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The article is based on qualitative interviews conducted with primary school teachers in the situation of school closure due to the COVID-19 pandemic. The aim is to focus on the 'normality' of school teaching in a crisis situation: What is revealed about the otherwise unexamined basics of 'teaching' when the common presence of teachers and pupils in the classroom is not possible? The analysis is directed in particular at the spatial constitution of teaching as the physical co-presence of the teacher and the members of a learning group in the classroom. This basic spatial condition of teaching can be understood as 'inclusion' in a certain sense. At the very least, the crisis of school closure underlines how much any shared and common engagement with the topic is dependent on a practice of interaction among those physically present. (DIPF/Orig.)

The article is based on qualitative interviews conducted with primary school teachers in the situation of school closure due to the COVID-19 pandemic. The aim is to focus on the 'normality' of school teaching in a crisis situation: What is revealed about the otherwise unexamined basics of 'teaching' when the common presence of teachers and pupils in the classroom is not possible? The analysis is directed in particular at the spatial constitution of teaching as the physical co-presence of the teacher and the members of a learning group in the classroom. This basic spatial condition of teaching can be understood as 'inclusion' in a certain sense. At the very least, the crisis of school closure underlines how much any shared and common engagement with the topic is dependent on a practice of interaction among those physically present.

Der Klassenrat wird nicht nur als Instanz demokratischen Lernens verstanden, sondern auch als gemeinschaftsstiftende Maßnahme, in der Schüler*innen selbstorganisiert (Konflikt)Themen bearbeiten sollen. Abstimmungen bilden in der Praxis ein zentrales Moment, mit dem Partikularinteressen in einen anzuerkennenden Mehrheitsbeschluss überführt werden. Anhand ethnographischer Beobachtungsprotokolle dreier Klassenräte haben wir Abstimmungsprozesse rekonstruiert und unterschiedliche Modi herausgearbeitet, wie dort Bezüge zu Gemeinsamem hergestellt werden, die zugleich schulisch rational sein sollen. Die (Klassen)Gemeinschaft, die dabei performativ von Schüler*innen, Pädagoginnen und Pädagogen entworfen wird, ist als eine funktionale und pragmatische Arbeitsgemeinschaft zu verstehen. Die Abstimmung fungiert hierfür als methodische Lösung.

Der Klassenrat wird nicht nur als Instanz demokratischen Lernens verstanden, sondern auch als gemeinschaftsstiftende Maßnahme, in der Schüler*innen selbstorganisiert (Konflikt)Themen bearbeiten sollen. Abstimmungen bilden in der Praxis ein zentrales Moment, mit dem Partikularinteressen in einen anzuerkennenden Mehrheitsbeschluss überführt werden. Anhand ethnographischer Beobachtungsprotokolle dreier Klassenräte haben wir Abstimmungsprozesse rekonstruiert und unterschiedliche Modi herausgearbeitet, wie dort Bezüge zu Gemeinsamem hergestellt werden, die zugleich schulisch rational sein sollen. Die (Klassen)Gemeinschaft, die dabei performativ von Schüler*innen, Pädagoginnen und Pädagogen entworfen wird, ist als eine funktionale und pragmatische Arbeitsgemeinschaft zu verstehen. Die Abstimmung fungiert hierfür als methodische Lösung. (DIPF/Orig.) The class council is not only understood as an entity of democratic learning, but also as a community-building measure in which students can work on (conflict) issues independently. In practice, voting transforms particular interests into a majority decision that is to be accepted. On the basis of ethnographic observations of three class councils, we analyzed voting processes and reconstructed different modes of how references to the commonality are made there, which at the same time are supposed to be rational in school terms. The performatively produced class community is therefore to be understood as a functional and pragmatic working community. Voting serves as a methodical solution for this. (DIPF/Orig.)

Space is only gradually emerging as a topic in educational research in general and in research on schools in particular. In this paper, we a pproach an empirical examination of social processes in schools within the framework of two prominent theoretical a pproaches to the topic of space: the absolute and the relational. By empirically examining how classroom arrangements are influenced by material space and in themselves constitute space, we hope to arrive at a better understanding of how space, teaching, and social relationship structures are intertwined in schools. Furthermore, we present the argument that a combination of the two spatial concepts is promising when empirically examining social processes within a spatial reference frame.

Purpose: Infantile glycogen storage disease type II (GSD-II) is a fatal genetic muscle disorder caused by deficiency of acid α-glucosidase (GAA). The purpose of this study was to investigate the safety and efficacy of recombinant human GAA (rhGAA) enzyme therapy for this fatal disorder. Methods: The study was designed as a phase I/II, open-label, single-dose study of rhGAA infused intravenously twice weekly in three infants with infantile GSD-II. rhGAA used in this study was purified from genetically engineered Chinese hamster ovary (CHO) cells overproducing GAA. Adverse effects and efficacy of rhGAA upon cardiac, pulmonary, neurologic, and motor functions were evaluated during 1 year of the trial period. The primary end point assessed was heart failure–free survival at 1 year of age. This was based on historical control data that virtually all patients died of cardiac failure by 1 year of age. Results: The results of more than 250 infusions showed that rhGAA was generally well tolerated. Steady decreases in heart size and maintenance of normal cardiac function for more than 1 year were observed in all three infants. These infants have well passed the critical age of 1 year (currently 16, 18, and 22 months old) and continue to have normal cardiac function. Improvements of skeletal muscle functions were also noted; one patient showed marked improvement and currently has normal muscle tone and strength as well as normal neurologic and Denver developmental evaluations. Muscle biopsies confirmed that dramatic reductions in glycogen accumulation had occurred after rhGAA treatment in this patient. Conclusions: This phase I/II first study of recombinant human GAA derived from CHO cells showed that rhGAA is capable of improving cardiac and skeletal muscle functions in infantile GSD-II patients. Further study will be needed to assess the overall potential of this therapy.

In response to the need to develop evidence-based best practices interventions and services for individuals in the early stages of Alzheimer’s disease (AD), the authors conducted an interdisciplinary literature review of exemplar programs, defined as those including multimodal or unimodal interventions; shown to be appropriate for individuals in the early stages of AD; demonstrating promise to support, maintain, and improve independent functioning; and shown to have positive effects for a variety of outcomes, including quality of life. This article examines evidence from five kinds of programs: (a) multimodal interventions, (b) programs developed by the Southwest Florida Interdisciplinary Center for Positive Aging, (c) sleep enhancement interventions, (d) managed care programs, and (e) technology-based interventions. Evidence from the review suggests that a number of programs can support functioning and improve quality of life for adults living with the early stages of memory loss. The article concludes with recommendations to advance a national research agenda in this area.