Inside a Student Cohort: Teacher Education from a Social Capital Perspective

In this article, we report on student teachers perceptions of their cohort experiences. Using the lens of social capital theory, we analyzed their responses to an open-ended question on a survey and faculty members responses in focus groups. The structural properties of cohorts closure, stability, interdependence, and shared ideology facilitated the development of social capital. Closure and stability promoted social and emotional support while interdependence and shared ideology prompted both positive and negative effects. The cohort model better served some students than others. We found that students were more likely to develop social capital by bonding with their cohort peers than by bridging with those outside their cohorts. Key words: teacher candidates, student cohorts, social capital theory, bonding, bridging Dans cet article, nous présentons les perceptions détudiants en pédagogie quant aux expériences de leur cohorte. À laide de la théorie du capital social, nous avons analysé leurs réponses à une question ouverte au sujet dun sondage et des réponses de professeurs réunis en groupes de discussion. Les propriétés structurelles des cohortes fermeture, stabilité, interdépendance et idéologie commune ont facilité le développement dun capital social. La fermeture et la stabilité ont favorisé le soutien social et émotif tandis que linterdépendance et lidéologie commune ont entraîné des effets à la fois positifs et négatifs. Certains étudiants plus que dautres ont bénéficié du modèle de la cohorte. Nous avons découvert que les étudiants avaient plus chances de développer un capital social en tissant des liens avec les membres de leur cohorte quavec des personnes en dehors de leur cohorte. Mots clés: futurs enseignants, cohortes détudiants, théorie du capital social, établissement de liens

Lifespan Development: a chronological approach [3rd Australasian edition]

Lifespan Development: a chronological approach [3rd Australasian edition] explores human physical, cognitive and social development within an Australian and New Zealand context. Building on the successful first and second editions, the resource's comprehensive theory coverage includes the latest local and international research in this ever-evolving field, and is perfectly complemented by numerous physical and mental health applications within local psychological, allied health and educational settings. This edition includes enhanced coverage of developmental theories, and increased integrated coverage of cross-cultural and Indigenous issues unique to the multicultural societies of Australia and New Zealand. It is an ideal resource offering for undergraduate students in both countries in order to enhance understanding of human development — from conception through to the end of life

Lifespan Development: a chronological approach [3rd Australasian edition]

Lifespan Development: a chronological approach [3rd Australasian edition] explores human physical, cognitive and social development within an Australian and New Zealand context. Building on the successful first and second editions, the resource's comprehensive theory coverage includes the latest local and international research in this ever-evolving field, and is perfectly complemented by numerous physical and mental health applications within local psychological, allied health and educational settings. This edition includes enhanced coverage of developmental theories, and increased integrated coverage of cross-cultural and Indigenous issues unique to the multicultural societies of Australia and New Zealand. It is an ideal resource offering for undergraduate students in both countries in order to enhance understanding of human development — from conception through to the end of life

Metronomic chemotherapy prevents therapy-induced stromal activation and induction of tumor-initiating cells

Although traditional chemotherapy kills a fraction of tumor cells, it also activates the stroma and can promote the growth and survival of residual cancer cells to foster tumor recurrence and metastasis. Accordingly, overcoming the host response induced by chemotherapy could substantially improve therapeutic outcome and patient survival. In this study, resistance to treatment and metastasis has been attributed to expansion of stem-like tumor-initiating cells (TICs). Molecular analysis of the tumor stroma in neoadjuvant chemotherapy–treated human desmoplastic cancers and orthotopic tumor xenografts revealed that traditional maximum-tolerated dose chemotherapy, regardless of the agents used, induces persistent STAT-1 and NF-κB activity in carcinoma-associated fibroblasts. This induction results in the expression and secretion of ELR motif–positive (ELR(+)) chemokines, which signal through CXCR-2 on carcinoma cells to trigger their phenotypic conversion into TICs and promote their invasive behaviors, leading to paradoxical tumor aggression after therapy. In contrast, the same overall dose administered as a low-dose metronomic chemotherapy regimen largely prevented therapy-induced stromal ELR(+) chemokine paracrine signaling, thus enhancing treatment response and extending survival of mice carrying desmoplastic cancers. These experiments illustrate the importance of stroma in cancer therapy and how its impact on treatment resistance could be tempered by altering the dosing schedule of systemic chemotherapy

26th Annual Computational Neuroscience Meeting (CNS*2017): Part 3 - Meeting Abstracts - Antwerp, Belgium. 15–20 July 2017

This work was produced as part of the activities of FAPESP Research,\ud Disseminations and Innovation Center for Neuromathematics (grant\ud 2013/07699-0, S. Paulo Research Foundation). NLK is supported by a\ud FAPESP postdoctoral fellowship (grant 2016/03855-5). ACR is partially\ud supported by a CNPq fellowship (grant 306251/2014-0)

Learning To Feel Like a Teacher

An important, but neglected psychological issue in teacher education is the difference between identity as felt or experienced, and identity as attributed by others. This article explores the nature of the difference and the limits it places on what teacher educators can hope to accomplish in preservice teacher education programs. Common pedagogical strategies, such as reflective writing and the organization of students in cohorts, have built-in limitations that instructors and administrators need to recognize