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Background/Context Much progress has been made toward a greater understanding of student engagement and its role in promoting a host of desirable outcomes, including academic outcomes such as higher achievement and reduced dropout, as well as various well-being and life outcomes. Nonetheless, disengagement in our schools is widespread. This may be due in part to a lack in the student engagement literature of a broad conceptual framework for understanding how students are engaged at the classroom level, and the ways in which teachers may play an active role in promoting student engagement.Purpose The present work seeks to summarize and synthesize the literature on student engagement, providing both a greater appreciation of its importance as well as a context for how it might be better understood at the classroom level. It considers how the primary elements of the classroom environment—the student, the teacher, and the content—interact to affect engagement, and proposes a conceptual framework (based on a previously established model of classroom instruction and learning) for understanding how student engagement may be promoted in the classroom.Research Design This study combines a review of the extant research on the structure and correlates of student engagement, with elements of an analytic essay addressing how selected literature on motivation and classroom instruction may be brought to bear on the understanding and promotion of student engagement in the classroom.Conclusions/Recommendations This article offers a variety of research-based practical suggestions for how the proposed conceptual model—which focuses on student-teacher relationships, the relevance of the content to the students, and teachers’ pedagogical and curricular competence—might be applied in classroom settings.

To identify intervals containing systemic lupus erythematosus (SLE) susceptibility alleles in the BXSB strain of mice. We analyzed 286 (B10 × [B10 × BXSB]F1) backcross mice for a range of phenotypic traits associated with the development of SLE in BXSB mice. The mice were genotyped using 93 microsatellite markers, and the linkage of these markers to disease was studied by extreme-phenotype and quantitative trait locus analysis. The disease phenotype in these backcross mice was less severe than that in BXSB mice. However, antinuclear antibody production was increased compared with the parental strain. We identified 4 areas of genetic linkage to disease on chromosome 1 (Bxs1–4), 1 on chromosome 3 (Bxs5), and another interval on chromosome 13 which were associated with various aspects of the phenotype. Bxs4 and Bxs5 are located in regions not previously linked to disease in other models of SLE. SLE in the BXSB mouse model has a complex genetic basis and involves at least 5 distinct intervals located on chromosomes 1 and 3. There is evidence that different intervals affect particular aspects of the SLE phenotype.

Several letters to the editor are presented in response to articles published in previous issues including a review of the Nexus "No Nukes" show by Ron Jones in the September/October 1983 issue, a correction to an article on the North Carolina Museum of Art published in the September/October 1983 issue, and an appreciation to the July/August 1983 issue.

The zoonotic pathogen Pasteurella multocidaproduces a 146-kDa modular toxin (PMT) that enters host cells and manipulates intracellular signaling through action on its Gα protein targets. The N terminus of PMT (PMT-N) mediates cellular uptake through receptor-mediated endocytosis, followed by the delivery of the C-terminal catalytic domain from acidic endosomes into the cytosol.

A letter to the editor is presented about the association of the church of Saint Baise in Haccombe, Devon, England with the Carew family and their connection to the Mary Rose Trust.