A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

The importance of parent–child reminiscing for young children’s social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator–child reminiscing in these contexts. Furthermore, existing research into educator–child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent–child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator–child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.This is the final version of the article. It first appeared from Springer via http://dx.doi.org/10.1007/s10648-016-9376-

Interventions and classroom contexts that promote Self-Regulated learning: Two intervention studies in United Kingdom primary classrooms

This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers

Biosurfactants and synthetic surfactants in bioelectrochemical systems: a mini-review

Bioelectrochemical systems (BESs) are ruled by a complex combination of biological and abiotic factors. The interplay of these factors determines the overall efficiency of BES in generating electricity and treating waste. The recent progress in bioelectrochemistry of BESs and electrobiotechnology exposed an important group of compounds, which have a significant contribution to operation and efficiency: surface-active agents, also termed surfactants. Implementation of the interfacial science led to determining several effects of synthetic and natural surfactants on BESs operation. In high pH, these amphiphilic compounds prevent the cathode electrodes from biodeterioration. Through solubilization, their presence leads to increased catabolism of hydrophobic compounds. They interfere with the surface of the electrodes leading to improved biofilm formation, while affecting its microarchitecture and composition. Furthermore, they may act as quorum sensing activators and induce the synthesis of electron shuttles produced by electroactive bacteria. On the other hand, the bioelectrochemical activity can be tailored for new, improved biosurfactant production processes. Herein, the most recent knowledge on the effects of these promising compounds in BESs is discussed

Teaching writing in primary education (grades 1–6) in Australia: A national survey

Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided

Assembly, trafficking and function of gamma-secretase

gamma-Secretase catalyzes the final cleavage of the beta-amyloid precursor protein to generate amyloid-beta peptide, the principal component of amyloid plaques in the brains of patients suffering from Alzheimer's disease. Here, we review the identification of gamma-secretase as a protease complex and its assembly and trafficking to its site(s) of cellular function. In reconstitution experiments, gamma-secretase was found to be composed of four integral membrane proteins, presenilin (PS), nicastrin (NCT), PEN-2 and APH-1 that are essential and sufficient for gamma-secretase activity. PS, which serves as a catalytic subunit of gamma-secretase, was identified as a prototypic member of novel aspartyl proteases of the GxGD type. In human cells, gamma-secretase could be further defined as a heterogeneous activity consisting of distinct complexes that are composed of PS1 or PS2 and APH-1a or APH-1b homologues together with NCT and PEN-2. Using green fluorescent protein as a reporter we localized PS and gamma-secretase activity at the plasma membrane and endosomes. Investigation of gamma-secretase complex assembly in knockdown and knockout cells of the individual subunits allowed us to develop a model of complex assembly in which NCT and APH-1 first stabilize PS before PEN-2 assembles as the last component. Furthermore, we could map domains in PS and PEN-2 that govern assembly and trafficking of the complex. Finally, Rer1 was identified as a PEN-2-binding protein that serves a role as an auxiliary factor for gamma-secretase complex assembly. Copyright (c) 2006 S. Karger AG, Basel

Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes

Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution of two groups of first-year university students to investigate the high collaborative variance outcomes of the two groups, which reported starkly contrasting group dynamics (negative and dysfunctional or positive and collaborative). Mixed-methods (video-recorded observations of five groupwork labs over one semester, and group interviews) provided interpersonal affect data as real-time visible behaviours, and the felt experiences and perceptions of participants. The study traced interpersonal affect dynamics in the natural fluctuation of not just task-focused (on-task), but also explicitly relational (off-task) interactions, which revealed their function in both task participation and group dynamics. Findings illustrate visible interpersonal affect behaviours that manifested and evolved over time as interactive patterns, and group dynamics outcomes. Fine-grained analysis of interactions unveiled interpersonal affect as a collective, evolving process, and the mechanism through which one group started and stayed highly positive and collaborative over the semester. The other group showed a tendency towards splitting to undertake tasks early, leading to low group-level interpersonal attentiveness, and over time, subgroups emerged through interactions both off-task and on-task. The study made visible the pervasive nature of interpersonal affect as enacted through seemingly inconsequential everyday behaviours that supported the relational and task-based needs of groupwork, and those behaviours which impeded collaboration