'… A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this ...perspective.' – David Nunan, University of Hong Kong
'…Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book." – Diane Tedick, University of Minnesota, USA
This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
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Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics at The Pennsylvania State University, and Co-director of the Center for Advance Language Proficiency Education and Research
"I found this book pleasant, stimulating and enlightening reading, as well as a good source of information. I suggest it to whoever is interested not only in L2 teacher training but also in teacher training in general, because it is a valid example of how reflection on learning and on the teaching profession can fruitfully be developed in a sociocultural perspective."-- British Journal of Educational Technology , Vol. 41: No. 2, 2010
Contents
Preface
Chapter 1: Defining a Sociocultural Perspective
Changing Points of View
Teachers as Learners of Teaching
Language as Social Practice
Teaching as Dialogic Mediation
Macro-Structures and the L2 Teaching Profession
Inquiry-Based Approaches to Professional Development
Future Challenges for L2 Teacher Education
Chapter 2: Shifting Epistemologies in Teacher Education
Overcoming a Positivistic Epistemological Perspective
Shifting towards an Interpretative Epistemological Perspective
Emerging Research on Teacher Cognition
Reconceptualizing the Knowledge-base of L2 Teacher Education
A Sociocultural Perspective on L2 Teacher Education
Chapter 3: Teachers as Learners of Teaching
Understanding Teacher Learning from a Sociocultural Perspective
"Seeing" Teaching Learning
Teacher-Authored Accounts of Professional Development
Mediational Means in the Zone of Proximal Development
Disciplinary Knowledge and Concept Development
Transformation of Activity: Teacher Learning – Student Learning
Chapter 4: Language as Social Practice
Defining Knowledge About Language
Language as Social Practice
Embracing Language as Social Practice in L2 Teacher Education
Developing Teachers’ Awareness of Language as Social Practice
Analyzing E-mail Messages
Analyzing Classroom Transcripts
Building Curriculum from Contexts of Use
Chapter 5: Teaching as Dialogic Mediation
Teaching, Learning, and Development
The Development of Conceptual Thinking
Reconceptualizing the Concepts of Methodology, Language’, and
Teaching
Reconceptualizing Reading Comprehension Instruction
Scaffolded Learning and Assisting Performance
Teachers’ Questioning Patterns
Maximizing Classroom Interaction
Chapter 6: Macro-Structures and the Second Language Teaching Profession
Activity Theory: An Overview
Educational Reforms Policies
English Language Educational Reform Policies in South Korea
Contradictions and Interventions
Redesigning a School Community: The Case of a Finnish Middle
School
Implementing Educational Reform Policies: The Teaching
Practicum in South Korea
The Power of High-Stakes Language Testing
Constructing a Student: The Case of Joon
Constructing a Student: The Case of Noelle
Chapter 7: Inquiry-based Approaches to Professional Development
The Narrative Nature of Teachers’ Accounts
The School Context and Culture in which Teachers’ Accounts Emerge
Linkages between Teachers’ Accounts and Professional Discourses
The Zone of Proximal Development as a Mediational Space
Models of Inquiry-Based Professional Development
Critical Friends Groups
Peer Coaching
Lesson Study Groups
Cooperative Development
Teacher Study Groups
Chapter 8: Future Challenges for Second Language Teacher Education
‘Located’ Second Language Teacher Education
Linking Teacher Learning and Student Learning
Intellectual Tools of Inquiry vs. The Politics of Accountability
Subject Index
Author Index
Interferon-γ inducible factor 16 (IFI16) is a multifunctional nuclear protein involved in transcriptional regulation, induction of interferon-β (IFN-β), and activation of the inflammasome response. ...It interacts with the sugar-phosphate backbone of dsDNA and modulates viral and cellular transcription through largely undetermined mechanisms. IFI16 is a restriction factor for human cytomegalovirus (HCMV) and herpes simplex virus (HSV-1), though the mechanisms of HSV-1 restriction are not yet understood. Here, we show that IFI16 has a profound effect on HSV-1 replication in human foreskin fibroblasts, osteosarcoma cells, and breast epithelial cancer cells. IFI16 knockdown increased HSV-1 yield 6-fold and IFI16 overexpression reduced viral yield by over 5-fold. Importantly, HSV-1 gene expression, including the immediate early proteins, ICP0 and ICP4, the early proteins, ICP8 and TK, and the late proteins gB and Us11, was reduced in the presence of IFI16. Depletion of the inflammasome adaptor protein, ASC, or the IFN-inducing transcription factor, IRF-3, did not affect viral yield. ChIP studies demonstrated the presence of IFI16 bound to HSV-1 promoters in osteosarcoma (U2OS) cells and fibroblasts. Using CRISPR gene editing technology, we generated U2OS cells with permanent deletion of IFI16 protein expression. ChIP analysis of these cells and wild-type (wt) U2OS demonstrated increased association of RNA polymerase II, TATA binding protein (TBP) and Oct1 transcription factors with viral promoters in the absence of IFI16 at different times post infection. Although IFI16 did not alter the total histone occupancy at viral or cellular promoters, its absence promoted markers of active chromatin and decreased those of repressive chromatin with viral and cellular gene promoters. Collectively, these studies for the first time demonstrate that IFI16 prevents association of important transcriptional activators with wt HSV-1 promoters and suggest potential mechanisms of IFI16 restriction of wt HSV-1 replication and a direct or indirect role for IFI16 in histone modification.
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Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article lays out a theoretical argument for empirical research that focuses on what happens inside the practices of L2 teacher education. Central to this argument is that it is inside these ...practices—the dialogic interactions between teacher educators and teachers—where teacher educators can see, support, and enhance the professional development of L2 teachers. Grounded in a Vygotskian sociocultural theoretical perspective on teacher learning (Johnson, 2009), data from an innovative teacher education practice highlight the quality and character of the collaborative teaching-learning relationships (obuchenie) that unfold in this practice and the role of the teacher educator in providing expert mediation to support novice teachers' emerging conceptualizations of, and initial attempts at, enacting L2 teaching. The article concludes with a call for empirical attention to the design, enactment, and outcomes of the practices of L2 teacher education as essential in order to reclaim the relevance of L2 teacher education in and for the professional development of L2 teachers.
As a public health nurse educator, I was deeply disappointed when our advanced public health nursing (APHN) master's program shuttered in the late 2010s. I therefore found Harris et al.'s description ...(p. S231) of the evolution oftheir APHN program and health policy specialty at the University of California San Francisco (UCSF) to be an inspiring example that should compel nursing education leaders nationwide to consider how they can garner support for APHN education in their own institutions and communities. As evidence mounts regarding the influence of social determinants of health and our world continues to endure a time of upheaval that has magnified inequities on multiple fronts (e.g., the COVID-19 pandemic, climate change, racial injustice, violent geopolitical conflicts), our moral obligation to prepare a workforce that can effectively address structural drivers of health is stronger than ever. If nursing is to reach its potential in influencing health equity, we must teach nurses how systems outside the human bodywork (e.g., political systems) as well as how systems within the human body work (e.g., the cardiovascular system). We cannot do this without nursing faculty who have advanced preparation in public and population health nursing.1,2Although analyzing the future of APHN education is not their primary purpose, Harris et al. briefly recommend expandingthe number of APHN and policy programs nationwide. Their recommendation-which I wholeheartedly support-compels me to reflect on and amplify what others have said regardingthe state of APHN education, including our struggle within nursing to recognize the value of the APHN specialty.2,3 If nurses are to effectively step up as the systems-level practitioners that this pivotal point in history demands, we must begin by advocating for support for APHN education and the value of the specialty from both within and outside the profession.
Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language ...teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work.
This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.
Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics, The Pennsylvania State University.
Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida.
1. A Sociocultural Perspective on Teacher Professional Development Karen E. Johnson, Pennsylvania State University, US and Paula Golombek, University of Florida, US Part I: Promoting Cultural Diversity and Legitimating Teacher Identities 2. Becoming a Culturally Responsive Teacher Elizabeth Smolcic, Pennsylvania State University, US 3. I’m Not Alone": Empowering Non-Native English Speaking Teachers Davi Schirmer Reis, Duquesne University, US 4. Working Toward Social Inclusion Through Concept Development in L2 Teacher Education William Dunn, University of Alberta, Canada Part II: Concept Development in L2 Teacher Education 5. ‘Seeing’ L2 Teacher Learning: The Power of Context on Conceptualizing Teaching Sharon Childs, Pennsylvania State University, US 6. Embracing Literacy-based Teaching Heather Willis Allen, University of Miami, US 7. Synthesizing the Academic and the Everyday Gretchen Nauman, Yanshan University, China Part III: Strategic Mediation in L2 Teacher Education 8. Dynamic Assessment in Teacher Education Paula Golombek, University of Florida, US 9. Moodle as a Mediational Space Tatsuhiro Yoshida, Hyoga University, Japan 10. The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class Deryn P. Verity, Osaka Jogakuin College, Japan 11. Strategic Mediation in Learning to Teach Karen E. Johnson and Ekaterina Arshavskaya, Pennsylvania State University, US Part IV: Teacher Learning in Inquiry-Based Professional Development 12. Teacher Learning through Critical Friends Groups Priya Poehner, Lockhaven University, US 13. Teacher Learning through Lesson Study Thomas Tasker, Department of State, Kiev Part V: Navigating Educational Policies and Curricular Mandates 14. Ten Years of CLT Curricular Reform Efforts in South Korea Eun-Ju Kim, Hanyang Women's University, Korea 15. Learning to Teach under Curricular Reform Kyungja Ahn, Seoul National University, Korea
IMPORTANCE: The influence of menopausal hormone therapy on breast cancer remains unsettled with discordant findings from observational studies and randomized clinical trials. OBJECTIVE: To assess the ...association of prior randomized use of estrogen plus progestin or prior randomized use of estrogen alone with breast cancer incidence and mortality in the Women’s Health Initiative clinical trials. DESIGN, SETTING, AND PARTICIPANTS: Long-term follow-up of 2 placebo-controlled randomized clinical trials that involved 27 347 postmenopausal women aged 50 through 79 years with no prior breast cancer and negative baseline screening mammogram. Women were enrolled at 40 US centers from 1993 to 1998 with follow-up through December 31, 2017. INTERVENTIONS: In the trial involving 16 608 women with a uterus, 8506 were randomized to receive 0.625 mg/d of conjugated equine estrogen (CEE) plus 2.5 mg/d of medroxyprogesterone acetate (MPA) and 8102, placebo. In the trial involving 10 739 women with prior hysterectomy, 5310 were randomized to receive 0.625 mg/d of CEE alone and 5429, placebo. The CEE-plus-MPA trial was stopped in 2002 after 5.6 years’ median intervention duration, and the CEE-only trial was stopped in 2004 after 7.2 years’ median intervention duration. MAIN OUTCOMES AND MEASURES: The primary outcome was breast cancer incidence (protocol prespecified primary monitoring outcome for harm) and secondary outcomes were deaths from breast cancer and deaths after breast cancer. RESULTS: Among 27 347 postmenopausal women who were randomized in both trials (baseline mean SD age, 63.4 years 7.2 years), after more than 20 years of median cumulative follow-up, mortality information was available for more than 98%. CEE alone compared with placebo among 10 739 women with a prior hysterectomy was associated with statistically significantly lower breast cancer incidence with 238 cases (annualized rate, 0.30%) vs 296 cases (annualized rate, 0.37%; hazard ratio HR, 0.78; 95% CI, 0.65-0.93; P = .005) and was associated with statistically significantly lower breast cancer mortality with 30 deaths (annualized mortality rate, 0.031%) vs 46 deaths (annualized mortality rate, 0.046%; HR, 0.60; 95% CI, 0.37-0.97; P = .04). In contrast, CEE plus MPA compared with placebo among 16 608 women with a uterus was associated with statistically significantly higher breast cancer incidence with 584 cases (annualized rate, 0.45%) vs 447 cases (annualized rate, 0.36%; HR, 1.28; 95% CI, 1.13-1.45; P < .001) and no significant difference in breast cancer mortality with 71 deaths (annualized mortality rate, 0.045%) vs 53 deaths (annualized mortality rate, 0.035%; HR, 1.35; 95% CI, 0.94-1.95; P= .11). CONCLUSIONS AND RELEVANCE: In this long-term follow-up study of 2 randomized trials, prior randomized use of CEE alone, compared with placebo, among women who had a previous hysterectomy, was significantly associated with lower breast cancer incidence and lower breast cancer mortality, whereas prior randomized use of CEE plus MPA, compared with placebo, among women who had an intact uterus, was significantly associated with a higher breast cancer incidence but no significant difference in breast cancer mortality.
We present an analysis of challenges facing public health nursing faculty members (PHNF) in the United States and their broader societal implications. The COVID-19 pandemic has exacerbated these ...challenges, making them untenable. Current academic structures-influenced by the broader sociopolitical climate-are problematic for PHNF: they disincentivize PHNF from researching social determinants of health and public health systems, teaching systems-level content that may be deemed "controversial" and that is not included on licensure exams, and engaging in service through advocacy and community partnerships. The fault lines within health care, public health systems, and higher education indicate that it is time to reevaluate how to incentivize socially just and equitable outcomes. Toward this goal, we propose that collective action and systemic change, including the perspectives of PHNF, is needed to better realize our shared goals. The analysis serves as a catalyst for conversations about academic structures, health care systems, the role of public health, and the kind of society we envision for ourselves and future generations. (
. 2022;112(S3):S314-S320. https://doi.org/10.2105/AJPH.2022.306819).
Despite the tremendous resources devoted to marketing on Facebook, little is known about its actual effect on customers. Specifically, can Facebook page likes affect offline customer behavior, and if ...so, how? To answer these questions, the authors conduct a field experiment on acquired Facebook page likes and find them to have a positive causal effect on offline customer behavior. Importantly, these likes are found to be most effective when the Facebook page is used as a platform for firm-initiated promotional communications. No effect of acquired page likes is found when customers interact organically with the firm's page, but a significant effect is found when the firm pays to boost its page posts and thus uses its Facebook page as a platform for paid advertising. These results demonstrate the value of likes beyond Facebook activity itself and highlight the conditions under which acquiring likes is most valuable for firms.
IMPORTANCE Menopausal hormone therapy continues in clinical use but questions remain regarding its risks and benefits for chronic disease prevention. OBJECTIVE To report a comprehensive, integrated ...overview of findings from the 2 Women’s Health Initiative (WHI) hormone therapy trials with extended postintervention follow-up. DESIGN, SETTING, AND PARTICIPANTS A total of 27 347 postmenopausal women aged 50 to 79 years were enrolled at 40 US centers. INTERVENTIONS Women with an intact uterus received conjugated equine estrogens (CEE; 0.625 mg/d) plus medroxyprogesterone acetate (MPA; 2.5 mg/d) (n = 8506) or placebo (n = 8102). Women with prior hysterectomy received CEE alone (0.625 mg/d) (n = 5310) or placebo (n = 5429). The intervention lasted a median of 5.6 years in CEE plus MPA trial and 7.2 years in CEE alone trial with 13 years of cumulative follow-up until September 30, 2010. MAIN OUTCOMES AND MEASURES Primary efficacy and safety outcomes were coronary heart disease (CHD) and invasive breast cancer, respectively. A global index also included stroke, pulmonary embolism, colorectal cancer, endometrial cancer, hip fracture, and death. RESULTS During the CEE plus MPA intervention phase, the numbers of CHD cases were 196 for CEE plus MPA vs 159 for placebo (hazard ratio HR, 1.18; 95% CI, 0.95-1.45) and 206 vs 155, respectively, for invasive breast cancer (HR, 1.24; 95% CI, 1.01-1.53). Other risks included increased stroke, pulmonary embolism, dementia (in women aged ≥65 years), gallbladder disease, and urinary incontinence; benefits included decreased hip fractures, diabetes, and vasomotor symptoms. Most risks and benefits dissipated postintervention, although some elevation in breast cancer risk persisted during cumulative follow-up (434 cases for CEE plus MPA vs 323 for placebo; HR, 1.28 95% CI, 1.11-1.48). The risks and benefits were more balanced during the CEE alone intervention with 204 CHD cases for CEE alone vs 222 cases for placebo (HR, 0.94; 95% CI, 0.78-1.14) and 104 vs 135, respectively, for invasive breast cancer (HR, 0.79; 95% CI, 0.61-1.02); cumulatively, there were 168 vs 216, respectively, cases of breast cancer diagnosed (HR, 0.79; 95% CI, 0.65-0.97). Results for other outcomes were similar to CEE plus MPA. Neither regimen affected all-cause mortality. For CEE alone, younger women (aged 50-59 years) had more favorable results for all-cause mortality, myocardial infarction, and the global index (nominal P < .05 for trend by age). Absolute risks of adverse events (measured by the global index) per 10 000 women annually taking CEE plus MPA ranged from 12 excess cases for ages of 50-59 years to 38 for ages of 70-79 years; for women taking CEE alone, from 19 fewer cases for ages of 50-59 years to 51 excess cases for ages of 70-79 years. Quality-of-life outcomes had mixed results in both trials. CONCLUSIONS AND RELEVANCE Menopausal hormone therapy has a complex pattern of risks and benefits. Findings from the intervention and extended postintervention follow-up of the 2 WHI hormone therapy trials do not support use of this therapy for chronic disease prevention, although it is appropriate for symptom management in some women. TRIAL REGISTRATION clinicaltrials.gov Identifier: NCT00000611
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