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This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the men‐ tors, (b) the probationary status of new teachers, and (c) the evaluation of new teach‐ ers' competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreas‐ ing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teach‐ ers. Key Words: teacher education, mentorship, social justice, critical democratic, Ontario New Teacher Induction ProgramCet article porte sur les objectifs cachés du Programme dʹinsertion professionnelle du nouveau personnel enseignant (PIPNPE) de l'Ontario. Pour cette recherche, les au‐ teurs ont interviewé 47 professeurs de pédagogie dans huit facultés d'éducation. Ces entrevues révèlent des inquiétudes au sujet (a) du mode de sélection des mentors, (b) du statut probatoire du nouveau personnel enseignant, (c) de l'évaluation des compé‐ tences du nouveau personnel enseignant. Selon certains des répondants, la structure du PIPNPE peut dissuader certains nouveaux enseignants de critiquer le système qui les emploie, ce qui diminue les chances qu'ils prennent une orientation démocratique critique dans leur enseignement. Ces observations ont des implications pour tout programme d'insertion professionnelle ou de mentorat s'adressant au nouveau per‐ sonnel enseignant. Mots clés : formation à l'enseignement, mentorat, justice sociale, critique, démocrati‐ que, Programme dʹinsertion professionnelle du nouveau personnel enseignant de l'Ontario.

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators" perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers" abilities to counter systemic oppression—racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education.

Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the three schools participated in two focus group discussions about their definitions of student engagement, indicators of and factors affecting student engagement, and how to facilitate it. The findings indicate that teachers' conceptions of student engagement have profound ramifications for the ways that they approach their work. Additionally, the teachers recognize that student engagement is a symptom displayed by individuals, but the roots of engagement lay elsewhere. The teachers also described a wide range of strategies to enhance their students' engagement that focused primarily on the student, the teacher and the classroom through improving student-teacher relationships, incorporating out-of-school issues in the curriculum and the classroom, and having teachers show engagement with educational material. We conclude by outlining several implications for practice and policy and by calling for more research on the origins, development and consequences of teachers' conceptions of student engagement.Alors que l'engagement des élèves joue un rôle central dans le processus éducatif, en définir le sens représente un défi. Cette étude porte sur les conceptions qu'ont les enseignants des dimensions sociales et culturelles de l'engagement des élèves dans trois écoles peu performantes situées dans des régions urbaines à faible statut socioéconomique. Seize enseignants et administrateurs de trois écoles ont participé à des discussions thématiques de groupe pour partager ce qu'ils entendaient par « engagement des élèves », les indicateurs de celui-ci, les facteurs qui l'influençaient et les moyens de le faciliter. Les résultats indiquent que les conceptions qu'ont les enseignants de l'engagement des élèves ont des répercussions profondes sur leur façon d'aborder leur travail. De plus, les enseignants reconnaissent que l'engagement des élèves est un symptôme que manifeste une personne, mais que les racines en sont ailleurs. Les enseignants ont décrit une vaste gamme de stratégies qui visent l'augmentation de l'engagement des élèves, qui sont axées surtout sur l'élève, l'enseignant et la salle de classe, et qui reposent sur l'amélioration du rapport enseignant-élève, l'intégration d'enjeux externes dans le programme d'études et une manifestation d'engagement de la part des enseignants avec la matière à l'étude. Nous concluons en présentant les grandes lignes des incidences de cette étude sur la pratique et la politique, et en réclamant davantage de recherche sur les origines, le développement et les conséquences des conceptions qu'ont les enseignants de l'engagement des élèves.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked Download ; Carbamazepine (CBZ) causes life-threating T-cell-mediated hypersensitivity reactions, including serious cutaneous adverse reactions (SCARs) and drug-induced liver injury (CBZ-DILI). In order to evaluate shared or phenotype-specific genetic predisposing factors for CBZ hypersensitivity reactions, we performed a meta-analysis of two genomewide association studies (GWAS) on a total of 43 well-phenotyped Northern and Southern European CBZ-SCAR cases and 10,701 population controls and a GWAS on 12 CBZ-DILI cases and 8,438 ethnically matched population controls. HLA-A*31:01 was identified as the strongest genetic predisposing factor for both CBZ-SCAR (odds ratio (OR) = 8.0; 95% CI 4.10-15.80; P = 1.2 × 10-9 ) and CBZ-DILI (OR = 7.3; 95% CI 2.47-23.67; P = 0.0004) in European populations. The association with HLA-A*31:01 in patients with SCAR was mainly driven by hypersensitivity syndrome (OR = 12.9; P = 2.1 × 10-9 ) rather than by Stevens-Johnson syndrome/toxic epidermal necrolysis cases, which showed an association with HLA-B*57:01. We also identified a novel risk locus mapping to ALK only for CBZ-SCAR cases, which needs replication in additional cohorts and functional evaluation. ; European Union (EU) European Union (EU) Instituto de Salud Carlos III Medical Research Council UK (MRC) United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH National Institute of Allergy & Infectious Diseases (NIAID) United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH National Institute of General Medical Sciences (NIGMS) Swedish Heart-Lung Foundation Swedish Research Council MRC Centre for Drug Safety Science International Serious Adverse Events Consortium (iSAEC) National Institute for Health Research (NIHR) Nottingham Digestive Diseases Biomedical Research ...