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Clustered Mutations at the Murine and Human IgH Locus Exhibit Significant Linkage Consistent with Templated Mutagenesis. 小鼠和人类 IgH 基因座上的聚类突变显示出与模板突变一致的显著关联性
4区 教育学
Journal of Experimental Education Pub Date : 2019-09-01 Epub Date: 2019-08-02 DOI: 10.4049/jimmunol.1801615
Gordon A Dale, Daniel J Wilkins, Caitlin D Bohannon, Dario Dilernia, Eric Hunter, Trevor Bedford, Rustom Antia, Ignacio Sanz, Joshy Jacob
{"title":"Clustered Mutations at the Murine and Human IgH Locus Exhibit Significant Linkage Consistent with Templated Mutagenesis.","authors":"Gordon A Dale, Daniel J Wilkins, Caitlin D Bohannon, Dario Dilernia, Eric Hunter, Trevor Bedford, Rustom Antia, Ignacio Sanz, Joshy Jacob","doi":"10.4049/jimmunol.1801615","DOIUrl":"10.4049/jimmunol.1801615","url":null,"abstract":"<p><p>Somatic hypermutation generates a myriad of Ab mutants in Ag-specific B cells, from which high-affinity mutants are selected. Chickens, sheep, and rabbits use nontemplated point mutations and templated mutations via gene conversion to diversify their expressed Ig loci, whereas mice and humans rely solely on untemplated somatic point mutations. In this study, we demonstrate that, in addition to untemplated point mutations, templated mutagenesis readily occurs at the murine and human Ig loci. We provide two distinct lines of evidence that are not explained by the Neuberger model of somatic hypermutation: 1) across multiple data sets there is significant linkage disequilibrium between individual mutations, especially among close mutations, and 2) among those mutations, those <8 bp apart are significantly more likely to match microhomologous regions in the IgHV repertoire than predicted by the mutation profiles of somatic hypermutation. Together, this supports the role of templated mutagenesis during somatic diversification of Ag-activated B cells.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"5 1","pages":"1252-1264"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6702052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80830557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors 开发教师反馈工具:利用Rasch模型探索教师有效教学策略和行为的发展
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2018-04-03 DOI: 10.1080/00220973.2016.1268086
R. M. van der Lans, W. van de Grift, K. van Veen
{"title":"Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors","authors":"R. M. van der Lans, W. van de Grift, K. van Veen","doi":"10.1080/00220973.2016.1268086","DOIUrl":"https://doi.org/10.1080/00220973.2016.1268086","url":null,"abstract":"ABSTRACT This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"86 1","pages":"247 - 264"},"PeriodicalIF":2.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2016.1268086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 70
Making Learning Personally Meaningful: A New Framework for Relevance Research. 使个人学习有意义:相关性研究的新框架。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2018-01-01 Epub Date: 2017-10-18 DOI: 10.1080/00220973.2017.1380589
Stacy J Priniski, Cameron A Hecht, Judith M Harackiewicz
{"title":"Making Learning Personally Meaningful: A New Framework for Relevance Research.","authors":"Stacy J Priniski,&nbsp;Cameron A Hecht,&nbsp;Judith M Harackiewicz","doi":"10.1080/00220973.2017.1380589","DOIUrl":"https://doi.org/10.1080/00220973.2017.1380589","url":null,"abstract":"<p><p>Personal relevance goes by many names in the motivation literature, stemming from a number of theoretical frameworks. Currently these lines of research are being conducted in parallel with little synthesis across them, perhaps because there is no unifying definition of the relevance construct within which this research can be situated. In this paper we propose a new framework to synthesize existing research on relevance and provide a common platform for researchers to communicate and collaborate. In light of this new framework we review the role of relevance in three prominent theories in the motivation literature: the four-phase model of interest development (Hidi & Renninger, 2006), expectancy-value theory (Eccles et al., 1983), and self-determination theory (Deci & Ryan, 1985). We then explore eight relevance constructs commonly used in the literature and the educational interventions that derive from them. Finally, we offer a synthesis of these constructs and suggest some directions for future research.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"86 1","pages":"11-29"},"PeriodicalIF":2.2,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2017.1380589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36604523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 105
Mentor qualities that matter: The importance of perceived (not demographic) similarity. 重要的导师品质:感知(而非人口统计学)相似性的重要性。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2017-01-01 Epub Date: 2016-11-08 DOI: 10.1080/00220973.2016.1246405
Paul R Hernandez, Mica Estrada, Anna Woodcock, P Wesley Schultz
{"title":"Mentor qualities that matter: The importance of perceived (not demographic) similarity.","authors":"Paul R Hernandez,&nbsp;Mica Estrada,&nbsp;Anna Woodcock,&nbsp;P Wesley Schultz","doi":"10.1080/00220973.2016.1246405","DOIUrl":"https://doi.org/10.1080/00220973.2016.1246405","url":null,"abstract":"<p><p>Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity) that influence the quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity, was the most important factor associated with protégé perceptions of high quality mentorship and high quality mentoring was in turn associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"85 3","pages":"450-468"},"PeriodicalIF":2.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2016.1246405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36637034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 56
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment. 高等数学课程学习:对数学成绩和大学录取的影响。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2015-10-01 Epub Date: 2014-08-07 DOI: 10.1080/00220973.2014.919570
Soo-Yong Byun, Matthew J Irvin, Bethany A Bell
{"title":"Advanced Math Course Taking: Effects on Math Achievement and College Enrollment.","authors":"Soo-Yong Byun,&nbsp;Matthew J Irvin,&nbsp;Bethany A Bell","doi":"10.1080/00220973.2014.919570","DOIUrl":"https://doi.org/10.1080/00220973.2014.919570","url":null,"abstract":"<p><p>Using data from the Educational Longitudinal Study of 2002-2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"83 4","pages":"439-468"},"PeriodicalIF":2.2,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2014.919570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34124012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 49
Effect of the Organization of Learning Experiences Upon the Organization of Learning Outcomes 学习经验组织对学习成果组织的影响
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2015-01-30 DOI: 10.1080/00220973.1950.11010417
E. Furst
{"title":"Effect of the Organization of Learning Experiences Upon the Organization of Learning Outcomes","authors":"E. Furst","doi":"10.1080/00220973.1950.11010417","DOIUrl":"https://doi.org/10.1080/00220973.1950.11010417","url":null,"abstract":"","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1950.11010417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58841076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tests of Mediation: Paradoxical Decline in Statistical Power as a Function of Mediator Collinearity. 中介检验:统计能力作为中介共线性函数的矛盾下降。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2014-01-01 DOI: 10.1080/00220973.2013.813360
T Mark Beasley
{"title":"Tests of Mediation: Paradoxical Decline in Statistical Power as a Function of Mediator Collinearity.","authors":"T Mark Beasley","doi":"10.1080/00220973.2013.813360","DOIUrl":"https://doi.org/10.1080/00220973.2013.813360","url":null,"abstract":"<p><p>Increasing the correlation between the independent variable and the mediator (<i>a</i> coefficient) increases the effect size (<i>ab</i>) for mediation analysis; however, increasing <i>a</i> by definition increases collinearity in mediation models. As a result, the standard error of product tests increase. The variance inflation due to increases in <i>a</i> at some point outweighs the increase of the effect size (<i>ab</i>) and results in a loss of statistical power. This phenomenon also occurs with nonparametric bootstrapping approaches because the variance of the bootstrap distribution of <i>ab</i> approximates the variance expected from normal theory. Both variances increase dramatically when <i>a</i> exceeds the <i>b</i> coefficient, thus explaining the power decline with increases in <i>a</i>. Implications for statistical analysis and applied researchers are discussed.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"82 3","pages":"283-306"},"PeriodicalIF":2.2,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2013.813360","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32447446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
Improving Students' Evaluation of Informal Arguments. 改进学生对非正式论证的评价。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2009-07-01 DOI: 10.3200/jexe.77.4.339-366
Aaron A Larson, M Anne Britt, Christopher A Kurby
{"title":"Improving Students' Evaluation of Informal Arguments.","authors":"Aaron A Larson, M Anne Britt, Christopher A Kurby","doi":"10.3200/jexe.77.4.339-366","DOIUrl":"10.3200/jexe.77.4.339-366","url":null,"abstract":"<p><p>Evaluating the structural quality of arguments is a skill important to students' ability to comprehend the arguments of others and produce their own. The authors examined college and high school students' ability to evaluate the quality of 2-clause (claim-reason) arguments and tested a tutorial to improve this ability. These experiments indicated that college and high school students had difficulty evaluating arguments on the basis of their quality. Experiments 1 and 2 showed that a tutorial explaining skills important to overall argument evaluation increased performance but that immediate feedback during training was necessary for teaching students to evaluate the claim-reason connection. Using a Web-based version of the tutorial, Experiment 3 extended this finding to the performance of high-school students. The study suggests that teaching the structure of an argument and teaching students to pay attention to the precise message of the claim can improve argument evaluation.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"77 4","pages":"339"},"PeriodicalIF":2.2,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2823078/pdf/nihms173427.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28730574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Power of Models in Longitudinal Study: Findings From a Full-Crossed Simulation Design. 纵向研究中模型的力量:来自全交叉模拟设计的发现。
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2009-04-01 DOI: 10.3200/JEXE.77.3.215-254
Hua Fang, Gordon P Brooks, Maria L Rizzo, Kimberly Andrews Espy, Robert S Barcikowski
{"title":"Power of Models in Longitudinal Study: Findings From a Full-Crossed Simulation Design.","authors":"Hua Fang,&nbsp;Gordon P Brooks,&nbsp;Maria L Rizzo,&nbsp;Kimberly Andrews Espy,&nbsp;Robert S Barcikowski","doi":"10.3200/JEXE.77.3.215-254","DOIUrl":"https://doi.org/10.3200/JEXE.77.3.215-254","url":null,"abstract":"<p><p>Because the power properties of traditional repeated measures and hierarchical multivariate linear models have not been clearly determined in the balanced design for longitudinal studies in the literature, the authors present a power comparison study of traditional repeated measures and hierarchical multivariate linear models under 3 variance-covariance structures. The results from a full-crossed simulation design suggest that traditional repeated measures have significantly higher power than do hierarchical multivariate linear models for main effects, but they have significantly lower power for interaction effects in most situations. Significant power differences are also exhibited when power is compared across different covariance structures.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"77 3","pages":"215-254"},"PeriodicalIF":2.2,"publicationDate":"2009-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3200/JEXE.77.3.215-254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28535897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
The Final Exam 期末考试
IF 2.2 4区 教育学
Journal of Experimental Education Pub Date : 2006-01-01 DOI: 10.1201/9781420033564.ch26
Chloe Wilson, C. Tekkaya
{"title":"The Final Exam","authors":"Chloe Wilson, C. Tekkaya","doi":"10.1201/9781420033564.ch26","DOIUrl":"https://doi.org/10.1201/9781420033564.ch26","url":null,"abstract":"","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"78 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65961689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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