Transforming Clinical Experiences Through Cultivating Faculty Buy-In
Routledge eBooks, May 30, 2024
This chapter describes a three-year journey aimed at improving the quality of the clinical experi... more This chapter describes a three-year journey aimed at improving the quality of the clinical experiences at teacher preparation programs at two New York City public colleges through engaging teacher preparation faculty and New York City Public School K-12 school partners in collaborative data-use practices. With instrumental assistance from US PREP and in collaboration with the New York City Department of Education, three important data sources have become part of a culture of continuous improvement at both institutions: (1) quality improvement measures based on the Danielson framework, which foster a sustained partnership between higher education and P-12 schools; (2) a three-stage approach to formal teacher evaluation that includes a more structured data-driven approach to providing feedback to candidates; and (3) informal and formal progress monitoring of stakeholder feedback at regularly scheduled governance meetings that give school partners, school of education administrators, and teacher education faculty a way to think deeply about what we do in our capstone clinical experience and how we might improve outcomes.
We investigated the apparent requirement that Qp replicase must add a nontemplated adenosine to t... more We investigated the apparent requirement that Qp replicase must add a nontemplated adenosine to the 3' end of newly synthesized RNA strands. We used abbreviated MDV-1 (+)-RNA templates that lacked either 62 or 63 nucleotides at their 5' end in Qp replicase reactions. The MDV-1 (-)-RNA strands synthesized from these abbreviated (+)-strand templates were released from the replication complex, yet they did not possess a nontemplated 3'4erminal adenosine. These results imply that, despite observations that all naturally occurring RNAs synthesized by Qp replicase possess a nontemplated 3'-adenosine, the addition of an extra adenosine is not an obligate step for the release of completed strands. Since the abbreviated templates lacked a normal 5' end, it is probable that a particular sequence at the 5' end of the template is required for terminal adenylation to occur. All natural products of the RNA-directed RNA polymerase, Q/3 replicase (l), possess a 3'-terminal adenosine (2), including Q/3 RNA (3), MDV-1 RNA (4), microvariant RNA,' and the nanovariant RNAs (5). This terminal adenosine, unlike all the other nucleotides in the product strand, is not the result of normal, template-directed, Watson-Crick base-pairing. replicase synthesizes a single-stranded complementary product in an antiparallel manner from a single-stranded template (6, 7). Since the 5'-nucleotide of the template strand is always a guanosine, the expected 3"terminal nucleotide is a cytidine. Yet, Qp replicase always adds an adenosine to this cytidine. The role played by this 3"terminal adenosine in replication remains a mystery. It does not serve as the template for the first nucleotide of the product strand, but is passed over by the replicase in favor of the next template nucleotide (8). Removal of the terminal adenosine from the template does not impair initiation or chain elongation of the product strand (9). It has therefore been suggested that terminal adenylation may be required for release of the product strand from the replication complex (3, 10). Indeed, terminal adenylation does appear to take place prior to product chain release, since QP RNA that had its 3"adenosine removed could not be readenylated by incubation with Q/3 replicase (3). In this paper, we report the results of experiments designed to determine if terminal adenylation is required for chain release. We employed MDV-1 RNA (ll), a naturally occurring template for QP replicase that is 221 nucleotides long and
TRUST, or Teacher Renewal for Urban Science Teaching, is a National Science Foundation funded Ear... more TRUST, or Teacher Renewal for Urban Science Teaching, is a National Science Foundation funded Earth science teacher preparation partnership between the American Museum of Natural History and Brooklyn and Lehman Colleges of the City University of New York. Our research and practice form a promising and replicable model for formal-informal partnership between teacher education programs and science-rich institutions such as museums, zoos, and botanical gardens. The model takes a problem-based approach to urban teacher shortages by focusing on the knowledge required for Earth science teacher certification. The initiative included two types of participants, teachers seeking Earth science certification and teacher leaders/school administrators seeking to improve science instruction in their schools. Key features of the model included new college-based courses that focus on Earth systems science and urban Earth science investigation and a two week museum-based summer institute emphasizing essential questions, interactions with scientists, and approaches to science teaching outside the classroom. The overall findings after four-years of implementation, action research, and external evaluation indicate that the model successfully provides timely and relevant approaches to partnership that complex urban situations require.
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Papers by Eleanor Miele