Wayne-Finger Lakes BOCES

ABSTRACT This study explored the role of ChatGPT4o mini as an AI teacher assessor (ATA) in Chinese English-as-a-foreign-language (EFL) writing classrooms. It first used univariate and multivariate generalizability (G-) theory to compare the holistic and analytic scoring provided by ATA with that of experienced human teacher assessors (HTAs) across 25 EFL essays. The results indicated that ATA demonstrates reliability comparable to HTAs, with high reliability coefficients observed in both holistic and analytic scoring. It then compared the quality of feedback provided by ATA with that of HTAs and found that ATA provided more consistent and comprehensive feedback across the domains of language, content and organization. It finally interviewed HTAs and found that they held a cautiously optimistic attitude towards the adoption of ATA, recognizing its reliability and efficiency, but also expressing concerns about accessibility, ethical implications and the depth of its feedback compared to HTA feedback. Implications for Chinese EFL HTAs are discussed.

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers completed pre- and post-VSFE questionnaires, biweekly written journals, and formal structured interviews. Pre-service teachers reported success in communicating with their students, and struggles with establishing a sense of community in their online courses. We discuss these outcomes, and suggest that the particulars of the VSFE matter for pre-service teacher outcomes.

Nucleotide sequence analysis of the tcmG gene has suggested that the TcmG protein is responsible for the triple-hydroxylation of tetracenomycin (Tcm) A2 to Tcm C in Streptomyces glaucescens (Decker, H., Motamedi, H., and Hutchinson, C.R. (1993) J. Bacteriol. 175, 3876-3886). The heterologous expression of the tcmG gene in Streptomyces lividans and the purification and characterization of TcmG protein, which we have named Tcm A2 oxygenase, are described here. NH2-terminal amino acid analysis of the purified enzyme led to the revision of the translational start site of tcmG to a TTG, 33 base pairs downstream of the GTG site assigned initially on the basis of nucleotide sequence analysis. Tcm A2 oxygenase is a monomeric protein in solution and contains 1 mol of non-covalently bound FAD; the apoenzyme can be partially reconstituted in vitro by addition of FAD. Tcm A2 oxygenase exhibits an optimal pH of 9.0-9.5 and prefers NADPH over NADH as an electron donor. The apparent K'm of the enzyme for Tcm A2, NADH, and NADPH are 1.81 +/- 0.38, 260 +/- 19, and 82.1 +/- 17 microM, respectively, and the apparent V'max for the reaction is 14.7 +/- 1.1 nmol Tcm C/min.mg. Purification and characterization of Tcm A2 oxygenase provide direct evidence to support the notion that the angular hydroxy groups of naphthacenequinones like Tcm C are introduced from 18O2 via a mono- or dioxygenase process.

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Educational/therapeutic teams working with the pediatric population continue to be challenged by the intense needs of children with the most profound and multiple handicapping conditions. Through a critique of A Curriculum for Profoundly Handicapped Students: The Broward County Model, a variety of subjects are discussed relevant to the habilitation of persons with profound disabilities. Topics include areas such as functionality, age-appropriateness, and choice-making as well as expanded and partial participation options for this population. Combining therapeutic techniques, individualized adaptations, partial participation, and direct instruction applied to functional activities are suggested to increase the likelihood of meaningful outcomes for persons with even the most profound disabilities.

This study compared the effectiveness of direct/isolated versus indirect/integrated approaches to the provision of occupational and physical therapy services in a school-based program for a learner with profound and multiple handicapping conditions. Within the context of a return-to-baseline design, the learner displayed significantly improved performance on the functional activity of activating an adapted microswitch when therapeutic techniques were specifically referenced to and incorporated in the teaching plan and implementation. Implications for delivering team-oriented services are discussed as well as considerations related to programming for persons with profound handicaps.

The consistent growth in the number of women entering the labor force and the need for research pertaining specifically to attitudes toward women working led to the development and validation of the Attitude Toward Working Mothers Scale (AWM). A 45-item Likert-type measure was developed and administered to 526 graduate students. Factor analyses demonstrated the scale was unidimensional. The scale was reduced to 32 items having high internal consistency (coefficient alpha = .95). Known-groups, discriminant, and experimental approaches to validity, all provided support for the scale's validity. Administration of the AWM Scale to educationally and vocationally disparate groups indicated the scale could be used with diverse populations.