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  • 1
    In: Blood, American Society of Hematology, Vol. 120, No. 21 ( 2012-11-16), p. 4029-4029
    Abstract: Abstract 4029 Introduction: Chromosomal translocation of the FGFR3 oncogene in t(4;14)-positive multiple myeloma (MM) causes FGFR3 overexpression in plasma cells, chemoresistance, and poor prognosis leading to shorter overall survival in MM patients (pts). MFGR1877S is a human monoclonal antibody that targets FGFR3 to prevent ligand binding, receptor-receptor association, and FGFR3 signaling. In preclinical studies, anti-FGFR3 antibody suppresses FGFR3-mediated cell proliferation, and exerts strong anti-tumor activity in mouse xenograft models of both t(4;14)-positive MM and bladder carcinoma. Methods: This Phase I study assessed the safety, tolerability, and biologic activity of MFGR1877S given intravenously, weekly for 3 weeks, followed by every 28-day dosing, to eligible patients with t(4;14)-positive MM. Dose escalation started with single-pt cohorts at 1 and 2 mg/kg, followed by a standard 3+3 dose-escalation scheme at doses ranging from 4–15 mg/kg. Dose escalation decisions were made based on monitoring pts for dose-limiting toxicities (DLT) during the first 22 days on study. FGFR3 expression, safety, pharmacokinetics (PK), and response (EBMT/IMWG criteria) were assessed. Main efficacy outcome measures include serum/urine M protein and free light chain (FLC) quantities. Results: A total of 14 pts (median age 66, range 45–78; 43% female) with a baseline ECOG status of 0–2, and a median number of 5 prior therapies (range 1–10), received a median of 3.5 doses (range 1–7) of MFGR1877S. Adverse events (AEs) deemed related to MFGR1877S were diarrhea, fatigue, and nausea (14% each), and anemia, increased creatinine, bone pain, confusion, decreased appetite, myalgia, and fever (7% each). The only Grade ≥ 3 related AE was fatigue (7%). Six pts experienced 9 serious AEs (SAE), one of which was Grade 2 pyrexia attributed to MFGR1877S that occurred within 24 hours of infusion and required hospitalization. This pt later discontinued due to a second SAE of Grade 2 pyrexia requiring hospitalization not attributed to MFGR1877S. One pt died of intracranial hemorrhage not attributed to MFGR1877S. No Grade 4 SAEs were reported. Other reported SAEs included Grade 3 hypercalcemia, neutropenia, pain in extremity, and musculoskeletal chest pain (1 pt each), Grade 2 ankle fracture, pneumonia, and pyrexia × 2 (1 pt each). No maximum tolerated dose was identified, as no DLTs were observed through the highest dose tested (15 mg/kg). Preliminary PK analysis for limited number of multiple myeloma patients (n=14) by non-linear mixed effect modeling demonstrated a trend of dose proportional increase of exposure (area under the concentration-time curve and maximal concentration) from 2 to 15 mg/kg. Population clearance of MFGR1877S was estimated to be ∼0.62 L/day, suggesting that MFGR1877S appeared to have a slightly faster clearance in MM patients, compared to the typical IgG1 monoclonal antibody clearance in human. The central volume of distribution of MFGR1877S was ∼3.4 L, which approximated human serum volume and appeared similar to the central volume of distribution of other typical IgG1 monoclonal antibodies. While some degree of FGFR3 expression was detected by immunohistochemistry in 10/14 patient bone marrow samples taken at screening, FACS analysis of FGFR3 surface expression on myeloma cells, although largely consistent with IHC measurements, also revealed heterogeneity in the levels of detectable surface FGFR3 expression. Six pts had stable disease as their best response: 2 pts up to 4 cycles, 1 pt up to 3 cycles, and 3 pts up to 1 cycle. Conclusions: MFGR1877S was well-tolerated overall in these patients with multiple relapsed or refractory MM. Although no objective responses were observed, stable disease was observed in 3 pts for 3–4 cycles. Disclosures: Off Label Use: MFGR1877S is a human monoclonal antibody that targets FGFR3 to prevent ligand binding, receptor-receptor association, and FGFR3 signaling. Singhal:Millennium and Celgene: Speakers Bureau. Niesvizky:Onyx, Millemium, Celgene. Speakers bureau: Millenium and Celgene: Consultancy, Research Funding. Comenzo:Millenium, Neotope; Onyx, Osiris, Millenium: Consultancy, Research Funding. Lebovic:Genentech: Speakers Bureau. Choi:Genentech: Employment. Lu:Genentech: Employment. French:Genentech: Employment. Penuel:Genentech: Employment. Ho:Genentech: Employment.
    Type of Medium: Online Resource
    ISSN: 0006-4971 , 1528-0020
    RVK:
    RVK:
    Language: English
    Publisher: American Society of Hematology
    Publication Date: 2012
    detail.hit.zdb_id: 1468538-3
    detail.hit.zdb_id: 80069-7
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  • 2
    Online Resource
    Online Resource
    SAGE Publications ; 2009
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 111, No. 1 ( 2009-01), p. 124-163
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 111, No. 1 ( 2009-01), p. 124-163
    Abstract: Researchers have proposed a number of lenses for analyzing teacher professional communities in recent years. These lenses have been useful in describing key dynamics of professional communities; however, none provides a compelling approach to how to integrate data from the school as a whole with case study data on individual interactions to create a coherent account of the structure and dynamics of teacher professional communities. Objective Our objective was to present and illustrate the application of social capital theory for analyzing the role of formal and informal teacher interactions in helping teachers enact changes to instruction associated with ambitious school reforms. Social capital theory posits that valued resources and expertise are embedded within social networks and that it is through social ties that one gains access to and can make use of resources to effect change. The network perspective directs researchers to focus simultaneously on the overall social structure of a school and on the expertise and resources exchanged through interactions among teachers that take place in meetings, staff rooms, hallways, and classrooms. Setting Our illustrations are contrasting cases of teacher communities in two elementary schools in California. In both school communities, the principals were committed to the idea of fostering greater interaction among colleagues as a strategy to improve literacy instruction. Both schools had similar levels of resources to support their goals through external funding from the state, but the schools had had different levels of success in implementing their reforms at the time of the study. Research Design We used an explanatory case study methodology that relied on social network, survey, and interview methods as sources of evidence for several alternative hypotheses relating to how the distribution of resources and expertise may have contributed to these schools’ different levels of success in implementing their reforms. Conclusions/Recommendations The comparative case analysis of the two schools provided evidence that analyzing the internal structure of the school community was necessary to help account for the distribution of access to resources and expertise in these two schools. Moreover, there was some evidence from survey and network data that the distribution of valued resources and expertise was related to the level of change observed in each school.
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2009
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    SAGE Publications ; 1997
    In:  Theory & Psychology Vol. 7, No. 5 ( 1997-10), p. 703-709
    In: Theory & Psychology, SAGE Publications, Vol. 7, No. 5 ( 1997-10), p. 703-709
    Type of Medium: Online Resource
    ISSN: 0959-3543 , 1461-7447
    RVK:
    Language: English
    Publisher: SAGE Publications
    Publication Date: 1997
    detail.hit.zdb_id: 2027323-X
    SSG: 5,2
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  • 4
    Online Resource
    Online Resource
    SAGE Publications ; 2023
    In:  Educational Policy Vol. 37, No. 1 ( 2023-01), p. 200-224
    In: Educational Policy, SAGE Publications, Vol. 37, No. 1 ( 2023-01), p. 200-224
    Abstract: This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their missions, RPPs’ conceptions of equity ranged from a focus on individualism and standardization, to advancing goals of identity, culture, and belonging and attending to power, justice, and anti-racism. Equity was reflected within processes for working together, varying across coordination, collaboration, or transformation of roles and power dynamics. For RPPs, the framework can help develop a common language and shared meanings. For future research, it can serve as an analytic lens to understand when and how RPPs work in service of educational transformation and change.
    Type of Medium: Online Resource
    ISSN: 0895-9048 , 1552-3896
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 2012956-7
    SSG: 5,3
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  • 5
    Online Resource
    Online Resource
    SAGE Publications ; 2007
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 109, No. 14 ( 2007-12), p. 103-132
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 109, No. 14 ( 2007-12), p. 103-132
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2007
    SSG: 5,3
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  • 6
    Online Resource
    Online Resource
    SAGE Publications ; 2010
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 112, No. 13 ( 2010-12), p. 268-283
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 112, No. 13 ( 2010-12), p. 268-283
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2010
    SSG: 5,3
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  • 7
    Online Resource
    Online Resource
    SAGE Publications ; 2010
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 112, No. 13 ( 2010-12), p. 128-143
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 112, No. 13 ( 2010-12), p. 128-143
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2010
    SSG: 5,3
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  • 8
    Online Resource
    Online Resource
    SAGE Publications ; 2013
    In:  Teachers College Record: The Voice of Scholarship in Education Vol. 115, No. 14 ( 2013-12), p. 136-156
    In: Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 115, No. 14 ( 2013-12), p. 136-156
    Abstract: This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
    Type of Medium: Online Resource
    ISSN: 0161-4681 , 1467-9620
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    SSG: 5,3
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  • 9
    Online Resource
    Online Resource
    SAGE Publications ; 2022
    In:  AERA Open Vol. 8 ( 2022-01), p. 233285842110731-
    In: AERA Open, SAGE Publications, Vol. 8 ( 2022-01), p. 233285842110731-
    Abstract: Despite calls for evidence-based decision making, the field has a limited understanding of how educational leaders actually engage research. This study draws on a nationally representative sample of 368 district and school leaders who named pieces of research that were useful to their work. Educational leaders found frameworks and practical guidance in the form of books to be most useful. They report turning to research across different domains of leadership practice, including supporting their own professional learning, guiding instructional activities for others, and monitoring and supporting implementation. While a small portion of sources named would qualify for the top three “tiers of evidence” of the Every Student Succeeds Act, those sources named as useful for program selection more frequently met these criteria. Together, these findings offer a broader portrait of research use, one rooted in leaders’ engagement with research as a part of their multifaceted and complex practice.
    Type of Medium: Online Resource
    ISSN: 2332-8584 , 2332-8584
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2022
    detail.hit.zdb_id: 2818423-3
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  • 10
    Online Resource
    Online Resource
    SAGE Publications ; 2021
    In:  Phi Delta Kappan Vol. 103, No. 4 ( 2021-12), p. 54-57
    In: Phi Delta Kappan, SAGE Publications, Vol. 103, No. 4 ( 2021-12), p. 54-57
    Abstract: The COVID-19 pandemic led states and districts to take a break from grading students and pause standardized testing. As part of an ongoing series of articles on how schools might reconceptualize their work, William Penuel considers what kinds of assessment practices should be carried forward, as schools attempt to become more equitable. He suggests that schools look to work students create as evidence of learning, that they ensure their assessment practices recognize students’ various cultures, and that they use student work to make connections with families and community members.
    Type of Medium: Online Resource
    ISSN: 0031-7217 , 1940-6487
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2021
    detail.hit.zdb_id: 2066884-3
    detail.hit.zdb_id: 3093059-5
    detail.hit.zdb_id: 281485-7
    SSG: 5,3
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