In this study, critical situations relating to students with emotional and behavioral problems in inclusive German secondary schools were analyzed. The objective was to identify behaviors and ...behavioral patterns that impede or even terminate the inclusive education of students with emotional and behavioral disorders. Critical situations, their antecedent conditions, and consequences were collected using Flanagan’s critical incident technique in group discussions with teachers (N = 77). The situations were categorized using qualitative content analysis. Students’ behaviors in the critical incidents were disruptive behaviors, displays of aggression toward classmates, and behaviors perceived as unusual. A distinctive category involved situations on students enjoying special treatment because more favorable conditions for examinations were provided and misbehaviors were handled in lenient ways. This elicited feelings of unfair advantage from other students and had an adverse impact on class dynamics. A strong influential factor was parents prohibiting disclosure of information about their children’s disorder(s). Therefore, measures especially on class level are expedient, such as sensitizing processes making students understand that misbehavior and disorders lead to disadvantages and that special treatment is to compensate for these disadvantages. Moreover, individual agreements between schools and parents may be arrived at to negotiate the modalities of an information disclosure.
The study investigated relationships between autonomic cardiovascular control and attentional performance. In 60 healthy subjects R-wave to pulse interval (RPI), respiratory sinus arrhythmia (RSA), ...heart rate variability in the mid-frequency (MF) band and sensitivity of the cardiac baroreflex (BRS) were assessed at rest and during a visual attention test. All parameters decreased markedly during test execution. Lower values of resting BRS predicted increased performance. On-task RPI, RSA, MF power and BRS were inversely related to attentional functioning, with RSA accounting for the largest portion of test score variance. The inverse association between resting BRS and performance is discussed as reflecting the bottom-up modulation of cerebral function by baroreceptor activity. The results concerning the on-task measures suggest that a pattern of cardiovascular adjustment including enhanced sympathetic and reduced vagal cardiovascular influences, as well as baroreflex inhibition may induce an adaptive state associated with improved cognitive-attentional functioning.
The present study considered different teacher groups in German inclusive primary and secondary schools (n = 471 teachers in 49 schools) regarding their self-efficacy in the implementation of ...inclusive education. Through hierarchical cluster analysis, four teacher groups were identified using a multidimensional measuring instrument with the self-efficacy dimensions of inclusive curriculum development, inclusive classroom management and inclusive cooperation. The groups were compared to determine the extent to which teachers appraised the implementation of inclusive education. Teachers with the most positive self-efficacy appraised the implementation of inclusion to the greatest extent. Teachers with lower self-efficacy contributed less to the implementation of inclusion. Moreover, teachers estimated different subscales of self-efficacy differently; one teacher group showed concurrently a higher self-efficacy regarding inclusive curriculum development and a lower self-efficacy regarding inclusive collaboration. In addition, the appraisal of the subscales of self-efficacy and the implemented demands of inclusion do not 'run in parallel' as the cluster with the highest self-efficacy in inclusive collaboration estimated the implementation of collaboration to the lowest extent. Therefore, implications should consider teachers' differentiated appraisal of the dimensions of both self-efficacy and inclusive work. Tailor-made implications are expedient. Future research must focus on the gap between estimated self-efficacy and the actual performance.
The present study contributes to the often heated discourse and the diverse research findings towards the demands of inclusion and teachers' perceived stress. We used a questionnaire to interview n = ...471 teachers in 49 inclusive schools. The study used cluster analysis to identify four distinct teacher-groups who differed in their appraisals of the implementation of specific dimensions of inclusion such as adaptive instruction, using individual education plans, school concept development, in-school and extra-curricular cooperation. The groups were compared regarding the perceived stress teachers reported. Many studies reported in the extant literature have investigated teachers not working in inclusive contexts asking them to speculate about how that might be; these studies only deal with expectations and beliefs. Our study relies on the experiences of teachers working in inclusion contexts. Among these teachers, those who appraise the implementation of inclusion to the greatest extent reported the lowest stress experience. In contrast, teachers reporting inclusion being implemented only to a limited extent perceived the highest stress. Clusters mirror in-school teamwork as a significant dimension preventing from stress. Implications for improved practice focus on micro-contextual measures for individual schools, such as improving in-school teamwork and strengthening both school development processes and school leadership.
One key function necessary to successfully teach a heterogeneous student population is to individually adapt instruction to students' needs and prerequisites. Using structural equation modelling, the ...present study investigated whether or to what extent different factors, teachers' personal characteristics, their joint professional activities, and school-related framework conditions contribute to the implementation of teachers' self-reported adaptive instruction. For this purpose, teachers working in inclusive German schools (N = 471) were questioned. The instrument used to cover inclusive work was based on a multilevel concept oriented towards internationally well-established dimensions of inclusion. Moreover, personal characteristics and school-related parameters were covered. The key result revealed that the extent to which self-reported adaptive instruction is implemented by teachers depends, above all, on the teachers themselves, their characteristics, and their participation in joint activities. The structural framework, for example, school size or school type, did not play a considerable role. The contributing factors were discussed and implications derived.
Die Zielsetzung der vorliegenden Studie liegt darin, Bedarfe für eine Qualifizierung und Professionalisierung von Lehrkräften in inklusiven Schulen zu identifizieren. Dabei stehen sowohl spezifische ...Lehrer*innengruppen als auch konkrete Inhalte bzw. Anforderungen von Inklusion im Fokus. Den Rahmen hierfür bilden Schulen mit dem Schulprofil Inklusion (N = 471 Lehrkräfte aus 49 Schulen). Mittels hierarchischer Clusteranalyse (Überprüfung durch Diskriminanzanalyse) werden Gruppen von Lehrer*innen gebildet. Diese basieren darauf, wie die Lehrkräfte berichten, die Anforderungen von Inklusion (adaptive Unterrichtsgestaltung, Förderplanung, Schulkonzeptentwicklung, innerschulische und externe Kooperation) umzusetzen. Die Betrachtung der vier Cluster zeigt eine Gruppe von Lehrer*innen, die die Anforderungen inklusiver Bildung durchwegs am intensivsten realisiert. Diese machen deutlich, dass nicht für alle Lehrenden gleichermaßen die Notwendigkeit einer Qualifizierung besteht. Gleiches gilt für die Konzeption einheitlicher Maßnahmen, denn für alle Lehrkräfte identische Maßnahmen werden der Diversität der geäußerten Einschätzungen nicht gerecht. Zielführender erscheinen mikrokontextuell orientierte Maßnahmen, die auf bestimmte Lehrkräfte und Anforderungen zugeschnitten sind. Solche Bedarfe zielen einerseits auf die Lehrer*innen ab, die die Anforderungen von Inklusion übergreifend als am geringsten verwirklicht einschätzen sowie diejenigen, die bestimmte Anforderungen nicht umsetzen. Für diese sind Gründe und folgend Maßnahmen zu diskutieren, warum die Umsetzung durchwegs eine so negative Einschätzung erfährt. Maßnahmen im Kontext von Schulentwicklung oder Supervision erscheinen zielführend. Spezifische Qualifizierungsbedarfe bestehen vor allem hinsichtlich innerschulischer Zusammenarbeit, die sich clusterübergreifend als eher gering ausgeprägt erweist. Abstract The main objective of the present study is to identify needs for qualification and professionalisation of teachers in inclusive classes. The focus is on both specific teacher-groups and specific demands with regard to inclusion. For this purpose, teachers from inclusive schools (N = 471 in 49 schools) were questioned. All teachers involved work in schools with the ‘school profile inclusion’ which is based on a concept on joint teaching for the whole school day for a very diverse student body. Using cluster analysis, types of teachers implementing the demands of inclusion were revealed. Teacher types were formed using cluster analysis (Ward) and discriminant analysis. The revealed four teacher-groups differed in their appraisals of the implementation of specific dimensions of inclusion such as adaptive instruction, using individual education plans, school concept development, in-school and extra-curricular cooperation. Considering the clusters and especially the one appraising the implementation of inclusion to the greatest extent, it could be shown that there is no need to qualify all teachers and, furthermore, to qualify them identically. Implications for improved practice should focus on micro-contextual measures for certain teachers and specific demands. On the one hand, measures for teachers implementing all dimensions of inclusion to the lowest extent need to be discussed. Reasons for this need to be identified and implications such as school development or supervision seem to be expedient. Specific qualification needs affect in-school teamwork as it is less pronounced in all clusters.
Die vorliegende Studie identifiziert Gruppen von Lehrkräften hinsichtlich Kooperation, basierend auf verschiedenen Formen der Zusammenarbeit, und vergleicht diese nach an der Schule bestehenden ...Bedingungen für Kooperation und nach Belastungserleben. Bestehende Befunde dokumentieren positive Effekte von Zusammenarbeit für Schule, Schülerinnen und Schüler sowie die Lehrpersonen selbst, gleichzeitig sind vor allem komplexe Formen, wie kokonstruktives Arbeiten, in nur geringem Maße realisiert. Die Identifizierung der Gruppen erfolgte mittels hierarchischer Clusteranalyse, die Clusterlösung wurde folgend durch eine iterativ-partitionierende Clusterzentrenanalyse (K-Means) optimiert. Es zeigen sich drei differierende Cluster. Lehrende im ersten Cluster nutzen alle Formen von Zusammenarbeit am intensivsten, äußern die günstigsten Rahmenbedingungen hinsichtlich Zeit für und Zwang zur Kooperation und beschreiben sich als am wenigsten belastet. Die dritte Gruppe verhält sich gegensätzlich, nutzt alle Formen am wenigsten, die Rahmenbedingungen erfahren die ungünstigste Einschätzung, das Belastungserleben ist am höchsten. Das zweite Cluster pflegt fachlichen und schülerbezogenen Austausch intensiver, nutzt aber arbeitsteilige Formen deutlich weniger; das Belastungserleben nimmt eine Mittelposition ein. Lehrkräfte, die am stärksten arbeitsteilig kooperieren, zeigen sich als am wenigsten belastet. Zudem führt Zwang zur Zusammenarbeit ,,von oben" bzw. ein als solcher wahrgenommener nicht zu (intensiverer bzw. gelingender) Kooperation. Die Befunde werden im Kontext der Divergenz von Bedeutungszuschreibung und tatsächlicher Umsetzung von Zusammenarbeit sowie von Implikationen hinsichtlich Kooperationsverhalten und struktureller Bedingungen diskutiert. (DIPF/Orig.)
The presented study identified groups of teachers based on different forms of collaboration teachers use. The groups were compared with regard to school-related conditions of collaboration and teachers' perceived stress. Existing research findings show positive effects of collaboration on the individual school, students and teaching staff. Concurrently, especially complex forms, such as construction, are realised less in teachers' everyday work. Teacher groups were identfied using a hierarchical cluster analysis, and the revealed clusters were optimised by k-means clustering. Three different clusters on collaboration were extracted. The first cluster used all forms of collaboration most intensive, stressed the most positive view on school-related conditions (time and compulsion to collaborate) and stated the lowest stress experience. The third group is contrary to the first one: teachers implemented all form of collaboration to the lowest extent and estimated both conditions and stress experience most unfavourable. The second cluster used forms of exchange, but more complex forms basing on common work organisation were less implemented; stress experience was in the middle range. Teachers implementing complex forms to the greatest extent showed the lowest stress. In addition, compulsion to collaborate did not result in (more intensive or successful) collaboration. The findings were discussed with regard to the divergence of importance and actual implementation of collaboration as well implications on collaborative work and structural conditions. (DIPF/Orig.)
Ferroptosis in health and disease Berndt, Carsten; Alborzinia, Hamed; Amen, Vera Skafar ...
Redox biology,
09/2024, Letnik:
75
Journal Article
Recenzirano
Odprti dostop
Ferroptosis is a pervasive non-apoptotic form of cell death highly relevant in various degenerative diseases and malignancies. The hallmark of ferroptosis is uncontrolled and overwhelming ...peroxidation of polyunsaturated fatty acids contained in membrane phospholipids, which eventually leads to rupture of the plasma membrane. Ferroptosis is unique in that it is essentially a spontaneous, uncatalyzed chemical process based on perturbed iron and redox homeostasis contributing to the cell death process, but that it is nonetheless modulated by many metabolic nodes that impinge on the cells’ susceptibility to ferroptosis. Among the various nodes affecting ferroptosis sensitivity, several have emerged as promising candidates for pharmacological intervention, rendering ferroptosis-related proteins attractive targets for the treatment of numerous currently incurable diseases. Herein, the current members of a Germany-wide research consortium focusing on ferroptosis research, as well as key external experts in ferroptosis who have made seminal contributions to this rapidly growing and exciting field of research, have gathered to provide a comprehensive, state-of-the-art review on ferroptosis. Specific topics include: basic mechanisms, in vivo relevance, specialized methodologies, chemical and pharmacological tools, and the potential contribution of ferroptosis to disease etiopathology and progression. We hope that this article will not only provide established scientists and newcomers to the field with an overview of the multiple facets of ferroptosis, but also encourage additional efforts to characterize further molecular pathways modulating ferroptosis, with the ultimate goal to develop novel pharmacotherapies to tackle the various diseases associated with – or caused by – ferroptosis.
Display omitted
•Various disparate metabolic pathways contribute to ferroptosis sensitivity.•Ferroptosis is regulated at the transcriptional and (post)translational levels.•Small molecules readily available to modulate ferroptosis in vitro and in vivo•Ferroptotic cell death plays a major pathological role in multiple diseases.•Ferroptosis modulation is a promising therapeutic strategy for clinical applications.
