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This paper examines whether teachers’ prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers’ enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos were coded according to teachers’ quality enactment of PBL practices during instruction. Results suggest that teachers who had prior PD in PBL enacted more structure-driven PBL practices (e.g., setting up and managing projects) and incorporated more collaboration practices. However, for other purpose-driven practices of PBL (e.g., supporting student choice, supporting students to make personal connections), teachers with prior PD were no different from teachers without prior PD. The results suggest that teachers may need more intensive and fine-grained, practice-based PD in purpose-driven PBL practices.

This study explores a practice-based approach to learning to facilitate dialogically oriented textbased discussions. Through an exploration of rehearsals of discussion facilitation in a summer professional development program, we identify two types of framing for coaching moments: ones that attend to generalities of discussion and ones that attend to novelty in discussion. We find that attention to generalities helps develop teachers’ efficiency in facilitation, while attention to novelty helps develop an ability to innovate in response to students’ contributions. We consider how English teacher educators might balance a focus on efficiency with a focus on innovation in light of the value of adaptive expertise supporting teachers’ implementation of dialogic discussions.

Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers' K-6 classroom instruction, together with novices' written reflections on videos. Data were collected during a university-based, accelerated teacher credentialing program. Analyses of videos of teacher education coursework revealed that while teacher educators frequently represented, decomposed, and approximated teaching practice, they rarely did so when discussing social justice issues. In a mirrorimage finding, analyses of videos of (and reflections on) novices' subsequent K-6 teaching revealed that novices rarely identified instructional decisions during which they attended to social justice issues.

This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a social contagion; (b) homosexuality as a private identity; (c) LGB youth as “at-risk”; (d) LGBTQ youth as victims; and (f) LGBTQ youth as resilient. The author calls for an expansion beyond individual-level analyses into investigations of educational practice.

Background : The efficacy and tolerability of gabapentin enacarbil (Horizant®; GlaxoSmithKline, Brentford, UK) has been demonstrated in several restless legs syndrome (RLS) phase II and phase III clinical studies at various doses from 600 mg to 2400 mg. Objective : The objective of this study was to evaluate key efficacy and safety outcomes in subjects with RLS treated with once-daily gabapentin enacarbil 600 mg, 1200 mg, 1800 mg and 2400 mg, providing supportive evidence of the efficacy of gabapentin enacarbil 600 mg compared with higher doses and placebo. Study design : Integrated post hoc analysis of three 12-week, randomized, double-blind, placebo-controlled trials in subjects with RLS. Setting : The three studies were carried out at multiple centres in the US. Patients : In total, 760 subjects were included in the pooled analysis (placebo, n = 245; gabapentin enacarbil 600 mg, n= 163; gabapentin enacarbil 1200 mg, n = 269; gabapentin enacarbil 1800mg, n = 38; gabapentin enacarbil 2400 mg, n = 45). Intervention : In all studies, gabapentin enacarbil or placebo was administered once daily at approximately 5 p.m. with food. Gabapentin enacarbil was initiated at a dose of 600 mg with subsequent titration in 600 mg increments every 3 days up to the randomized dose. Main outcome measure : The efficacy endpoints analysed for the purpose of this integrated analysis were change from baseline in International Restless Legs Scale (IRLS) total score and the proportion of responders (subjects rated as ‘much’ or ‘very much’ improved) on the investigator-rated Clinical Global Impression-Improvement (CGI-I) scale. Safety endpoints assessed were the incidence of treatment-emergent adverse events (AEs) and serious AEs. Results : Gabapentin enacarbil 600 mg significantly improved IRLS total score compared with placebo (adjusted mean [standard error] change in IRLS total score from baseline to week 12 last observation carried forward: −13.6 [0.71] vs −9.3 [0.55]; adjusted mean treatment difference: −4.3; 95% CI −6.01, −2.52; p < 0.0001). A significantly higher proportion of subjects was rated as responders on the investigator-rated CGI-I scale with gabapentin enacarbil 600 mg compared with placebo (70.2% vs 42.2%; adjusted odds ratio 3.1; 95% CI 1.96, 4.89; p < 0.0001). Similar treatment benefits were seen with both efficacy endpoints for the three higher doses. The AEs reported most frequently were somnolence and dizziness; there was a dose-response relationship to these AEs. No new or unexpected safety issues were identified by this integrated analysis. Conclusion : The lowest dose of gabapentin enacarbil evaluated (600 mg) significantly improved RLS symptoms compared with placebo. The safety profile was consistent with that described previously in the literature.

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand similarities and variations in conditions that support the long-term implementation goals of PBL. We used systems mapping as a methodological tool and a case study approach to test and refine the map. We focus on two enabling conditions for PBL that emerged across all contexts: teacher agency and productive disciplinary engagement (PDE). Teachers reported having agency and described making instructional decisions and adapting PBL to support students’ needs. PDE motivated teachers to deepen PBL practices. While the studied collaboratory is not the first to pursue shared goals, to our knowledge it is the first to produce research that aggregates knowledge and data across projects. While scaling innovations in schools is complex, the results suggest that certain conditions enable PBL to be implemented with greater depth and can be generalized across contexts. We discuss the implications of this approach for researchers, stakeholders, and practitioners.

Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers' literacy teaching. We conducted video analyses of teacher education coursework and novice teachers' classroom instruction in secondary English language arts. Data were collected during a summer institute for novice teachers designed through a partnership between a university and an alternative teacher education program. Analyses revealed that when learning targets for novice teacher participants were explicitly connected to teaching practice through the use of representations, decompositions, and approximations, those targets were more frequently observed in novices' subsequent classroom instruction.

SPR1NT ( NCT03505099 ) was a Phase III, multicenter, single-arm study to investigate the efficacy and safety of onasemnogene abeparvovec for presymptomatic children with biallelic SMN1 mutations treated at ≤6 weeks of life. Here, we report final results for 14 children with two copies of SMN2 , expected to develop spinal muscular atrophy (SMA) type 1. Efficacy was compared with a matched Pediatric Neuromuscular Clinical Research natural-history cohort ( n  = 23). All 14 enrolled infants sat independently for ≥30 seconds at any visit ≤18 months (Bayley-III item #26; P  < 0.001; 11 within the normal developmental window). All survived without permanent ventilation at 14 months as per protocol; 13 maintained body weight (≥3rd WHO percentile) through 18 months. No child used nutritional or respiratory support. No serious adverse events were considered related to treatment by the investigator. Onasemnogene abeparvovec was effective and well-tolerated for children expected to develop SMA type 1, highlighting the urgency for universal newborn screening. For presymptomatic infants at risk for SMA type 1, onasemnogene abeparvovec improves motor outcomes, ventilator-free survival, and nutritional/respiratory independence compared with untreated or treated symptomatic patients

Most children with biallelic SMN1 deletions and three SMN2 copies develop spinal muscular atrophy (SMA) type 2. SPR1NT ( NCT03505099 ), a Phase III, multicenter, single-arm trial, investigated the efficacy and safety of onasemnogene abeparvovec for presymptomatic children with biallelic SMN1 mutations treated within six postnatal weeks. Of 15 children with three SMN2 copies treated before symptom onset, all stood independently before 24 months ( P  < 0.0001; 14 within normal developmental window), and 14 walked independently ( P  < 0.0001; 11 within normal developmental window). All survived without permanent ventilation at 14 months; ten (67%) maintained body weight (≥3rd WHO percentile) without feeding support through 24 months; and none required nutritional or respiratory support. No serious adverse events were considered treatment-related by the investigator. Onasemnogene abeparvovec was effective and well-tolerated for presymptomatic infants at risk of SMA type 2, underscoring the urgency of early identification and intervention. For infants with three copies of SMN1 at risk for spinal muscular atrophy (SMA) type 1, onasemnogene abeparvovec improves ventilator-free survival and nutritional/respiratory independence and allows motor development indistinguishable from healthy children without SMA.

If the movement toward more project-based learning is to be successful, it’s essential to understand what teachers need to do to be effective in a project-based classroom. Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann surveyed experts and teachers and viewed classroom videos to identify a set of core practices for project-based teaching. Effective project-based educators promote subject-area learning; create relevant experiences; cultivate a classroom culture of production, feedback, reflection, and revision; and build student agency in learning communities.