Tauopathies are characterized by abnormal accumulation of tau protein in neurons and glia. In Alzheimer’s disease (AD), tau aggregates in neurons, while in corticobasal degeneration (CBD) and progressive supranuclear palsy (PSP), tau also aggregates in astrocytes and oligodendrocytes. We previously demonstrated that human CBD and PSP tauopathy lysates (CBD-tau and PSP-tau) contain distinct tau strains that propagate neuronal and glial tau aggregates in nontransgenic (nonTg) mouse brain. Yet the mechanism of glial tau transmission is unknown. Here, we developed a novel mouse model to knock down tau in neurons to test for glial tau transmission. While oligodendroglial tau pathology propagated across the mouse brain in the absence of neuronal tau pathology, astrocytic tau pathology did not. Oligodendroglial tau aggregates propagated along white matter tracts independently of neuronal axons, and resulted in oligodendrocyte cell loss. Thus, glial tau pathology has significant functional consequences independent of neuronal tau pathology.

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In the modern conditions, one of the teacher’s leading tasks is achievement of high quality of teaching based on the analysis and accounting of the best European practices, which can be actualized in the context of a research on teaching cognitive styles. The relevance of a research is as follows: teaching cognitive style causes features of an individual style of teacher’s professional activity. The purpose of the article is in determination of inter-relation between the research on teachers’ cognitive styles and realization of practical aspects of teaching accounting the best European practices. It is formulated that the research of teaching cognitive styles is one of the priority directions of the research which is caused by the need for enhancing the quality of teaching in higher school within achievement of high level of pedagogical mastery. It is proved that inter-disciplinary study of Russian and foreign researchers is aimed to establish individual differences in the ways of teacher’s work with information, to model variable situations of pedagogical interaction accounting diversification in models of teachers’ intellectual behavior in higher school. The article is intended for the researchers, and teachers-practitioners.

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