A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

Meeting abstrac

Responsiveness in teacher explanations: A conversation analytical perspective on scaffolding

tThe concept of ‘scaffolding’ introduced by Wood et al. (1976) figures prominently in educa-tional research but lacks the empirical rigour that allows researchers to establish whetheror not teacher assistance to students is an instance of scaffolding. We used conversa-tion analysis to provide an empirical basis to the notion of ‘responsiveness’ (contingency)that Wood et al. treat as a fundamental characteristic of scaffolding. We analyzed dyadicteacher–student interactions in Dutch 1st grade secondary school mathematics classes anddeveloped responsiveness as an interactional phenomenon: the concept has to rest on theanalysis of how the learner’s actions and the tutor’s responses are interactionally broughtabout

The architecture of adult-child interaction. Joint problem solving and the structure of cooperation

In this article, learning and instruction in caregiver-child interactions are discussed. Referring to empirical observations, the authors distinguish between several modes of interaction. A mode of interaction can be characterized by the participants' roles, the aims pursued and the instruments used. The didactic mode of interaction provides a rich repertoire with a complex structure of learning and instruction opportunities. However, also in other modes identified - a playful and an efficient mode - learning and instruction possibilities exist. After introducing and systematizing the concept of mode of interaction, the didactic mode is illustrated with a case-study

Effect of a school library on the reading attitude and reading behaviour in non-western migrant students

There is a lack of clarity as to the effects of school libraries on children with a non-western background in the Netherlands, an educationally disadvantaged group. Using a longitudinal design involving an experimental and a control school, the present study examined whether an integrated library facility in a Dutch primary school has an effect on the reading attitude and reading behaviour of non-western migrant students (n = 140). The results showed no statistically significant effect on the degree in which students think reading is fun. On the other hand, over time, students attending the experimental school considered reading more useful than students visiting the control school. With regard to reading behaviour, no statistically significant effect of the school library was found. However, the school library programme was not implemented in the most optimal form, which may have affected the findings. Reading climate at home was found to be an important predictor of both reading attitude and reading behaviour, stressing the importance of parents as partners for school libraries when it comes to reading promotion

Effect of a school library on the reading attitude and reading behaviour in non-western migrant students

There is a lack of clarity as to the effects of school libraries on children with a non-western background in the Netherlands, an educationally disadvantaged group. Using a longitudinal design involving an experimental and a control school, the present study examined whether an integrated library facility in a Dutch primary school has an effect on the reading attitude and reading behaviour of non-western migrant students (n = 140). The results showed no statistically significant effect on the degree in which students think reading is fun. On the other hand, over time, students attending the experimental school considered reading more useful than students visiting the control school. With regard to reading behaviour, no statistically significant effect of the school library was found. However, the school library programme was not implemented in the most optimal form, which may have affected the findings. Reading climate at home was found to be an important predictor of both reading attitude and reading behaviour, stressing the importance of parents as partners for school libraries when it comes to reading promotion

Future Talk : Discussing hypothetical situations with prospective adoptive parents

The objective of this study is to contribute towards understanding how welfare and justice discourses become apparent in institutional conversations where social workers involved in child protection have dual professional identities: that of helper and of gatekeeper. In this article we analyse a specific conversational practice in a particular child protection context: social workers asking questions about hypothetical situations in interviews with prospective adoptive parents. We show the nature of these questions in face-to-face interactions between social workers and prospective adoptive parents. In addition, we also analyse how the social workers manage to integrate aspects of testing the capabilities of the prospective adoptive parents while, at the same time, also helping them to become even better prepared parents. Using the method of conversation analysis makes it possible to analyse how the social workers are doing being a gatekeeper and/or helper without spelling that out

Assessing candidates for adoptive parenthood. Institutional re-formulations of biographical notes

Prospective adoptive parents who take part in a Dutch adoption assessment procedure are asked to write down their life stories. In this article we examine how information from the life stories is deleted, selected and transformed into a topic to talk about in an assessment interview and/or to write about in a recommendation record. We have shown in a detailed analysis how prospective adoptive parents demonstrate themselves to be "normal people" with "normal childhoods" and how life events are selected from the life stories as a means to assess the coping qualities of the prospective adoptive parents. We could conclude that social workers in the recommendation record: 1) turn statements made by the parents into facts; 2) leave statements in the parents' own words, and that they 3) assess suspicions of possible risk factors in the interview but omit them from the record. By using conversation analysis as a method we could gain an insight into the dynamics of assessment, making visible exactly how social workers collect information about people's background to arrive at a decision about whether the candidates are suitable adoptive parents.Institutional communication Child protection Adoptive parenthood Conversation analysis Biographical information Life stories

Internalization and adult-child interaction

Authors inspired by Vygotsky's theory of internalization agree that both the child and the adult contribute to the process of internalization. However, in empirical studies of adult-child interaction, the emphasis is mostly on the role of the adult. Moreover, most studies of internalization suppose that the adult, in these interactions, has a teaching role. Observations were made of 10 adult-child dyads, engaged in a construction task. These observations showed that the children contributed actively to the interaction and to the solution of the problem. Despite the restricted task, the adult-child dyads constructed the interaction in different ways, leading to a variety of definitions of the task, some instructive, but others playful, task-oriented or predominantly affective