Search

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. [ABSTRACT FROM AUTHOR]

Background and Objective: The etiology of neural tube defects (NTDs) is multifactorial. The presence of mutated genotypes of C677T and A1298C polymorphisms, and their combined heterozygosity, have been considered risk factors for the occurrence and recurrence of NTDs in some populations., Subjects and Method: This case-control study included 159 healthy controls, 27 NTDs patients, 28 patients' mothers and 23 siblings. The polymorphism study was performed by PCR. For fragment digestion, we used the restriction enzymes Hinf I (C677T) and Mbo II (A1298C)., Results: There was no significant difference (p = 0.991) in C677T genotypes between controls (CC: 35%, CT: 50% and TT: 15%) and patients (37, 52 and 11%, respectively), patients' mothers (39, 50 and 11%, respectively) and siblings (35, 48 and 17%, respectively). The prevalence of A1298C genotypes in controls (AA: 49%, AC: 45% and CC: 6%) was similar (p = 0.917) to the prevalence in patients (41, 56 and 4%, respectively), patients' mothers (43, 50 and 7%, respectively) and siblings (52, 39 and 9%, respectively)., Conclusions: The absence of differences in the two polymorphisms between these groups makes us conclude that there is no association with NTDs in the Spanish population.