Olanzapine (OLZ) is a second-generation antipsychotic that is used to treat schizophrenia but also causes acute hyperglycemia. This study aimed to determine if the ablation of AMPK b1-containing complexes potentiates acute OLZ-induced metabolic dysfunction and if the activation of AMPK b1 suppresses these effects. Female AMPK b1 2/2 or wild-type (WT) control mice were treated with OLZ, and changes in blood glucose, serum and liver metabolites, whole-body fuel oxidation, and pyruvate-induced increases in blood glucose were measured. Additionally, WT mice were cotreated with OLZ and A769662, a specific AMPK b1 activator, and we determined if cotreatment protected against acute, OLZ-induced metabolic dysfunction. OLZ-induced increases in blood glucose were exacerbated in AMPK b1 2/2 mice compared with WT mice, and this was paralleled by greater OLZ-induced increases in markers of liver glucose production, such as pyruvate tolerance, serum glucagon, and glucagon responsiveness. Cotreatment with A769662 attenuated OLZ-induced increases in blood glucose, serum nonesterified fatty acid, and glycerol. Furthermore, this effect was absent in AMPK b1 2/2 mice, consistent with A769662's specificity for the AMPK b1 subunit. Reductions in AMPK activity potentiate the effects of acute OLZ treatment on blood glucose, whereas specifically targeting AMPK b1-containing complexes is sufficient to protect against OLZ-induced hyperglycemia.
Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.
We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education’s Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a longitudinal analysis. Furthermore, we examined the effect of response to intervention (RTI) on the change in identification of LD more than 12 years from Fall 2000 through Fall 2011 for ages 6 to 17 years. We used the coefficient of variation (CV) to compare variability of prevalence rates and applied a piecewise regression to examine the effect of RTI. The results are consistent with Hallahan and colleagues’ previous findings—LD continues to demonstrate the least prevalence rate variability across states of all disability categories. LD prevalence variability is almost as minimal as that of some naturally occurring and medically diagnosed conditions (e.g., diabetes, asthma). We discuss these results within the context of changing LD identification methods, such as RTI, and decreasing prevalence of LD, suggesting possible reasons for potential changes in both prevalence and its interstate variability in the future.
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Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and analyses of the extant literature on teaching reading, perhaps spurred by these debates, we know more now than we ever have about how to teach basic reading skills. However, there is still much work to be done in order to determine which instructional practices are the most effective ways in which to teach children to read. The need for more research focusing on best instructional practices is exacerbated by the well-documented gap between research. Literacy rates among this nation's students have consistently missed the mark over the years. The 2009 Nation's Report Card shows that 33 percent of students are reading below the basic level of achievement as measured by the National Assessment of Education Progress (NAEP). Likewise, only 33 percent of our nation's fourth graders are achieving at the proficient (25 percent) or advanced (8 percent) levels on the NAEP. Our purpose in this article is to begin to bridge the research-to-practice gap by translating recent research in beginning reading to help teachers to more easily implement effective practices in their classrooms. In particular, our focus is on effective use of vocabulary instruction. Several researchers have begun to examine the important role of vocabulary in beginning reading and to determine the best ways to teach vocabulary to children at risk for reading failure. We begin with an explanation of the role of vocabulary in beginning reading and describe recent intervention research in this area. We conclude with a detailed description of the interventions we used in our research so that teachers may create their own vocabulary lessons that best meet the needs of their students.
South Carolina’s Read to Succeed Law (RTS) is different than the other 15 states’ literacy-based third grade retention laws. It mandates literacy intervention training for in-service and pre-service teachers. Research indicates academic gains from retention are short-lived, diminishing over time and increasing drop-out rates. Through a statewide survey, this study identifies educators’ perceptions and knowledge of retention and the RTS policy, and examines the relationship between knowledge and perceptions. Educators were not familiar with retention research or RTS specifics, but favored retention. Implications include the need for more teacher training regarding new state policies and the efficacy of their foundations. This study provides evidence that policymakers should consider the means of implementation and shoulder accountability for a structured and equitable support system.
The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD’s feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a previous study that determined the effectiveness of the intervention through a randomized experiment. Results were comparable for the receptive outcome scores in direction, magnitude, and significance, although the magnitude of the treatment effect for the RDD was slightly higher. Results were also comparable for contextual outcome scores with respect to direction and magnitude. We present possible reasons for the different results between studies, limitations, and future research.
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