In the first part of study, our objective was to determine the effect of CoQ10 supplementation of culture media on preimplantation mouse and human embryo development. CoQ10 supplementation of culture media did not improve mouse or human embryo development in vitro. Since the results appeared to be negative, we decided to move on to research the effect of age on female infertility. In the second part, we investigated the effect of female age and ovarian stimulation protocols on IUI outcome in 411 infertile women. We found that the ongoing/live birth rate per cycle in women ≤ 37 years was significantly higher than in older patients. In the third section, we determined if very young age (≤25 yrs) has an impact on pregnancy outcome in women undergoing IVF-ET. Our results demonstrating lower pregnancy rates in very young patients and egg donors compared to the patients in their early thirties were surprising.

Podocytes are terminally differentiated epithelial cells which regulate glomerular permselectivity by their cell-cell junctions, known as slit diaphragms (SD). Notch signaling regulates podocyte cell fate specification and downregulation of Notch targets occurs with terminal podocyte differentiation. The effects of constitutive Notch activation in developing podocytes on podocyte differentiation and function were determined using a podocyte-specific Cre-lox-p(Neph/Cre) approach. Proteinuria was noted shortly after birth denoting loss of glomerular permselectivity in transgenic mice (CRE;NIC mice). Histologic and molecular analyses of CRE;NIC-expressing mice at onset of proteinuria, show morphologic and cellular changes in podocytes including de-differentiation, proliferation and de novo expression of Pax2. Prior to onset of proteinuria, lower protein levels of key SD proteins are observed while SD mRNA expression is preserved in CRE;NIC mice. Consequently, constitutive Notch signaling in developing podocytes opposes terminal differentiation with deleterious consequences on SD assembly and thereafter, glomerular permselectivity.

In the first part of study, our objective was to determine the effect of CoQ10 supplementation of culture media on preimplantation mouse and human embryo development. CoQ10 supplementation of culture media did not improve mouse or human embryo development in vitro. Since the results appeared to be negative, we decided to move on to research the effect of age on female infertility. In the second part, we investigated the effect of female age and ovarian stimulation protocols on IUI outcome in 411 infertile women. We found that the ongoing/live birth rate per cycle in women ≤ 37 years was significantly higher than in older patients. In the third section, we determined if very young age (≤25 yrs) has an impact on pregnancy outcome in women undergoing IVF-ET. Our results demonstrating lower pregnancy rates in very young patients and egg donors compared to the patients in their early thirties were surprising.

Podocytes are terminally differentiated epithelial cells which regulate glomerular permselectivity by their cell-cell junctions, known as slit diaphragms (SD). Notch signaling regulates podocyte cell fate specification and downregulation of Notch targets occurs with terminal podocyte differentiation. The effects of constitutive Notch activation in developing podocytes on podocyte differentiation and function were determined using a podocyte-specific Cre-lox-p(Neph/Cre) approach. Proteinuria was noted shortly after birth denoting loss of glomerular permselectivity in transgenic mice (CRE;NIC mice). Histologic and molecular analyses of CRE;NIC-expressing mice at onset of proteinuria, show morphologic and cellular changes in podocytes including de-differentiation, proliferation and de novo expression of Pax2. Prior to onset of proteinuria, lower protein levels of key SD proteins are observed while SD mRNA expression is preserved in CRE;NIC mice. Consequently, constitutive Notch signaling in developing podocytes opposes terminal differentiation with deleterious consequences on SD assembly and thereafter, glomerular permselectivity.

Doctor of Philosophy / Department of Curriculum and Instruction / Michael F. Perl and Kay Ann Taylor / The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.

An expanding body of research explores the social, political, cultural and personal challenges presented by the Western emphasis of curricula around the world. The aim of my study is to advance this field of inquiry by gaining insight into perceptions of Western modern science presented by students, teachers and administrators in a given Caribbean setting. Through this study I asked how my research participants described the nature of scientific knowledge, how they related scientific knowledge to other culturally-valued knowledges and the meanings they attached to the geographic origins of science teachers. Situating this work firmly within the practice of Foucauldian critical discourse analysis, I have utilised a conceptual framework defined by the power/knowledge and complicity/resistance themes of post-colonial theory to support my interpretation of participant commentary in an overall quest that is concerned about the ways in which Western modern science might be exerting a colonising influence. Fourteen students, nine teachers (both expatriate and local) and three administrators participated in the study. I combined a semi-structured question and answer interview format with a card sort activity. I used a procedure based on my own adaptation of Stephenson’s Q methodology, where the respondents placed 24 statements hierarchically along a continuum of increasing strength of agreement, presenting their rationalisations, personal stories and illustrations as they sorted. I used an inverse factor analysis, in combination with the interview transcripts, to assist me in the identification of three discourse positions described by my research participants: The truth value of scientific knowledge, The pragmatic use of science to promote progress, and The priority of cultural preservation. The interview transcripts were also analysed for emergent themes, providing an additional layer of data interpretation. The research findings raise concerns regarding the hegemonic potency of certain scientific assumptions and assertions of participants, leading me to emphasise the importance of developing teachers’ knowledge of the historical, philosophical and social background of Western modern science as well as focusing on developing the conceptual and intellectual engagement of students with Western modern science without demanding the kind of belief commitment that would insist that students replace alternative modes of meaning making.

An expanding body of research explores the social, political, cultural and personal challenges presented by the Western emphasis of curricula around the world. The aim of my study is to advance this field of inquiry by gaining insight into perceptions of Western modern science presented by students, teachers and administrators in a given Caribbean setting. Through this study I asked how my research participants described the nature of scientific knowledge, how they related scientific knowledge to other culturally-valued knowledges and the meanings they attached to the geographic origins of science teachers. Situating this work firmly within the practice of Foucauldian critical discourse analysis, I have utilised a conceptual framework defined by the power/knowledge and complicity/resistance themes of post-colonial theory to support my interpretation of participant commentary in an overall quest that is concerned about the ways in which Western modern science might be exerting a colonising influence. Fourteen students, nine teachers (both expatriate and local) and three administrators participated in the study. I combined a semi-structured question and answer interview format with a card sort activity. I used a procedure based on my own adaptation of Stephenson’s Q methodology, where the respondents placed 24 statements hierarchically along a continuum of increasing strength of agreement, presenting their rationalisations, personal stories and illustrations as they sorted. I used an inverse factor analysis, in combination with the interview transcripts, to assist me in the identification of three discourse positions described by my research participants: The truth value of scientific knowledge, The pragmatic use of science to promote progress, and The priority of cultural preservation. The interview transcripts were also analysed for emergent themes, providing an additional layer of data interpretation. The research findings raise concerns regarding the hegemonic potency of certain scientific assumptions and assertions of participants, leading me to emphasise the importance of developing teachers’ knowledge of the historical, philosophical and social background of Western modern science as well as focusing on developing the conceptual and intellectual engagement of students with Western modern science without demanding the kind of belief commitment that would insist that students replace alternative modes of meaning making.

Declining science enrolment, with the greatest decline in physics, has generated concern surrounding students’ future abilities to function in an increasingly scientific and technology-focused society. In an attempt to understand why students select or reject physics, a multiphase qualitative phenomenological study was designed, with the following questions: (a) Why do students select or reject physics courses? (b) What role does physics identity play in student course selection? (c) What other factors, extrinsic or intrinsic, affect their choices to pursue physics? Questionnaire, interview, focus group and student drawing data indicate students reject physics when it is not required for further studies in university based on their belief that physics is a difficult math-reliant subject, they do not identify with physics, and they are unsure what physics is and what they would study. Recommendations include teaching physics aligned with students’ interests, and teaching physics to promote a positive physics student identity.

Declining science enrolment, with the greatest decline in physics, has generated concern surrounding students’ future abilities to function in an increasingly scientific and technology-focused society. In an attempt to understand why students select or reject physics, a multiphase qualitative phenomenological study was designed, with the following questions: (a) Why do students select or reject physics courses? (b) What role does physics identity play in student course selection? (c) What other factors, extrinsic or intrinsic, affect their choices to pursue physics? Questionnaire, interview, focus group and student drawing data indicate students reject physics when it is not required for further studies in university based on their belief that physics is a difficult math-reliant subject, they do not identify with physics, and they are unsure what physics is and what they would study. Recommendations include teaching physics aligned with students’ interests, and teaching physics to promote a positive physics student identity.

This qualitative study examines the beliefs and belief changes of eleven elementary preservice teachers about teaching science for social justice. Using constructivist grounded theory, it forwards a new theory of belief change about teaching science for social justice. The theory posits that three teaching and learning conditions may facilitate belief change: preservice teachers need to recognize (1) the relationship between science and society; (2) the relationship between individuals and society; and (3) the importance of taking action on socioscientific issues. This research responds to calls by critical scholars of teacher education who contend that beliefs in relation to equity, diversity, and multiculturalism need to be explored. They have found that many preservice teachers hold beliefs that are antithetical to social justice tenets. Since beliefs are generally considered to be precursors to actions, identifying and promoting change in beliefs are important to teaching science for social justice. Such a move may lead to the advancement of curricular and pedagogical efforts to promote the academic participation and success in elementary science of Aboriginal and racialized minority students. The study was undertaken in a year-long science methods course taught by the researcher. It was centered on the preservice teachers – their beliefs, their belief changes, and the course pedagogies that they identified as crucial to their changes. However, the course was based on the researcher-instructor’s review of the scholarly literature on science education, teacher education, and social justice. It utilized a critical – cultural theoretical framework, and was aligned to the three dimensions of critical nature of science, critical knowledge and pedagogy, and sociopolitical action. Findings indicate that, at the beginning of the year, preservice teachers held two types of beliefs (liberal and critical) and, by the end of the course, they experienced three kinds of shifts in beliefs (minimal, substantial, and refined). The shifts in beliefs were attributed by preservice teachers to specific pedagogies. Yet their initial beliefs also served as filters to the pedagogies, consequently impacting their degrees of belief change. Therefore, this study reveals elements of unpredictability when engaging in teaching science for social justice.