A Family Focused Intervention Influences Hippocampal-Prefrontal Connectivity Through Gains in Self-Regulation

The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (M_age = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency.     

英国公共部门信息再利用模式分析

英国在公共部门信息再利用方面取得的成绩有目共睹,可与美国的公共部门信息再利用相提并论。英国的公共部门信息再利用在发展过程中形成了自己的特点,构建了独有的英国公共部门信息再利用模式。该模式特点是:有力的监管环境、设立专门的监管机构、鼓励公众积极参与、利用先进的信息技术。该模式存在的问题是:规则中的某些术语不明确、监管机构没有真正的制裁权、地方政府缺乏对公共部门信息政策的支持。     

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

Education and Information Technologies - The adoption of computational thinking in the classroom has been growing in the last years. Its use needs to be supported by the correct digital...     

Going virtual and going wide: comparing Team-Based Learning in-class versus online and across disciplines

Education and Information Technologies - Team-based learning (TBL) is an active learning pedagogy developed for in-class sessions and based on the collaborative work of small groups of students....     

Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.     

Trust and Mistrust in Sources of Scientific Information on Climate Change and Vaccines

Science & Education - Public trust in science and expertise remains a contentious issue. When public trust is analysed, it often simplifies a complex process of information retrieval and...     

Documenting Collections: Cornerstones for More History of Science in Museums

Historians of science have recently become increasingly involved with collections and scientific instruments. This creates opportunities for a more significant role of history in museums of science, as well as more meaningful and contextualized exhibitions and educational programmes. However, complementing the mainstream focus on universal scientific principles with history requires structural and cultural changes in museums’ approaches and practices. In this paper we draw from recent collaborative work with historians of science at the University of Lisbon to reflect on the challenges museums face as they prepare for a more meaningful historical approach to science. We argue that documentation is crucial both before objects enter the museum and as regular collections practice. We propose a conceptual and methodological framework comprising two operational levels: documenting individual objects and documenting collections.     

Modeling the impacts of national and institutional financial aid opportunities on persistence at an elite Chilean university

Much of the recent Chilean educational debate and reform has centered around issues of higher education cost, debt burden, and availability of grants versus loans. This quantitative case study of Pontificia Universidad Católica de Chile sought to understand the longitudinal contributions of combinations of types of financial aid to persistence of low-income students. The results identified that the aggregate availability of both grants and loans at the university-level has a net positive contribution beyond the contributions of national-level grants and loans. In finest distinction, however, only ministry aid (in the form of need-based grants and loans) decreased the likelihood of dropping out. Such findings suggest that universities may want to consider carefully as part of a comprehensive persistence plan how they leverage institution-level contributions to student aid packages.     

L'espace du mouvement: Une analyse des conflits dans les interactions entre institutrice et eleves d'une ecole maternelle

Résumé Cet article décrit les résultats d'une recherche menée dans une école mater-nelle de São Paolo, Brésil et qui s'appuie sur la théorie élaborée par Henri Wallon. Elle avait pour objectif d'étudier comment les écoliers sont influencés dans leur développment par a) une exigence erronée de contention motrice pendant la classe et b) un aménagement de l'espace de la classe peu propice à l'apprentissage. L'auteur conclut que ces facteurs provoquent des tensions qu'il serait possible d'éviter par une approche différente du mouvement et de l'espace.

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The research described in this article, winner of the Gottfried Hausmann Prize for 1994, was carried out in a kindergarten in São Paolo, Brazil, using the theory developed by Henri Wallon. The aim was to examine how primary school children are affected in their development by: (a) unnecessary restrictions placed on their physical movements during lessons; and (b) failure to organize the classroom space in a way that assists the learning process. The author concludes that these factors lead to tensions in the classroom which could be avoided through a different approach to movement and space.

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Zusammenfassung Dieser mit dem Gottfried Hausmann Preis 1994 prämierte Artikel beschreibt eine Forschungsarbeit, die in einem Kindergarten in Sao Paolo, Brasilien, unter Anwendung der von Henri Wallon entwickelten Theorie durch-geführt wurde. Ziel war eine Untersuchung darüber, inwieweit die Entwicklung von Kindern von folgenden Faktoren beeinflußt wird: a) unnötige Einschränkungen der physischen Bewegungen während des Unterrichts und b) die Unfähigkeit, den Klassenraum so aufzuteilen, daß der Lernprozess positiv beinflußt wird. Die Autorin zieht die Schlußfolgerung, daß diese Faktoren zu Spannungen im Klassenraum führen, die durch einen unterschiedlichen Ansatz zu Bewegung und Raumaufteilung vermieden werden könnten.

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Resumen El estudio descrito en este artículo, ganador del premio Gottfried Hausmann de 1994, fue realizado en un jardín de infancia en São Paolo, Brasil, con aplicación de la teoría desarrollada por Henri Wallon. El objetivo del mismo residía en averiguar en qué forma los niños del jardín de infancia se ven afectados en su desar-rollo por los siguientes factores: (a) la restricción innecesaria de sus movimientos físicos durante las lecciones: (b) la incapacidad de organizar el espacio del aula en un modo que apoye el proceso de aprendizaje. El autor concluye que estos factores promueven tensiones en el aula, que podrían evitarse a través de un enfoque diferente de los aspectos movimiento y espacio.

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Cet article est le résumé de la thèse de maîtrise que l'auteur a soutenue avec succès à l'Université de São Paulo, Brésil, Elle approfondit actuellement ce travail de recherche pour le doctorat. Cette thèse a été réalisée sous la direction du professeur Heloysa Dantas du département de psychologie de l'éducation, spécialiste de la théorie wallonienne. Ce travail doit beaucoup au Pr Dantas, dont l'orientation soutenue et compétente a été décisive pour son élaboration.     

Teacher evaluation in Portugal: persisting challenges and perceived effects

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward.