Current literature about interdisciplinary education research is focused on three points: conceptual definitions of interdisciplinarity, the need for interdisciplinary research to tackle the advent of problem-based research and the positive curriculum outcomes to be gained from interdisciplinary research. While this research is important, it does not always include an account of the often complex and politicised interactions that might affect the outcomes of interdisciplinary research groups. This paper provides one possible ‘roadmap’ for successful interdisciplinary collaboration. It is based on a reflective case study of the authors’ own formation of an interdisciplinary research group and the practical resolutions to both the theoretical and the practical issues involved in achieving interdisciplinarity in education research. 相似文献
Zonulin is a eukaryotic protein structurally similar to Vibrio cholerae’s zonula occludens toxin. It plays an important role in the opening of small intestine tight junctions. The loss of gut wall integrity during sepsis might be pivotal and has been described in various experimental as well as human studies. Increased levels of zonulin could be demonstrated in diseases associated with increased intestinal inflammation, such as celiac disease and type 1 diabetes. We therefore investigated the role of plasma levels of zonulin in patients with sepsis as a non-invasive marker of gut wall integrity.
Materials and methods:
Plasma level of zonulin was measured in 25 patients with sepsis, severe sepsis or septic shock according to ACCP/SCCM criteria at the first day of diagnosed sepsis. 18 non-septic post-surgical ICU-patients and 20 healthy volunteers served as control. Plasma levels were determined by using commercially available ELISA kit. Data are given as median and interquartile range (IQR).
Results:
Significantly higher plasma concentration of zonulin were found in the sepsis group: 6.61 ng/mL (IQR 3.51–9.46), as compared to the to the post-surgical control group: 3.40 ng/mL (IQR 2.14–5.70) (P = 0.025), as well as to the healthy group: 3.55 ng/mL (IQR 3.14–4.14) (P = 0.008).
Conclusion:
We were able demonstrate elevated levels of plasma zonulin, a potential marker of intestinal permeability in septic patients. Increased zonulin may serve as an additional mechanism for the observed increased intestinal permeability during sepsis and SIRS. 相似文献
I take the position, contrary to Scarr's, that the details of socialization patterns are crucial to an understanding of normal and deviant development. Considerable evidence has accrued to justify the claim that what normal parents do or fail to do crucially affects their children's development. Research is cited to support the argument that better than "good enough" parenting optimizes the development of both normal and vulnerable children, and that parents' belief in their own effectiveness further enhances their caregiving, whereas causal attributions that assign responsibility for child outcomes to genetic factors that parents cannot change undermine parents' belief in their own effectiveness. The strong conclusions Scarr draws from heritability analyses to support her thesis that genotypes drive experiences overlook their inherent limitations. 相似文献
Pigeons responded on fixed-interval and fixed-ratio food schedules during sessions of extended duration. Pause lengths from
the beginning of the session, when the subjects were hungry, resembled those found in open economies, whereas pause lengths
from the end of the sessions, when the subjects were close to satiation, resembled those from closed economies. A model of
motivation captured key features of the data, suggesting that a changing level of hunger is a causal factor in the behavioral
differences observed between open and closed economies. Behavioral theories may provide a parsimonious alternative to economic
theories in accounting for such effects. 相似文献
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
Learning to name and notice students’ mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students’ mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students’ mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students’ mathematical strengths. The paper concludes with implications for future research in teacher education.
This article contrasts four elementary teachers who were graduates of a teacher education program that incorporated a reform-based
mathematics methods course. The report provides results from a four-year longitudinal study that extended from the time that
the participants were preservice teachers until the end of their second year of teaching. The article provides background
information of each teacher, vignettes from her teaching, excerpts from interviews, and an analysis of each teacher's case.
Results from the case studies indicate that two of the four teachers sustained their cognitively-based conceptions about mathematics
teaching and learning, and implemented these conceptions into practice. The analysis suggests that there were several factors
that influenced the teachers' conceptions and the choices they made in their teaching: personal commitment, professional strength,
curriculum, planning, assessment, beliefs, knowledge, and support from school administration. The article concludes with implications
for teaching and questions about the nature of what might be required in the beginning years of teaching if new teachers are
expected to implement reform-based mathematics teaching practices.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
Legal viability of an evaluation means that the evaluator can successfully address pertinent legal issues and avoid debilitating legal difficulties in conducting an ethical personnel evaluation and applying its results. While the 1988 Personnel Evaluation Standards contain no specific standard on legal viability, following the documents twenty-one standards substantially aids evaluators to avoid legal difficulties. Nevertheless, meeting legal viability requirements is becoming increasingly complex and difficult in the face of the expanding role of personnel evaluations in high-stake decisions, including initial and advanced certification, sanctions and rewards, and terminations. Evaluators increasingly need sound, definitive guidance to meet procedural and substantive due process requirements and, in general, to keep their evaluations legally defensible. Eight years of experience in applying the 1988 Standards provides a foundation for developing a specific legal viability standard. This article argues for the inclusion of such a standard in the next edition of The Personnel Evaluation Standards. A prototype standard is presented to help the Joint Committee and its constituents deliberate on this matter. 相似文献