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Amines and carboxylic acids are abundant chemical feedstocks that are nearly exclusively united via the amide coupling reaction. The disproportionate use of the amide coupling leaves a large section of unexplored reaction space between amines and acids: two of the most common chemical building blocks. Herein we conduct a thorough exploration of amine–acid reaction space via systematic enumeration of reactions involving a simple amine–carboxylic acid pair. This approach to chemical space exploration investigates the coarse and fine modulation of physicochemical properties and molecular shapes. With the invention of reaction methods becoming increasingly automated and bringing conceptual reactions into reality, our map provides an entirely new axis of chemical space exploration for rational property design. Amines and carboxylic acids are abundant chemical feedstocks, however, the current reaction space of those two building blocks is focused on amide coupling. Here, the authors extensively explore the amine–acid reaction space via systematic reaction enumeration using graph editing and demonstrate its utility in retrosynthetic analysis as well as late-stage diversification.

A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.

In the past two decades, complexity thinking has emerged as an important theoretical response to the limitations of orthodox ways of understanding educational phenomena. Complexity provides ways of understanding that embrace uncertainty, non-linearity and the ineviTable 'messiness' that is inherent in educational settings, paying attention to the ways in which the whole is greater than the sum of its parts. This is the first book to focus on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning. Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education (PE). It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice.

El objetivo de este trabajo fue comprobar el impacto de una temporada según el modelo de Educación Deportiva (MED) sobre la satisfacción de las necesidades psicológicas básicas, la responsabilidad y las relaciones sociales en escolares de Educación Primaria. Los estudiantes pertenecían a un centro rural con agrupaciones multinivel, donde estudiantes con diferente edad (8-10 y 10-12 años) y nivel madurativo conviven en una misma clase. Se realizó un diseño cuasi-experimental pre-test/post-test con un único grupo de medida (N = 24, M edad = 10.12; DT 1.29), al que se aplicó un único nivel de tratamiento. Las necesidades psicológicas básicas (autonomía, competencia y relación) fueros evaluadas con la Basic Psychological Needs in Exercise Scale, la responsabilidad mediante una escala basada en los niveles propuestos en el Modelo de Responsabilidad Personal y Social (Hellison, 2011), y las relaciones sociales con un cuestionario sociométrico. Además, la percepción de los estudiantes fue analizada con un grupo focal para evaluar si el MED facilita las relaciones sociales. El alumnado recibió un programa de 18 sesiones (45 minutos por sesión) en las clases de Educación Física basado en el MED. Se prestó especial importancia al diseño del contenido deportivo (reglas que permitieran jugar con diferente nivel de desarrollo) y distribución de responsabilidades a través de los roles en función del nivel de desarrollo (los estudiantes de los niveles superiores asumieron roles de organización). Los resultados mostraron mejoras significativas sobre las necesidades de competencia y relación, la dimensión amigo negativo (reducción) y el nivel de responsabilidad. La percepción del alumnado reveló mejoras en las relaciones sociales, lo cual parece indicar que el establecimiento de relaciones multinivel puede potenciar los beneficios del modelo. En conclusión, este estudio muestra la viabilidad y potencial pedagógico del MED en un contexto rural y multinivel.

Cloud-based tools are increasingly used in research processes. In this paper, we illustrate the practice of one research team making use of multiple cloud-based applications in preparing, analyzing, and sharing research data, as well as in collaborative writing and display of results. Important research ethics considerations are also explored as a foundation for this practice. We believe that our detailed description of the steps involved can be of help to researchers, particularly novice researchers who may lack research funds to have qualitative interviews transcribed. This mashed-up use of free cloud-based software makes data preparation from qualitative interviews cost-effective, more efficient, thorough, and collaborative.

El objetivo de este trabajo fue comprobar el impacto de una temporada según el modelo de Educación Deportiva (MED) sobre la satisfacción de las necesidades psicológicas básicas, la responsabilidad y las relaciones sociales en escolares de Educación Primaria. Los estudiantes pertenecían a un centro rural con agrupaciones multinivel, donde estudiantes con diferente edad (8-10 y 10-12 años) y nivel madurativo conviven en una misma clase. Se realizó un diseño cuasi-experimental pre-test/post-test con un único grupo de medida (N = 24, M edad = 10.12; DT 1.29), al que se aplicó un único nivel de tratamiento. Las necesidades psicológicas básicas (autonomía, competencia y relación) fueros evaluadas con la Basic Psychological Needs in Exercise Scale, la responsabilidad mediante una escala basada en los niveles propuestos en el Modelo de Responsabilidad Personal y Social (Hellison, 2011), y las relaciones sociales con un cuestionario sociométrico. Además, la percepción de los estudiantes fue analizada con un grupo focal para evaluar si el MED facilita las relaciones sociales. El alumnado recibió un programa de 18 sesiones (45 minutos por sesión) en las clases de Educación Física basado en el MED. Se prestó especial importancia al diseño del contenido deportivo (reglas que permitieran jugar con diferente nivel de desarrollo) y distribución de responsabilidades a través de los roles en función del nivel de desarrollo (los estudiantes de los niveles superiores asumieron roles de organización). Los resultados mostraron mejoras significativas sobre las necesidades de competencia y relación, la dimensión amigo negativo (reducción) y el nivel de responsabilidad. La percepción del alumnado reveló mejoras en las relaciones sociales, lo cual parece indicar que el establecimiento de relaciones multinivel puede potenciar los beneficios del modelo. En conclusión, este estudio muestra la viabilidad y potencial pedagógico del MED en un contexto rural y multinivel.Abstract. The goal of this study was to examine the impact of a Sport Education season on psychological basic needs satisfaction, responsibility and social relations in Primary Education students. The students belonged to a rural school with multilevel groups, where students, with different ages (8 to 10 years and 10 to 12 years) and maturity levels, coexist in a same class. A quasi-experimental design was used with pre-test/post-test on an experimental group with 24 participants (M age = 10.12, SD 1.29), to which a single treatment level was applied. Psychological basic needs satisfaction (autonomy, competence, and relatedness) were measured by Basic Psychological Needs in Exercise Scale, responsibility through a scale based on the levels proposed in the Personal and Social Responsibility Model (Hellison, 2011), and social relation by a sociometric questionnaire based on friendship scales. Furthermore, the students’ perception was analysed by a focus group to assess whether the Sport Education promoted social relations. The students received 18 lessons (each lesson 45 mins) of physical education based on the Sport Education. Special importance was given to the design of the games (rules that allowed students to play together with different levels of development together) and distribution of responsibilities through roles based on the level of development (older students assumed officiating roles). Results showed significant improvements in the competence and relatedness needs, negative friend dimension (decrease) and responsibility level. Furthermore, students´ perception revealed improvements in social relations, which might indicate that the establishment of multilevel relations could enhance the benefits of the model. In conclusion, this study shows the viability and pedagogical potential of Sport Education in a rural and multilevel context.

This paper describes a process of self-study that has developed between two teacher educators, their student teachers and their school-based colleagues. The impetus for the research comes from a three-year action research project investigating the organization of and the instruction in a school integrated teacher education course aimed at preparing student teachers to become teachers.

The opening extract on the school-integrated teacher education (SITE) experience focuses on how student engagement in a school context created the conditions for learning how to teach. In this chapter this experience will be interpreted with a complexity lens, considering how learning can be considered as an emergent process (Osberg & Biesta, 2008). As described by Hopper (2010), SITE courses allow students \"through continued participation in a school culture\" to \"gradually take responsibility for teaching episodes within a lesson\" as they \"continually reflect on shared experiences from a school context through systematic observation, active participation and joint reflection on practice\" (p. 12). The SITE course creates the conditions for learning to be framed as an emergent interplay of what the person brings to the situation as they engage in the challenges of the tasks and the outcomes of these interactions.

S'inspirant des expériences d'enseignement du tennis selon une approche TGfU, cet article explore des façons de mettre au point des pratiques d'évaluation qui permettent aux élèves d'interpriter les mouvements des joueurs sans la balle. Cet article argue que l'évaluation doit évoluer, passant de l'évaluation de l'apprentissage à l'évaluation pour l'apprentissage et comme apprentissage ([Earl], 2003). Lorsque les enseignants et les élèves commencent à mettre l'accent sur l'évaluation de l'apprentissage du jeu plutôt que sur l'evaluation des habiletés au jeu, ils apprennent à interpréter et comprendre le rôle du joueur dans le jeu. De telles interprétations encouragent les élèves à poser des gestes anticipatoires qui les aident à maximiser la bonne exécution des habiletés. Des termes comme Base (recouvrement), Décision (interprétation), Couverture (réactivité) et Ajustement (réaction) servent à articuler et présenter les mouvements sans la balle des joueurs pendant unejoute. Partant de ce fondement, l'article s'inspire des expériences d'enseignement aux jeunes du secondaire et de la première année d'université ([Tim Hopper, Ph.D.], 1990; Hopper, 2003). Lors des experiences passées, on a eu recours aux evaluations fondées sur des critères et à l'instrument d'évaluation du rendement au jeu (Griffin et al., 1997) pour noter le progrès des élèves et pour souligner leurs réussites.