DTMp : a comenius 2.1 project to produce a differentiated teaching module for primary school trainee teachers

This work was supported by the EU through Comenius 2.1 granr no. 118096 for the DTMp Project.As European classrooms become more heterogeneous, the movement towards inclusive education becomes more urgent as well as more challenging. This paper describes the process of developing and running a proposal for a Comenius 2.1 project aimed at developing training materials for the preparation of pre-service teachers in responding to diversity in primary classrooms. The project, started in October 2004, has collected the concerns and experiences of responding to diversity of 35 teachers (5 each from 7 different countries) through semi-structured interviews, and produced the first draft of a multilingual handbook for trainees. The handbook in hard copy and web-based format, will be piloted in 2005-06 in the seven participating countries, namely Malta (coordinator), Czech Republic, Germany, Lithuania, Netherlands, Sweden and the UK. This paper will focus on the process of trans-European sharing of research and development of the training course.peer-reviewe

Responding to student diversity : tutor's manual

The handbook was conceived during a meeting in Malta in 2003 among an international group of teacher educators spanning from Sweden to Malta and Greece and to the U.S. The concept was then worked out as a Comenius 2.1 Project DTMp (Differentiated Teaching Module – primary) over three years from 2004 to 2007 (see Box 1, p. viii, and www.dtmp.org). The DTMp Project team consisted of an even wider and more diverse group coming from seven EU countries, namely Malta (Coordinator), Czech Republic, Germany, Lithuania, Netherlands, Sweden, and United Kingdom. The background of each partner varied as well: one from an inclusive education concern, one from differentiated teaching, two from issues of disability and one from issues of disaffected students, one from socio-emotional development concerns, and one each from the pedagogy of language and mathematics. We also listened to teachers from the seven countries who were trying to reach out to the diversity of their children in the classroom, and you will find the text peppered with the experiences they related to us. We felt that this diversity enriched our teamwork and our products.peer-reviewe

Understanding and responding to diversity in the primary classroom: An international study

The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi‐structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising ‘responsive’ teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed.peer-reviewe

Responding to Student Diversity: Teacher Education and Classroom Practice

This paper reports the insights into the process of preparing teachers for responding to pupil diversity, based on the evaluation of a three-year (2004-07) Comenius 2.1 project among teacher educators from seven EU countries. The DTMp project (Differentiated Teaching Module, primary) produced a Teacher’s Handbook and Tutor’s Manual and a DVD Media pack with readings and video clips. The materials were piloted with pre- and in-service teachers in online or face-to-face courses in each of the seven partner institutions. Post-course evaluation data was collected from course participants and tutors who also held a transnational course-evaluation meeting. A qualitative analysis of data highlighted the following key processes for teacher educators: (1) Develop own openness to diversity; (2) Focus on the learner; (3) Build a safe, inclusive learning community; (4) Focus on learner reflection; (5) Focus on learner reflection-in- and onaction; (6) Challenge assumptions; and (7) Use social interactive rather than individual learning.peer-reviewe

Responding to Student Diversity: Teacher's Handbook

The motivation for this handbook arose first of all from a concern for social justice in education. A group of teacher educators felt that the increase in the use of standardised educational achievement measures was leading to the devaluing of substantial numbers of students who are labelled failures and pushed out of the education and social system. We felt that it is we ourselves, as teacher educators and teachers who are in schools and classrooms who in fact are being challenged in our responsibilities towards students.peer-reviewe

ENIGMA CHEK2gether Project : a comprehensive study identifies functionally impaired CHEK2 germline missense variants associated with increased breast cancer risk

Purpose: Germline pathogenic variants in CHEK2 confer moderately elevated breast cancer risk (odds ratio, OR ∼ 2.5), qualifying carriers for enhanced breast cancer screening. Besides pathogenic variants, dozens of missense CHEK2 variants of uncertain significance (VUS) have been identified, hampering the clinical utility of germline genetic testing (GGT). Experimental Design: We collected 460 CHEK2 missense VUS identified by the ENIGMA consortium in 15 countries. Their functional characterization was performed using CHEK2-complementation assays quantifying KAP1 phosphorylation and CHK2 autophosphorylation in human RPE1–CHEK2-knockout cells. Concordant results in both functional assays were used to categorize CHEK2 VUS from 12 ENIGMA case–control datasets, including 73,048 female patients with breast cancer and 88,658 ethnicity-matched controls. Results: A total of 430/460 VUS were successfully analyzed, of which 340 (79.1%) were concordant in both functional assays and categorized as functionally impaired (N = 102), functionally intermediate (N = 12), or functionally wild-type (WT)–like (N = 226). We then examined their association with breast cancer risk in the case–control analysis. The OR and 95% CI (confidence intervals) for carriers of functionally impaired, intermediate, and WT-like variants were 2.83 (95% CI, 2.35–3.41), 1.57 (95% CI, 1.41–1.75), and 1.19 (95% CI, 1.08–1.31), respectively. The meta-analysis of population-specific datasets showed similar results. Conclusions: We determined the functional consequences for the majority of CHEK2 missense VUS found in patients with breast cancer (3,660/4,436; 82.5%). Carriers of functionally impaired missense variants accounted for 0.5% of patients with breast cancer and were associated with a moderate risk similar to that of truncating CHEK2 variants. In contrast, 2.2% of all patients with breast cancer carried functionally wild-type/intermediate missense variants with no clinically relevant breast cancer risk in heterozygous carriers