14 research outputs found
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Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development programme
This dissertation is a mixed-methods study on the viability and impact of teacher-facilitated, school-embedded teacher professional development [TPD] programme to promote dialogue in primary mathematics in Chilean primary schools. Educational dialogue is conceived as a kind of talk that is both challenging and inclusive, giving students space to express and explore ideas collectively. Growing evidence supports its positive relationship with attainment, attitudes and reasoning. Still, internationally classroom talk patterns are usually non-dialogic, constraining students to a passive role. TPD is considered a key lever to bridge this gap. However, previous research often involves intensive, small-scale researcher-led interventions, which are costly and hardly scalable. This study aimed to (1) design and trial a programme to promote dialogic pedagogy in mathematics (2) understand its viability, and (3) assess its impact in teachersâ noticing, understanding and practices.
The programme had built-in scalable features including semi-structured materials, low operational costs and local facilitators. Facilitators took part in an induction and then led 10-13 sessions with conceptual and practical components. Four schools initiated the implementation but only two of them finished (five participants in each). Data consists of pre-post lessons, pre-post video observations, interviews and teacher session recordings.
Regarding viability, the programme was appreciated by participants, but two schools dropped out at different points in time. A tentative explanatory model indicated that these variations were linked to the leadership and research teamsâ pressure and support, and facilitatorsâ ownership and commitment. In the meetings, facilitatorsâ actions were distinct from expert facilitation in the importance of management activities as well as their participation as peers. The peer-led TPD design tenets should, in consequence, be reconsidered to differentiate them from researcher-led models. Focusing on effectiveness, in the schools where the programme was implemented it led to positive results. Participantsâ video observations shifted their focus towards dialogue. In the classroom and through interviews, participatory and elaborative aspects of dialogue were seen to increase, but not reasoning and challenging. Furthermore, teachers valued dialogueâs potential for improving inclusion and classroom climate. These results show that, where viable, the adopted TPD approach showed promise of being effective, while posing further questions about design and implementation conditions to favour scalability.Becas Chile/2015 - NÂș 72160185 and the Cambridge Trus
Dialogische UnterrichtsgesprÀche als Core Practices? Lernen im Learning to Teach-Lab: Science
Alexander Gröschner, Elisa Calcagni, Susi KlaĂ und Florentine Hickethier fragen in ihrem Beitrag, ob das FĂŒhren dialogischer UnterrichtsgesprĂ€che als Core Practice gelten können und in einem Learning to Teach-Lab an der UniversitĂ€t Jena von Studierenden erlernt werden kann. Sie untersuchen ebenfalls in einem Interventions-Kontrollgruppen-Design, wie die Studierenden mit Hilfe videografierten Unterrichts fremder Lehrpersonen die Elemente dialogischer GesprĂ€che wahrnehmen und analysieren können. (DIPF/Orig.
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Context and Implications Document for: Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach
QualitÀt von LehrkrÀftefortbildungen einschÀtzen. Ein Arbeitsbuch aus dem Projekt IMPRESS
Die Erhaltung und Weiterentwicklung der eigenen Kompetenzen ist neben dem Unterrichten ein wichtiger Bestandteil der beruflichen TĂ€tigkeiten von Lehrpersonen. FĂŒr die Nutzung von formalen Fortbildungen können positive Wirkungen auf die professionellen Kompetenzen von Lehrpersonen, die QualitĂ€t des Unterrichts und das Lernen von SchĂŒler:innen nachgewiesen werden. Die Forschung zur Fort- und Weiterbildung von LehrkrĂ€ften konzentrierte sich bisher weitgehend darauf, die inhaltlichen und strukturellen Merkmale wirksamer Angebote zu identifizieren und zu erfassen, wĂ€hrend die Lehr-Lern-Prozesse der durchgefĂŒhrten Fortbildungen noch weitgehend unberĂŒcksichtigt blieben. Die UniversitĂ€ten Kassel, Jena und Potsdam haben sich in dem gemeinsamen Projekt âInstruMent zur Erfassung der PRozESSqualitĂ€t von LehrkrĂ€ftefortbildungenâ (IMPRESS) zum Ziel gesetzt, ein Instrument zu entwickeln und bereit zu stellen, mit dem die QualitĂ€t von Lehr-Lern-Prozessen in Fortbildungen erfasst und daraufhin besser beschrieben werden kann. Das Projekt IMPRESS greift damit ein Desiderat auf und leistet einen wichtigen Beitrag zur Erforschung der QualitĂ€t von LehrkrĂ€ftefortbildungen. Das vorliegende Arbeitsbuch stellt zunĂ€chst HintergrĂŒnde zu den Konstrukten der ProzessqualitĂ€t dar und dokumentiert anschlieĂend die neu entwickelten Erhebungsinstrumente. Es handelt sich um Befragungsinstrumente fĂŒr die Fortbildungsteilnehmer:innen und die Fortbildner:innen sowie um ein Instrument fĂŒr die externe Beobachtung. Die QualitĂ€t der Lehr-Lern-Prozesse wird in den Instrumenten durch insgesamt zehn Dimensionen konzeptualisiert und operationalisiert. DarĂŒber hinaus werden in dem Arbeitsbuch zwei weitere Instrumente zur VerfĂŒgung gestellt, um sowohl inhaltliche und strukturelle Merkmale einer Fortbildung als auch das Auftreten und Handeln von Fortbildner:innen aus der Perspektive der teilnehmenden Lehrpersonen zu erfassen. (Autor*innen)Maintaining and developing one\u27s own competencies, besides teaching, is an important part of the professional activities of teachers. The use of formal professional development programs has been proven to have positive effects on teachers\u27 professional competencies, the quality of teaching, and student learning. Research on teacher professional development has thus focused mainly on identifying and assessing the content-related and structural characteristics of effective professional development programs, while teaching-learning processes of teacher professional development has hardly been investigated. The Universities of Kassel, Jena and Potsdam collaborated on the project "Survey for the assessment of the quality of teaching-learning-processes in teacher professional development" (IMPRESS), which aims to develop and provide an instrument for assessing the quality of teaching-learning processes in professional development programs. The IMPRESS project thus addresses a desideratum and makes an important contribution to research on teachers\u27 professional development. This workbook first provides a theoretical grounding on the constructs of process quality and then documents the newly developed instruments. These are questionnaires for the participants and the facilitators as well as an instrument for external observation. The quality of the teaching-learning processes is conceptualized and operationalized in the instruments by a total of ten dimensions. In addition, the workbook provides two instruments to measure both the content and structural features of a professional development program as well as the appearance and behavior of the facilitators from the perspective of the participating teachers. (Authors
Abnormal visual attention to simple social stimuli in 4-month-old infants at high risk for Autism
Despite an increasing interest in detecting early signs of Autism Spectrum Disorders (ASD), the pathogenesis of the social impairments characterizing ASD is still largely unknown. Atypical visual attention to social stimuli is a potential early marker of the social and communicative deficits of ASD. Some authors hypothesized that such impairments are present from birth, leading to a decline in the subsequent typical functioning of the learning-mechanisms. Others suggested that these early deficits emerge during the transition from subcortically to cortically mediated mechanisms, happening around 2-3 months of age. The present study aimed to provide additional evidence on the origin of the early visual attention disturbance that seems to characterize infants at high risk (HR) for ASD. Four visual preference tasks were used to investigate social attention in 4-month-old HR, compared to low-risk (LR) infants of the same age. Visual attention differences between HR and LR infants emerged only for stimuli depicting a direct eye-gaze, compared to an adverted eye-gaze. Specifically, HR infants showed a significant visual preference for the direct eye-gaze stimulus compared to LR infants, which may indicate a delayed development of the visual preferences normally observed at birth in typically developing infants. No other differences were found between groups. Results are discussed in the light of the hypotheses on the origins of early social visual attention impairments in infants at risk for ASD
Correction: Lung cancer multi-omics digital human avatars for integrating precision medicine into clinical practice: the LANTERN study
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Exploratory mathematics talk in a second language: a sociolinguistic perspective:
This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences studentsâ diminished access to their home language appear to have on their access to mathematical meaning-making
Principio de legalidad penal y creaciĂłn judicial del Derecho
La Doctrina Parot y el caso Radio Vaticana, representan dos
acontecimientos judiciales que extendiéndose mås allå de las fronteras de los respectivos
ordenamientos, focalizan la atenciĂłn de los juristas europeos sobre el fenĂłmeno de la
creaciĂłn judicial del Derecho. En estos casos nos encontramos ante un âcono de sombraâ
del ordenamiento jurĂdico, debido a una falta de legislaciĂłn sobre una cierta materia o a un
texto legislativo cuyo sentido aparece ambiguo. En estas circunstancias, el poder judicial
hace de la actividad interpretativa el medio para tomar decisiones polĂticas sobre el
contenido y alcance de la norma jurĂdica. Evidentemente, la creaciĂłn judicial del
Derecho representa una falta de los ordenamientos modernos que, aun estando inspirados
en las teorĂas iuspositivistas y aun basĂĄndose en el principio de legalidad penal, de hecho
producen normas que pueden decirse âcreadasâ sĂłlo y cuando el intĂ©rprete, llamado a
expresarse sobre el caso concreto, haya identificado el sentido y el alcance de las
mismas. El objetivo que nos proponemos con este trabajo es la localizaciĂłn de un
mecanismo que devuelva al legislador, es decir al Pueblo, la Ășltima palabra sobre las
decisiones polĂticas que representan la direcciĂłn hacia la cual la mĂĄquina del Estado
tendrĂĄ que moverse.The Doctrina Parot and the âRadio Vaticanaâ case represent two
judicial events that spread beyond the borders of their respective legal systems and
focus the attention of European jurists on the phenomenon of the judicial creation of
Law. In these court cases, jurists face a âshadow coneâ of the legal system, which is
due to the lack of legislation or to the presence of a legislative text whose meaning turns
out to be ambiguous. Under these circumstances, the judicial power uses its interpretive
activity to take decisions on the content and scope of the legal norm, de facto acquiring
a political role. This judicial creation of Law represents a fault of modern legal
systems: indeed, even if inspired by positive law theories and based on the principle of
criminal legality, in practice it âcreatesâ legal rules only when the interpreter, called to
pronounce on a specific case, identifies their sense and scope. The aim of this paper is
to identify a mechanism that let legislator to have back the last word on political
decisions, which represents the direction towards which the State will have to move to
Prevalence of interstitial pneumonia suggestive of COVID-19 at 18F-FDG PET/CT in oncological asymptomatic patients in a high prevalence country during pandemic period: a national multi-centric retrospective study
67sinonenoneAlbano, Domenico; Bertagna, Francesco; Alongi, Pierpaolo; Baldari, Sergio; Baldoncini, Alfonso; Bartolomei, Mirco; Boccaletto, Franco; Boero, Michele; Borsatti, Eugenio; Bruno, Andrea; Burroni, Luca; Capoccetti, Francesca; Castellani, Massimo; Cervino, Anna Rita; Chierichetti, Franca; Ciarmiello, Andrea; Corso, Angelo; Cuocolo, Alberto; De Rimini, Maria Luisa; Deandreis, Desireeâ; Dottorini, Massimo Eugenio; Esposito, Filomena; Farsad, Mohsen; Gasparini, Massimo; Grana, Chiara Maria; Gregianin, Michele; Guerra, Luca; Loreti, Fabio; Lupi, Andrea; Martino, Gianluigi; Milan, Elisa; Modoni, Sergio; Morbelli, Silvia; Muni, Alfredo; Nicolai, Emanuele; Palumbo, Barbara; Papa, Sergio; Papaleo, Alberto; Pellerito, Riccardo; Poti, Carlo; Romano, Pasquale; Rossetti, Claudio; Rossini, Pierluigi; Rubini, Giuseppe; Ruffini, Livia; Sacchetti, Gianmauro; Savelli, Giordano; Schiavariello, Saverio; SciagrĂ , Roberto; Sciuto, Rosa; Seregni, Ettore; Sestini, Stelvio; Sicolo, Michele; Spanu, Angela; Storto, Giovanni; Balducci, Massimo Tosti; TrifirĂČ, Giuseppe; Versari, Annibale; Vignati, Alberto; Volterrani, Duccio; Calcagni, Maria Lucia; Marzola, Maria Cristina; Garufo, Antonio; Evangelista, Laura; Maroldi, Roberto; Schillaci, Orazio; Giubbini, RaffaeleAlbano, Domenico; Bertagna, Francesco; Alongi, Pierpaolo; Baldari, Sergio; Baldoncini, Alfonso; Bartolomei, Mirco; Boccaletto, Franco; Boero, Michele; Borsatti, Eugenio; Bruno, Andrea; Burroni, Luca; Capoccetti, Francesca; Castellani, Massimo; Cervino, Anna Rita; Chierichetti, Franca; Ciarmiello, Andrea; Corso, Angelo; Cuocolo, Alberto; De Rimini, Maria Luisa; Deandreis, Desireeâ; Dottorini, Massimo Eugenio; Esposito, Filomena; Farsad, Mohsen; Gasparini, Massimo; Grana, Chiara Maria; Gregianin, Michele; Guerra, Luca; Loreti, Fabio; Lupi, Andrea; Martino, Gianluigi; Milan, Elisa; Modoni, Sergio; Morbelli, Silvia; Muni, Alfredo; Nicolai, Emanuele; Palumbo, Barbara; Papa, Sergio; Papaleo, Alberto; Pellerito, Riccardo; Poti, Carlo; Romano, Pasquale; Rossetti, Claudio; Rossini, Pierluigi; Rubini, Giuseppe; Ruffini, Livia; Sacchetti, Gianmauro; Savelli, Giordano; Schiavariello, Saverio; SciagrĂ , Roberto; Sciuto, Rosa; Seregni, Ettore; Sestini, Stelvio; Sicolo, Michele; Spanu, Angela; Storto, Giovanni; Balducci, Massimo Tosti; TrifirĂČ, Giuseppe; Versari, Annibale; Vignati, Alberto; Volterrani, Duccio; Calcagni, Maria Lucia; Marzola, Maria Cristina; Garufo, Antonio; Evangelista, Laura; Maroldi, Roberto; Schillaci, Orazio; Giubbini, Raffael
New horizons for fundamental physics with LISA
International audienceThe Laser Interferometer Space Antenna (LISA) has the potential to reveal wonders about the fundamental theory of nature at play in the extreme gravity regime, where the gravitational interaction is both strong and dynamical. In this white paper, the Fundamental Physics Working Group of the LISA Consortium summarizes the current topics in fundamental physics where LISA observations of gravitational waves can be expected to provide key input. We provide the briefest of reviews to then delineate avenues for future research directions and to discuss connections between this working group, other working groups and the consortium work package teams. These connections must be developed for LISA to live up to its science potential in these areas