Universal Design for Learning within an Integrated Multitiered System of Support

Comprehensive schoolwide initiatives like integrated multitiered systems of support (I-MTSS) and universal design for learning (UDL) present opportunities for large-scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I-MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed-methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I-MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.     

Effect of <Emphasis Type="Italic">Curcuma longa</Emphasis> freeze dried rhizome powder with milk in STZ induced diabetic rats

This study deals with the effects of freeze dried rhizome powder of Curcuma longa (C. longa) dissolved in milk on normal as well as diabetic models. Diabetes of type II and type I was within 3 days of a single administration of doses of 45 and 65 mg kg⁻¹ of streptozotocin respectively. Various parameters such as blood glucose levels, triglycerides, total cholesterol, high density lipoprotein, very low density lipoprotein, low density lipoprotein, serum glutamic oxaloacetic transaminase, serum glutamic pyruvate transaminase, alkaline phosphatase, creatinine, hemoglobin, urine protein and urine sugar in addition to body weight were taken in to consideration and were analyzed after administration of variable doses of rhizome powder. The dose of 200 mg kg⁻¹ was identified as the most effective dose as it increased HDL, Hb and bw (P<0.05) with significant decrease in the levels of blood glucose, lipid profile and hepatoprotective enzymes (P<0.001).     

The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.     

Assessment of glycemic potential of<Emphasis Type="Italic">Musa paradisiaca</Emphasis> stem juice

The present study reveals the effect of Musa paradisiaca stem juice on blood glucose level (BGL) of normal & diabetic rats. The dose of 500 mg/kg bodyweight produces a significant rise of 28.3% in blood glucose level after 6h of oral administration in normal rats. Whereas, in sub diabetic rats the same dose produces a rise of 16.4% in blood glucose levels within 1h during glucose tolerance test (GTT) and a rise of 16% after 4 h in fasting blood glucose levels of severe diabetic cases. These results were unexpected and important to report as other species of Musa like Musa sapientum has been reported for its hypoglycemic effect.     

What can teachers do to raise pupil achievement?

Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers’ classroom practices and the teaching ‘process’ may matter more to student learning than teachers’ observed résumé characteristics (such as certification and experience). There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing ‘teaching’ to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students’ test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students’ mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices and these, often unobserved, ‘process’ variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded with higher pay for possessing these characteristics, highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching ‘process’ variables matter significantly to student achievement. There are important differences across school-types.     

Microfluidic device capable of medium recirculation for non-adherent cell culture

We present a microfluidic device designed for maintenance and culture of non-adherent mammalian cells, which enables both recirculation and refreshing of medium, as well as easy harvesting of cells from the device. We demonstrate fabrication of a novel microfluidic device utilizing Braille perfusion for peristaltic fluid flow to enable switching between recirculation and refresh flow modes. Utilizing fluid flow simulations and the human promyelocytic leukemia cell line, HL-60, non-adherent cells, we demonstrate the utility of this RECIR-REFRESH device. With computer simulations, we profiled fluid flow and concentration gradients of autocrine factors and found that the geometry of the cell culture well plays a key role in cell entrapping and retaining autocrine and soluble factors. We subjected HL-60 cells, in the device, to a treatment regimen of 1.25% dimethylsulfoxide, every other day, to provoke differentiation and measured subsequent expression of CD11b on day 2 and day 4 and tumor necrosis factor-alpha (TNF-α) on day 4. Our findings display perfusion sensitive CD11b expression, but not TNF-α build-up, by day 4 of culture, with a 1:1 ratio of recirculation to refresh flow yielding the greatest increase in CD11b levels. RECIR-REFRESH facilitates programmable levels of cell differentiation in a HL-60 non-adherent cell population and can be expanded to other types of non-adherent cells such as hematopoietic stem cells.     

The Effects of Two Mindset Interventions on Low-Income Students’ Academic and Psychological Outcomes

Abstract

This study examined two widely available light-touch, writing-based mindset interventions: one that targeted students’ purpose for learning and one that aimed to increase students’ growth mindset. In order to examine the potential mechanisms underlying previously reported effects of mindset interventions, we analyzed these interventions’ effects on low-income, ethnic minority adolescents’ academic outcomes, task persistence, task-relevant anxiety, critical motivation, and sense of belonging. Results indicated that the purpose for learning intervention had a small negative impact on students’ self-reported grades the following year, and null results for the other outcomes. The growth mindset intervention was administered one year following the purpose for learning intervention and we found no evidence of treatment impacts on any outcomes. Analyses of treatment impact moderation suggested that certain student characteristics, such as student gender and race could play a role, but most of these tests also presented null results. The primarily null results of both interventions suggest that further study is needed to determine the effectiveness of one-time, self-administered mindset interventions across a variety of contexts and student populations.