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Evaluation and optimization of sequence-based gene regulatory deep learning models. 评估和优化基于序列的基因调控深度学习模型。
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-17 DOI: 10.1101/2023.04.26.538471
Abdul Muntakim Rafi, Daria Nogina, Dmitry Penzar, Dohoon Lee, Danyeong Lee, Nayeon Kim, Sangyeup Kim, Dohyeon Kim, Yeojin Shin, Il-Youp Kwak, Georgy Meshcheryakov, Andrey Lando, Arsenii Zinkevich, Byeong-Chan Kim, Juhyun Lee, Taein Kang, Eeshit Dhaval Vaishnav, Payman Yadollahpour, Sun Kim, Jake Albrecht, Aviv Regev, Wuming Gong, Ivan V Kulakovskiy, Pablo Meyer, Carl de Boer

Neural networks have emerged as immensely powerful tools in predicting functional genomic regions, notably evidenced by recent successes in deciphering gene regulatory logic. However, a systematic evaluation of how model architectures and training strategies impact genomics model performance is lacking. To address this gap, we held a DREAM Challenge where competitors trained models on a dataset of millions of random promoter DNA sequences and corresponding expression levels, experimentally determined in yeast, to best capture the relationship between regulatory DNA and gene expression. For a robust evaluation of the models, we designed a comprehensive suite of benchmarks encompassing various sequence types. While some benchmarks produced similar results across the top-performing models, others differed substantially. All top-performing models used neural networks, but diverged in architectures and novel training strategies, tailored to genomics sequence data. To dissect how architectural and training choices impact performance, we developed the Prix Fixe framework to divide any given model into logically equivalent building blocks. We tested all possible combinations for the top three models and observed performance improvements for each. The DREAM Challenge models not only achieved state-of-the-art results on our comprehensive yeast dataset but also consistently surpassed existing benchmarks on Drosophila and human genomic datasets. Overall, we demonstrate that high-quality gold-standard genomics datasets can drive significant progress in model development.

神经网络已成为预测基因组功能区的强大工具,最近在破译基因调控逻辑方面取得的成功就是明证。然而,目前还缺乏对模型架构和训练策略如何影响基因组学模型性能的系统评估。为了弥补这一不足,我们举办了一次 DREAM 挑战赛,让参赛者在数百万个随机启动子 DNA 序列和相应表达水平的数据集上训练模型,这些数据集是在酵母中通过实验确定的,目的是最好地捕捉调控 DNA 与基因表达之间的关系。为了对模型进行稳健的评估,我们设计了一套涵盖各种序列类型的综合基准。虽然某些基准在表现最好的模型中产生了相似的结果,但其他基准却有很大不同。所有表现最出色的模型都使用了神经网络,但在针对基因组学序列数据定制的架构和新颖的训练策略方面存在差异。为了剖析架构和训练选择对性能的影响,我们开发了 Prix Fixe 框架,将任何给定模型划分为逻辑上等价的构建模块。我们测试了前三个模型的所有可能组合,并观察到每个模型的性能都有所提高。DREAM Challenge 模型不仅在我们的综合酵母数据集上取得了最先进的结果,而且在果蝇和人类基因组数据集上也不断超越现有基准。总之,我们证明了高质量的黄金标准基因组学数据集能推动模型开发取得重大进展。
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引用次数: 0
“It’s Just Something That You Have to Do as a Teacher” “这是你作为一名教师必须做的事情”
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-12 DOI: 10.1086/727432
Naomi L. Blaushild
School systems have taken on greater roles in guiding and supporting classroom instruction by redesigning their educational infrastructure—the coordinated resources, structures, and norms that support teachers’ work and drive instructional improvement. However, teachers often adapt or resist common instructional approaches, citing students’ unique needs. Drawing on data from a qualitative, comparative study, I examine how different types of public school systems (charter, suburban, and urban) redesigned their educational infrastructures and how teachers used system-provided educational infrastructure when constructing their practice. I found that teachers experienced their educational infrastructure as providing both affordances and constraints around their instructional decisions, particularly how they responded to their perceptions of students’ needs. Despite differences in each system’s educational infrastructure arrangements, teachers faced a common challenge related to differentiating instruction in diverse classrooms. Findings suggest the need for educational infrastructure redesign efforts to include professional learning around asset-based differentiation strategies and culturally responsive pedagogy.
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引用次数: 0
Front Matter 前页
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.1086/727361
Next article FreeFront MatterPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 124, Number 1September 2023 Article DOIhttps://doi.org/10.1086/727361 Views: 72Total views on this site © 2023 The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.
下一篇文章FreeFront MatterPDFPDF PLUS添加到收藏下载CitationTrack CitationsPermissionsReprints转载分享在facebook twitterlinkedinredditemailprint sectionsmoredetailsfigures参考文献引用小学杂志第124卷,编号1September 2023文章DOIhttps://doi.org/10.1086/727361浏览次数:72本网站的总浏览量©2023芝加哥大学。Crossref报告没有引用这篇文章的文章。
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引用次数: 0
41 Teachers, 41 Different Ways 41老师,41种不同的方式
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-21 DOI: 10.1086/725675
S. Neugebauer, Lia E. Sandilos, J. DiPerna, Leah J. Hunter, S. Hart, Emmaline Ellis
Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students’ prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers’ use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers’ program changes to standard program practices. In addition, this study explored whether and how teachers’ changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers’ instructional expertise in areas closely aligned with the program’s target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students’ outside of school experiences, supported moment-to-moment decision-making, and centered on students’ interests.
学校越来越多地采用普遍的社会情感学习(SEL)计划来支持学生的亲社会发展和学业成功。当在不同背景和学生群体中采用SEL干预措施时,可以以不同的方式实施,特别是在不属于研究疗效试验的典型课堂条件下。这项研究覆盖了13所小学,调查了41名小学教师对811名学生使用流行的通用SEL计划的情况,并注意到教师计划对标准计划实践的改变的普遍性和性质。此外,本研究更广泛地探讨了教师的变化是否以及如何与教学质量相关。221节课的观察结果显示,教师在与项目目标干预技能密切相关的领域的教学专业知识与更高水平的项目忠诚度呈正相关。专业知识还与课程改革有关,课程改革尊重学生的校外经历,支持即时决策,并以学生的兴趣为中心。
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引用次数: 0
Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters 课程干预实施中的可预测变化及其重要性
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-21 DOI: 10.1086/725765
Lisa B. Hsin, Luke W. Miratrix, Ha Yeon Kim, Maria D. LaRusso, C. Snow
Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation data from the treatment group in a randomized controlled trial (RCT) of Word Generation, a curriculum designed to support deep reading comprehension and academic language. Both student- and teacher/classroom-level predictors were associated with variation in the proportion of curricular activities students completed. We also evaluated how variation in treatment-group program dosage distinctively predicted growth on the RCT’s key outcome measures of taught vocabulary words, academic language, and deep reading comprehension. We conclude that design and evaluation of future RCTs would benefit from procedures to predict implementation variation and its consequences prior to randomization.
了解与教育项目实施变化相关的因素已经成为一个关键的研究焦点,以确定如何在目标环境中扩大有前途的项目。本研究在Word Generation(一个旨在支持深度阅读理解和学术语言的课程)的随机对照试验(RCT)中,利用来自治疗组的一种新的实施数据来源,探索了项目剂量与人口统计学相关的变化。学生和教师/课堂水平的预测因子都与学生完成的课程活动比例的变化有关。我们还评估了治疗组方案剂量的变化如何显著预测RCT教学词汇、学术语言和深度阅读理解的关键结果指标的增长。我们的结论是,未来随机对照试验的设计和评估将受益于在随机化之前预测实施变化及其后果的程序。
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引用次数: 0
Attempting Equity in Classroom Practice 课堂实践中的公平尝试
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-10 DOI: 10.1086/725728
Whitney Hegseth
This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.
本文报告了一项民族志和比较研究的结果,该研究考察了教育系统之间的相互作用和课堂上的相互尊重。我将相互尊重定义为干预课堂上常见的权力不对称——师生之间以及学生之间——的工作,通过增加孩子们的平等、自主和公平。我与四所小学合作,它们位于两种体系(即国际文凭[IB]和蒙台梭利)和两种国家背景(即华盛顿特区和多伦多)。对观察和视频焦点小组数据的分析显示:IB和蒙台梭利教师在实践中如何尝试公平方面存在差异,相关地,他们在如何理解公平与相互尊重的其他维度(即平等、自治)相互作用方面存在差异。这些制度之间的差异在两个国家的背景下都是不变的。这项研究有助于对公平、教育系统以及两者之间的潜在关系进行概念化。
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引用次数: 0
Examining the Type and Direction of Teacher Feedback Provided In Fourth-Grade Classrooms to Inform Teacher Preparation 考察四年级课堂教师反馈的类型和方向,为教师备课提供信息
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-06 DOI: 10.1086/725668
E. Stevens, Philip Capin, Alicia A. Stewart, Elizabeth A. Swanson, S. Vaughn
Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley’s model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers’ fourth-grade social studies classrooms. Results showed teachers primarily repeated students’ answers (39.8%), followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students’ self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students’ use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed.
提供学术反馈与学生成绩密切相关,但很少有观察性研究检查小学课堂教师提供的反馈。根据Hattie和Timperley的反馈模型,我们进行了一项观察研究,检查了33名教师在四年级社会研究课堂上提供的反馈的类型和方向。结果显示,教师以重复学生回答为主(39.8%),其次是积极反馈(32.2%)、表扬(15.6%)和纠正反馈(11.8%)。大多数反馈都是针对任务的。教师很少同时提供积极和纠正性反馈(0.5%),也很少针对过程或学生的自我调节提供直接反馈。这些发现表明,教师将受益于提供有效的反馈,这些反馈是具体的,支持学生使用学习策略和自我调节行为。讨论了提供有效反馈对职前和在职教师培训的影响。
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引用次数: 0
Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences 概念优先和迭代分数指令序列的效果比较
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-06 DOI: 10.1086/725730
Kristina J. Running, Robin S. Codding, S. Varma, V. N. V. Rao, Alisha K. Wackerle-Hollman
Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group outscored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.
概念性和程序性教学顺序可能影响学生数学技能的学习和概括。本研究比较了概念先行和迭代两种指令序列,以及它们通过全班干预对分数表现的影响。四年级学生(N=114)被随机分配到概念第一组、迭代组或对照组。初步概念评估显示,迭代组和概念第一组的表现相似,与对照组相比,效果中等。初步程序评估再次表明,两个干预组的表现都优于对照组,这一次产生了很大到非常大的影响。此外,迭代组的得分超过了概念第一组,效果大小中等,尽管在统计上并不显著。衡量技能转移的一般化评估没有发现差异影响。总的来说,在分数干预期间,迭代教学至少与概念优先序列一样有效。
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引用次数: 0
Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress 个体焦虑退缩水平与隶属群体特征匹配在预测苦恼中的作用
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-03 DOI: 10.1086/725729
John McKirahan, A. M. Lease, Stacey Neuharth‐Pritchett, Kyongboon Kwon
To inform teaching practices, we examined elementary learners who were anxious-withdrawn within their naturally occurring affiliation groups at school. Hypotheses addressed the degree to which affiliation group characteristics moderate the relation between individual levels of anxious-withdrawal and internalizing distress. Data from 447 fourth and fifth graders who belonged in peer-reported affiliation groups at school were used. Peer reports assessed the degree to which participants’ affiliation groups were characterized as anxious-withdrawn, fun, and agreeable along with individual levels of anxious-withdrawal. Students also self-reported social dissatisfaction, and teachers reported students’ internalizing problems. Results indicate the impact of poor person-group fit on distress. For children with higher levels of anxious-withdrawal, affiliating with peers who have perceived socially desirable characteristics is associated with more internalizing distress and social dissatisfaction. In contrast, affiliating with anxious-withdrawn peers predicts increased distress only for those with low to average levels of anxious-withdrawal. Implications for peer-partnering in classrooms are discussed.
为了指导教学实践,我们调查了在学校自然发生的附属团体中焦虑退缩的小学学习者。假设解决了隶属关系群体特征在多大程度上缓和了个体水平的焦虑退缩和内化痛苦之间的关系。研究使用了447名四年级和五年级学生的数据,这些学生属于学校里同侪报告的隶属关系小组。同伴报告评估了参与者所属群体在多大程度上被描述为焦虑退缩型、有趣型和随和型,以及个体的焦虑退缩型水平。学生也自我报告社会不满,教师报告学生的内化问题。结果表明,群体契合度较差对心理困扰的影响。对于焦虑退缩程度较高的儿童,与具有社会可取特征的同伴交往与更多的内化痛苦和社会不满有关。相比之下,与焦虑退缩的同伴交往只会增加那些焦虑退缩程度低于平均水平的人的痛苦。讨论了课堂上同伴伙伴关系的含义。
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引用次数: 0
How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes? 干预研究如何衡量实施保真度与学生阅读成绩之间的关系?
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-20 DOI: 10.1086/725672
W. van Dijk, Holly B. Lane, Nicholas A. Gage
Implementation fidelity is often thought of as a necessary condition to achieve internal validity and as having a relation to student outcomes. This relation is increasingly modeled; we reviewed reading intervention studies for students in pre-K–12 in which measures of implementation fidelity were included in final data analysis. A systematic search yielded 50 studies using mostly measures of dosage, adherence, and quality. We provide a detailed, narrative description of the construction of the measures, revealing a wide variety of conceptualizations of implementation fidelity, in terms of content, measurement approaches, and variable construction. The original studies reported varied estimates of the relation between implementation fidelity and student outcomes. To better study the relation in the future, we recommend researchers incorporate measurement of implementation fidelity in the design phase of research projects.
实现保真度通常被认为是实现内部有效性的必要条件,并与学生的成绩有关。这种关系越来越被模式化;我们回顾了针对K-12年级前学生的阅读干预研究,其中实施保真度的测量被纳入最终数据分析。一项系统搜索产生了50项研究,主要使用剂量、依从性和质量指标。我们对衡量标准的构建进行了详细的叙述性描述,揭示了在内容、衡量方法和变量构建方面对实施保真度的各种概念。最初的研究报告了对实施忠诚度和学生成绩之间关系的不同估计。为了在未来更好地研究这种关系,我们建议研究人员在研究项目的设计阶段纳入实施保真度的测量。
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引用次数: 0
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Elementary School Journal
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