The student–teacher relationship quality in children with selective mutism

Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.     

Biomechanical properties of red blood cells in health and disease towards microfluidics

Red blood cells (RBCs) possess a unique capacity for undergoing cellular deformation to navigate across various human microcirculation vessels, enabling them to pass through capillaries that are smaller than their diameter and to carry out their role as gas carriers between blood and tissues. Since there is growing evidence that red blood cell deformability is impaired in some pathological conditions, measurement of RBC deformability has been the focus of numerous studies over the past decades. Nevertheless, reports on healthy and pathological RBCs are currently limited and, in many cases, are not expressed in terms of well-defined cell membrane parameters such as elasticity and viscosity. Hence, it is often difficult to integrate these results into the basic understanding of RBC behaviour, as well as into clinical applications. The aim of this review is to summarize currently available reports on RBC deformability and to highlight its association with various human diseases such as hereditary disorders (e.g., spherocytosis, elliptocytosis, ovalocytosis, and stomatocytosis), metabolic disorders (e.g., diabetes, hypercholesterolemia, obesity), adenosine triphosphate-induced membrane changes, oxidative stress, and paroxysmal nocturnal hemoglobinuria. Microfluidic techniques have been identified as the key to develop state-of-the-art dynamic experimental models for elucidating the significance of RBC membrane alterations in pathological conditions and the role that such alterations play in the microvasculature flow dynamics.     

Self-cleaning materials on Architectural Heritage: Compatibility of photo-induced hydrophilicity of TiO2 coatings on stone surfaces

Titanium dioxide (TiO₂) can be used to realize transparent self-cleaning coatings on stone surfaces as an active and preventive protection system, limiting cleaning and maintenance actions, reducing their costs in Architectural Heritage. This self-cleaning ability is due to photo-induced hydrophilicity on treated surfaces. The aim of this investigation is to analyze this effect, since it could bring to a greater water absorption, a potential source of damage for stone surfaces. Titania sol, obtained by sol-gel and hydrothermal processes, was deposited on travertine by spray coating, in two different ways. Water absorption by capillarity, static contact angle and a specific surface water absorption analysis were assessed before and after the TiO₂ treatments. The effects of deposited amount of titania on the characteristics of treated surfaces were evaluated. It was shown that there were no evident changes in the substrate reactivity without ultraviolet (UV) light exposure, while it seems that hydrophilicity due to UV light does not lead to higher water absorption, thus encouraging the use of TiO₂ coatings in the field of Architectural Heritage. However, before widely applying this conservative treatment, some further researches are recommended in order to better assess its durability and sustainability.     

Luigi Stefanini — Membre du Conseil de Rédaction de la Revue

Sans résumé     

‘It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration

The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children’s systematic exclusion from education are ‘push’ factors when deciding to migrate. This study explores Roma mothers’ views of their children’s education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and ‘undesirable migrant’ status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions when working with Roma families.     

Promoting Inclusion Via Cross‐Group Friendship: The Mediating Role of Change in Trust and Sympathy

To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (M_{age T1} = 11.54 years, M_{age T2} = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.     

Rethinking Education through Contemporary Art

This article is part of a broader investigation exploring how contemporary art allows us to think about the process that underpins our teaching and learning in order to change it. We are tutors in initial teacher education and we teach, learn and communicate through contemporary art for a pedagogical module. In the following article we will show how teaching, learning and communicating through contemporary art helps future teachers to be aware of their educational models. Art encounters generate new learning and teaching experiences by allowing students and teachers to make various rhizomatic wanderings. The rhizomatic wanderings are diverse with the content and the form depending on the personal experience. The article concludes that the more rhizomatic wanderings future teachers make, the more they will be able to rethink the process of teaching and learning in order to attend to the diverse situations of classrooms of the twenty‐first century.     

Changes in school through a long-term project of action research. Building bridges between school practice and Roma communities

ABSTRACT

This study was carried out within the framework of a long-term action-research project in schools in Barcelona, Spain, in which a large concentration of pupils come from diverse ethnic backgrounds and are at risk of social exclusion. Specifically, the introduction of the Fifth Dimension (5D) model into these schools is analysed here. 5D is an action-research programme partnership between universities and schools that has been developed by an international network of researchers and is based on a collaborative learning model, supported by information and communication technologies and by the university students themselves. This study focuses on the changes produced in school practices and in the role of teachers. Over a 4-year period, qualitative data were elicited from four primary school using linguistic methods, field notes, interviews and focus group with educators involved in the process. Cultural Historical Activity Theory was used as a framework for analysis of the coded data. The findings highlight the key elements for the change: consistency in the mediating devices (proposed tools and activities), reorientation of classroom interactions into forms of collaboration, the changing roles of the teachers to include design, observation and help, and the development of inter-institutional partnerships based on permanent negotiation.     

Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science

Science & Education - A well-informed populace is vitally important for the proper functioning of democracy. Media news articles constitute an essential means by which the public comes into...