Link2Practice: A Model of Ongoing Teacher and Teacher Candidate Professional Learning

A common complaint about teacher education programs is that it follows a linear model—where theory and teaching skills are learned at the university and then applied in practicum experiences—that is inadequate and does not accurately represent teacher candidates’(TC) experiences (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell, 2006). Indeed, teacher education programs have long been faced with the challenge of a “theory/practice divide”, creating what has been seen as a mechanistic separation between university programs (where it is implied theory is learned) and the practicum (where it is implied skills and strategies are learned). This divide continues once teacher candidates become teachers in their own classrooms, where the divide further widens by valuing of the practical over the theoretical. We need a new frame of reference to understand teacher education as a whole (throughout a professional career), as emerging from interconnected, non-linear, and at times unpredictable structures. Teacher education programs should form in relation to teacher professional learning, student learning, and the realities of dynamically evolving modern-day schools. In our institutions, the ongoing tension between learning sites of campus and schools is reduced in the teacher education partnership called Link2Practice, where TCs’ courses are integrated in a school district program with teachers who are making inquiries into their practice. This partnership responds to the increasing need for educators to understand and remain current about the interactions between TCs, K-12 public schools’ students and the pedagogy practices, informed by theory, that they advocate. This paper describes the development of the Link2Practice model and discusses its importance for teacher education. Keywords: Teacher education; partnerships; integration; professional learning On reproche souvent aux programmes de formation des enseignants de suivre un modèle linéaire—selon lequel la théorie et les compétences pédagogiques sont acquises à l’université pour ensuite être appliquées pendant les stages—qui est inadéquat et qui ne représente pas avec exactitude les expériences des stagiaires (Brouwer & Korthagen, 2005; Korthagen, Loughran & Russell, 2006). En effet, les programmes de formation des enseignants font face depuis longtemps au défi que représente l’écart entre la théorie et la pratique ayant créé ce qu’on perçoit comme étant une séparation mécaniste entre les programmes universitaires (où il est sous-entendu que les étudiants apprennent la théorie) et les stages (où il est sous-entendu que les étudiants apprennent des habiletés et des stratégies). Cet écart se poursuit quand les stagiaires commencent à enseigner dans leur propre salle de classe et se creuse par la valorisation de la pratique aux dépens de la théorie. Il nous faut un nouveau cadre de référence qui permettra de comprendre la formation des enseignants dans son ensemble (tout au long de la carrière d’enseignant) comme produit de structures interconnectées, non linéaires et parfois imprévisibles. Les programmes de formation des enseignants devraient exister en relation avec le perfectionnement professionnel des enseignants, l’apprentissage des élèves et les réalités des écoles modernes en évolution dynamique. Dans nos institutions, la tension constante entre les deux sites d’apprentissage—le campus et les écoles—est réduit grâce à un partenariat éducatif nommé Link2Practice par lequel les stagiaires sont intégrés dans un programme de district scolaire avec des enseignants qui font enquête sur leur pratique. Ce partenariat répond au besoin croissant qu’ont les enseignants de comprendre les interactions entre les stagiaires, les élèves M-12 des écoles publiques et les pratiques pédagogiques informées par la théorie qu’ils préconisent, et de rester au courant de ces interactions. Cet article décrit le développement du modèle Link2Practice et discute de son importance dans la formation des enseignants. Mots clés : formation des enseignants; partenariats; intégration; perfectionnement professionne

Direct measurement of the mechanical work during translocation by the ribosome.

A detailed understanding of tRNA/mRNA translocation requires measurement of the forces generated by the ribosome during this movement. Such measurements have so far remained elusive and, thus, little is known about the relation between force and translocation and how this reflects on its mechanism and regulation. Here, we address these questions using optical tweezers to follow translation by individual ribosomes along single mRNA molecules, against an applied force. We find that translocation rates depend exponentially on the force, with a characteristic distance close to the one-codon step, ruling out the existence of sub-steps and showing that the ribosome likely functions as a Brownian ratchet. We show that the ribosome generates ∼13 pN of force, barely sufficient to unwind the most stable structures in mRNAs, thus providing a basis for their regulatory role. Our assay opens the way to characterizing the ribosomes full mechano-chemical cycle

Enhanced Fe-centered redox flexibility in Fe–Ti heterobimetallic complexes

Previously, we reported the synthesis of Ti[N(o-(NCH2P(iPr)2)C6H4)3] and the Fe–Ti complex, FeTi[N(o-(NCH2P(iPr)2)C6H4)3], abbreviated as TiL (1), and FeTiL (2), respectively. Herein, we describe the synthesis and characterization of the complete redox families of the monometallic Ti and Fe–Ti compounds. Cyclic voltammetry studies on FeTiL reveal both reduction and oxidation processes at −2.16 and −1.36 V (versus Fc/Fc+), respectively. Two isostructural redox members, [FeTiL]+ and [FeTiL]− (2ox and 2red, respectively) were synthesized and characterized, along with BrFeTiL (2-Br) and the monometallic [TiL]+ complex (1ox). The solid-state structures of the [FeTiL]+/0/– series feature short metal–metal bonds, ranging from 1.94–2.38 Å, which are all shorter than the sum of the Ti and Fe single-bond metallic radii (cf. 2.49 Å). To elucidate the bonding and electronic structures, the complexes were characterized with a host of spectroscopic methods, including NMR, EPR, and 57Fe Mössbauer, as well as Ti and Fe K-edge X-ray absorption spectroscopy (XAS). These studies, along with hybrid density functional theory (DFT) and time-dependent DFT calculations, suggest that the redox processes in the isostructural [FeTiL]+,0,– series are primarily Fe-based and that the polarized Fe–Ti π-bonds play a role in delocalizing some of the additional electron density from Fe to Ti (net 13%)

Different weak interactions in the crystals of three isomeric (E)-N-methyl-N0-(nitrobenzylidene)- 2-(thiophen-2-yl)acetohydrazides

We thank the EPSRC National Crystallography Service (University of Southampton) for X-ray data collection.Peer reviewedPublisher PD

Cerebral organoids at the air-liquid interface generate diverse nerve tracts with functional output.

Neural organoids have the potential to improve our understanding of human brain development and neurological disorders. However, it remains to be seen whether these tissues can model circuit formation with functional neuronal output. Here we have adapted air-liquid interface culture to cerebral organoids, leading to improved neuronal survival and axon outgrowth. The resulting thick axon tracts display various morphologies, including long-range projection within and away from the organoid, growth-cone turning, and decussation. Single-cell RNA sequencing reveals various cortical neuronal identities, and retrograde tracing demonstrates tract morphologies that match proper molecular identities. These cultures exhibit active neuronal networks, and subcortical projecting tracts can innervate mouse spinal cord explants and evoke contractions of adjacent muscle in a manner dependent on intact organoid-derived innervating tracts. Overall, these results reveal a remarkable self-organization of corticofugal and callosal tracts with a functional output, providing new opportunities to examine relevant aspects of human CNS development and disease

Evaluating assumptions of scales for subjective assessment of thermal environments – Do laypersons perceive them the way, we researchers believe?

International audienc

SARS-CoV-2 anti-spike antibody levels following second dose of ChAdOx1 nCov-19 or BNT162b2 in residents of long-term care facilities in England (VIVALDI)

General population studies have shown strong humoral response following SARS-CoV-2 vaccination with subsequent waning of anti-spike antibody levels. Vaccine-induced immune responses are often attenuated in frail and older populations, but published data are scarce. We measured SARS-CoV-2 anti-spike antibody levels in Long-Term Care Facility residents and staff following second vaccination dose with Oxford-AstraZeneca or Pfizer-BioNTech. Vaccination elicited robust antibody responses in older residents, suggesting comparable levels of vaccine-induced immunity to that in the general population. Antibody levels are higher after Pfizer-BioNTech vaccination but fall more rapidly compared to Oxford-AstraZeneca recipients and are enhanced by prior infection in both groups