the consensual qualitative research method [Hill, C., Thompson, B., & Williams, E. (1997). "A guide to conducting consensual qualitative research." "The Counseling Psychologist," 25, 517-572]. Nine themes emerged about parents' and teachers' beliefs about DLLs' language development, and three themes emerged about parent-teacher collaboration. Findings indicate several practice implications, such as a need for education about second language acquisition and development of sustainable models to form collaborative partnerships between parents and teachers.

The overarching research aim of this study was to examine learning opportunities available for caregivers during early intervention sessions. Of specific interest were providers' purposeful (i.e., explicit) teaching behaviors and opportunities from which caregivers might learn incidentally. Relations between teaching behaviors, caregiver characteristics (i.e., education and level of engagement during early intervention visit), child disability type, and provider demographic characteristics (i.e., discipline, years of experience) were also investigated. A sample of 265 videotaped early intervention home visits conducted by multidisciplinary providers were rated using the Natural Environments Rating Scale-Revised. Incidental learning opportunities were frequently available, but provider use of purposeful teaching strategies was infrequent. Differences in teaching behavior were associated with caregiver level of engagement, caregiver education, child disability type, and provider discipline. No differences in teaching behavior were found for providers' years of experience.

A stratigraphy-based chronology for the North Greenland Eemian Ice Drilling (NEEM) ice core has been derived by transferring the annual layer counted Greenland Ice Core Chronology 2005 (GICC05) and its model extension (GICC05modelext) from the NGRIP core to the NEEM core using 787 match points of mainly volcanic origin identified in the electrical conductivity measurement (ECM) and dielectrical profiling (DEP) records. Tephra horizons found in both the NEEM and NGRIP ice cores are used to test the matching based on ECM and DEP and provide five additional horizons used for the timescale transfer. A& thinning function reflecting the accumulated strain along the core has been determined using a Dansgaard-Johnsen flow model and an isotope-dependent accumulation rate parameterization. Flow parameters are determined from Monte Carlo analysis constrained by the observed depth-age horizons. In order to construct a chronology for the gas phase, the ice age-gas age difference (Δage) has been reconstructed using a coupled firn densification-heat diffusion model. Temperature and accumulation inputs to the Δage model, initially derived from the water isotope proxies, have been adjusted to optimize the fit to timing constraints from δ15N of nitrogen and high-resolution methane data during the abrupt onset of Greenland interstadials. The ice and gas chronologies and the corresponding thinning function represent the first chronology for the NEEM core, named GICC05modelext-NEEM-1. Based on both the flow and firn modelling results, the accumulation history for the NEEM site has been reconstructed. Together, the timescale and accumulation reconstruction provide the necessary basis for further analysis of the records from NEEM. © 2013 Author(s).

The recovery of a 1.5 million yr long ice core from Antarctica represents a keystone of our understanding of Quaternary climate, the progression of glaciation over this time period and the role of greenhouse gas cycles in this progression. Here we tackle the question of where such ice may still be found in the Antarctic ice sheet. We can show that such old ice is most likely to exist in the plateau area of the East Antarctic ice sheet (EAIS) without stratigraphic disturbance and should be able to be recovered after careful presite selection studies. Based on a simple ice and heat flow model and glaciological observations, we conclude that positions in the vicinity of major domes and saddle position on the East Antarctic Plateau will most likely have such old ice in store and represent the best study areas for dedicated reconnaissance studies in the near future. In contrast to previous ice core drill site selections, however, we strongly suggest significantly reduced ice thickness to avoid bottom melting. For example for the geothermal heat flux and accumulation conditions at Dome C, an ice thickness lower than but close to about 2500 m would be required to find 1.5 Myr old ice (i.e., more than 700 m less than at the current EPICA Dome C drill site). Within this constraint, the resolution of an Oldest-Ice record and the distance of such old ice to the bedrock should be maximized to avoid ice flow disturbances, for example, by finding locations with minimum geothermal heat flux. As the geothermal heat flux is largely unknown for the EAIS, this parameter has to be carefully determined beforehand. In addition, detailed bedrock topography and ice flow history has to be reconstructed for candidates of an Oldest-Ice ice coring site. Finally, we argue strongly for rapid access drilling before any full, deep ice coring activity commences to bring datable samples to the surface and to allow an age check of the oldest ice.