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We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling.

The authors describe lessons learned from research on how teachers and districts can better support the education of multilingual learners--including insights gained from remote learning in response to COVID-19--through deepening relationships and understandings with multilingual families.

Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers' understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how the figured world of multilingual family engagement developed for this group of teachers during COVID-19. Findings showed that even if these teachers dealt with the same challenges of remote teaching as other educators, they quickly began to realize how important partnerships with the families are. This new understanding resulted in a realignment of their actions. Moreover, these teachers became agents of change as they started to address inequities on behalf of their students which were increasingly made visible by the pandemic.

The inhibitory-kappaB kinases (IKKs) IKKα and IKKβ play central roles in regulating the non-canonical and canonical NF-κB signalling pathways. Whilst the proteins that transduce the signals of each pathway have been extensively characterised, the clear dissection of the functional roles of IKKα-mediated non-canonical NF-κB signalling versus IKKβ-driven canonical signalling remains to be fully elucidated. Progress has relied upon complementary molecular and pharmacological tools; however, the lack of highly potent and selective IKKα inhibitors has limited advances. Herein, we report the development of an aminoindazole-pyrrolo[2,3-b]pyridine scaffold into a novel series of IKKα inhibitors. We demonstrate high potency and selectivity against IKKα over IKKβ in vitro and explain the structure–activity relationships using structure-based molecular modelling. We show selective target engagement with IKKα in the non-canonical NF-κB pathway for both U2OS osteosarcoma and PC-3M prostate cancer cells by employing isoform-related pharmacodynamic markers from both pathways. Two compounds (SU1261 [IKKα Ki = 10 nM; IKKβ Ki = 680 nM] and SU1349 [IKKα Ki = 16 nM; IKKβ Ki = 3352 nM]) represent the first selective and potent pharmacological tools that can be used to interrogate the different signalling functions of IKKα and IKKβ in cells. Our understanding of the regulatory role of IKKα in various inflammatory-based conditions will be advanced using these pharmacological agents. [ABSTRACT FROM AUTHOR]

Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers' understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how the figured world of multilingual family engagement developed for this group of teachers during COVID-19. Findings showed that even if these teachers dealt with the same challenges of remote teaching as other educators, they quickly began to realize how important partnerships with the families are. This new understanding resulted in a realignment of their actions. Moreover, these teachers became agents of change as they started to address inequities on behalf of their students which were increasingly made visible by the pandemic. [ABSTRACT FROM AUTHOR]

We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling. [ABSTRACT FROM AUTHOR]

Transition-edge sensor (TES) microcalorimeter detectors are capable of high-resolution X-ray emission spectroscopy (XES) that rivals X-ray absorption near edge structure (XANES) spectroscopic probes found only within the confines of synchrotrons. [...]