Interaction of SET domains with histones and nucleic acid structures in active chromatin

Changes in the normal program of gene expression are the basis for a number of human diseases. Epigenetic control of gene expression is programmed by chromatin modifications—the inheritable “histone code”—the major component of which is histone methylation. This chromatin methylation code of gene activity is created upon cell differentiation and is further controlled by the “SET” (methyltransferase) domain proteins which maintain this histone methylation pattern and preserve it through rounds of cell division. The molecular principles of epigenetic gene maintenance are essential for proper treatment and prevention of disorders and their complications. However, the principles of epigenetic gene programming are not resolved. Here we discuss some evidence of how the SET proteins determine the required states of target genes and maintain the required levels of their activity. We suggest that, along with other recognition pathways, SET domains can directly recognize the nucleosome and nucleic acids intermediates that are specific for active chromatin regions

Large-Scale Assessments in the Norwegian Context

This chapter provides a brief overview of national and international large-scale assessment in Norway. Embedded in a range of assessment tools that consist of mapping tests in grades 1–4, national assessments in grades 5–9, national exams at the end of lower and upper secondary school and student surveys in grades 7–11, the international large-scale assessments (ILSAs) have a specific role. This role is described, as well as the assessment system as a whole. Norwegian results from the ILSAs are presented with a focus on long-term developments since the mid-1990s and equity as the most characteristic result regarding Norway seen from an international perspective. Finally, the benefits and limitations of the assessment system in its whole, and with its different tools, are discussed against a framework that distinguishes between educational monitoring, support for teaching and learning and certification as core functions of educational assessments. Conclusions are drawn regarding the possibilities to further develop the whole assessment system and its individual tools

Does schooling actually perpetuate educational inequality in mathematics performance? A validity question on the measures of opportunity to learn in PISA

International assessments of mathematics have shown persistent and widely intensified socioeconomic inequalities in achievement worldwide over the last decades. Such achievement gaps may partly be due to the differences in students’ personal and family characteristics. They may also be attributed to the schooling itself if school systems provide differentiated opportunity to learn (OTL) for children from privileged versus disadvantaged backgrounds. Previous research on the mechanism of the joint relationship among socioeconomic status (SES), academic achievement, and OTL produced inconclusive results. The main aim of the present study is to test whether schooling actually perpetuates social inequality in achievement, by reanalyzing PISA data. Specifically, we scrutinize the construct validity of the OTL measure in PISA that has been used in previous research. Our analyses reveal two latent dimensions of the OTL indicators in PISA, namely an unbiased OTL dimension and a self-concept dimension. The relationship between social background and mathematics achievement was only weakly mediated by OTL, when effect of students’ self-concept was controlled for. Our results suggest that the previous research finding that schooling perpetuates social gaps in mathematics performance suffers from a construct validity problem