Voies d'accès à la profession enseignante Hambourg,mars 1959

Sans résumé     

Reflecting on institutional support for SoTL engagement: developing a conceptual framework

This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building.     

Self‐Compassion,Affect, and Body Image in College Women

The aim of this study was to understand the relationships between self‐compassion, positive affect, negative affect, and variables representative of positive body image for college women. Regression analyses indicated that self‐compassion and affect accounted for 39% and 30% of the variance, respectively, in body appreciation and body image quality of life. Mediational analyses demonstrated that positive affect mediated the relationships between self‐compassion and both indicators of body image. Implications for college counseling are discussed.     

Improvement of PCR reaction conditions for site-directed mutagenesis of big plasmids

QuickChange mutagenesis is the method of choice for site-directed mutagenesis (SDM) of target sequences in a plasmid. It can be applied successfully to small plasmids (up to 10 kb). However, this method cannot efficiently mutate bigger plasmids. Using KOD Hot Start polymerase in combination with high performance liquid chromatography (HPLC) purified primers, we were able to achieve SDM in big plasmids (up to 16 kb) involving not only a single base change but also multiple base changes. Moreover, only six polymerase chain reaction (PCR) cycles and 0.5 μl of polymerase (instead of 18 PCR cycles and 1.0 μl of enzyme in the standard protocol) were sufficient for the reaction.     

LINK SCHOOLS: AN EVALUATION OF AN INNOVATORY SCHEME IN TEACHER EDUCATION

Teacher education is facing major new challenges. In this context the concept of partnership between LEAs, schools and the training institutions has assumed key importance. This paper outlines an in‐novatory scheme of professional partnership with a BEd primary degree programme. The Westminster Primary Link Schools Scheme is developmental, responsive to the changing nature of education, built upon existing good practice in initial and in‐service education and self‐evaluatory. The evaluation of the first year of the scheme is described. Guiding principles, relevant to the development of partnership schemes, are discussed and issues relevant to evaluations of this type are explored     

Philosophy and education

The traditional form of educational philosophy, which originated with Plato, was that of grand system building. That approach, which may be described as “applied philosophy”, had its last major exponent in John Dewey. In the twentieth century it has been supplanted by approaches which consider the process of education itself to be the source of issues which may be resolved by philosophical means. So, under the influence of positivism recent philosophy of education has been directed towards solving, or dissolving, confusions of linguistic origin. In addition, the contributing disciplines, especially psychology and sociology, have been amenable to philosophical enquiry. In recent years, further issues have arisen outside the classroom and community which require a philosophical, value-oriented approach such as culture conflict, advancing technology and global eco-issues. Currently, educational issues have been extended to concern with the individual and problems of humanization. Philosophy continues to play a significant role in helping to reconcile divergent pressures, towards the end of realizing the dignity of man in an increasingly interdependent world.     

Learner engagement in MOOCs: Scale development and validation

The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.