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This article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate's teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates' coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.

It is argued that women are held back in their efforts to achieve career advancement by inequitable opportunities to acquire and leverage career capital. Using career capital theory, this empirically grounded investigation examines how female MBAs report increases in knowing-how, knowing-whom and knowing-why, in relation to their male counterparts. Women report significantly larger increases in the knowing-why form of career capital. However, despite the dominant rhetoric highlighting the difficulties faced by women in the development and maintenance of powerful networks, we found no significant difference between the genders in terms of the reported development of knowing-whom. We contribute to career capital theory by considering how gender capital, drawn from feminist Boudieusian scholarship, interacts with theories of social capital. We conclude that within the MBA program the gender capital possessed by women serves to support their development of career capital which they may then be able to deploy in the broader domain of business and management. We discuss the implications for MBA programs and female MBA graduates and prospective students.

Against a background of Bologna process goals to improve employment prospects for PhD graduates, and the crisis of precarious employment conditions and prospects afflicting postdoctoral researchers -- hitherto postdocs, the OECD ([2021], "Reducing the Precarity of Academic Research Careers." In "OECD Science, Technology and Industry Policy Papers." Paris: OECD Publishing,) called for research into postdoctoral careers and the precarity phenomenon. This paper responds by giving attention to career breaks as these represent a prevalent but under researched aspect of postdoc precarity in the contemporary academic labor market. Utilizing a substantial international mixed-method dataset with a sample of 950 postdocs, the study examined experiences and perceptions of the professional and personal implications of academic career breaks. Results reveal significant differences between males and females in key areas: maternity was the main reason for females' career breaks, and redundancy/end of contract for males. Females resumed employment more with the same employer and males with a different employer. Support surrounding career breaks was mixed, largely inadequate, but not associated with gender. Perceptions of career breaks differed significantly across groups of postdocs that previously experienced a career break, those on a career break, and postdocs that had never had a career break. The latter two groups perceived negative career outcomes and positive personal outcomes more than postdocs who had previously had a career break, however, significant gender differences indicate females were more negative about the personal implications of career breaks. Discussion of the findings concludes that under neoliberalism postdocs represent a growing lumpen proletariat, leading to recommendations for policy, practice and further research into gender, precarity and postdoctoral careers.

Assessment of student learning is crucial to capture accurately student understanding of core concepts and competencies as well as to provide relevant feedback for informing teaching and learning. Yet, many instructors in two-year and four-year undergraduate institutions rarely have pedagogical training to design fair instruction and assessments. This qualitative study describes changes occurring in the perspectives and practices of two postsecondary educators teaching introductory biology courses after participating in a one-day workshop on assessments and applying their new knowledge during course implementations. The assessment workshop emphasized the use of "backward design" for course planning and alignment. Learnings particularly focused on using Bloom's taxonomy and best practices in assessment design. Data from educators' interviews and samples of their course documents revealed encouraging findings. Even after a short intervention, the educators took initiatives to align course objectives, learning activities, and assessments. And notwithstanding the challenges arising from the COVID-19 pandemic, they also made some changes in formulating and communicating objectives with students, introduced relevant learning activities, and revised assessment questions to reflect best practices. The article discusses these findings and offers the next steps for research on supporting educators to design fair assessments and courses for undergraduate instruction.

Immunoglobulin G (IgG) autoantibodies reactive to fetal brain proteins in mothers of children with ASD have been described by several groups. To understand their pathologic significance, we developed a mouse model of maternal autoantibody related ASD (MAR-ASD) utilizing the peptide epitopes from human autoantibody reactivity patterns. Male and female offspring prenatally exposed to the salient maternal autoantibodies displayed robust deficits in social interactions and increased repetitive self-grooming behaviors as juveniles and adults. In the present study, neuroanatomical differences in adult MAR-ASD and control offspring were assessed via high-resolution ex vivo magnetic resonance imaging (MRI) at 6 months of age. Of interest, MAR-ASD mice displayed significantly larger total brain volume and of the 159 regions examined, 31 were found to differ significantly in absolute volume (mm3) at an FDR of

One of the skills necessary to be an effective school leader is the ability to effectively provide instructional leadership, including coaching and feedback to teachers and instructional staff. The Wallace Foundation (2016) stated that high-quality principal preparation programs include experiential learning. Preparation programs must embed opportunities to practice practical skills such as coaching and feedback into coursework (Howard, 2018). Opportunities to practice skill development in this regard, however, are difficult to adequately simulate within a principal preparation program (Boies & Fiset, 2019; Davis, Darling-Hammond, LaPointe, & Meyerson; 2005; Searby, Browne-Ferrigno & Chang, 2017). As a result, many principal candidates enter the field with little to no experience in instructional coaching. This lack of experience may result in decreased self-confidence and uncertainty in the mind of the new administrator. This study explores the effect a virtual coaching experience may have on self-efficacy for principal preparation program students. The research upon which this study is based utilizes a unique collaboration between faculty for elementary and middle grades education and the faculty for educational leadership to match preservice teacher candidates with principal candidates in order to provide virtual instructional coaching to the benefit of all involved in improving through applied practice.

BackgroundPerinatal exposure to air pollution and immune system dysregulation are two factors consistently associated with autism spectrum disorders (ASD) and other neurodevelopmental outcomes. However, little is known about how air pollution may influence maternal immune function during pregnancy.ObjectivesTo assess the relationship between mid-gestational circulating levels of maternal cytokines/chemokines and previous month air pollution exposure across neurodevelopmental groups, and to assess whether cytokines/chemokines mediate the relationship between air pollution exposures and risk of ASD and/or intellectual disability (ID) in the Early Markers for Autism (EMA) study.MethodsEMA is a population-based, nested case-control study which linked archived maternal serum samples collected during weeks 15-19 of gestation for routine prenatal screening, birth records, and Department of Developmental Services (DDS) records. Children receiving DDS services for ASD without intellectual disability (ASD without ID; n = 199), ASD with ID (ASD with ID; n = 180), ID without ASD (ID; n = 164), and children from the general population (GP; n = 414) with no DDS services were included in this analysis. Serum samples were quantified for 22 cytokines/chemokines using Luminex multiplex analysis technology. Air pollution exposure for the month prior to maternal serum collection was assigned based on the Environmental Protection Agency's Air Quality System data using the maternal residential address reported during the prenatal screening visit.ResultsPrevious month air pollution exposure and mid-gestational maternal cytokine and chemokine levels were significantly correlated, though weak in magnitude (ranging from - 0.16 to 0.13). Ten pairs of mid-pregnancy immune markers and previous month air pollutants were significantly associated within one of the child neurodevelopmental groups, adjusted for covariates (p < 0.001). Mid-pregnancy air pollution was not associated with any neurodevelopmental outcome. IL-6 remained associated with ASD with ID even after adjusting for air pollution exposure.ConclusionThis study suggests that maternal immune activation is associated with risk for neurodevelopmental disorders. Furthermore, that prenatal air pollution exposure is associated with small, but perhaps biologically relevant, effects on maternal immune system function during pregnancy. Additional studies are needed to better evaluate how prenatal exposure to air pollution affects the trajectory of maternal immune activation during pregnancy, if windows of heightened susceptibility can be identified, and how these factors influence neurodevelopment of the offspring.

Immune dysregulation has been noted consistently in individuals with autism spectrum disorder (ASD) and their families, including the presence of autoantibodies reactive to fetal brain proteins in nearly a quarter of mothers of children with ASD versus

Vitamin D is essential for several physiological functions and biological processes. Increasing levels of maternal vitamin D are required throughout pregnancy as a unique source of vitamin D for the fetus, and consequently maternal vitamin D deficiency may result in several adverse outcomes in newborns. However, the genetic regulation of vitamin D in pregnancy and at birth is not yet well understood. We performed genome-wide association studies of maternal midgestational serum-derived and neonatal blood-spot-derived total 25-hydroxyvitamin D from a case-control study of autism spectrum disorder (ASD). We identified one fetal locus (rs4588) significantly associated with neonatal vitamin D levels in the GC gene, encoding the binding protein for the transport and function of vitamin D. We also found suggestive cross-associated loci for neonatal and maternal vitamin D near immune genes, such as CXCL6-IL8 and ACKR1 We found no interactions with ASD. However, when including a set of cases with intellectual disability but not ASD (N = 179), we observed a suggestive interaction between decreased levels of neonatal vitamin D and a specific maternal genotype near the PKN2 gene. Our results suggest that genetic variation influences total vitamin D levels during pregnancy and at birth via proteins in the vitamin D pathway, but also potentially via distinct mechanisms involving loci with known roles in immune function that might be involved in vitamin D pathophysiology in pregnancy.

Robotics activities engage students in critical and computational thinking, problem solving, and collaboration, as well as engineering and computer science. By integrating robotics into disciplinary courses, educators offer these opportunities to a wider range of students. However, teachers may be less likely to use new technology without evidence that it can support their teaching and student learning. This paper presents two descriptive case studies as a 'proof of concept' for integrating robotics construction activities into disciplinary courses. They focus on teachers' motivation for integration, and how they used robotics to support disciplinary goals.

As greater emphasis is placed on addressing critical school issues such as school-based mental health, violence prevention, and the effects of trauma, the utilization of school counselors should be examined to ensure that these uniquely-trained professionals are mobilized by school administrators to engage these issues. Q methodology was employed to explore how a convenience sampling of 32 current principals across varying demographics and grade levels conceptualize the role of the school counselor. The results of this study provide a rich understanding of how principals view school counselors in relation to the needs of their respective school communities. Evident is a clear and consistent emphasis of principals on the need for school counselors to have a strong rapport with their students. Discussed are additional steps that may be considered in further advancing the relationships between these two types of professionals, as well as insights to inform school principal preparation programs in how school leaders can appropriately utilize student services personnel.

Purpose: The purpose of this paper is to think through the value of History as a way of interrogating ideas around environmental change as well as bridging the gap between definitions of natural and cultural heritage. In terms of the sustainability in higher education imperative, it argues that youth climate change movements and endeavours to diversify curriculum content make this a moment of critical mass to push forward with new historical programmes that embed environmental themes in a wider intellectual pedagogy. Design/methodology/approach: This paper looks to combine an urgent need to engage with environmental sustainability with progressive endeavours at decolonising the curriculum to explore how humanities (and History, in particular) can be brought into the service of the ecological university. Findings: Thereafter, it looks specifically at "green heritage" in the city as a useful example in which the greening agenda can be used to re-contextualise historical approaches, encourage useful conversations around the role of History as a conservation and heritage management tool and build active partnerships with local stakeholder groups. Originality/value: The originality of this approach lies in thinking both of content and intellectual practice, pedagogy as content and behaviour and in reconstructing the terrain of a theme such as heritage to think through opportunities for sustainability in education.

Despite girls enjoying and being good at physics, the proportion of girls studying physics and going into physics related careers still lags behind that of boys. A large volume of research exists on the factors related to the uptake of girls into physics, however little research looks at the link between parents and their child's physics uptake. Research shows that children's attitudes towards physics correlate strongly with their parents' attitudes, but more research is needed. The evidence presented here moves the research forward by modelling a number of parental attitudes and background characteristics to establish the strength of association with their child participating in physics in the future. It also develops validated scales for use with parents and suggestions for interventions to establish causality. 2,049 parents and carers of 13/14 year old children in England completed the survey. The findings indicate that parents who enjoyed physics, consider physics useful for getting a job and judge their child as academic, have the strongest associations with their child's future participation in physics. Other key variables include the parent valuing physics, the parent attending school outside of the UK, the child being a boy and parents judging daughters as courageous and/or determined.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Research on the use of digital games suggests they can enhance students' learning; however, teachers often play an important role in mediating gameplay and a game's educational goals. The purpose of the study was to investigate implementation approaches of nine biology teachers using an immersive digital game in their science classes, focusing on factors that contributed to their ability to instruct with the game, and how their enactment of the game influenced the class experience. Analysis of teacher data, which included daily feedback and pre- and post-implementation surveys, multiple classroom observations, teaching artifacts, and an extended interview, identified a range of individual instructional decisions as well as similarities and differences across the cohort. Most notably, a pattern of instructional orchestration emerged, resembling co-teaching--a reciprocal and supportive "relationship" between the teacher and the game. The game informed teachers' thinking about their genetics curriculum and enhanced their instructional practice, while teachers leveraged digital tools to shape students' gameplay and to improve on what the game offered. Key descriptive findings are discussed, identifying digital game features that may improve teacher instruction with games in classrooms.

Gifted identification and services, like many aspects of education, are inequitable and disproportionate in favor of White students. Obama Elementary School serves 421 students: 29% are Black and 58% are White; the school's gifted program is 10% Black and 86% White. Rebecca Johnson, the gifted teacher, brings this to the attention of her principal, who has Rebecca present to the school improvement team. Rebecca receives pushback from a culturally unresponsive and equity-illiterate group. This case study provides teaching notes on gifted identification and services as well as cultural proficiency and equity literacy, and is framed in both gifted education and anti-racism.

High-throughput complementary DNA sequencing technologies have advanced our understanding of transcriptome complexity and regulation. However, these methods lose information contained in biological RNA because the copied reads are often short and modifications are not retained. We address these limitations using a native poly(A) RNA sequencing strategy developed by Oxford Nanopore Technologies. Our study generated 9.9 million aligned sequence reads for the human cell line GM12878, using thirty MinION flow cells at six institutions. These native RNA reads had a median length of 771 bases, and a maximum aligned length of over 21,000 bases. Mitochondrial poly(A) reads provided an internal measure of read-length quality. We combined these long nanopore reads with higher accuracy short-reads and annotated GM12878 promoter regions to identify 33,984 plausible RNA isoforms. We describe strategies for assessing 3' poly(A) tail length, base modifications and transcript haplotypes.

BackgroundThe identification of an early biomarker for autism spectrum disorder (ASD) would improve the determination of risk, leading to earlier diagnosis and, potentially, earlier intervention and improved outcomes.MethodsData were generated from the Early Markers for Autism study, a population-based case-control study of prenatal and neonatal biomarkers of ASD. Newborn bloodspots of children with ASD (n = 370), children with developmental delay (n = 140), and general population (GP) controls (n = 378) were analyzed for 42 different immune markers using a Luminex multiplex platform. Comparisons of immune marker concentrations between groups were examined using logistic regression and partial least squares discriminant analysis.ResultsChildren with ASD had significantly increased neonatal levels of interleukin-6 (IL-6) and IL-8 compared with GP controls. An increase in IL-8 was especially significant in the ASD group with early onset compared with the GP group, with an adjusted odds ratio of 1.97 (95% confidence interval, 1.39-2.83; p = .00014). In addition, children with ASD had significantly elevated levels of eotaxin-1, interferon-γ, and IL-12p70 relative to children with developmental delay. We observed no significant differences in levels of immune markers between the developmental delay and GP groups.ConclusionsElevated levels of some inflammatory markers in newborn bloodspots indicated a higher degree of immune activation at birth in children who were subsequently diagnosed with ASD. The data from this exploratory study suggest that with further expansion, the development of neonatal bloodspot testing for cytokine/chemokine levels might lead to the identification of biomarkers that provide an accurate assessment of ASD risk at birth.

It has been estimated that autism spectrum disorder (ASD) now affects 1 in 59 children in the United States. Although the cause(s) of ASD remain largely unknown, it is becoming increasingly apparent that ASD can no longer be defined simply as a behavioral disorder, but is in effect a rather complex and highly heterogeneous biological disorder. Up until recently the brain was thought to be "immune privileged." However, it is now known that the immune system plays critical roles in the development and functioning of the brain throughout life. Recent evidence from multiple investigators has illustrated the deleterious role that dysregulation of the maternal immune system during gestation can play in the manifestation of changes in neurodevelopment, resulting in the development of neurobehavioral disorders such as ASD. One potential etiologic pathway through which the maternal immune system can interfere with neurodevelopment is through maternal autoantibodies that recognize proteins in the developing fetal brain. This mechanism of pathogenesis is now thought to lead to a subphenotype of ASD that has been termed maternal autoantibody related (MAR) ASD. This review provides an overview of the current research implicating the presence of brain-reactive maternal autoantibodies as a risk factor for MAR ASD.

The purpose of the study was to determine whether the study of diversity topics embedded in a Principal Preparation Program (PPP) internship changed candidates' self-awareness of their biases in educational environments and the biases they observed in their school community. In this study PPP candidates' perceptions of their biases and those of their schools were assessed at the beginning and end of the internship. The Anti-Defamation League's (ADL), Assessing Yourself and Your School Checklist, were utilized to obtain candidates self-perceptions. Throughout the internship monthly learning activities, PPP candidates studied various diversity topics that impact schools. Descriptive statistics were utilized to complete a pretest-posttest comparison to determine any changes toward their biases. The findings of this study demonstrated that diversity topics embedded in an PPP internship increased candidates' self-awareness of their personal biases in educational environments and the biases they observe in their school community. The study of diversity topics broadened PPP candidates' awareness of the challenges faced by groups and individuals in their school communities.

This paper reports on a study completed with principal preparation students to measure the change in their beliefs about how to provide leadership that affirms diverse students and families in schools. The principal preparation program (PPP) in this study redesigned the internship to include crucial conversations around diversity and social justice. Students were prompted to reflect on social justice issues using a lens of school safety and bullying [Payne, E. C., and M. J. Smith. 2018. "Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools." "Educational Administration Quarterly" 54 (2): 183-215]. The goal for the PPP was to develop leadership skills towards creating inclusive and integrated schools that grapple with diversity issues with the best interest of all stakeholders. The purpose of this study was to determine whether the study of diversity topics embedded in a PPP internship altered candidates' self-awareness of their biases in educational settings, utilising the inside-out approach [Lindsey, R. B., K. Nuri-Robins, and R. D. Terrell. 2009. "Cultural Proficiency: A Manual for School Leaders." Thousand Oaks: Corwin Press].

Undergraduate biology laboratories emphasize hands-on skills. Typically, descriptions of manual techniques are delivered via written instruction. Custom-produced prelab instructional videos, which augment prelab instruction, have come into wider use in recent years. However, institutional and economic barriers can interfere with video production at all colleges and universities. In such cases, professionally produced laboratory instructional videos provide an attractive alternative. We hypothesized that students who watch short, professionally produced instructional videos before performing a laboratory would feel more confident and achieve greater learning gains than students whose prelab instruction was limited to handouts. For this proof of concept study, we investigated the value added when students watched a brief video, twice per lab, in an intermediate molecular biology course at a small, liberal arts university, and in a nonmajors biology course at a large, public research university. Both video and nonvideo comparison groups were administered a pre- and postlab exams. A postlab self-efficacy survey was also administered to video groups. Our results reveal that in three out of the four laboratory classes, students who watched professional instruction videos performed significantly better in both pre- and postlab exams. For these students, we observed up to a two-fold increase in test scores on scientific concepts and techniques. For all classes, most of the video group students reported that the video contributed to their confidence, comprehension of concepts, and understanding of how to conduct the lab. We conclude that professional instructional videos may address production barriers and have the potential to effectively enhance undergraduate science curricula and significantly improve students' performance.

Doing the Math With Paraeducators: A Research and Development Project funded by the National Science Foundation, was designed to provide experiences to support professional growth by building paraeducator mathematical knowledge for teaching and leadership in Boston Public Schools. Providing paraeducators with sustained professional learning and opportunities to continue their education can open important pathways to full teaching positions, which has the potential to diversify the teaching pool and address the critical teacher shortage that disproportionately affects high-need urban schools (Walker, 2019). However, paraeducators face barriers that can prevent them from developing as professionals. Many have multiple jobs because of their low salaries, family responsibilities, and limited professional learning or planning time with their teacher colleagues (Butt, 2018; Uitto et al., 2017; Sharma & Salend, 2016). Another major obstacle is that many paraeducators do not see themselves as teachers, as was evident at the first meeting of Doing the Math. By participating in the project, however, the paraeducators made a profound shift in perspective. They began to see themselves as mathematics teachers and even as mentors to their colleagues. With growing confidence, some are now returning to college, others are enrolling in test preparation courses with a goal of taking the state certification exam, and all are assuming greater teaching responsibilities within their classrooms. In these formal and informal ways, they are not only entering the teacher pipeline but strengthening it. What led to this shift? Data, gathered through surveys, observations of professional learning and classroom interactions, and interviews from two cohorts of paraeducators, point to a cycle of experiences that encouraged paraeducator growth. These experiences are described in this article. For each element, the authors offer evidence of the ways in which the program contributed to paraeducator learning and teaching.

Educational leaders are faced with multiple ethical decisions every day. This article presents the Values-Issue-Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.

The purpose of this collaborative action research study was to determine whether practicing instructional coaching with teacher candidates (TCs) improved coaching skills of principal candidates (PCs). Findings indicated that PCs improved their coaching skills. Findings illustrated ways to improve principal preparation in an instructional supervision course and by collaborating with a teacher education program to provide field experiences to practice coaching. This study also determined that there was not a significant difference in practicing coaching with TCs through video lessons or face to face observations.

BackgroundThe immune system plays a fundamental role in development during pregnancy and early life. Alterations in circulating maternal and neonatal immune mediators have been associated with pregnancy complications as well as susceptibility to autoimmune and neurodevelopmental conditions in later life. Evidence suggests that the immune system in adults not only responds to environmental stimulation but is also under strong genetic control.MethodsThis is the first genetic study of > 700 mother-infant pairs to analyse the circulating levels of 22 maternal mid-gestational serum-derived and 42 neonatal bloodspot-derived immune mediators (cytokines/chemokines) in the context of maternal and fetal genotype. We first estimated the maternal and fetal genome-wide SNP-based heritability (h2g) for each immune molecule and then performed genome-wide association studies (GWAS) to identify specific loci contributing to individual immune mediators. Finally, we assessed the relationship between genetic immune determinants and ASD outcome.ResultsWe show maternal and neonatal cytokines/chemokines displaying genetic regulation using independent methodologies. We demonstrate that novel fetal loci for immune function independently affect the physiological levels of maternal immune mediators and vice versa. The cross-associated loci are in distinct genomic regions compared with individual-specific immune mediator loci. Finally, we observed an interaction between increased IL-8 levels at birth, autism spectrum disorder (ASD) status, and a specific maternal genotype.ConclusionsOur results suggest that maternal and fetal genetic variation influences the immune system during pregnancy and at birth via distinct mechanisms and that a better understanding of immune factor determinants in early development may shed light on risk factors for developmental disorders.

Several groups have described the presence of fetal brain-reactive maternal autoantibodies in the plasma of some mothers whose children have autism spectrum disorder (ASD). We previously identified seven autoantigens targeted by these maternal autoantibodies, each of which is expressed at significant levels in the developing brain and has demonstrated roles in typical neurodevelopment. To further understand the binding repertoire of the maternal autoantibodies, as well as the presence of any meaningful differences with respect to the recognition and binding of these ASD-specific autoantibodies to each of these neuronal autoantigens, we utilized overlapping peptide microarrays incubated with maternal plasma samples obtained from the Childhood Autism Risk from Genetics and Environment (CHARGE) Study. In an effort to identify the most commonly recognized (immunodominant) epitope sequences targeted by maternal autoantibodies for each of the seven ASD-specific autoantigens, arrays were screened with plasma from mothers with children across diagnostic groups (ASD and typically developing (TD)) that were positive for at least one antigen by western blot (N = 67) or negative control mothers unreactive to any of the autoantigens (N = 18). Of the 63 peptides identified with the discovery microarrays, at least one immunodominant peptide was successfully identified for each of the seven antigenic proteins using subsequent selective screening microarrays. Furthermore, while limited by our relatively small sample size, there were peptides that were distinctly recognized by autoantibodies relative to diagnosis For example, reactivity was observed exclusively in mothers of children of ASD towards several peptides, including the LDH-B peptides DCIIIVVSNPVDILT (9.1% ASD vs. 0% TD; odds ratio (95% CI) = 6.644 (0.355-124.384)) and PVAEEEATVPNNKIT (5.5% ASD vs. 0% TD; odds ratio (95% CI) = 4.067 (0.203-81.403)).These results suggest that there are differences in the binding repertoire between the antigen positive ASD and TD maternal samples. Further, the autoantibodies in plasma from mothers of children with ASD bound to a more diverse set of peptides, and there were specific peptide binding combinations observed only in this group. Future studies are underway to determine the critical amino acids necessary for autoantibody binding, which will be essential in developing a potential therapeutic strategy for maternal autoantibody related (MAR) ASD.

The characteristics of the middle level philosophy as described in This We Believe closely parallel the collaborative research process. The journey of one research team is described in relationship to these characteristics. The collaborative process includes strengths such as professional relationships, professional development, courageous leadership, and a shared vision. Barriers to the process were also evident, including physical factors such as time and weather, differences in back-grounds and perspectives, and lack of support from respective universities. Despite these barriers, the researchers were able to use the characteristics of the middle level philosophy to guide their research.

The purpose of this qualitative study was to describe middle level prepared teachers' perceptions of their practices after completing an Ohio Middle Childhood: Grades 4-9 teacher education program. Using the National Middle School Association/National Council of Accreditation of Teacher Education Initial Level Teacher Preparation Standards (2001) as the organizing framework for the interview protocols, the researchers interviewed middle level teachers, their administrator, and their students. The researchers in this study wanted to explore the perceptions of teachers in their implementation and understandings of the middle school concept as articulated in the teacher education program, even if the middle level schools in which they were employed did not fully implement practices consistent with these middle level practices. The findings that emerged from these analyses provide insights for middle level teacher educators about how middle level teachers construct a philosophy arising out of middle level ideals and, therefore, how they implement their understandings with young adolescents.

Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

The purpose of this descriptive study was to examine teacher instructional dilemmas and opportunities that emerged when students worked with interactive computer-based simulation models during the High-Adventure Science (HAS) project. The intervention included the HAS digital curriculum, designed for grades 7-12. Each curricular unit was framed to address scientific questions in earth and environmental science, currently being investigated by scientists. Instructional support was provided through a 2-day professional development session and through reporting systems within the curriculum. During 1 academic year, data were collected from a cohort of 12 teachers, through baseline and postimplementation surveys. From a nine-teacher cohort subset, observation, interview, and survey data were collected during the following year. Descriptive findings indicate that a designed digital curriculum with carefully sequenced interactive models has benefits but creates instructional challenges; teacher and student roles are often flipped during the implementation of such a curriculum; and teachers may need to shift their instructional approach and find new ways to make digital learning experiences relevant and compelling as they respond to both opportunities and challenges.

Adolescent pregnancy has occurred throughout America's history. Only in recent years has it been deemed an urgent crisis, as more young adolescent mothers give birth outside of marriage. At-risk circumstances associated with adolescent pregnancy include medical and health complications, less schooling and higher dropout rates, lower career aspirations, and a life encircled by poverty. While legislation for career and technical education has focused attention on special needs populations, the definition has been broadened to include single parents. This article encompasses a brief history of adolescent pregnancy in America, factors influencing adolescent pregnancy, and the consequences associated with adolescent pregnancy. The conclusion includes implications for educators, researchers, and practitioners.