Identifying Preservice Teachers’ Belief Profiles and their Performance in a Web-based Training for Writing Instruction / [La identificación de los perfiles de creencias de maestros y maestras en formación y su desempeño en un programa web de enseñanza de la escritura]

This research aims to fill the need to provide writing education to preservice teachers by using web-based instruction. The novel contribution of this work lies in the consideration of beliefs as a methodological prerequisite when measuring the effects of a web-based program. For this purpose, latent profile analysis was conducted to explore unique profiles of preservice teachers’ beliefs about writing before the web-based instruction. Participants were classified into three profiles: eclectic profile (n = 129), socio-cultural profile (n = 85), and person-environment profile (n = 105). Linear mixed-effects models were employed to assess if belief profiles experienced changes in beliefs and knowledge after the training. Results showed that belief profiles differed from each other in the degree of attribution of the different beliefs but remarkably all of them experienced significant differences in content knowledge acquisition. Finally, educational implications for preservice teachers’ education are highlighted.(AU)

Esta investigación tiene como objetivo cubrir la necesidad de proporcionar formación en la enseñanza de la escritura a maestros y maestras en formación mediante el uso de un programa web. La aportación novedosa de este trabajo radica en la consideración de las creencias como prerrequisito metodológico a la hora de medir los efectos de un programa web. Con este fin, antes de la instrucción web se realizó un análisis de perfiles latentes con el fin de explorar perfiles únicos de creencias sobre la escritura en maestros y maestras en formación. Se clasificó a los participantes en tres perfiles: perfil ecléctico (n = 129), sociocultural (n = 85) y persona-ambiente (n = 105). Se emplearon modelos mixtos lineales para evaluar si los perfiles de creencias experimentaban cambios en las creencias y el conocimiento después de la formación. Los resultados muestran que los perfiles de creencias difieren entre si en el grado de atribución de las diferentes creencias, pero todos ellos experimentan diferencias significativas en la adquisición del conocimiento de contenidos. Finalmente, se destacan las implicaciones educativas para la formación de futuros docentes.(AU)

Web-based Training Program for Writing Instruction: Preservice Teachers' Beliefs Profiles and Their Satisfaction.

BACKGROUND: Preservice teachers' satisfaction with online training should be considered to guarantee a successful e-learning experience. This study aims to determine whether preservice teachers' belief profiles influence their satisfaction with web-based training for teaching writing. METHOD: To achieve this purpose, two main analyses were conducted: (1) validation of a satisfaction's scale through Confirmatory Factor Analysis, and (2) MANOVA with independent inter-subject variables group belief profiles (i.e., Eclectic Profile, Socio-cultural Profile, and Person-environment Profile) and as dependent variables the five dimensions of the satisfaction scale. RESULTS: Results showed high satisfaction ratings with the web-based training in all the groups. Nevertheless, significant differences in satisfaction ratings were found between belief profiles. CONCLUSIONS: Finally, educational implications for preservice teachers' development are highlighted in the discussion.

Web-based Training Program for Writing Instruction: Preservice Teachers’ Beliefs Profiles and Their Satisfaction / Programa Web Para la Enseñanza de la Escritura: Perfiles de Creencias y Satisfacción de Maestros en Formación

Background: Preservice teachers’ satisfaction with online training should be considered to guarantee a successful e-learning experience. This study aims to determine whether preservice teachers’ belief profiles influence their satisfaction with web-based training for teaching writing. Method: To achieve this purpose, two main analyses were conducted: (1) validation of a satisfaction’s scale through Confirmatory Factor Analysis, and (2) MANOVA with independent inter-subject variables group belief profiles (i.e., Eclectic Profile, Socio-cultural Profile, and Person-environment Profile) and as dependent variables the five dimensions of the satisfaction scale. Results: Results showed high satisfaction ratings with the web-based training in all the groups. Nevertheless, significant differences in satisfaction ratings were found between belief profiles. Conclusions: Finally, educational implications for preservice teachers’ development are highlighted in the discussion. (AU)

Antecedentes: para garantizar experiencias de formación en línea exitosas debe tenerse en consideración la satisfacción de los maestros/as en formación con la formación en línea. Este estudio tiene como objetivo determinar si los perfiles de creencias de los futuros maestros/as influyen en su satisfacción con una formación web para la enseñanza de la escritura. Método: para alcanzar este objetivo se llevaron a cabo dos análisis: (1) validación de una escala de satisfacción a través de un Análisis Factorial Confirmatorio, y (2) MANOVA con variables independientes inter-sujetos, perfiles de creencias grupales (i.e., Perfil Ecléctico, Perfil Sociocultural y Perfil Persona-Ambiente) y como variables dependientes las cinco dimensiones de la escala de satisfacción. Resultados: los resultados mostraron altos índices de satisfacción con la formación web en todos los grupos. Sin embargo, se encontraron diferencias significativas en las calificaciones de satisfacción entre los perfiles de creencias. Conclusiones: por último, en la discusión se destacan implicaciones educativas para el desarrollo profesional de los futuros maestros/as. (AU)

Multiomic features associated with mucosal healing and inflammation in paediatric Crohn's disease.

BACKGROUND: The gastrointestinal microbiota has an important role in mucosal immune homoeostasis and may contribute to maintaining mucosal healing in Crohn's disease (CD). AIM: To identify changes in the microbiota, metabolome and protease activity associated with mucosal healing in established paediatric CD METHODS: Twenty-five participants aged 3-18 years with CD, disease duration of over 6 months, and maintenance treatment with biological therapy were recruited. They were divided into a low calprotectin group (faecal calprotectin <100 µg/g, "mucosal healing," n = 11), and a high calprotectin group (faecal calprotectin >100 µg/g, "mucosal inflammation," n = 11). 16S gene-based metataxonomics, 1 H-NMR spectroscopy-based metabolic profiling and protease activity assays were performed on stool samples. RESULTS: Relative abundance of Dialister species was six-times greater in the low calprotectin group (q = 0.00999). Alpha and beta diversity, total protease activity and inferred metagenomic profiles did not differ between groups. Pentanoate (valerate) and lysine were principal discriminators in a machine-learning model which differentiated high and low calprotectin samples using NMR spectra (R2 0.87, Q2 0.41). Mean relative concentration of pentanoate was 1.35-times greater in the low calprotectin group (95% CI 1.03-1.68, P = 0.036) and was positively correlated with Dialister. Mean relative concentration of lysine was 1.54-times greater in the high calprotectin group (95% CI 1.05-2.03, P = 0.028). CONCLUSIONS: This multiomic study identified an increase in Dialister species and pentanoate, and a decrease in lysine, in patients with "mucosal healing." It supports further investigation of these as potential novel therapeutic targets in CD.

Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish.

Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study's sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.