Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

关于日本对中国的赔偿问题

中国是日本发动侵略战争的受害国,日本应对其所造成损害给予相应的赔偿,但日本却没有履行责任。本文论述了战争赔偿问题,虽然中国政府已经放弃了赔偿要求;又指出了中国人民并没有放弃受害赔偿及要求受害赔偿的意义。     

Middle School Teachers’ Use of Mathematics to Make Sense of Student Solutions to Proportional Reasoning Problems

Mathematics teacher education aims to improve teachers’ use of mathematical knowledge to support teaching and learning, an aspect of pedagogical content knowledge (PCK). In this study, we interviewed teachers to understand how they used mathematics to make sense of student solutions to proportional reasoning problems. The larger purpose was to find accurate ways of categorizing teachers’ ability to do this vital aspect of teaching and thereby to inform assessment, teacher education, and professional development. We conjectured that teachers’ PCK for proportional reasoning could be reliably described in terms of attention to quantitative meanings in story problem contexts and in terms of understanding naïve forms of proportional reasoning. Instead, our findings reveal that individual teachers used a variety of means to make sense of (1) cognitively similar student solutions to different tasks and (2) mathematically related steps of a student solution within a single task. These findings illustrate the complexity of PCK for the topic of proportional reasoning and suggest the limits of what can be inferred about teacher knowledge from teachers’ evaluations of student solutions. We discuss implications for teacher education and assessment.     

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.     

Dietary Fats and Oxidative Stress: A Cross-Sectional Study Among Coronary Artery Disease Subjects Consuming Coconut Oil/Sunflower Oil

Coconut oil has been used by the people of Kerala as a cooking medium for several decades. Due to its alleged hypercholesterolemic activity, general population in recent times is shifting to cooking oils rich in polyunsaturated fats, the most popular being sunflower oil. The effect of long-term consumption of sunflower oil on oxidative stress in humans is not well investigated. We studied oxidative stress among coronary artery disease (CAD) patients who were consuming coconut oil or sunflower oil as a part of their routine diet. Men, aged 35–70 years, with established CAD, who presented to the hospital for routine cardiac evaluations, were enrolled in this observational study. Group 1 and 2 consisted of 73 and 80 subjects consuming coconut oil and sunflower oil respectively for over a period of 2 years. Lipid profile and parameters for oxidative stress were evaluated among them. Conventional lipid parameters did not differ significantly between the two groups. Mean vitamin C concentration was significantly reduced for subjects on sunflower oil compared to those consuming coconut oil (P = 0.044). Malondialdehyde was higher for sunflower oil consumers compared to coconut oil consumers (P < 0.0001). Other parameters such as oxidized LDL, GSH, GPx and SOD were not found to be significantly different between the two groups. The results of the present study show that coconut oil did not induce hypercholesterolemia compared to sunflower oil. On the other hand, sunflower oil group had elevated oxidative stress compared to coconut oil group.     

A Narrative Review of Potential Future Antidiabetic Drugs: Should We Expect More?

Prevalence of diabetes mellitus, a chronic metabolic disease characterized by hyperglycemia, is growing worldwide. The majority of the cases belong to type 2 diabetes mellitus (T2DM). Globally, India ranks second in terms of diabetes prevalence among adults. Currently available classes of therapeutic agents are used alone or in combinations but seldom achieve treatment targets. Diverse pathophysiology and the need of therapeutic agents with more favourable pharmacokinetic-pharmacodynamics profile make newer drug discoveries in the field of T2DM essential. A large number of molecules, some with novel mechanisms, are in pipeline. The essence of this review is to track and discuss these potential agents, based on their developmental stages, especially those in phase 3 or phase 2. Unique molecules are being developed for existing drug classes like insulins, DPP-4 inhibitors, GLP-1 analogues; and under newer classes like dual/pan PPAR agonists, dual SGLT1/SGLT2 inhibitors, glimins, anti-inflammatory agents, glucokinase activators, G-protein coupled receptor agonists, hybrid peptide agonists, apical sodium-dependent bile acid transporter (ASBT) inhibitors, glucagon receptor antagonists etc. The heterogeneous clinical presentation and therapeutic outcomes in phenotypically similar patients is a clue to think beyond the standard treatment strategy.