E. de Bruijn

Combined sequence-based and genetic mapping analysis of complex traits in outbred rats

Genetic mapping on fully sequenced individuals is transforming understanding of the relationship between molecular variation and variation in complex traits. Here we report a combined sequence and genetic mapping analysis in outbred rats that maps 355 quantitative trait loci for 122 phenotypes. We identify 35 causal genes involved in 31 phenotypes, implicating new genes in models of anxiety, heart disease and multiple sclerosis. The relationship between sequence and genetic variation is unexpectedly complex: at approximately 40% of quantitative trait loci, a single sequence variant cannot account for the phenotypic effect. Using comparable sequence and mapping data from mice, we show that the extent and spatial pattern of variation in inbred rats differ substantially from those of inbred mice and that the genetic variants in orthologous genes rarely contribute to the same phenotype in both species.

Beyond locality: the creation of public practice‐based knowledge through practitioner research in professional learning communities and communities of practice. A review of three books on practitioner research and professional communities

In both the fields of educational practice and educational research the professional development of teachers was, is and is promising to remain an urgent and relevant topic. Practitioner research performed by teachers in professional learning communities and communities of practice is promising to serve their professional development. In addition, practitioner research and participation in these learning and working communities aim at explicating the locally existing tacit professional knowledge. Since practitioner research is also defined as a means to the aim of creating knowledge that is more relevant to the practice of education than the knowledge created by research institutes, we are concerned with the question of which mechanisms can be identified as enabling the production of public practice‐based knowledge. Therefore we review three current books on practitioner research and professional communities.

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands.

Abstract In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace.