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Developing humanizing, culturally and linguistically responsive and justice-oriented classroom management practices require integrating robust theoretical principles with practice-based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP "Building a Positive Learning Environment" in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social-emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social-emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

The goal of the present study was to compare children's word learning through print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers. Children were assessed at pre- and post-test on measures of receptive and expressive vocabulary knowledge. Findings showed effects of media type on word learning. Effects differed across grades (i.e., kindergarten and fourth grade, language background (i.e., non-EL and EL), and knowledge types (i.e., receptive and expressive). In kindergarten, results suggest that video may be more helpful than electronic texts for supporting receptive and expressive vocabulary, and video may be more helpful than both print and electronic texts for supporting the expressive vocabulary of ELs. In fourth grade, results suggest that video and electronic texts may be more helpful than print texts for supporting expressive vocabulary for non-ELs but not for ELs.

The secretion of insulin from the pancreas relies on both gap junctions and subpopulations of beta cells with specific intrinsic properties.

This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers' ability to support multilingual students' language and literacy development, which in turn contributes to the enactment of humanizing pedagogies, because language and literacy skills enable engagement with meaningful content and full participation in schooling and society. Data sources include lesson observations and interviews with 11 ESOL teachers over the course of 3 years. Participants were observed drawing on their PLK to offer humanizing support for the language and literacy development of multilingual students through the following instructional practices: responding to common developmental language needs; promoting vocabulary development; prioritizing receptive and productive skills at the word, sentence, and discourse levels; and using students' home language knowledge as a resource. The researchers share data that reveals how participants' PLK informed their use of these instructional practices. These concrete examples offer a deeper understanding of how all teachers could develop and apply PLK to inform their enactment of humanizing pedagogies with multilingual students.

As schools around the world increasingly use digital text, research is needed to understand the impact different media may have on opportunities for language and literacy development. Using mixed methods to analyze students' collaborative interactions across different media, this study examined how linguistically diverse students engaged with digital and paper books in a cross-age peer-learning literacy program. Findings revealed that the quality of students' engagement differed across media. Students were more likely to engage in meaningful talk, use text features to support comprehension, and attend to text when using paper books. Findings have implications for how educators may reconsider instruction using digital texts in order to support language and literacy development with students learning an additional language.

In this article, we report on a cross-age peer learning program, the Martha's True Stories Reading Buddies program, focused on supporting the vocabulary and comprehension of multilingual learners and their peers in elementary school. We describe the principles of the program and provide information about our evaluation of the program. Then, we share a few recommendations for teachers who may consider implementing such a program in their contexts.

Inspired by the recognition of teachers and teacher learning in the knowledge base and the calls for greater attention to the pedagogies and development of teacher educators, in this brief essay we posit that a deeper understanding of the teacher educator as scholar, as practitioner, as researcher, is critical to the LTE knowledge base.

Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers' (NTs') early career success. However, while these pedagogies may serve as an important scaffold to NT learning, their impact on NT practice is still mostly unknown, and efforts to develop practice-based pedagogies have largely been led by researchers, with little direct involvement by PK-12 practitioners. In this paper, we argue that more intentional and purposeful involvement of NTs in the development, selection, and refinement of CPs generates greater potential to support NT practice. Drawing upon observations of NT practice, interviews, and transcripts from meetings of our collaborative team of NTs and teacher educators, we illustrate how engaging NTs as knower-learners can contribute to the development of more responsive pedagogies of teacher education.

The population of U.S. schools has shifted dramatically in the past two decades to include many more linguistically and culturally diverse learners, while the teacher population has remained largely White and monolingual, with limited connections to immigrant communities. Among the many changes diverse learners have brought to U.S. schools is the increased need for the teaching force to understand how to teach English language learners (ELLs) effectively. One solution to supporting ELLs has been an increase in English to speakers of other languages (ESOL) specialists "plugging in" to grade-level mainstream classrooms so that they can benefit from interactions with English-dominant peers as well as content instruction in English. The inclusion of ELLs and ESOL specialists in mainstream classrooms is a relatively new phenomenon, and many researchers, policymakers, and practitioners are interested in how collaborating teachers learn and work in a variety of settings. The goal of this qualitative study was to explore teacher learning through the co-construction of specialized knowledge and practices between ESOL specialists and mainstream teachers as they collaboratively planned, taught, and reflected on lessons. The data emerged from the second year of a 3-year federally funded cross-age peer tutoring (CAPT) reading intervention designed to support vocabulary development and reading comprehension of ELL kindergartners and fourth graders who worked in little buddy-big buddy pairs to read researcher-created texts with science, technology, engineering, and mathematics themes. The CAPT program was taught during the regular English language arts (ELA) block and was supplementary to the students' regular ELA curricula. The research team developed eight text-based lesson sets, which included a mixture of narrative and expository texts centered around the themes of caring for the environment and measurement. One of the positive aspects of teachers' experiences in this study is that teachers with different specializations, strengths, orientations, and background knowledge participated together in the same instructional event, experienced student learning within the space of that shared occurrence, and reflected together on what students struggled with--and what they learned. This gave teachers a common set of experiences around which to build a shared understanding of how to support students, thus setting groundwork for shaping the teachers' thinking, their practices, and their students' opportunities for greater academic success. This study serves as an important foundation for future work exploring how to support teachers and students as they participate in a new era of reform-based instruction and learning.

Recent scholarship examining how teachers and teacher educators learn to teach has advocated for a more critically oriented and better developed pedagogy of teacher education, in which teacher educator as practitioner is both in evidence and examined. Yet we currently know little about teacher educators as learners and reflective scholars open to examining their practice and research, and such inquiry is particularly limited within the scholarship in English language teacher education. This article brings together the narratives of the five co-authors, all TESOL teacher educators based in U.S. universities who examine questions about the intersections of their identities and pedagogies. They do so as a first step toward addressing the gap in the literature regarding the self-reflexivity of teacher educators. Identifying themes related to the intertwining of their social and professional identities and their pedagogies, their perceived legitimacy as teacher educators, and the impact of multiple contexts on their identities and pedagogies, the five co-authors consider how they are both domesticating and domesticated by teacher education (Morgan, 2016) and argue that when teacher educators engage in shared and transparent exploration of their identities and pedagogies they are better able to identify their pedagogical blind spots and opportunities to agentively leverage their identities to challenge dominant discourses.

This study examined how cross-age peers (ages 5-6 and 9-10) used and responded to Spanish (L1) as they read and talked about informational texts together written in English (L2). Grounded in sociocultural discourse analysis, we analyzed video recordings and transcripts from 10 sessions of peer reading in two elementary schools. We coded student talk to understand L1 language functions in this context and found that students employed L1 for task management, clarifying language, negotiating content, building relationships, and checking for understanding (in this order of frequency). We discuss quantitative patterns and qualitatively analyze student interactions that show affordances and challenges using L1 in literacy activities. This study contributes to scholarship by shedding light on a previously under-examined context (cross-age peers reading L2 texts) and by offering a coding scheme for analyzing interlocutors' responses to L1 use in terms of engagement in learning activities and subsequent language use. Findings have implications for educators to consider how L1 can be used in peer discussions, reading materials, and teacher language as pedagogical tools, which should respond to learners with varying L1/L2 literacy backgrounds.

The Journal of Teacher Education reflects on its legacy and envisions the future of teacher education, emphasizing advancements in curricula, bilingual instruction, and simulated teaching experiences. However, critical challenges such as teacher shortages, decreased job satisfaction, and increased stress are evident, particularly in Florida and nationally. Articles in the journal explore complex issues in teacher education, identity, and equity, advocating for inclusive pedagogy and cultural diversity. The integration of artificial intelligence in education is poised to transform pedagogical landscapes, but the need for critical thinking skills and adaptable learning strategies remains crucial. The future of teacher education requires a multifaceted approach that balances tradition with innovation, celebrates cultural diversity, and empowers educators to navigate the complexities of modern education. [Extracted from the article]

Objective Many Native American (NA) patients with systemic lupus erythematosus (SLE) do not exhibit the classical SLE autoantibody profiles of European American (EA) and African American (AA) patients with SLE. The poorer SLE disease outcomes noted in NA patients highlights a need for more equitable diagnostic and prognostic tools for NA patients with SLE. The objective was to identify informative autoantibody profiles for NA, AA, and EA patients with SLE using an expanded set of autoantigens. Methods Sera from 49 NA, 49 AA, and 49 EA age‐, sex‐, and antinuclear autoantibody titer–matched patients with SLE who met the American College of Rheumatology classification criteria and 10 ethnicity‐, sex‐, and age‐matched controls were tested for autoantibody reactivity by autoantigen microarrays. Autoantibodies that were significantly elevated in patients with SLE compared with ethnicity‐specific controls were selected for hierarchical clustering. Differences in clinical criteria between patient clusters were determined by Fisher's exact test and corrected for multiple comparisons. Results NA, AA, and EA patients with SLE each had a cluster distinguished by higher levels of anti‐Ro52 and another cluster distinguished by nucleic acid–specific autoantibodies. Additional clusters were distinguished in NA patients by elevated extracellular matrix autoantibodies and were distinguished in AA patients by elevated Sm/RNP autoantibody and elevated nucleolin/histone autoantibody. Two EA patient clusters with similar nucleic acid– and Ro52‐specific autoantibodies were distinguished by either high or low histone 2A reactivity. Renal manifestations trended higher in the NA Ro52 cluster and were significantly enriched in the AA nucleolin/histone cluster. The AA nucleolin/histone cluster and EA H2A cluster had higher disease activity. Conclusion Expanded autoantibody profiles can identify informative subsets of patients with SLE.

The emphasis on English language learner (ELL) education in the United States has shifted heavily toward integrated content and language instruction. Now, English for speakers of other languages (ESOL) teachers are expected to teach language through content areas, such as math, in an effort to meet the needs of ELLs. However, ESOL teacher education programs have thus far focused mainly on developing teacher candidates' (TCs') knowledge of language pedagogy, and have devoted scant attention to preparing TCs for teaching in content areas. This study focuses on the experiences of four ESOL TCs during their MEd TESOL program. The authors examined how prepared the TCs felt to teach in the content areas and what experiences best equipped them to integrate content and language. Overall, the TCs felt that their university coursework did not sufficiently prepare them to teach in the content areas. Instead, the path to integrating content and language was complex, aided primarily by hands-on experiences and mentor support during the internship, coupled with TCs' prior knowledge gained from undergraduate content area studies. The findings point to the need to offer more content-focused teacher preparation for ESOL teacher candidates, during both their coursework and practicum.

The last five years have witnessed a remarkable renaissance in vitamin D research and a complete re-evaluation of its benefits to human health. Two key factors have catalyzed these changes. First, it now seems likely that localized, tissue-specific, conversion of 25-hydroxyvitamin D (25OHD) to 1,25-dihydroxyvitamin D (1,25(OH)2D) drives many of the newly recognized effects of vitamin D on human health. The second key factor concerns the ongoing discussion as to what constitutes adequate or optimal serum vitamin D (25OHD) status, with the possibility that vitamin D-deficiency is common to communities across the globe. These two concepts appear to be directly linked when low serum concentrations of 25OHD compromise intracrine generation of 1,25(OH)2D within target tissues. But, is this an over-simplification? Pro-hormone 25OHD is a lipophilic molecule that is transported in the circulation bound primarily to vitamin D binding protein (DBP). While the association between 25OHD and DBP is pivotal for renal handling of 25OHD and endocrine synthesis of 1,25(OH)2D, what is the role of DBP for extra-renal synthesis of 1,25(OH)2D? We hypothesize that binding to DBP impairs delivery of 25OHD to the vitamin D-activating enzyme 1α-hydroxylase in some target cells. Specifically, it is unbound, 'free' 25OHD that drives many of the non-classical actions of vitamin D. Levels of 'free' 25OHD are dependent on the concentration of DBP and alternative serum binding proteins such as albumin, but will also be influenced by variations in DBP binding affinity for specific vitamin D metabolites. The aim of this review will be to discuss the merits of 'free 25OHD' as an alternative marker of vitamin D status, particularly in the context of non-classical responses to vitamin D. This article is part of a Special Issue entitled '16th Vitamin D Workshop'.

Pancreatic β cells, responsible for secreting insulin into the bloodstream and maintaining glucose homeostasis, are organized in the islets of Langerhans as clusters of electrically coupled cells. Gap junctions, connecting neighboring cells, coordinate the behavior of the islet, leading to the synchronized oscillations in the intracellular calcium and insulin secretion in healthy islets. Recent experimental work has shown that silencing special hub cells can lead to a disruption in the coordinated behavior, calling into question the democratic paradigm of islet insulin secretion with more or less equal input from each β cell. Islets were shown to have scale-free functional connectivity and a hub cell whose silencing would lead to a loss of functional connectivity and activity in the islet. A mechanistic model representing the electrical and calcium dynamics of β cells during insulin secretion was applied to a network of cells connected by gap junctions to test the hypothesis of hub cells. Functional connectivity networks were built from the simulated calcium traces, with some networks classified as scale-free, confirming experimental results. Potential hub cells were identified using previously defined centrality measures, but silencing them was unable to desynchronize the islet. Instead, switch cells, which were able to turn off the activity of the islet but were not highly functionally connected, were found via systematically silencing each cell in the network.

This study contributes to research on teacher collaboration, which has not adequately examined the supports and challenges to English for speakers of other languages (ESOL) specialists and mainstream classroom teachers sharing roles in a student-centered classroom. Using a sociocultural theoretical framework, this study highlights the importance of routine in collaborating teachers' attempts to create a shared division of labor. Using qualitative analysis of interview and observational data, we focus on the division of labor of a coteaching pair, exploring how the teachers used shared teaching goals and tools to facilitate collaboration. Findings indicate that although the teachers valued their collaborative work, interruptions to their routine made it difficult to work productively together at times. This work has implications for administrators and policy makers whose decision making has an impact on teachers' daily schedules. When teachers cannot count on a consistent routine together, they are unable to engage in truly equal coteaching in which both teachers' skills are used to their fullest to benefit not only English language learners, but all students. Future studies should engage in more detailed and sustained observation of coteaching pairs as they negotiate roles and engage in their particular approaches to their division of labor.

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12 classrooms (6 kindergarten and 6 fourth grade) in the comparison group. Students were assessed before and after the 14-week intervention via curriculum-aligned and norm-referenced vocabulary and comprehension assessments. Findings of analyses of researcher-developed measures showed positive and significant intervention effects on receptive and expressive vocabulary in kindergarten and fourth grade and comprehension (i.e., understanding of text and strategy use) in fourth grade. Findings of analyses of norm-referenced measures showed positive and significant intervention effects on receptive vocabulary in kindergarten. In general, the intervention had similar effects for ELs and non-ELs.

We reviewed literature on the school-related writing of students in English-dominant settings whose native languages were other than English to identify 2 kinds of difference: (a) among language minority (LM) students differing in oral English proficiency and (b) between LM and native English-speaking students. Sixteen studies met selection criteria. Despite a wide variety of dependent variables and outcomes, the trend was toward basic differences in the writing of native and non-native English speakers. However, findings were mixed for a large and growing population in U.S. schools: LM students who spoke fluent English and had been educated in English-dominant schools for at least 3 years (Generation 1.5). In some ways, their writing resembled that of English language learners, but in others it was highly similar to that of native English speakers. The review concludes that the field is currently at the beginning stages of understanding the writing of LM students and suggests hypotheses for testing in future research.

With the emergence of new academic demands created by curricular reforms such as the Common Core State Standards (CCSS), policy makers and educators have recognized that the linguistic complexity of new curricula requires greater coordination of instructional efforts in teaching English language learners (ELLs). However, the literature has yet to explore what such collaborative efforts look like in classroom settings as teachers engage in teaching new curricula to diverse learners. In this qualitative study, we examine the collaborative interaction and learning of one fourth grade teacher and her English for speakers of other languages (ESOL) colleague as they implemented their district's new CCSS-based English/language arts curriculum. The authors found that the teachers' work simultaneously involved struggle and opportunity for learning as they engaged with new curricular demands. Findings from this study point to the need for further research into teachers' collaborative practices around curriculum reform as opportunities for situated teacher learning.

This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions. Microgenetic analysis reveals how children worked together and supported one another through discursive moves that provided social, linguistic, and cognitive supports. By analyzing how children encourage elaborative conversation toward meaning-making of texts, this study contributes to deeper understandings of how multilingual children can engage in high-quality interactions together in literacy classrooms. Our findings have implications for further research concerning discursive mediation emergent bilinguals do together as they engage in literacy practices and suggest that educators listen for, acknowledge, and encourage these rich mediational strategies in peer interactions.

Vitamin D binding protein (DBP) plays a key role in the bioavailability of active 1,25-dihydroxyvitamin D (1,25(OH)(2)D) and its precursor 25-hydroxyvitamin D (25OHD), but accurate analysis of DBP-bound and free 25OHD and 1,25(OH)(2)D is difficult. To address this, two new mathematical models were developed to estimate: 1) serum levels of free 25OHD/1,25(OH)(2)D based on DBP concentration and genotype; 2) the impact of DBP on the biological activity of 25OHD/1,25(OH)(2)D in vivo. The initial extracellular steady state (eSS) model predicted that 50 nM 25OHD and 100 pM 1,25(OH)(2)D),

Cell migration is a key component in development, homeostasis, immune function, and pathology. It is important to understand the molecular activity that allows some cells to migrate. Drosophila melanogaster is a useful model system because its genes are largely conserved with humans and it is straightforward to study biologically. The well-conserved transcriptional regulator Signal Transducer and Activator of Transcription (STAT) promotes cell migration, but its signaling is modulated by downstream targets Apontic (APT) and Slow Border Cells (SLBO). Inhibition of STAT activity by APT and cross-repression of APT and SLBO determines whether an epithelial cell in the Drosophila egg chamber becomes motile or remains stationary. Through mathematical modeling and analysis, we examine how the interaction of STAT, APT, and SLBO creates bistability in the Janus Kinase (JAK)/STAT signaling pathway. In this paper, we update and analyze earlier models to represent mechanistically the processes of the JAK/STAT pathway. We utilize parameter, bifurcation, and phase portrait analyses, and make reductions to the system to produce a minimal three-variable quantitative model. We analyze the manifold between migratory and stationary steady states in this minimal model and show that when the initial conditions of our model are near this manifold, cell migration can be delayed.

Amid the rapid growth of precision medicine and biobanking initiatives, there have been few efforts at cataloging the implications of these initiatives for Indigenous communities. A consortium involving a university and three American Indian/Alaska Native (AIAN) community partners is working to promote deliberation and dialog in AIAN communities about the potential benefits and risks of genomic research for those communities. The first of the consortium’s three planned deliberations was held in September 2018 with citizens of the Chickasaw Nation, a federally recognized tribe in south-central Oklahoma with a full-service medical center and growing research capacity and oversight. Consortium members and the Chickasaw Nation Department of Health Administration designed a deliberative forum for Chickasaw citizens to consider the potential benefits and risks of participating in genomic research and biobanks. In this manuscript, we describe the deliberative method used in this event and report on the ideas discussed during the tribal citizens’ deliberations. Chickasaw citizens identified many risks and benefits associated with genomic research and biobanks, including the potential for medical advancements that might benefit the Chickasaw community as well as the possibility of discrimination against the Chickasaw people. Although participants thought the potential benefits outweighed the potential risks, that moral calculation was contingent on whether control of the research and biobanks rested with Chickasaw leadership, researchers, and citizens.

Diffusible signals provide critical information to cells in biological systems, often in a concentration-dependent manner. In animal development, such signals can determine different cell fates or guide motile cells to their proper locations. It is well-known that migrating cells respond to graded chemoattractant cues by moving toward areas of higher concentrations. However, it is not clear how cell-dense animal tissues impact the distribution of chemoattractants in three dimensions. We leverage the simple architecture of the Drosophila egg chamber to explore this idea. In this context, sixteen large germline cells are packed together, enveloped by a somatic epithelium. A small set of epithelial cells, the border cells, form a motile cell cluster and respond to guidance signals by moving across the egg chamber during oogenesis. We created a geometrically-realistic model of the egg chamber and determined the distribution of the chemoattractants through that domain using a reaction-diffusion system. We used this information to determine reasonable biophysical parameters of chemoattractant that would facilitate gradient formation in the appropriate developmental time, and to explore the effects of different secretion locations in the egg chamber. Our model revealed several interesting features: The chemoattractant is more concentrated and the gradient sets up more quickly in a cell-packed space, and cell packing creates dips in the concentration and changes in gradient along the migratory path. We simulated migration with our calculated chemoattractant gradient and compared it to that with a constant gradient. We found that with our calculated gradient, migration was slower initially than in the constant gradient, which could be due to the exponential nature of the gradient or other variation in signal due to the heterogeneous domain. Given the many situations in which cell migration occurs in complex spatio-temporal environments, including development, immune response, and cancer metastasis, we believe modeling chemoattractant distribution in heterogeneous domains is widely relevant.