scholarly journals Independent tyrosyl contributions to the CD of Ff gene 5 protein and the distinctive effects of Y41H and Y41F mutants on protein-protein cooperative interactions

2009 ◽  
Vol 11 (3) ◽  
pp. 601-613 ◽  
Author(s):  
Tung-Chung Mou ◽  
Narasimha Sreerama ◽  
Thomas C. Terwilliger ◽  
Robert W. Woody ◽  
Donald M. Gray
Keyword(s):  
Cooperative Interactions ◽  
Gene 5 Protein

scholarly journals Cooperative Interactions of the Gene 5 Protein

1984 ◽  
Vol 2 (3) ◽  
pp. 495-510 ◽  
Author(s):  
Gary Brayer ◽  
Alexander McPherson
Keyword(s):  
Cooperative Interactions ◽  
Gene 5 Protein

Parental insightfulness is associated with cooperative interactions in families with toddlers.

2016 ◽  
Vol 30 (8) ◽  
pp. 927-934 ◽  
Author(s):  
Inbal Marcu ◽  
David Oppenheim ◽  
Nina Koren-Karie
Keyword(s):  
Cooperative Interactions

scholarly journals Cooperative interactions among subunits of a voltage-dependent potassium channel. Evidence from expression of concatenated cDNAs.

1992 ◽  
Vol 267 (33) ◽  
pp. 23742-23745
Author(s):  
R.S. Hurst ◽  
M.P. Kavanaugh ◽  
J Yakel ◽  
J.P. Adelman ◽  
R.A. North
Keyword(s):  
Potassium Channel ◽  
Cooperative Interactions ◽  
Voltage Dependent

Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

2021 ◽  
pp. 1356336X2199521
Author(s):  
Rita Silva ◽  
Cláudio Farias ◽  
Isabel Mesquita
Keyword(s):  
Preservice Teachers ◽  
Novice Teachers ◽  
Developmentally Appropriate ◽  
Student Resistance ◽  
Occupational Socialization ◽  
Sport Education ◽  
Inclusion Criteria ◽  
Cooperative Interactions ◽  
Physical Education Teacher Education ◽  
Learning Team

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

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