Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructionally effective. We test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs. We find the first evidence, of which we are aware, that PSTs are more instructionally effective when they learn to teach with CTs who are more instructionally effective. Specifically, when their CTs received higher observational ratings and value-added to students’ achievement measures (VAMs), PSTs also received higher observational ratings and VAM during their first years of teaching; CTs’ years of teaching experience, though, were mostly unrelated to these outcomes. These findings have implications for teacher education program leaders and policymakers who seek to recruit and set requirements for CTs who are more likely to support PSTs’ future instructional effectiveness.

This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in leftdominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD.

Drawing on survey and administrative data on cooperating teachers (CTs) and their preservice student teachers (PSTs) in Chicago Public Schools during 2014-15, this study offers an in-depth look at reports of how CTs engage in their mentoring roles during student teaching, and their influence on PSTs. Our sample includes CTs working with PSTs from across 44 teacher preparation institutions. Central to our analysis is an exploration of CTs as both models of effective instruction and as facilitative coaches on PST development. We find that both CT roles matter--PSTs feel better prepared to teach when their CTs model effective instruction and coach by providing more instructional support, frequent and adequate feedback, collaborative activity, job-search support, and a balance of autonomy and encouragement. ACKNOWLEDGEMENTS:We are grateful to the Spencer Foundation for their generous financial support of this research. We are also grateful to the Chicago Public Schools and the University of Chicago Consortium on School Research for their ongoing partnership and contributions, and particularly to Matt Lyons,

Current cell-free DNA (cfDNA) next generation sequencing (NGS) precision oncology workflows are typically limited to targeted and/or disease-specific applications. In advanced cancer, disease burden and cfDNA tumor content are often elevated, yielding unique precision oncology opportunities. We sought to demonstrate the utility of a pan-cancer, rapid, inexpensive, whole genome NGS of cfDNA approach (PRINCe) as a precision oncology screening strategy via ultra-low coverage (~0.01x) tumor content determination through genome-wide copy number alteration (CNA) profiling. We applied PRINCe to a retrospective cohort of 124 cfDNA samples from 100 patients with advanced cancers, including 76 men with metastatic castration-resistant prostate cancer (mCRPC), enabling cfDNA tumor content approximation and actionable focal CNA detection, while facilitating concordance analyses between cfDNA and tissue-based NGS profiles and assessment of cfDNA alteration associations with mCRPC treatment outcomes. Therapeutically relevant focal CNAs were present in 42 (34%) cfDNA samples, including 36 of 93 (39%) mCRPC patient samples harboring AR amplification. PRINCe identified pre-treatment cfDNA CNA profiles facilitating disease monitoring. Combining PRINCe with routine targeted NGS of cfDNA enabled mutation and CNA assessment with coverages tuned to cfDNA tumor content. In mCRPC, genome-wide PRINCe cfDNA and matched tissue CNA profiles showed high concordance (median Pearson correlation = 0.87), and PRINCe detectable AR amplifications predicted reduced time on therapy, independent of therapy type (Kaplan-Meier log-rank test, chi-square = 24.9, p < 0.0001). Our screening approach enables robust, broadly applicable cfDNA-based precision oncology for patients with advanced cancer through scalable identification of therapeutically relevant CNAs and pre-/post-treatment genomic profiles, enabling cfDNA- or tissue-based precision oncology workflow optimization.