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TPACK development through self-directed technology learning: music technology educator perceptions and experiences
Full text link2026The purpose of this study was to examine the impact of self-directed technology learning habits on technological, pedagogical, and content knowledge (TPACK) through the perceptions and experiences of five high school music technology educators. This study used collective case study design. Data were collected over a six-week period in the summer of 2024 through participant interviews and a focus group discussion. Follow up questions regarding participants’ use of AI occurred in the summer of 2025. These follow up questions were added to capture emerging trends related to generative AI, which had become increasingly relevant in music education and technology, ensuring the study remained current and reflective of the evolving field. The findings of this study provide support to extant research suggesting that music technology educators are resilient, self-reliant, self-motivated, and possess a willingness to learn new technologies in order to best serve their students through engaging and thoughtful instruction. The study contributes valuable insights into how self-directed learning practices shape music educators’ technological proficiency and pedagogical approaches, highlighting the need for adaptive professional development in an evolving technological landscape
Long-term calorie restriction preserves myelin and glial homeostasis in aging rhesus monkey brain
No full text2026In the aging mammalian brain, neuroglia accumulate oxidative damage and demonstrate metabolic dysfunction, impairing myelin maintenance and contributing to age-related white matter degeneration which is associated with cognitive decline. Calorie restriction (CR) is a well-established intervention known to slow biological aging and extend lifespan in a range of species, yet its effects on brain aging outcomes in long-lived primates remain unclear. The overall goal of this dissertation project was to test the hypothesis that decades-long CR in rhesus monkeys can mitigate age-related cellular and molecular glial alterations, thereby preserving glial and myelin homeostasis and brain function. Here, we evaluated post mortem brain tissue from rhesus monkeys in the National Institute on Aging Health and Longevity study, where rhesus monkeys followed a control or 30% calorie restricted diet for over 20 years. We investigated the cellular and molecular profiles of oligodendrocytes and microglia within frontal white matter regions, implicated in cognition, with previously demonstrated myelin pathology. Using single nucleus transcriptomics, we found that oligodendrocytes from CR subjects exhibited increased expression of myelin-related genes and showed enrichment in glycolytic and biosynthetic fatty acid pathways. A specialized subpopulation of oligodendrocytes designated “synaptic” OLs and implicated in myelination, demonstrated enrichment in glutamatergic signaling and synaptic cell adhesion pathways. Moreover, these synaptic OLs were observed in closer proximity to axons. Notably, the synaptic adhesion genes, which facilitate oligo-axon crosstalk, were upregulated in the CR group. Microglia from CR subjects showed transcriptional upregulation of amino acid and peptide metabolic pathways, alongside a reduced abundance of cells with an inflammatory, myelin-debris-associated signature. Histological analysis showed that CR subjects had significantly fewer cells with oxidative DNA damage, with oligodendrocytes showing the greatest reduction, specifically within mitochondrial DNA. Microglia did not exhibit the same reduction of DNA damage but displayed a morphological shift towards ramified, homeostatic morphologies with fewer hypertrophic microglia compared to controls. Birefringence microscopy was used to assess the structural integrity of myelin within these white matter regions to determine if the cellular and molecular benefit extended to the structural architecture of myelin. This assessment showed no significant effects of CR on myelin integrity or density. Finally, we developed an ex vivo brain slice culture model to use as a platform to test pharmacological manipulation of remyelination, oligodendrocyte maturation, and microglia activation in response to induced demyelination. Treatment with the CR mimetic, metformin, or the potent antioxidant curcumin, improved aspects of the glial-myelin environment following demyelination. Our findings point to oligodendrocytes as primary drivers of age-related myelin damage through dysregulated energy metabolism and increased oxidative damage. The accumulation of damaged oligodendrocytes, together with lipid oxidation of the myelin sheath, overwhelms the phagocytic clearance capacity of microglia, leading to myelin debris accumulation and microglia-driven secondary inflammation. We have provided evidence that long term calorie restriction reduces the primary damage burden in oligodendrocytes and thereby attenuates downstream inflammatory responses and morphological alterations in microglia. However, we also identified potential limitations of CR, as it does not appear to mitigate structural deterioration of myelin. Furthermore, our ex vivo studies confer comparable, cell-type-specific neuroprotection to both oligodendrocytes and microglia, suggesting potential strategies to preserve glial and myelin homeostasis in aging
Welcome or just admitted? Transfer receptivity in California State University music programs
Full text link2026Community colleges in the United States create opportunities for students to pursue higher education yet transfer to four-year universities may present barriers that challenge or interrupt student progress. In California, students may begin at one of the California Community Colleges (CCCs) with plans to transfer to one of the California State Universities (CSUs). Although pathways between CCCs and CSUs are designed to promote access, music transfer students may encounter barriers due to the unique nature of music study, including sequenced coursework, limited alignment between institutions, and program-specific requirements such as performance juries and audition requirements, which may not transfer or align consistently across institutions.Transfer Receptive Culture (TRC) (Jain et al., 2011) a framework used to evaluate institutional commitment to supporting successful transfer students, emphasizes structural factors rather than placing responsibility on individual students. The purpose of this study was to examine whether and to what extent TRC is enacted within CSU music departments from the perspectives of CSU faculty who work with CCC transfer students. A sequential explanatory mixed methods design was implemented, with a faculty questionnaire and semi-structured interviews. Both the design and analysis were developed in alignment with Critical Realism as the guiding paradigm.
Key findings included misalignment between CCC and CSU curricula, inconsistent advising and communication, and limited institutional assessment of transfer-related practices at the CSUs. Broader themes also emerged beyond the TRC framework, including student well-being, faculty strain and emotional labor, deflecting institutional responsibility, and systemic misalignment and institutional frustration. TRC implementation varied across CSU music programs, with support structures differing in both consistency and comprehensiveness. Practical implications for the promotion of TRC within university settings are also presented
Freedom in movement: a personal reflection applying Paul Rolland’s pedagogy at the Boston Music Project
Full text link2026Mastering a string instrument requires intricate physical coordination, yet ensemble-based settings often limit the ability to address individual posture and tension. At the Boston Music Project, students frequently displayed rigidity in their playing, constraining both technical development and musical expression. In this study I investigated whether my incorporating Paul Rolland’s movement-focused pedagogy in a heterogeneous elementary string orchestra could address these issues. The inquiry was guided by two research questions: 1. To what extent do Rolland’s principles of movement and pedagogy, when applied to the teaching of string orchestra to the BMP’s Sibelius Orchestra, a heterogeneous group of 1st graders to 5th graders, improve students' posture and musicality?
2. To what extent do Rolland’s principles of movement and pedagogy influence my focus, demeanor, and engagement strategies when teaching the BMP’s Sibelius Orchestra?
Using an action research design, I integrated short, movement-centered activities into regular lessons between September and December 2024, supported by video analysis, journaling, and surveys. Action Research is an approach in which the researcher seeks to integrate research with practice, allowing teachers to systematically investigate their instructional methods while making real-time improvements. Johnson (2008) described action research as an effective bridge between theory and practice, enabling teachers to test and adapt new strategies in authentic contexts. Data analysis in this study involved: comparative video analysis to examine changes in students’ posture, bow hold, and movement fluidity between September and December; thematic coding of reflective journals in which I identified recurring themes such as successful strategies, common student challenges, and instructional adjustments; and analyzing survey data to explore student engagement and tension indicators that aided me with assessing changes in student attitudes, participation, and ease of playing based on classroom interactions and observational notes.
The following themes developed as a result of the analysis of data: student movement and posture, adaptations of Rolland’s activities, engagement and classroom dynamics, and persistent challenges. Findings indicate that Rolland’s activities encouraged students to release static tension and explore freer movement, while also shifting my teaching from remedial correction toward proactive, kinesthetic guidance. Although student movement at the final concert remained less coordinated than in Rolland’s demonstration models, evidence from classroom observations and pre/post surveys showed increasing awareness of body balance and movement quality. The study underscores both the potential and the challenges of adapting Rolland’s pedagogy for group instruction, highlighting the need for flexible application, teacher training, and intentional integration of movement into ensemble pedagogy. These findings offer practical insights for music educators seeking to enhance technical fluency, musical expressiveness, and physical ease in heterogeneous classroom settings
TGF-β1-dependent expression of FOXS1 attenuates adipogenic potential and enhances a myofibroblast cellular phenotype
Full text link2026White adipose tissue (WAT) fibrosis is a major determinant of obesity-induced cardiometabolic dysfunction and is characterized by excessive extracellular matrix deposition and myofibroblast activation. Transforming growth factor (TGF)-β1 is a profibrotic cytokine that potently induces myofibroblast activation in adipocyte stem cells (ASC). How TGF-β1 orchestrates ASC activation in WAT fibrosis is not completely understood. We identified FOXS1, a member of the forkhead box transcription factor superfamily, as an early transcriptional target of TGF-β1 signaling in primary human WAT ASC (hASC). FOXS1 potentiated TGF-β1-dependent upregulation of several activated myofibroblast genes (e.g. Acta2, Col1a1, Fn1, Il11) in 10T1/2 fibroblasts. FOXS1 also mitigated the dexamethasone, 3-isobutyl-1-methylxanthine, insulin, and indomethacin (DMII) induced upregulation of several adipogenic factors (e.g. Pparg, Stat5a, Fabp4, Adipoq) and sensitized cells to the anti-adipogenic effects of TGF-β1. Furthermore, loss of endogenous FOXS1 improved 10T1/2 adipogenic permissiveness and activated proadipogenic gene programs, even after TGF-β1 stimulation. These results indicate that FOXS1 is a positive regulator of profibrotic TGF-β1-dependent cellular responses, orchestrating profibrotic and anti-adipogenic molecular phenotypes that promote myofibroblast activation and block adipogenesis. These findings offer novel insight into the TGF-β1-dependent roles of FOXS1 in fibroblasts within the context of profibrotic WAT ASC activation and provide a foundation for further investigation into the role of FOXS1 in WAT fibrosis and obesity-induced cardiometabolic dysfunction
The impact of urbanization on the tree-associated microbiome
No full text2026Urbanization profoundly reshapes ecosystems, altering both abiotic conditions and the interactions between organisms, yet its effects on tree-associated microbial communities and their implications for urban forest health remain poorly understood. This dissertation examines how urbanization influences soil- and tree-associated microbiomes and microbial functional potential across urban-to-rural gradients, with the goal of linking microbial ecology to tree growth and mortality outcomes. I first demonstrate that urbanization increases overall soil microbial connectivity while simultaneously disrupting key ecological interactions, notably reducing connectivity among ectomycorrhizal fungi that form mutualistic relationships with tree roots. Urbanization also shifts the structure and composition of oak tree microbiomes, decreasing mutualistic symbionts and increasing decomposers and pathogens, with consequences for biogeochemical cycling, including higher nitrogen loss potential and reduced methane consumption. These microbiome shifts correlate with urban stressors such as heat, drought, and inorganic nutrient deposition. Integrating microbial and environmental data, I show that urban tree growth and survival are shaped by microbial composition: growth is positively associated with microbial functional groups such as saprotrophs and C-fixing bacteria, while mortality is linked to pathogenic and wood-decomposing taxa. These findings highlight the central role of the tree holobiont (i.e., the tree and its associated microbes) in determining urban tree performance. To better predict functional outcomes from microbial surveys, I developed Fun2FITS, a computational pipeline that links fungal ITS amplicon data to predicted gene content, enabling scalable inference of fungal functional potential across ecosystems. Validation demonstrates that Fun2FITS captures ecologically meaningful patterns, particularly for ectomycorrhizal fungi. Finally, I translate these insights into applied urban forestry strategies through GIS-based analyses that identify optimal front-yard planting locations in Boston to maximize ecological and social benefits. Collectively, this work provides a mechanistic understanding of how urbanization reshapes tree-microbe interactions, microbial functional potential, and urban forest health, offering tools for evidence-based management of resilient, sustainable urban tree populations.2028-01-14T00:00:00
Ripples of connection (ROC): an occupation-based social emotional skills training for staff in informal educational settings serving neurodiverse youth
Full text link2026Youth across the United States are experiencing increasing emotional and mental health challenges that affect functioning, social connection, and participation within community settings. These challenges are particularly pronounced in informal educational settings (IES), such as afterschool programs and summer camps, where staff often receive limited training to support neurodivergent children, including those with attention-deficit/hyperactivity disorder (ADHD), sensory processing differences, or emotional regulation challenges. Misinterpretation of neurodivergent responses may result in punitive or exclusionary practices, contributing to increased distress and reduced opportunities for social participation and engagement. Ripples of Connection (ROC) was developed to address this gap. ROC is a staff training program designed to enhance emotional intelligence, interoceptive awareness, mindfulness, and connection-based practices among IES staff. The program aims to increase staff confidence, promote coregulation, and foster inclusive environments that support engagement, belonging, and emotional well-being for neurodiverse groups in IES
Health disparities in severe maternal morbidity: selection bias, intersectionality, and hypertensive disorders of pregnancy
No full text2026Severe maternal morbidity (SMM), defined as unexpected outcomes of labor and delivery, affects more than 50,000 birthing individuals annually in the United States, and is characterized by persistent health disparities across various social factors, such as race/ethnicity and socioeconomic status. These patterns have continued over time despite evidence that many SMM events are preventable. Therefore, a deeper understanding of both social and clinical drivers, along with careful consideration of potential sources of systematic error, is critical to inform effective interventions. Using data from the Pregnancy to Early Life Longitudinal Data System, which links live birth and fetal death certificates to hospital delivery discharge records in Massachusetts, we analyzed deliveries from 1998 to 2021 to address key methodological, social, and clinical gaps in research on health disparities in SMM. In the first study, we estimated the effect of SMM, compared with no SMM at the first hospital delivery, on the risk of SMM at the second hospital delivery and applied inverse probability of continuation weighting to quantify the magnitude and direction of bias introduced by selective attrition. A history of SMM was associated with an excess of more than 500 SMM events per 10,000 in-hospital deliveries at the second delivery, underscoring the importance of tailored care in future pregnancies. We also found that Black birthing people were disproportionately affected, with rate differences (RD) exceeding 800 per 10,000 in-hospital deliveries. Selection bias was minimal and generally resulted in a slight downward bias of <1%. In the second study, guided by intersectionality, we used interaction analyses to examine the association between occupying one or more marginalized identities compared with only privileged social identities and the risk of SMM. Multiply marginalized groups (i.e., racially and ethnically minoritized individuals with socioeconomic disadvantage), as well as Black individuals with socioeconomic advantage, experienced excess SMM events (RD 27–150 per 10,000 in-hospital deliveries) compared with White birthing people with socioeconomic advantage. These findings highlight the importance of addressing multiple intersecting social positions in efforts to reduce disparities in SMM. In the third study, we used mediation analysis to estimate the proportion of the Black–White racial disparity in SMM that would be eliminated through the prevention of hypertensive disorders of pregnancy (HDP). HDP accounted for 38.5% of the Black–White racial disparity in SMM, indicating that prevention of HDP may represent a potential pathway for reducing part of the racial disparities in SMM. Together, these three studies advance our understanding of various methodological, social, and clinical factors underlying health disparities in SMM.2029-01-31T00:00:00
Play to connect: supporting social and emotional development in children on the autism spectrum through caregiver-guided pretend play
Full text link2026Children on the autism spectrum engage with others in diverse ways, and differences in social skills can make early social experiences challenging especially when support is not tailored to their needs. Although many preschools in Singapore offer universal social-emotional learning (SEL) programs, these often lack a caregiver component and rarely use play-based approaches, limiting their effectiveness for children on the spectrum. Caregivers, who play a central role in supporting their child’s social participation, frequently receive little guidance on how to do so. This gap can increase caregiver stress and negatively affect their overall well-being. Play to Connect is an evidence-based, fully online program for caregivers of preschool children on the autism spectrum. It is delivered over three months by trained occupational therapists and provides caregivers with the knowledge, skills and confidence to engage their children in pretend play to support the development of social-emotional skills in everyday routines. Developing contextually relevant programs like Play to Connect addresses the unique challenges faced by caregivers in Singapore, offering targeted support that enhances caregiver self-efficacy. By strengthening caregivers' skills and confidence, Play to Connect supports caregiver well-being and promotes positive developmental outcomes for children on the autism spectrum
Critical literacy in secondary band education: navigating tradition and transformation through educator narratives
Full text link2026Hate crimes, bigotry, and racism in the United States continue to reach new heights, signaling a contemporary hegemonic crisis that demands educational response (Meyerhoffer, 2023). Although scholars call for educators to actively combat systemic oppression (Villavicencio et al., 2023), teachers face increasing scrutiny from restrictive legislation concerning discussions of race, sexuality, and gender (Bylica et al., 2024). Music educators are uniquely positioned to facilitate critical examination of social justice issues through curriculum that challenges dominant narratives and amplifies marginalized voices (Hess, 2017b). Band educators, however, often resist change due to deeply rooted traditions and reproductive pedagogical models (Allsup & Benedict, 2008). The authoritarian traditions prevalent in band education, including prescriptive methods, linear curricula, competition, and performance-based outcomes, can constrain opportunities for critical work and student voice (Allsup & Benedict, 2008). Through a narrative inquiry methodology (Clandinin & Connelly, 2000) I explored how three secondary band educators across the United States implemented Critical Literacy (Freire, 1970/2000) practices in their classrooms. Findings revealed that critical literacy implementation exists along a spectrum, from subtle to explicit engagement. Participants employed activities aligned with Lewison et al.'s (2002) four dimensions of Critical Literacy: disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and taking action to promote social justice. Examples included engaging with diverse repertoire, modifying routines, integrating popular music, challenging traditions, promoting representation, facilitating dialogue, implementing cross-curricular models, and engaging in activism through composition and performance. Participants identified educational experiences, lived experiences with marginalization, and a desire for students to become principled citizens as motivations, identifying benefits such as enhanced musicianship through increased empathy and vulnerability, and development of student agency. Barriers included competition pressures, band director fragility, community values and politics, resistant colleagues, restrictive legislation, the inherent nature of band education itself, and the persistence of the "Good Old Boys Club.” Within increasingly restrictive political environments, participants developed what I termed permeative teaching practices, a reframing of subversive teaching (Portelli & Eizadirad, 2018), that flow through and transform education rather than opposing it externally. The study demonstrated that critical literacy and musical excellence function as complementary rather than competing forces. This study suggests that the survival of band education may depend on its willingness to embrace critical engagement rather than retreat into traditional practices that no longer serve all students effectively. Keywords: Critical Literacy, Critical Pedagogy, band education, narrative inquiry, social justice, permeative teaching, secondary education, Freire, systemic oppressio