Teacher and Student-focused Approaches: influence of learning approach and self-efficacy in a psychology postgraduate sample

The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology ( N = 113) completed a questionnaire measuring their use of a teacher- or student-focused approach, deep and surface approaches to learning and teaching, and research self-efficacy. Standard multiple regressions revealed that the manner in which postgraduate students approached their own studies (i.e., deep or surface learning approach) predicted the use of a teacher- or student-focused approach in their teaching practice. Specifically, postgraduates adopting a deep approach to their own learning were more likely to adopt a teaching-focused approach to their teaching practice. Those adopting a surface approach to their own studies were most likely to adopt a student-focused approach. Furthermore, postgraduates with a high level of teaching self-efficacy were more likely to adopt a student-focused approach to teaching practice. Additionally, postgraduates who had received formal teaching training scored higher on teacher self-efficacy than those who had not received such training. Taken together, the findings suggest the key role of formal training in enhancing self-efficacy in teaching, and demonstrate an association between the learning styles adopted by postgraduate teachers and their approach to teaching. </jats:p

Le syndrome hémolytique et urémique de l'enfant

peer reviewe

Acute tubulo-interstitial nephropathy with uveitis: Apropos of case

We report another case of acute interstitial nephritis with uveitis (TINU syndrome) in a 35-year-old woman. About thirty cases were described since the first ones 20 years ago. We discuss the assessment needed to reach the diagnosis. The evolution is unusually favourable with steroid therapy

Studies on the glomerular filtration barrier and on the urinary excretion of basement membrane glycoproteins during the accelerated model of nephrotoxic serum nephritis.

A proliferative glomerulonephritis was induced in rats preimmunised with rabbit IgG by injecting a sub-nephrotoxic dose of rabbit anti-rat GBM IgG. All the rats developed a severe proteinuria within 2-5 days after the injection of anti-GBM IgG. At the same time, many mononuclear phagocytes infiltrated the glomeruli, the colloidal iron staining of the glomerular filtration barrier was altered, and the urinary excretion of laminin and of neutral proteinase strongly increased. However, the pattern and intensity of staining of different collagenous and non-collagenous BM glycoproteins were not modified, as shown by indirect immunofluorescence microscopy. The existence of a direct significant correlation between the proteinuria and the laminin urinary excretion, and between the latter and the urinary neutral proteinase activity suggests that lysosomal proteinase of mononuclear phagocytes may be involved in the damage of the GBM during the course of this experimental glomerulonephritis

Case Study: Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools

One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers’ change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is critical. However, rural schools face significant challenges in accessing PD. Distance-based instructional coaching (DBIC) has emerged as a potential solution for implementing highly interactive, sustainable models of teacher support in rural areas. The present study was conducted within a larger study that examined the efficacy of a summer PD with follow-up DBIC on rural teachers’ knowledge, self-efficacy, and classroom practice of a guided science inquiry instructional approach. This study drew on empirical data using an in-depth analysis of a single case with a rural middle school science teacher, “Kara,” whose unique teaching schedule allowed for an examination of changes in her science inquiry instructional practice. In the present study, Vygotsky space provided insight into the process of the teacher’s learning as appropriation, transformation, and publication through the events observed. Showing the impact of DBIC on teacher PD and for facilitating improved student outcomes, this study has potential implications for educational policy, pedagogical practice, and meeting nationwide educational standards. In addition, DBIC maintains the integrity of the coaching model while simultaneously enhancing the feasibility of coaching for rural or remote educational systems and schools

Study of follitropin receptors in testis using a homologous system. Binding of porcine follitropin to plasma membranes from immature porcine testis and correlation with adenylate cyclase stimulation.

The properties of follitropin receptors in immature porcine testis were determined using highly purified porcine follitropin. 1. The characteristics of follitropin binding to a subcellular fraction rich in plasma membranes were studied using a 125I-labelled follitropin with high specific activity (75-100 Ci/g) and high binding activity. The binding is dependent on time, temperature and pH. It is specific to follitropin as demonstrated by the very low binding activity of the follitropin alpha and beta subunits and of the other glycoprotein hormones. Scatchard analysis of binding data indicated an equilibrium association constant of 2 x 10(10) M-1 and a concentration of high affinity binding sites of 500 fmol/mg membrane proteins. 2. A sensitive radio-ligand receptor assay was developed. Fifty percent inhibition of binding was obtained with as little as 2 ng of porcine follitropin. Ovine and bovine follitropins and pregnant mare serum gonadotropin gave binding inhibition curves parallel to that given by porcine follitropin. With equine and human follitropin, significantly different slopes were recorded. 3. Kinetics of dissociation of labelled follitropin from its testis receptors showed the presence of at least two compartments with fast and slow dissociation rate constants. The ratio between the sizes of the slow and fast compartments appeared dependent upon preincubation time. 4. A temporal correlation was observed between binding of follitropin to testis receptors and activation of membrane bound adenylate cyclase

Comparison of Student Outcomes in a Course-based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory

Course-based undergraduate research experiences (CUREs) incorporate authentic research instead of confirmatory exercises into laboratory courses. Following the COVID-19 pandemic, there has been a general shift in instructional modalities from face-to-face (F2F) towards hybrid and online teaching. Student impacts caused by the abrupt shift to online teaching have been characterized, but comparisons between modalities for CUREs are missing. Therefore, we evaluated student learning and attitudinal outcomes in F2F, hybrid, and online delivery of an introductory college biology CURE. Additionally, we compared student outcomes between White/Asian students and persons excluded due to ethnicity or race (PEER) in these modalities. There were significant learning differences between modalities, but there were no significant learning differences by PEER status. Of six attitudinal variables, one varied significantly by modality and three varied significantly for PEER students. These results suggest that CUREs can be adapted to the online or hybrid modality with minimal impacts on student outcomes