Cultural historical research in support of inclusive classrooms:: two approaches in dialogue

This article showcases the potential of dialogue within cultural historical research (CHR) to enhance our understanding of and advocacy for inclusivity in schools. It illustrates how the authors, each rooted in distinct subfields – cultural historical activity theory (CHAT) and romantic science – employ a unique approach to knowledge production regarding inclusive classrooms. By refraining from the pursuit of agreement and instead fostering an environment where their studies are juxtaposed, the authors engage in what they term “inclusive coauthoring,” approaching each other’s methodologies with an asset-based, solidarity-seeking stance. The first author utilizes excerpts from an ethnographic study in an elementary classroom to demonstrate how CHAT can elucidate the intricate dynamics of diverse classrooms, shedding light on mechanisms of inclusion/exclusion and identifying potential barriers (opportunities) to inclusive practices. On the other hand, the second author illustrates how a romantic science perspective can empower educators to cultivate inclusivity in ways previously unexplored before their deep engagement with the study. Uniting in collaboration around shared goals rather than shared methods, led the authors to unforeseen advancements, particularly in one of the studies

Lives in classrooms described as inclusive: From the stand-point of equity-based inclusive education

This dissertation study aimed to understand the roles educators play in designing and supporting inclusive classroom communities and the degree to which students have participatory parity in classrooms described as inclusive. This study was framed within the lens of sociocultural historical activity and decolonial theories. The multifaceted classroom activity arenas were examined against the three pillars of equity-based inclusive education, i.e. recognition, redistribution, and representation. The study found that educators and students were subjected to the imposed system that governed teacher work and students’ learning. Thus, rather than classrooms designed to address the full range of student capacity, educators spent much of their time ensuring that they were conforming to a set of time-limited instructional routines, prescribed learning objectives, and behavior expectations that required certain types of student response and teacher performance

Technical Training Junior Tennis Players Aged 8–9 as a Constituent Part of Successful Playing Activity

This article is dedicated to the issue of determining technical aptitude for playing activities in junior tennis players during the beginner stage of their sports training. The research aim is to determine the aptitude of junior tennis players aged 8–9 to proceed to the «green» level as the result of technical aptitude and competitive activities analysis. Work Results. The level of training junior tennis players has been analyzed, which consists of 3 levels (red, orange and green), each of them having their specifics in playing activities. This promotes gradual training junior tennis players for technical and tactical training. The average indices of technical training junior tennis players are determined and the correlation between technical training and competitive activity in junior tennis players are analyzed. The analysis of the correlation between the results of technical training and competitive activity has confirmed that all the criteria of technical training have the positive correlation which indicates the direct proportionality in the determined factors. Conclusions. As a result of our experimental research, based on the analysis of technical training and competitive activity of the junior tennis players, we have determined that the junior tennis players aged between 8 and 9 are ready to proceed to the «green» level of tennis

2,2,2-Trifluoroethyl ChlorooxoacetateUniversal Reagent for One-Pot Parallel Synthesis of <i>N</i>¹‑Aryl‑<i>N</i>²‑alkyl-Substituted Oxamides

A one-pot parallel synthesis of <i>N</i>¹-aryl-<i>N</i>²-alkyl-substituted oxamides with 2,2,2-trifluoroethyl chlorooxoacetate was developed. The synthesis of a library of 45 oxamides revealed higher efficiency of this reagent over the known ethyl chlorooxoacetate. The reagent was successfully used to prepare the known oxamide-containing HIV entry inhibitors