Cells respond to mechanical stimuli with altered signaling networks. Here, we show that mechanical forces rapidly induce phosphorylation of CD97/ADGRE5 (pCD97) at its intracellular C-terminal PDZ-binding motif (PBM). Biochemically, this phosphorylation disrupts CD97 binding to PDZ domains of the scaffold protein DLG1. In shear-stressed cells, pCD97 appears not only in junctions, retracting fibers, and the attachment area but also in lost membrane patches, demonstrating (intra)cellular detachment at the CD97 PBM. This motif is critical for the CD97-dependent mechanoresponse. Cells expressing CD97 without the PBM are more deformable, and under shear stress, these cells lose cell contacts faster and show changes in the actin cytoskeleton when compared with cells expressing full-length CD97. Our data indicate CD97 linkage to the cytoskeleton. Consistently, CD97 knockout phenocopies CD97 without the PBM, and membranous CD97 is organized in an F-actin-dependent manner. In summary, CD97 shapes the cellular mechanoresponse through signaling modulation via its PBM.
Identifying and interpreting challenging instructional situations is important for teacher performance in the classroom, thus also for instructional quality. This project examines classroom situations in which pre-service teachers diagnose effective teaching in terms of instructional quality in the context of biology lessons. The interdisciplinary collaboration combines expertise in research on teachers’ professional competence, video-based teaching, and computer-supported case-based learning in several contexts. The video-based simulation DiKoBi (German acronym for “diagnostic competences of biology teachers in biology classrooms”) was developed to investigate, measure, and foster pre-service teachers’ diagnostic skills concerning the instructional quality of biology lessons. Staged videos embedded in the video-based simulation DiKoBi show six different classroom situations, each focusing on one biology-specific instructional quality feature. Validity of the content and tasks in DiKoBi were examined in interviews using think-aloud protocols and expert-novice comparisons. In future research, intervention studies will be used to analyze the effects of knowledge acquisition and scaffolding during teachers’ diagnosing on their diagnostic skills concerning instructional quality.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.