Formation des Enseignants et Petites Communautes Europeennes: finalités culturelles spécifiques?

A parity of prestige is fundamental to tomorrow's multi‐cultural, multilingual Europe. It is an obligation for all educational systems, whether large or small, sovereign or second‐tier, autonomous or struggling for independence.

This mini‐tour of Europe's small communities is dedicated to the promotion of this parity, and it takes teacher education as its entry‐point. A real first’ for the European Journal of Teacher Education, this introduction is dedicated to the examination of teacher‐education policies in those communities which history has marginalised in territory, in population or in legal status. Do they have specific characteristics? Are there ways in which they are interdependent?

This survey presents five case studies, most of them located in the centre of Europe (Luxembourg, Liechtenstein, Andorra, Ticino, the Orisons). But Europe offers many instances: Malta, Cyprus, Friesland, the German communities in Belgium and Denmark, Monaco, San Marino, Scotland, Ireland, the Basque countries, Catalonia, the south Tirol, the Swiss Jura, the Welsh, Bretons, Alsatians, Corsicans, etc.

Multi‐cultural Europe is theirs too, and this study invokes others which may contribute to the evolution of our simple, closed, national technosystems into European ecosystems which will be both complex and open.     

A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones

Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the great intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. This new notion works together with the traditional Aristotelian account to provide a full account of how to effectively undertake the age‐old educational business of the inculcation of virtues.     

Teachers’ journeys towards critical use of ICT

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.     

Estimating Classification Consistency and Accuracy for Cognitive Diagnostic Assessment

This article introduces procedures for the computation and asymptotic statistical inference for classification consistency and accuracy indices specifically designed for cognitive diagnostic assessments. The new classification indices can be used as important indicators of the reliability and validity of classification results produced by cognitive diagnostic assessments. For tests with known or previously calibrated item parameters, the sampling distributions of the two new indices are shown to be asymptotically normal. To illustrate the computations of the new indices, we apply them to the real diagnostic data from a fraction subtraction test (Tatsuoka). We also use simulated data to evaluate their performances and distributional properties.     

Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.     

Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC

Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.     

‘Foreign ownerships’ in the Premier League: examining local Liverpool fans’ perceptions of Fenway Sports Group

The ‘foreign ownerships’ apparent in the English Premier League have received little academic attention, despite being a controversial issue for football fans and commentators. This study examines local Liverpool Football Clubs fans’ perceptions of the clubs’ American ownership and to what extent criticism aimed at the owners are framed in terms of nationality. Hence, data from the ‘Red and White Kop’s’ online message board (found at www.redandwhitekop.com) were collected. This is an interactive message board used primarily by Liverpool fans. The purposively sampled data, consisting of 3,322 fan comments was analysed with a frame analyse technique advanced by Erving Goffman. The study’s main argument is that Liverpool fans have become normalized to the global features of football, thus the nationality of the clubs’ owner seems unproblematic, when they assess the club’s ownership; an ownership a significant number of fans have positive perceptions about.     

Myosin heavy chain isoform composition in the deltoid and vastus lateralis muscles of elite handball players

ABSTRACT

The purpose of the present study was to compare the myosin heavy chain (MHC) isoform composition of the deltoid and vastus lateralis muscles of the dominant and non-dominant limbs in handball players. Eleven male Greek elite handball players (age 22.6 ± 1.9 yrs, training experience 10.6 ± 2.1 yrs, height 184.1 ± 4.1 cm, and weight 81.0 ± 12.5 kg) participated in the study. Four muscle biopsies were obtained from the dominant and non-dominant deltoid and vastus lateralis muscles during the in-season period. The MHC composition was determined using SDS-PAGE. No significant difference was found between the dominant and non-dominant muscles; Deltoid muscle: MHC I [(95%CI = ?1.22, 0.33), P = 0.228], MHC ΙΙa [(95%CI = ?0.32, 1.59), P = 0.168] and MHC IIx [(95%CI = ?1.49, 1.10), P = 0.749]; Vastus lateralis muscle: MHC I [(95%CI = ?0.38, 0.63), P = 0.586], MHC ΙΙa [(95%CI = ?0.50, 0.65), P = 0.783] and MHC IIx [(95%CI = ?1.08, 0.42), P = 0.355]. The findings of the present study indicate that the greater use of the dominant limbs for throwing actions and body movements in handball do not lead to altered MHC isoform composition compared to the non-dominant limbs.