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Originating from progressive educators who saw the need for student-centered educational designs rather than the traditional, single-age classroom design based on Henry Ford's assembly line, the multiage classroom design is returning as a viable alternative to the single-age classroom. The authors explored the perceptions of parents and teachers impacted during the transition of two elementary schools away from single-age classrooms to a multiage classroom design. This study specifically focused on kindergarten through fifth grade and examined the overall effect of the multiage design on these two groups and on the elements that were important to the administration. Results indicate that parents support the transition to a multiage design. Although they demonstrated support, teachers were significantly more neutral than the parents in several areas, such as family-school relationships, class size stability, teacher assignment stability, and overall ability of students to do well in the multiage classroom. The findings of this research will assist districts transitioning to a multiage design in identifying what elements of the design are likely to be supported by parents and teachers.

Research has been conducted on the recombinant primer-dependent glucosyltransferase of Streptococcus salivarius possessing glucan-binding domains with YG repeats. The role of the YG repeats in glucan binding has been investigated and the results are presented.

The sequency of gftK encoding the primer-dependent GTF-S in Streptococcus salivarius ATCC 25975 was compared with the deduced amino acid sequence of Gtfk and seven other Gtfs. A projected alignment of the central part of the Gtf sequences was developed and employed to arrive at a phylogenetic tree. The studies suggested that Gtfs with parallel product dimensions do not make up phylogenetic clusters, and are in accordance with the accepted phylogenetic theories.