An in-service training to support teachers of different professions in the implementation of ‘inclusive education’ in the mathematics classroom

International audienc

Developing collaborative learning environments, a blended learning training concept for inclusive mathematics teaching

Der vorliegende Beitrag beschreibt den theoretischen Hintergrund und das Design des Projekts GLUE (Gemeinsame Lern-Umgebungen Entwickeln). Die Konzeption der Gemeinsamen Lern-Umgebungen zielt im Sinne der Prinzipien des \u27Universal Design of Learning\u27 [...] darauf ab, den inklusiven Mathematikunterricht von einem gemeinsamen Lerngegenstand aus zu denken, der einerseits Zugänglichkeit für alle Lernenden schafft und andererseits Unterstützungsmaßnahmen auf unterschiedlichen Niveaustufen zulässt. Das Projekt geht der Frage nach, wie sich die Kompetenzentwicklung von berufserfahrenen Lehrkräften der allgemeinen Schule und für sonderpädagogische Förderung durch Fortbildungsangebote zum inklusiven Mathematikunterricht wirksam unterstützen lässt. Hierzu wurde ein Blended-Learning-Angebot zur Entwicklung gemeinsamer Lernumgebungen für alle Kinder einer Lerngruppe erarbeitet, die sich auch von mehreren Lehrkräften gemeinsam entwickeln lassen. In diesem Beitrag werden der theoretische Hintergrund, die Konzeption und die methodische Anlage des Projekts vorgestellt. Kapitel 1 befasst sich mit Differenzieren und Fördern im Mathematikunterricht der Primarstufe, Kapitel 2 diskutiert zentrale Befunde zur Wirksamkeit von Lehrerfortbildungsmaßnahmen sowie zu Blended-Learning-Angeboten. Im dritten Kapitel werden auf dieser Grundlage die Ziele des Projekts (Kap. 3.1), die Inhalte und die Struktur des Fortbildungsangebots (Kap., 3.2), die Forschungsfragen (Kap. 3.3) und das Design der Interventionsstudie dargestellt (Kap. 3.4). Die Wirksamkeit wird in einem ausbalancierten Prä-Post-Follow-Up-Test-Design im Vergleich zu unbegleiteten Online-Angeboten evaluiert, die Ergebnisse sollen in einer Folgepublikation kommuniziert werden. (DIPF/Orig.)This paper describes the theoretical background and the design of the GLUE project (Gemeinsame Lern-Umgebungen Entwickeln; Developing Collaborative Learning Environments). In line with the principles of ‚Universal Design of Learning‘ (Hall, Meyer & Rose, 2012), the GLUE conception aims to base inclusive mathematics education - wherever appropriate - on common topics. This approach provides accessibility for all learners on the one hand and allows support measures at different levels on the other. The project addresses the question of how the development of competence of experienced teachers of different professions can be effectively supported by inservice education courses for inclusive mathematics education. For this purpose, a blended learning course on the design of collaborative learning environments has been developed. In this article, the theoretical background and the research design of the project will be presented. Section 1 will discuss the topics of differentiation and promotion in primary school mathematics education. Section 2 will introduce key findings on the effectiveness of teacher training and blended learning services. In the third chapter, the objectives of the project (Section 3.1), the content and structure of the inservice course (Section 3.2), the research questions (Section 3.3) and the design of the intervention study will be presented (Section 3.4). The effectiveness shall be evaluated in a balanced pre-post follow-up test design by comparison with unaccompanied online offers in an investigation to be reported on in a future publication

The carotid plaque imaging in acute stroke (CAPIAS) study:

Background: In up to 30% of patients with ischemic stroke no definite etiology can be established. A significant proportion of cryptogenic stroke cases may be due to non-stenosing atherosclerotic plaques or low grade carotid artery stenosis not fulfilling common criteria for atherothrombotic stroke. The aim of the CAPIAS study is to determine the frequency, characteristics, clinical and radiological long-term consequences of ipsilateral complicated American Heart Association lesion type VI (AHA-LT VI) carotid artery plaques in patients with cryptogenic stroke. Methods/Design: 300 patients (age > 49 years) with unilateral DWI-positive lesions in the anterior circulation and non- or moderately stenosing (<70% NASCET) internal carotid artery plaques will be enrolled in the prospective multicenter study CAPIAS. Carotid plaque characteristics will be determined by high-resolution black-blood carotid MRI at baseline and 12 month follow up. Primary outcome is the prevalence of complicated AHA-LT VI plaques in cryptogenic stroke patients ipsilateral to the ischemic stroke compared to the contralateral side and to patients with defined stroke etiology. Secondary outcomes include the association of AHA-LT VI plaques with the recurrence rates of ischemic events up to 36 months, rates of new ischemic lesions on cerebral MRI (including clinically silent lesions) after 12 months and the influence of specific AHA-LT VI plaque features on the progression of atherosclerotic disease burden, on specific infarct patterns, biomarkers and aortic arch plaques. Discussion: CAPIAS will provide important insights into the role of non-stenosing carotid artery plaques in cryptogenic stroke. The results might have implications for our understanding of stroke mechanism, offer new diagnostic options and provide the basis for the planning of targeted interventional studies

An in-service training to support teachers of different professions in the implementation of ‘inclusive education’ in the mathematics classroom

International audienc

Developing collaborative learning environments, a blended learning training concept for inclusive mathematics teaching

Der vorliegende Beitrag beschreibt den theoretischen Hintergrund und das Design des Projekts GLUE (Gemeinsame Lern-Umgebungen Entwickeln). Die Konzeption der Gemeinsamen Lern-Umgebungen zielt im Sinne der Prinzipien des ‚Universal Design of Learning‘ (Hall, Meyer & Rose, 2012) darauf ab, den inklusiven Mathematikunterricht von einem gemeinsamen Lernge­genstand aus zu denken, der einerseits Zugänglichkeit für alle Lernenden schafft und anderer­seits Unter­stützungsmaßnahmen auf unterschiedlichen Niveaustufen zulässt. Das Projekt geht der Frage nach, wie sich die Kompetenzentwicklung von berufserfahrenen Lehrkräften der allgemeinen Schule und für sonderpädagogische Förderung durch Fort­bildungs­­­­angebote zum inklusiven Mathematikunterricht wirksam unterstützen lässt. Hierzu wurde ein Blended-Learning-Angebot zur Entwicklung gemeinsamer Lernumgebungen für alle Kinder einer Lerngruppe erarbeitet, die sich auch von mehreren Lehrkräften gemeinsam ent­wickeln lassen. In diesem Beitrag werden der theoretische Hintergrund, die Konzeption und die methodische Anlage des Projekts vorgestellt. Kapitel 1 befasst sich mit Differenzieren und Fördern im Mathe­matik­unterricht der Primarstufe, Kapitel 2 diskutiert zentrale Befunde zur Wirksamkeit von Lehrer­fortbildungsmaßnahmen sowie zu Blended-Learning-Angeboten. Im dritten Kapitel wer­den auf dieser Grundlage die Ziele des Projekts (Kap. 3.1), die Inhalte und die Struktur des Fort­bildungs­­angebots (Kap., 3.2), die Forschungsfragen (Kap. 3.3) und das Design der Inter­ventionsstudie darge­stellt (Kap. 3.4). Die Wirksamkeit wird in einem ausbalancierten Prä-Post-Follow-Up-Test-Design im Vergleich zu unbegleiteten Online-Angeboten evaluiert, die Ergeb­nisse sollen in einer Folge­publi­kation kommuniziert werden.This paper describes the theoretical background and the design of the GLUE project (Gemein­same Lern-Umgebungen Entwickeln; Developing Collaborative Learning Environments). In line with the principles of ‚Universal Design of Learning‘ (Hall, Meyer & Rose, 2012), the GLUE conception aims to base inclusive mathematics education - wherever appropriate - on common topics. This approach provides accessibility for all learners on the one hand and allows support measures at different levels on the other. The project addresses the question of how the development of competence of experienced teachers of different professions can be effectively supported by inservice education courses for inclusive mathematics education. For this purpose, a blended learning course on the design of colla­borative learning environments has been developed. In this article, the theoretical background and the research design of the project will be presented. Section 1 will discuss the topics of differentiation and promotion in primary school mathematics education. Section 2 will introduce key findings on the effectiveness of teacher training and blended learning services. In the third chapter, the objectives of the project (Section 3.1), the content and structure of the inservice course (Section 3.2), the research questions (Section 3.3) and the design of the intervention study will be presented (Section 3.4). The effectiveness shall be evaluated in a balanced pre-post follow-up test design by comparison with unaccompanied online offers in an investigation to be reported on in a future publication

Complicated Carotid Artery Plaques as a Cause of Cryptogenic Stroke

Background: The underlying etiology of ischemic stroke remains unknown in up to 30% of patients. OBJECTIVES This study explored the causal role of complicated (American Heart Association-lesion type VI) non-stenosing carotid artery plaques (CAPs) in cryptogenic stroke (CS). METHODS CAPIAS (Carotid Plaque Imaging in Acute Stroke) is an observational multicenter study that prospectively recruited patients aged older than 49 years with acute ischemic stroke that was restricted to the territory of a single carotid artery on brain magnetic resonance imaging (MRI) and unilateral or bilateral CAP (>= 2 mm, NASCET [North American Symptomatic Carotid Endarterectomy Trial] <70%). CAP characteristics were determined qualitatively and quantitatively by high-resolution, contrast-enhanced carotid MRI at 3T using dedicated surface coils. The pre-specified study hypotheses were that that the prevalence of complicated CAP would be higher ipsilateral to the infarct than contralateral to the infarct in CS and higher in CS compared with patients with cardioembolic or small vessel stroke (CES/SVS) as a combined reference group. Patients with large artery stroke (LAS) and NASCET 50% to 69% stenosis served as an additional comparison group. RESULTS Among 234 recruited patients, 196 had either CS (n = 104), CES/SVS (n = 79), or LAS (n = 19) and complete carotid MRI data. The prevalence of complicated CAP in patients with CS was significantly higher ipsilateral (31%) to the infarct compared with contralateral to the infarct (12%;p = 0.0005). Moreover, the prevalence of ipsilateral complicated CAP was significantly higher in CS (31%) compared with CES/SVS (15%;p = 0.02) and lower in CS compared with LAS (68%;p = 0.003). Lipid-rich and/or necrotic cores in ipsilateral CAP were significantly larger in CS compared with CES/SVS (p < 0.05). CONCLUSIONS These findings substantiate the role of complicated nonstenosing CAP as an under-recognized cause of stroke. (Carotid Plaque Imaging in Acute Stroke [CAPIAS];NCT01284933) (C) 2020 The Authors. Published by Elsevier on behalf of the American College of Cardiology Foundation

Complicated Carotid Artery Plaques and Risk of Recurrent Ischemic Stroke or TIA

BACKGROUND Complicated nonstenosing carotid artery plaques (CAPs) are an under-recognized cause of stroke. OBJECTIVES The purpose of this study was to determine whether complicated CAP ipsilateral to acute ischemic anterior circulation stroke (icCAP) are associated with recurrent ischemic stroke or transient ischemic attack (TIA). METHODS The CAPIAS (Carotid Plaque Imaging in Acute Stroke) multicenter study prospectively recruited patients with ischemic stroke restricted to the territory of a single carotid artery. Complicated (AHA-lesion type VI) CAP were defined by multisequence, contrast-enhanced carotid magnetic resonance imaging obtained within 10 days from stroke onset. Recurrent events were assessed after 3,12, 24, and 36 months. The primary outcome was recurrent ischemic stroke or TIA. RESULTS Among 196 patients enrolled, 104 patients had cryptogenic stroke and nonstenosing CAP. During a mean follow-up of 30 months, recurrent ischemic stroke or TIA occurred in 21 patients. Recurrent events were significantly more frequent in patients with icCAP than in patients without icCAP, both in the overall cohort (incidence rate [3-year interval]: 9.50 vs 3.61 per 100 patient-years;P = 0.025, log-rank test) and in patients with cryptogenic stroke (10.92 vs 1.82 per 100 patient-years;P = 0.003). The results were driven by ipsilateral events. A ruptured fibrous cap (HR: 4.91;95% CI: 1.31-18.45;P = 0.018) and intraplaque hemorrhage (HR: 4.37;95% CI: 1.20-15.97;P = 0.026) were associated with a significantly increased risk of recurrent events in patients with cryptogenic stroke. CONCLUSIONS Complicated CAP ipsilateral to acute ischemic anterior circulation stroke are associated with an increased risk of recurrent ischemic stroke or TIA. Carotid plaque imaging identifies high-risk patients who might be suited for inclusion into future secondary prevention trials. (Carotid Plaque Imaging in Acute Stroke [CAPIAS];NCT01284933) (J Am Coll Cardiol 2022;79:2189-2199) (C) 2022 The Authors. Published by Elsevier on behalf of the American College of Cardiology Foundation

Intracranial Rescue Stent Angioplasty After Stent-Retriever Thrombectomy Multicenter Experience

Purpose Stent-retriever thrombectomy (SRT) for acute intracranial large artery occlusion (LAO) may not result in permanent recanalization in rare cases, e.g. due to an underlying stenosis or dissection. In this specific patient group, rescue stent angioplasty (RSA) may be the only treatment option to achieve permanent vessel patency and potentially a good clinical outcome. To date, the experience with RSA is limited. Methods In this retrospective analysis, interventional and clinical data of patients with acute intracranial LAO of the anterior and posterior circulation who underwent RSA after SRT due to an underlying lesion between 2012-2017 in four neurovascular centers were studied. Results In this study 34 patients (mean age 67 years) were included whereby 18 patients had anterior circulation LAO and 16 patients posterior circulation LAO. The SRT maneuver count ranged between 1 and 15 (median 2). Indications for RSA were an immediate re-occlusion in 25 (74%), and a persistent high-grade stenosis in 9 patients (26%). The RSA was technically feasible in 33 patients (97%). A mTICI 2b/3 result was obtained in 26 patients (76%). Median onset-to-recanalization time was 248min (range 80-650min). After 3 months 10/34 patients (29%) had a good clinical outcome (modified Rankin Scale, mRS 0-2). In detail, 4/18 patients (22%) with anterior circulation LAO and 6/16 patients (38%) with posterior circulation LAO were functionally independent. Conclusion The use of RSA can be considered for acute intracranial LAO in cases with immediate re-occlusion or high-grade stenosis after SRT alone