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    <title>Updates for MOFET ITEC - International Portal of Teacher Education</title>
    <link>http://itec.macam.ac.il/portal/</link>
    <description><![CDATA[Contains new articles and information on various subjects from the MOFET ITEC - International Portal of Teacher Education web site.]]></description>
    <language>en-US</language>
    <pubDate>Thu, 18 Mar 2010 10:19:05 GMT</pubDate>
    <managingEditor>itecportal@macam.ac.il</managingEditor>
    <item>
      <title><![CDATA[Barriers to Success: A Narrative of One Latina Student's Struggles]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1623</link>
      <description><![CDATA[In this article, the author discusses some common themes found in her experiences as a Latina undergraduate student. During the summer of 2008, the author conducted fieldwork in a rural town in Mexico. The author discusses her experience as the only Latina student on this trip which were similar to those discussed by Latina scholars. The author considers the pros and cons of being an insider and an outsider to a rural town in Mexico, the use of Latinos as cultural brokers while denying their contributions as social scientists, and the blame she experienced for her lack of adjustment. 

]]></description>
      <pubDate>Tue, 02 Mar 2010 17:16:03 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1623</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[Dimensions of the Transfer Choice Gap: Experiences of Latina and Latino Students Who Navigated Transfer Pathways]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1622</link>
      <description><![CDATA[This article examines what happens to three Latina and two Latino students who navigated transfer pathways from a community college to four-year colleges. Although all but one of these students was eligible for admission to the selective University of California system, none of them exercised that choice. In fact, only one enrolled in a selective university. 
The transfer outcomes for the group interviewed illustrate the informational and cultural barriers that students must overcome in order to exercise choice in the selection of transfer institutions. ]]></description>
      <pubDate>Tue, 02 Mar 2010 17:15:45 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1622</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1573</link>
      <description><![CDATA[This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.

]]></description>
      <pubDate>Sun, 31 Jan 2010 14:28:58 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1573</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[The Refugee Action Support Program: Developing Understandings of Diversity  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1570</link>
      <description><![CDATA[In a world increasingly globalised, it is crucial that preservice teachers are equipped with a range of pedagogical knowledges, understandings and practices related to diversity and difference. This article reports on the implementation and learning outcomes of a teacher preparation initiative in an Australian university called Refugee Action Support, which seeks to develop and enhance such awareness. The initiative provides targeted training to preservice teachers in the vital areas of literacy and numeracy tuition, with the specific aim of preparing them to tutor humanitarian refugee students in high schools in Western Sydney, Australia. ]]></description>
      <pubDate>Sun, 31 Jan 2010 14:28:44 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1570</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=45">Multiculturalism &amp; Diversity</category>
    </item>
    <item>
      <title><![CDATA[Becoming A University Lecturer in Teacher Education: Expert School Teachers Reconstructing their Pedagogy and Identity ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1639</link>
      <description><![CDATA[This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. A qualitative analysis is used to interpret the transcripts of 16 semi-structured interviews with newly appointed lecturers, in a large UK teacher education department, who have moved from school-based teacher roles and have less than five years' experience working in higher education. The new teacher educators experience tensions within the educational partnership and professional field about the value of abstract knowledge compared with work-based practice and about what a lecturer in teacher education should be. ]]></description>
      <pubDate>Sun, 14 Mar 2010 13:55:50 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1639</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Writing as a Journey of Professional Development for Teacher Educators]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1636</link>
      <description><![CDATA[The aim of this study was to explore the teacher educators' experience in writing a book. Eighteen experienced teacher educators, who completed their respective books, were interviewed individually or participated in a focus group discussion. The findings reveal that although the teacher educators had different motivations for writing and took various paths in their writing, they all view this experience as contributing to them cognitively, emotionally and in practice; teaching nourished their writing but was also influenced by and improved as a result of the writing.  The authors suggest providing teacher educators with a supportive infrastructure - budgetary, editorial and managerial - in order to encourage them to write and publish.   ]]></description>
      <pubDate>Sun, 14 Mar 2010 13:55:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1636</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Meaningfulness Via Participation: Sociocultural Practices for Teacher Learning and Development ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1576</link>
      <description><![CDATA[The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
]]></description>
      <pubDate>Sun, 31 Jan 2010 14:26:11 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1576</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA["Out of Complacency and into Action”: An Exploration of Professional Development Experiences in School/Home Literacy Engagement  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1569</link>
      <description><![CDATA[Parents can provide interaction that is crucial to student learning. A one-year funded project focused on: (1) helping teachers involve parents in the literacy achievement of their children; (2) developing responsible, effective, technologically enhanced partnerships between teachers and parents; and (3) providing a model for professional development in home/school literacy connections. This article explains the guidelines for teacher educators to promote successful professional development in home/school engagement.  
]]></description>
      <pubDate>Sun, 31 Jan 2010 14:25:55 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1569</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=44">Professional Development</category>
    </item>
    <item>
      <title><![CDATA[Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1616</link>
      <description><![CDATA[This article reviews research on the achievement outcomes of reading programs for all elementary children, Grades K through 5, applying consistent methodological standards to the research. The scope of the review includes four types of approaches: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone. 
]]></description>
      <pubDate>Tue, 02 Mar 2010 17:33:05 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1616</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">TE &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1615</link>
      <description><![CDATA[The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence). ]]></description>
      <pubDate>Sun, 21 Feb 2010 14:18:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1615</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">TE &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Preschool as an Arena of Gender Policies: The Examples of Sweden and Scotland]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1613</link>
      <description><![CDATA[This article analyses staff responsibilities for promoting gender equality in preschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models. 
]]></description>
      <pubDate>Sun, 21 Feb 2010 14:18:04 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1613</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">TE &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Insurance and Assurance: Teachers’ Strategies in the Regimes of Risk and Audit]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1612</link>
      <description><![CDATA[This paper deals with how the increasing use of notions such as ‘risk awareness’ and ‘blame’ in relation to school affects the daily work of Swedish teachers. The authors provide examples of how the introduction of the risk society and audit cultures encourages the creation of new strategies for coping. Two of these strategies concern the mediation of ‘safe school’ images and preventions in order to avoid future blame. The authors depict them as strategies of assurance and insurance.]]></description>
      <pubDate>Sun, 21 Feb 2010 14:17:51 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1612</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=43">TE &amp; Instruction</category>
    </item>
    <item>
      <title><![CDATA[Learning From Our Differences: A Dialogue Across Perspectives on Quality in Education Research]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1572</link>
      <description><![CDATA[The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Opening and closing comments set the dialogue in historical context, highlight issues raised, and suggest next steps for collaborative learning from the diversity of perspectives in our field.]]></description>
      <pubDate>Sun, 31 Jan 2010 14:27:50 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1572</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Critical Action Research: the Achievement Group]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1547</link>
      <description><![CDATA[Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand.  
The research was part of a meta project which aimed to raise the achievement of Mori students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development.  ]]></description>
      <pubDate>Tue, 12 Jan 2010 16:21:17 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1547</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Participation, Roles and Processes in a Collaborative Action Research Project: A Reflexive Account of the Facilitator  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1546</link>
      <description><![CDATA[This article analyses and discusses the roles and participation of those involved in a collaborative action research project to highlight the factors that influenced their content, quality and intensity. Emphasis is given to the reflections of the facilitator, who is the author, on the processes employed to achieve equal participation and roles in the action research. Meetings and interviews with teachers are content-analysed to provide descriptions of the timing, content and type of interactions among the members of the collaborative action research. ]]></description>
      <pubDate>Tue, 12 Jan 2010 16:17:56 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1546</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Doing Teacher Research: A Qualitative Analysis of Purposes, Processes and Experiences  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1545</link>
      <description><![CDATA[In this article the authors draw upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of 'ensuring African Caribbean attainment'. The aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. In the second half of the article the authors analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research. The authors also review the key implications of the research for policy and practice.
]]></description>
      <pubDate>Tue, 12 Jan 2010 16:20:40 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1545</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=42">Research Methods</category>
    </item>
    <item>
      <title><![CDATA[Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1609</link>
      <description><![CDATA[This study examined eleven K-8 interns’ perceptions of their mathematics mentoring support provided to first-year teacher interns and factors that influenced their ability to teach mathematics.  
Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson. 
]]></description>
      <pubDate>Sun, 21 Feb 2010 14:39:02 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1609</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Complexity Thinking Mentorship: An Emergent Pedagogy of Graduate Research Development  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1589</link>
      <description><![CDATA[In this paper the authors articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protg models. From the perspectives of a senior administrator and two assistant professors, the authors revisit the mentoring spaces and relations within which the authors were engaged while working in an approach to arts-based educational research. The authors analyzed their work together while deconstructing the ways in which the authors have supported and unsettled each other. Through narrative inquiry the authors share reflections from dissertation research experiences.

]]></description>
      <pubDate>Sun, 21 Feb 2010 14:38:50 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1589</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Assessing Service in Faculty Reviews: Mentoring Faculty and Developing Transparency  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1588</link>
      <description><![CDATA[Universities generally have clear expectations for teaching and scholarship, and often a faculty member's publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified. ]]></description>
      <pubDate>Sun, 21 Feb 2010 14:38:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1588</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[Keeping Our Teachers! Investigating Mentoring Practices to Support and Retain Novice Educators  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1587</link>
      <description><![CDATA[In this study, the researchers investigated the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support.  
]]></description>
      <pubDate>Sun, 21 Feb 2010 13:59:47 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1587</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=46">Mentoring &amp; Supervision</category>
    </item>
    <item>
      <title><![CDATA[The Activities of a School-Based Teacher Educator: A Theoretical and Empirical Exploration  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1559</link>
      <description><![CDATA[This paper describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. The authors use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. The results indicate that student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. 
]]></description>
      <pubDate>Wed, 10 Feb 2010 13:03:22 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1559</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=30">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Further Education Teachers' Accounts of Their Professional Identities ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1495</link>
      <description><![CDATA[This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, 
in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.]]></description>
      <pubDate>Wed, 16 Dec 2009 17:08:10 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1495</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=30">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1368</link>
      <description><![CDATA[This study examines the effect of the author’s modeling processes as evidenced by education students’ assessments of his courses.  The author addresses the particular question, what benefits do his students perceive receiving from his personal literacy practices in class? He collected data from 75 pre-service and in-service teachers enrolled in four different courses. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components.  ]]></description>
      <pubDate>Tue, 20 Oct 2009 11:54:26 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1368</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=30">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Teacher Educators Modelling Their Teachers? ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1347</link>
      <description><![CDATA[The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers' views on teaching. Becoming a teacher or a teacher educator is a long-term process of developing a professional identity, with role models being just one of the contributing factors. This study of 13 teacher educators addresses the impact of schoolteacher role models as part of the socialization process of becoming a teacher.  ]]></description>
      <pubDate>Thu, 01 Oct 2009 12:19:15 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1347</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=30">Teacher Educators</category>
    </item>
    <item>
      <title><![CDATA[Teach for America and Teacher Ed: Heads They Win, Tails We Lose]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1638</link>
      <description><![CDATA[This article is a brief analysis of the roots of TFA’s extraordinary rise as a major player in the world of educational reform and educational policy. In particular, the author focuses on the enormous marketing advantage that TFA enjoys over teacher education (TE) programs in recruiting students into the role of teacher. The author concludes that the competition between TFA and TE is a case of “heads they win, tails we lose.”]]></description>
      <pubDate>Sun, 14 Mar 2010 13:54:00 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1638</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">TE Programs</category>
    </item>
    <item>
      <title><![CDATA[Teacher Education and the American Future]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1637</link>
      <description><![CDATA[In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States. The author believes the central issue that teacher education must confront is how to foster learning about and from practice in practice. The author concludes that teacher education system in the United States the possibility of dramatically reforming teacher education and development. However, schools of education must hold themselves to a higher standard. Furthermore, teacher educators must be prepared to create partnerships with schools in their communities.]]></description>
      <pubDate>Sun, 14 Mar 2010 13:53:49 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1637</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">TE Programs</category>
    </item>
    <item>
      <title><![CDATA[Pathways to Critical Consciousness: A First-Year Teacher’s Engagement With Issues of Race and Equity ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1633</link>
      <description><![CDATA[In this article, the author asserts that critical racial consciousness is cultivated by context and performed—and often performed differently in different settings. The author considers the ways in which a White first-year teacher performs critical racial consciousness in the context of her urban fifth-grade classroom. The findings of this study fall into three themes—racial identity reflection, awareness of inequity, and challenges to engagement. The author asserts that “discourses of possibility” related to White racial consciousness can be encouraged in teacher preparation courses. The author concludes the article with implications for preservice teacher education and in-service teacher development.]]></description>
      <pubDate>Sun, 14 Mar 2010 13:53:36 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1633</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">TE Programs</category>
    </item>
    <item>
      <title><![CDATA[Culture, Craft, & Coherence: The Unexpected Vitality of Montessori Teacher Training]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1632</link>
      <description><![CDATA[The central argument of this essay is that Montessori teacher training offers a unique perspective on professional preparation, which is grounded in the core values—and paradoxes—of Montessori education. The author highlights three concepts—culture, craft, and coherence—that are common to the lexicon of teacher education but experienced distinctively in Montessori education. The essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.

]]></description>
      <pubDate>Sun, 14 Mar 2010 13:53:17 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1632</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=29">TE Programs</category>
    </item>
    <item>
      <title><![CDATA[To Be Or Not To Be… A Teacher? Exploring Levels of Commitment Related to Perceptions of Teaching among Students Enrolled in a Teacher Education Program ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1581</link>
      <description><![CDATA[This study investigated preservice teachers' understanding of their goal of becoming teachers and their motivation for teaching.  Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. 
Overall, findings from this study revealed that preservice teachers' understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants' stories.]]></description>
      <pubDate>Sun, 21 Feb 2010 14:37:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1581</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Seeing Self as Others See You: Variability in Self-Efficacy Ratings in Student Teaching ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1574</link>
      <description><![CDATA[The main objective of this study was to investigate the differences between pre-service English teachers' self-efficacy beliefs with the instructors' views of the teaching competence of these pre-service teachers. Thirty-nine Turkish student teachers and five Turkish female instructors participated in the study. The results of the research indicated that the student teachers' self-efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence.]]></description>
      <pubDate>Sun, 31 Jan 2010 14:33:55 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1574</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1571</link>
      <description><![CDATA[The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. 
The authors conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today's classrooms.  
]]></description>
      <pubDate>Sun, 31 Jan 2010 14:33:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1571</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Strengthening Partnerships and Boosting Conceptual Connections in Preservice Field Experience]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1567</link>
      <description><![CDATA[This article discusses research on a Partner Classroom pilot program that was implemented to provide high quality, targeted field experiences in a senior-level elementary literacy methods course. The authors documented Partner Classroom experiences for two sections of a literacy methods course across two different semesters. The authors investigated the following research question: What did teacher candidates notice and value, and how did they make sense of one Partner Classroom visit each semester? Findings indicate candidates valued seeing a “real” teacher in action to help course concepts and theories come alive. 
]]></description>
      <pubDate>Sun, 31 Jan 2010 14:30:04 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1567</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=28">Preservice Students</category>
    </item>
    <item>
      <title><![CDATA[Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1607</link>
      <description><![CDATA[This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. 
The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.  
]]></description>
      <pubDate>Sun, 21 Feb 2010 14:15:18 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1607</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1586</link>
      <description><![CDATA[In this essay on scholarship and teaching, the author explores surrounding mentoring programs. 
New ways of professional learning are suggested. These ways encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.  ]]></description>
      <pubDate>Sun, 21 Feb 2010 13:58:26 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1586</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA['Support Our Networking and Help Us Belong!': Listening to Beginning Secondary School Science Teachers ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1582</link>
      <description><![CDATA[During the course of an Initial Teacher Education programme, beginning teachers develop strong professional relationships. This study investigates the nature of these webs of relationships as networks, from a teacher's ego-centric perspective. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university's PostGraduate Certificate in Education, were studied. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter-relationships teachers utilise for their professional development. ]]></description>
      <pubDate>Sun, 31 Jan 2010 14:15:41 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1582</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Compromise in Collaborating With Families: Perspectives of Beginning Special Education Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1517</link>
      <description><![CDATA[This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. 
Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job.

]]></description>
      <pubDate>Wed, 23 Dec 2009 15:40:08 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1517</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=27">Beginning Teachers</category>
    </item>
    <item>
      <title><![CDATA[Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1618</link>
      <description><![CDATA[Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. 
This article addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The article describes survey development process and results from a pilot study on 124 preservice teachers.]]></description>
      <pubDate>Tue, 02 Mar 2010 17:33:31 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1618</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Using Performance-Based Assessments to Prepare Safe Science Teachers]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1525</link>
      <description><![CDATA[In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner. ]]></description>
      <pubDate>Tue, 12 Jan 2010 16:44:41 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1525</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Teachers' Perception of the New Teacher Evaluation Policy: A Validity Study of the Policy Characteristics Scale ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1491</link>
      <description><![CDATA[Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, the authors describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. Implications for policy makers and school leaders are discussed.

]]></description>
      <pubDate>Wed, 16 Dec 2009 13:43:12 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1491</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1475</link>
      <description><![CDATA[This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.]]></description>
      <pubDate>Wed, 09 Dec 2009 15:49:17 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1475</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=26">Teaching Assessment</category>
    </item>
    <item>
      <title><![CDATA[Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1621</link>
      <description><![CDATA[This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.]]></description>
      <pubDate>Tue, 02 Mar 2010 17:32:26 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1621</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1620</link>
      <description><![CDATA[The purpose of the study is to examine student teachers' intentions and actions in technology integration in their classrooms. 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning.]]></description>
      <pubDate>Tue, 02 Mar 2010 17:32:15 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1620</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1619</link>
      <description><![CDATA[This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined the relative benefits for students who participated in a technology-assisted project-based learning experience. The authors also contrasted the students’ experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school.
]]></description>
      <pubDate>Tue, 02 Mar 2010 17:31:58 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1619</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching  ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1610</link>
      <description><![CDATA[The authors’ goal was to improve their online environment by testing and modifying it to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors propose a model for developing mathematical knowledge for teaching (MKT) in an online environment. The authors believe that their model for Online Asynchronous Collaboration (OAC) is a promising practice in teacher education.  

]]></description>
      <pubDate>Sun, 21 Feb 2010 14:40:17 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1610</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=25">Technology &amp; Computers</category>
    </item>
    <item>
      <title><![CDATA[Evaluating Alignment Between Curriculum, Assessment, and Instruction]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1614</link>
      <description><![CDATA[Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required.  The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method. ]]></description>
      <pubDate>Sun, 21 Feb 2010 14:37:54 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1614</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Evidence-Based Education Policy: Lip Service or Common Practice? Empirical Findings from Germany]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1611</link>
      <description><![CDATA[Since the late 1990s, it has been the practice in Germany that decisions in educational policy and educational administration should primarily be subject to evidence in terms of reliable empirical data. This article presents new empirical findings concerning the way in which the reception and processing of educational scientific evidence is currently carried out. Relating to an explorative study that consists of 12 qualitative interviews with ministerial personnel in four German school ministries, the findings generally indicate that evidence-based educational policy in Germany is less a matter of paying lip service, but rather increasingly becoming common practice. ]]></description>
      <pubDate>Sun, 21 Feb 2010 14:37:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1611</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Conceptualizing Dispositions: Intellectual, Cultural, and Moral Domains of Teaching ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1583</link>
      <description><![CDATA[In this paper, the authors’ goal is to explore how teacher candidates are inclined to think through issues of content and pedagogy, the cultural backgrounds of their students, and the values driving their moral reasoning. The authors provide a heuristic that organizes dispositions around three domains - intellectual, cultural, and moral. The authors use a small sample of teacher candidate journal entries to ground the discussion of each disposition domain. The authors offer recommendations for how teacher education programs can provide opportunities for prospective teachers to consider their dispositions and to identify how their dispositions influence teaching decisions.]]></description>
      <pubDate>Sun, 31 Jan 2010 14:31:12 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1583</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Toward a Theory of Aesthetic Learning Experiences]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1553</link>
      <description><![CDATA[The purpose of this paper is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from Art as Experience as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, the author suggests six themes that teachers can draw upon to help students attain engaged learning experiences. ]]></description>
      <pubDate>Sun, 31 Jan 2010 14:31:37 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1553</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=24">Theories &amp; Approaches</category>
    </item>
    <item>
      <title><![CDATA[Learning Teaching in, from, and for Practice: What Do We Mean?]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1635</link>
      <description><![CDATA[The purpose of this article is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author explores four different conceptions of practice and their implications for how learning teaching might be organized. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned.]]></description>
      <pubDate>Sun, 14 Mar 2010 13:59:50 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1635</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">TE - General Trends</category>
    </item>
    <item>
      <title><![CDATA[Against Boldness]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1634</link>
      <description><![CDATA[In this article, the author challenges the notion that boldness is an inherently good thing. The author argues against the pursuit of boldness per se. In fact, the author argues that bold ideas are part of our problem, for by definition they are unrealistic. Ultimately, bold ideas fail because they don’t take real circumstances into account. The author examines four versions of the concept of boldness and show why each ultimately offers false hope. ]]></description>
      <pubDate>Sun, 14 Mar 2010 13:59:33 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1634</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">TE - General Trends</category>
    </item>
    <item>
      <title><![CDATA[Grounded: Practicing What We Preach ]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1631</link>
      <description><![CDATA[In this article the authors examine the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. The authors propose the grounded practice model that describes an approach whereby teacher educators not only teach university-based classes but also extend their practice to the K-12 setting, with K-12 students. The authors consider the benefits of this approach. Finally, the authors suggest several models that provide teacher educators with the opportunity to work in both contexts.
]]></description>
      <pubDate>Sun, 14 Mar 2010 13:59:20 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1631</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">TE - General Trends</category>
    </item>
    <item>
      <title><![CDATA[The Work of Teaching and the Challenge for Teacher Education]]></title>
      <link>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1630</link>
      <description><![CDATA[In this paper, the authors argue for making practice the core of teachers’ professional preparation. The authors set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors offer examples of what might be involved in teaching practice. The authors conclude with  a discussion of challenges of and resources for the enterprise.]]></description>
      <pubDate>Sun, 14 Mar 2010 13:59:00 GMT</pubDate>
      <guid>http://itec.macam.ac.il/portal/ArticlePage.aspx?id=1630</guid>
      <category domain="http://itec.macam.ac.il/portal/SectionPage.aspx?id=23">TE - General Trends</category>
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