Acetylation of histones by p300/CBP and PCAF is considered to be a critical step in transcriptional regulation. In order to understand the role of cellular activities that modulate histone acetylation and transcription, we have purified and characterized a multiprotein cellular complex that potently inhibits the histone acetyltransferase activity of p300/CBP and PCAF. We have mapped a novel acetyltransferase-inhibitory domain of this INHAT (inhibitor of acetyltransferases) complex that binds to histones and masks them from being acetyltransferase substrates. Endogenous INHAT subunits, which include the Set/TAF-Ibeta oncoprotein, associate with chromatin in vivo and can block coactivatormediated transcription when transfected in cells. We propose that histone masking by INHAT plays a regulatory role in chromatin modification and serves as a novel mechanism of transcriptional regulation.
This study examined the structure, internal consistency, and construct validity of the ClassMaps Survey, a measure of classroom characteristics that are related to students’ resilience and classroom success. Participants were 1,019 fifth- through eighth-grade science students who completed the ClassMaps Survey, a survey describing their classroom engagement, and three surveys describing their attitudes about science learning after being in their science class for 6 months. Results confirmed that the survey’s items factored into the predicted subscales and that the subscales’ internal consistency was adequate. Although significant grade and gender effects were noted, the effect sizes were uniformly small. Subscales of the ClassMaps Survey correlated as predicted with the four additional scales. Results suggest that the ClassMaps Survey is a promising measure of the characteristics of classrooms that promote resilience.
The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.Ms.
This article reviews the conceptualization, measurement, and design of brief experimental analysis for oral reading fluency problems. It presents examples from the literature of how brief experimental analysis results have been used to generate effective treatments for a variety of different applications (e.g., parent tutoring, small group, selfmanaged interventions). It also describes three different approaches investigators have taken to conducting brief experimental analyses. Finally, the article describes a method for conducting a single trial brief experimental analysis that will allow practitioners to quickly and efficiently identify potential interventions designed to address skill and performance based oral reading fluency deficits. Limitations and areas where future research is needed are discussed.
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