No abstract

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways, at least in Spain, of constructing educational accountability (cf. Berliner, 1989; Gage & Needels, 1989). We unpack four themes relevant across the three projects, which emerged from our joint discussions of the three interventions: (a) how "outcomes/results" are reconstructed in XCOL/PAR educational interventions, (b) the transformations in our emergent professional identities, (c) the place of different materialities and expressive media in the work we planned (d) how space-time constraints were construed in our unfolding projects.

During the transition from neonate to adulthood, brain maturation establishes coherence between behavioral states—wakefulness, non-rapid eye movement, and rapid eye movement sleep. In animal models few studies have characterized and analyzed cerebral rhythms and the sleep–wake cycle in early ages, in relation to adulthood. Since the analysis of sleep in early ages can be used as a predictive model of brain development and the subsequent emergence of neural disturbances in adults, we performed a study on late neonatal mice, an age not previously characterized. We acquired longitudinal 24 h electroencephalogram and electromyogram recordings and performed time and spectral analyses. We compared both age groups and found that late neonates: (i) spent more time in wakefulness and less time in non-rapid eye movement sleep, (ii) showed an increased relative band power in delta, which, however, reduced in theta during each behavioral state, (iii) showed a reduced relative band power in beta during wakefulness and non-rapid eye movement sleep, and (iv) manifested an increased total power over all frequencies. The data presented here might have implications expanding our knowledge of cerebral rhythms in early ages for identification of potential biomarkers in preclinical models of neurodegeneration.

During the transition from neonate to adulthood, brain maturation establishes coherence between behavioral states—wakefulness, non-rapid eye movement, and rapid eye movement sleep. Few studies have characterized and analyzed cerebral rhythms and the sleep–wake cycle in early ages, in relation to adulthood. Since the analysis of sleep in early ages can be used as a predictive model of brain development and the subsequent emergence of neural disturbances in adults, we performed a study on late neonatal and adult wild-type C57BL/6 mice. We acquired longitudinal 24 h electroencephalogram and electromyogram recordings and performed time and spectral analyses. We compared both age groups and found that late neonates: (i) spent more time in wakefulness and less time in non-rapid eye movement sleep, (ii) showed an increased relative band power in delta, which, however, reduced in theta during each behavioral state, (iii) showed a reduced relative band power in beta during wakefulness and non-rapid eye movement sleep, and (iv) manifested an increased total power over all frequencies. Given the mice–human age equivalence, the data presented here might have implications for the clinical context in the analysis of electroencephalogram and sleep-based early and late diagnosis after injury or neurodegeneration.