898 research outputs found
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Mutating lysine 336 in Msh6 does not appear to affect DNA mismatch repair in Saccharomyces cerevisiae
Full text linkDefects in the DNA mismatch repair process results in the accumulation of mutations and disease. Mutations in MSH6 and MSH2, encoding for the subunits of the MutSα complex, are often responsible for Constitutional Mismatch Repair Deficiency (CMMRD) and Lynch Syndrome (LS), respectively. This work focused on DNA mismatch repair through analysis of the MSH6 missense variant msh6-K336T. The mutation examined in this study is msh6-K336T in Saccharomyces cerevisiae, which is equivalent to msh6-K431T in humans. The mutation results in the replacement of lysine with threonine, an amino acid with different properties. It was therefore hypothesized that the mutation would prevent MutSα complex interaction, effectively hindering recognition and subsequent repair of mismatches. Based on Sorting Intolerant from Tolerant (SIFT) Analysis, it was predicted that the amino acid change will be tolerated in humans and not tolerated in yeast. Combination of Different Properties of Msh6 Protein (CoDP) Analysis predicted that the mutation would likely impair molecular function. Investigation of msh6-K336T was carried out by transforming a plasmid containing the msh6-K336T into yeast lacking the MSH6 gene. Diploid cells containing the msh6-K336T and a wild-type copy of the MSH6 gene were also analyzed. The responses to the CAN1 forward mutation assay were examined to understand the severity of the mutation in MMR. It was determined that msh6-K336T yeast strains behaved very similarly to wild-type strains in the assay, indicating this allele displays a wild-type phenotype and is not defective in the DNA MMR process
Teachers’ Self-Efficacy and Cyberbullying: A Qualitative Investigation of Teacher Perspectives
Full text linkThis qualitative study explored the self-efficacy of middle school teachers as they address cyberbullying in the classroom. A phenomenological research design using a purposive sampling method was used. To understand the teachers’ lived experiences and perspectives on cyberbullying, open-ended semi-structured interviews were conducted with seventh-grade teachers from two parochial schools and three charter schools. Participants completed a demographics questionnaire, which was used to gather additional information regarding the teachers’ background and experience. Seven themes emerged from coding the data collected from the teacher interviews and focus group session: 1) collaboration and communication, 2) professional development and training, 3) support and intervention, 4) self-efficacy and confidence, 5) impact based on feedback, 6) challenges, and 7) coping mechanisms. Results from this study will provide school leaders and policymakers with recommendations and data to help create safer learning environments, which will benefit the entire school community
Factors Influencing Student Persistence through Undergraduate Degree Completion: A Case Study of the Social Engagement of Black Students at a Private Historically Black College and University.
Full text linkThis qualitative exploratory single-case study examined the social engagement strategies utilized by one HBCU and the influences of these strategies on Black undergraduate students\u27 sense of belonging and social engagement, which have been found to support and improve student persistence. Previous research on Black undergraduate students\u27 social engagement and persistence has been primarily conducted at predominately White institutions (PWIs), with few studies explicitly focusing on social engagement and persistence at HBCUs. The site selected for this study was an HBCU under the pseudonym Fillmore State University (FSU). A qualitative exploratory case study was utilized as this methodology allowed the researcher to answer a how question exploring the complex social phenomena of the influence of the social engagement of Black undergraduate students on student persistence. The researcher collected and triangulated data from individual interviews with seven staff and five student government leaders to understand the institutional strategies utilized to engage students at FSU socially. A survey of 50 Black undergraduate seniors and a focus group of 10 undergraduate students were used to understand the social engagement experiences and the influence of these experiences on student persistence. This study produced four themes and 12 subthemes related to institutional engagement strategies and the impact of these strategies on student persistence based on the viii perceptions and experiences of Black undergraduate students. Based on research findings, social engagement strategies play an integral role in bolstering motivation and a sense of belonging, improving student persistence
Representations of State-Recognized Tribes: A Content Analysis of Social Studies Standards
Full text linkThis qualitative study analyzes social studies standards across the 11 states that recognize Native American tribes on the state level. The researcher seeks to determine the explicit and implicit representations of state-recognized tribes in the social studies standards required by 11 states. Research on educational issues that impact state-recognized tribes is limited and creates a gap in the literature for these communities. This study is significant because it promotes awareness of the lack of representation of state-recognized tribes in the social studies standards and sub-standards of the 11 states that recognize tribes on the state level. Tribal Critical Race Theory serves as the theoretical framework utilized to analyze the issue of Native American representation in social studies standards. Data has been collected utilizing a conceptual content analysis and a coding scheme developed by the researcher and verified by trained independent raters. Throughout the 4,113 social studies standards of the 11 states covered in this study, one explicit representation and 201 implicit representations of state-recognized tribes were identified. This limited representation of state-recognized tribes contributes to negative stereotypes against Native Americans, increases the lack of awareness of state-recognized tribes, and further alienates Native American students in social studies classrooms while dismissing the historical and modern significance of Native Americans
K-3 Teachers’ Self-Efficacy for Teaching Reading and Its Relationship on K-3 Students Reading Achievement: A Mixed-Methods Study
Full text linkEducators persistently grapple with heightened levels of accountability concerning their professional job performance, concomitant with the imperative to maintain commensurate standards in facilitating student achievement. Such circumstances engender heightened personal strain, potentially precipitating diminished self-esteem and consequently impeding the delivery of effective educational services to students, thereby compromising overall professional performance. Bandura (1997) delineated self-efficacy as the cognitive appraisal of one\u27s capacity to orchestrate and execute specific tasks effectively. Moreover, he posited that individuals\u27 anticipated outcomes are significantly influenced by their assessments of their competence to execute tasks in various contexts. Analogously, teachers\u27 perceptions and attitudes regarding their students\u27 overall performance are similarly governed by their beliefs in their instructional efficacy. This mixed-methods study aims to determine whether a relationship exists between teachers\u27 self-efficacy in reading and their students\u27 overall reading achievement as measured by v Louisiana’s K-3 Literacy Screener, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8th Edition. The data collected focused on teachers\u27 self-efficacy and students\u27 reading achievement. This study employed qualitative data from participant TSELI, semi-structured interviews, and quantitative data from the Fall and Spring DIBELS 8th Edition assessments. The Teachers\u27 Sense of Efficacy for Literacy Instruction (TSELI) and semi-structured interviews were administered to teachers in grades kindergarten through third in one kindergarten through 8thgrade school in the southeastern Louisiana region. The anticipated findings of this research determined if there is a relationship between the teacher’s self-efficacy for reading instruction and K-3 students’ reading achievement. Additional demographic information about teachers in the study may provide further influences, such as years of experience and teacher preparation. The results of this research study can enhance teacher efficacy in delivering reading instruction and assist the district in providing instructional resources and teacher professional development that increase teacher efficacy in reading instructional practices
The Silent Suffering of Survivors: The COVID-19 Pandemic\u27s Impact on Domestic Violence Resources
Full text linkIncreased reports of domestic violence has coincided with the eruptions and growth of the COVID-19 pandemic. Previous research has shown a positive correlation between domestic violence and the occurrence of humanitarian crises. Recently published research about domestic violence police reports in the COVID-19 pandemic has also supported this correlation. We used data from the National Network To End Domestic Violence (NNEDV) to analyze the number of survivors served by domestic violence programs in the United States, type of resources available, and unmet request from 2019-2021, one year pre-pandemic and the first two years of the pandemic. Findings from this study indicate that the COVID-19 pandemic has exacerbated inaccessibility and unavailability of domestic violence resources, especially since many reductions and eliminations to domestic violence services occurred during this time period. In addition, there is a great need for more research on how this humanitarian crisis impacted historically underserved survivors in the United States
Building Efficacy in Special Educators: An Examination of Basic Readiness Factors
Full text linkThis phenomenological study examined the perceptions of self-efficacy of elementary special education teachers (SETs) providing services for students with disabilities (SWD) in the general education classroom setting. Additionally, this study explored the effect of job-embedded supports and the skill sets deemed essential to meet the needs of SWDs. Understanding methods that can enhance the skill sets and pedagogical knowledge of SETs beyond teacher preparation can provide schools and school districts with opportunities to build highly efficacious teachers and improve student outcomes. Participants were asked about the perceived impact of teacher preparation programs on the self-efficacy of practicing SETs and about job-embedded support structures offered to build a sense of efficacy. The research findings indicate that elementary SETs gain basic foundational knowledge of special education in their teacher preparation program; however, job-embedded supports help them build their self-efficacy. This study added to the existing literature focusing on SETs of students in more restrictive environments. The results of this study could provide targeted topics for professional development and training that support the needs of SETs, build their efficacy, and ultimately increase positive student outcomes
How Coteaching Impacts Student Academic Growth In Elementary School
Full text linkThe purpose of this study is to determine the effects of co-teaching on the academic achievement of elementary students in English Language Arts (ELA). The current body of research related to co-teaching is primarily qualitative and mostly inconclusive (Hurd & Weilbacher 2017). After the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, it is vital for educational institutions to implement research-based practices to support students with and without disabilities in their Least Restrictive Environments (LRE). This study took a quantitative approach and utilized a causal-comparative design to answer the question: How does a co-taught classroom in comparison to a traditional classroom impact the academic achievement of third and fifth grade students in ELA as indicated by the Louisiana Educational Assessment Program (LEAP) 360 assessments? Data were gathered from diagnostic and interim benchmark assessments from a co-taught group of students and a traditionally taught group of students. The difference between the scores was analyzed to determine student growth and to compare the average growth of students in a co-taught classroom to the average growth of students in a non- co-taught classroom. This study’s intent was to determine if there is a statically significant difference between the ELA growth of students in co-taught classrooms and students in non-co- taught classrooms
