The historically high inequities in the education systems of Central and East-European countries have been further exacerbated in the wake of the COVID-19 pandemic. Using critical frame analysis, we compared the education policy debates in Romania, Hungary, Bulgaria and Republic of Moldova during the first wave of the COVID-19 pandemic with a particular focus on inequities. We discuss the policy frames proposed and utilized by governmental and non-governmental actors to understand their roles played in articulating policy responses to the COVID-19 crisis, and highlight the specificities and commonalities of the political language within and across the national borders of the four countries. We conclude with our findings on the dynamics and structure of the policy debate between state and non-state actors in times of crisis with a particular focus on policy spaces and policy temporalities. Two ways of constructing spatio-temporalities co-exist: one is national, state and public health centric and focuses on governing ‘through’ the crisis; and the other is focused on long term planning while constructing the crisis as an opportunity for decisive intervention towards more equitable education.

A critical discussion of the first findings in an exploratory study of learning to teach for diversity and inclusion is proposed. The analysis of language data from semi-structured interviews with teachers, in the early stages of the proposed exploratory study, employs the conceptual tools of chronotopical analysis (Bakhtin, 1981;Bloome et al., 2009) and those of positioning theory (Davies and Harré, 1990). Findings indicate the emergence of common practitioners' narratives on learning for diversity and inclusion. Holding on to the existing narratives appears to be the practitioners' preferred strategy in finding and affirming a position regarding the common discourse on teaching and learning for diversity and inclusion in the space of the schools' common practices. The production and deployment of new mental or material tools to learn and teach for diversity and inclusion is obstructed by what teachers name a lack of relevant information on specific educational needs of learners in their classrooms, a sense of isolation in the classroom practice and an impermeable boundary structure of the timely delivery of disciplinary contents expected of teachers in mainstream education. The implications for research and for educational practice are discussed here.

In this analysis it is proposed to address two research questions: (1) what is the role of collaboration in teachers' professional growth and ability to educate for diversity and inclusion in Romanian classrooms? and (2) how does it affect teachers' professional agency? Our data includes semi-structured interviews and voice-recorded conversations of teachers collaboratively planning ways forward in their classroom teaching through Lesson Study. Findings suggest that collaborative work that is dialogical, purposeful, and learner-centred might help teachers change their perspective on teaching for diversity and inclusion, moving away from viewing students as problems, to seeing what they are capable of instead. Further debate and research are necessary since some collaborative practices and the contexts they create, make this particular transformation in teachers' perspectives and their sense of professional agency less likely.Teachers position what is important to them in the requirements of the practice they recognize, suggesting that professional agency is historically and contextually constructed. It requires ongoing interpretation because it is neither an attribute nor a representation of a fixed self. This has important ramifications for professional development initiatives.

Racemform von V aus; Einengen der Mutterlauge ließ noch weiteres inaktives V ausfallen; aus der Mutterlauge fiel nach starkem Einengen und auf Zugabe von Petroläther stark aktiviertes Material aus. Von ca. 50proz. Aktivierung an lieferte erneutes Umkristallisieren aus Benzol audi ein optisch aktives Erstkristallisat: es wurde in weitere Fraktionierungen eingesetzt. Das in Benzol sehr viel besser lösliche Mutterlaugen-Kristallisat wurde nunmehr aus Petroläther (Siedebereich 60 bis 70°) analog konsequent weiter fraktioniert.Kieselgel-Chromatographie in Benzol und rasches Sublimieren (höchstens 0,1 g-Portionen!) bei 90° und 0,001 Torr gestattete die Abtrennung von den in den leichtest löslichen Fraktionen angereicherten Fremdbeimengungen, ohne daß Racemisation bemerkbar war. Anschließendes viermaliges Umkristallisieren, zuletzt aus Alkohol, erbrachte keine Änderung der Schmelzpunkts-und Drehwerte mehr. Aus insgesamt 70 g eingesetztem (±) V wurden so direkt je 600 mg der beiden V-Enantiomeren mit Höchstdrehung, ferner noch je rund lg ( + )-bzw. (-)-Material mit [a] 405-Wer-

The paper introduces a theoretical argument cautioning against the constant referencing of disappointing reports on international (PISA) and/or national examination (i.e. Bacalaureat, Capacitate, Titulatizare în Învățământ) as springboards for reviving a repetitive rhetoric on the imperatives of the educational reform in Romania. It builds on the analysis model proposed by Münch (2014), confronting the concept of literacy applied by PISA test with the curriculum and typical lessons in Romanian secondary schools to explore the extent of their convergence and divergence. Findings indicate that such a focus successfully builds to a rhetoric of deficit in structuring discursive practices on educational reforms, which is neither theoretically sound, nor has it proved productive for envisioning tools and actions worthy of trust and eliciting educational agents' commitment at all levels of practice and decision. The proposed discussion seems particularly worthy of attention in contexts of educational practice with longstanding histories of conformity to prescribed educational policies.