Post-translational modifications (PTMs) on histone proteins affect many essential biological processes. With the abundance of PTMs on histone proteins, these modifications can collectively work together to alter chromatin structure and impact gene expression in this complex system. Detection and understanding of these PTMs, as well as the enzymes that mediate them, can elucidate their biological outcomes and connection to pathogenesis. Mass spectrometry (MS) is a powerful tool that is most often used for identification and characterization of modification patterns, and it has greatly expanded the library of histone modifications. However, MS does require coupling to separation techniques, such as reversed-phase liquid chromatography and hydrophilic interaction chromatography, in order to reduce sample complexity and improve analysis. While chromatographic techniques have been widely used, multiple columns and long separation times are required for peptides that are more challenging to separate. For instance, methylation does not alter the charge of lysine residues; in addition, it introduces only subtle changes in size and hydrophobicity. Recently, there has been an increasing interest in synthetic receptors that have affinity for lysine methylation. Such receptors include water-soluble calixarenes, cucurbiturils, and deep cavitands. Capillary electrophoresis (CE) is an extremely suitable separation method that can be combined with these synthetic receptors, which can be easily included in the separation buffer. In this work, we first developed a method to induce mobility shifts for methylated small guests and peptides. After combining the high resolving power of CE and the selective recognition of host molecules, separation of modified and unmodified peptides was achieved. This host-assisted CE method was able to discriminate between different lysine methylation levels; essentially, this enabled the monitoring of various PTM enzyme reactions, including demethylation, methylation, and phosphorylation. This technique has also demonstrated its capability for analysis of a crosstalk event in which a pre-existing histone modification can impact the activity of an enzyme for another PTM. Furthermore, there is potential of host-assisted CE to separate proteins with PTMs as well.
Decades of scholarly work continue to document the marginalization of children from nondominant backgrounds in mathematics classrooms. Learning to equitably teach children from linguistically, ethnically, racially, and culturally diverse backgrounds remains a priority. This dissertation approaches this broader problem in society by understanding how to prepare elementary teacher candidates to center equity in their mathematics teaching. The first study explores how an innovative pedagogical activity elicits and has candidates confront their expectations, assumptions, and biases about children and their mathematical thinking. The study conceptualizes a framework that captures the extent of candidates’ self-awareness of their assumptions and biases. The second study conceptualizes teacher candidates’ conceptions of equity in mathematics teaching and explores their prior mathematics experiences. The third study tells the story of how a researcher-practitioner collaboration developed and shifted the mathematics course to integrate an equity lens over time. Research data include candidates’ written reflections, interviews, and other artifacts they produced in the methods course; field notes of class observations; teacher educators’ interviews and syllabi; and other documentations of idea exchanges between the teacher educator and researcher. Qualitative analytic methods were employed.The study findings reflect the importance of self-confrontation and critical self-reflection in a mathematics methods course to support candidates to center equity in their practice. The three studies contribute to the field of teacher preparation in the following ways: (1) a conceptual framework for candidates’ self-awareness of their biases and assumptions and a conceptual framework for centering equity in mathematics teaching; (2) a typology for teacher candidates’ conceptions of equity in mathematics teaching and a more nuanced understanding of candidates’ prior mathematical experiences; (3) an illustrative example of how a collaborative relationship between a researcher and practitioner developed over shared sensemaking experiences.
Cookie SettingseScholarship uses cookies to ensure you have the best experience on our website. You can manage which cookies you want us to use.Our Privacy Statement includes more details on the cookies we use and how we protect your privacy.