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1. Examining Enactments of Project-Based Learning in Secondary English Language Arts

Author

Alison G. Boardman, Joseph L. Polman, Karla Scornavacco, Ashley Seidel Potvin, Antero Garcia, Bridget Dalton, Kristina Stamatis, Aaron Guggenheim, and Jessica L. Alzen

Abstract

Project-based learning (PBL) grounds instruction in authentic learning experiences where students engage in real-world explorations that culminate in a final product or performance. We report on a mixed methods study with 43 ninth-grade English language arts (ELA) teachers (22 PBL and 21 comparison) and 1,671 students exploring the feasibility of enacting PBL in ELA classrooms and examining how teachers and students perceived this approach to learning. PBL teachers enacted PBL design principles significantly more than comparison teachers. The majority of PBL teachers perceived positive instructional shifts including more student-centered and authentic learning, more student choice, and greater student engagement. Many teachers also expressed a sense of renewal and passion. Students in PBL classrooms reported more meaningful learning experiences, opportunities for collaboration, and other aspects of social and emotional learning. We discuss tensions, including the challenge of covering required content and skills within a PBL-focused classroom.

Published
2024

2. Reconfiguring Science Education through Caring Human Inquiry and Design with Pets

Author

Priyanka Parekh, Joseph L. Polman, Shaun Kane, and R. Benjamin Shapiro

Abstract

Background: Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners' interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets' sensory worlds and companionship with pets can facilitate learners' harmonious relationships with significant others in naturecultures. Methods: At a two-week virtual summer camp, we engaged teens in inquiring into dogs' and cats' senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants' talk, extensive notes, and projects completed at the workshop. Findings: We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets' lives. Further, we found that teens checking and taking pets' perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning. Contribution: Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.

Published
2023
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5. Data Literacy for Social Justice.

Author

Camillia Matuk, Susan A. Yoon, Joseph L. Polman, Anna Amato, Jacob Barton, Nicole Bulalacao, Francesco Cafaro, Lina Chopra Haldar, Amanda M. Cottone, Krista Cortes, Kayla DesPortes, Tim Erickson, William Finzer, Katie Headrick Taylor, Beth Herbel-Eisenmann, Cynthia Graville, Kris D. Gutiérrez, Traci Higgins, Blanca E. Himes, Kathryn A. Lanouette, Hollylynne Lee, Vivian Lim, M. Lisette Lopez, Leilah Lyons, Dan Milz, Maria C. Olivares, Elizabeth Osche, Tapan S. Parikh, Thomas M. Philip, Laurie Rubel, Joey Shelley, Edward Rivero, Jessica Roberts, Collette Roberto, Tony Petrosino, Andee Rubin, Jooeun Shim, Megan Silander, Stephen Sommer, David Stokes, Marian Tes, Milka Trajkova, Ryan J. Urbanowicz, Ralph Vacca, Sarah Van Wart, Veena Vasudevan, Michelle Hoda Wilkerson, and Peter J. Woods

Published
2020

18. The identity affordances of tools: an examination of visual design tool use in STEM

Author

Cynthia Graville, Joanna Weidler-Lewis, and Joseph L. Polman

Subjects
Cultural Studies, Communication design, Social Psychology, Cognitive Neuroscience, Infographic, Identity (social science), Language and Linguistics, Education, Visual arts, Documentation, Anthropology, Internship, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Sociology, Affordance, Science journalism
Abstract

This article compares how visual design tools are used during an internship for high schoolers co-researching science journalism through infographics. Drawing on interns’ documentation of design pr...

Published
2021
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24. Situating Data Science: Exploring How Relationships to Data Shape Learning

Author

Michelle Hoda Wilkerson and Joseph L. Polman

Subjects
Data collection, 05 social sciences, 050301 education, 01 natural sciences, Data science, Field (geography), Education, 010104 statistics & probability, Educational research, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Sociology, 0101 mathematics, 0503 education
Abstract

The emerging field of Data Science has had a large impact on science and society. This has led to over a decade of calls to establish a corresponding field of Data Science Education. There is still...

Published
2019
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26. Expanding Public Participation in Science Practices Beyond Data Collection

Author

Nicole L. Garneau, Tiffany M. Nuessle, Leighanna Hinojosa, Joseph L. Polman, Robbin Riedy, and Rebecca D. Swanson

Subjects
Dialogic, Multidisciplinary, Data collection, business.industry, media_common.quotation_subject, Science, Public relations, scientific practices, community science, agency, citizen science, PPSR (public participation in scientific research), Power (social and political), Negotiation, ppsr (public participation in scientific research), Learning Sciences, Genetics, Biology, Informal Science Education, Future interests, Public participation, Agency (sociology), Citizen science, Sociology, business, media_common
Abstract

This study was conducted in a museum-based lab setting where scientists research the genetics of taste. Unlike academic labs with graduate students, the museum lab model trains volunteers (community scientists) who are (in true citizen science fashion) primarily responsible for enrolling museum guests into clinical studies; thus, they collect the bulk of the data for the research. Like most public participation in science research, the non-professional contributions have historically been largely limited to data collection; however, this study shows the power of invitations and structured opportunities for expanded participation among citizen scientists in a wider range of science practices. Through interpretive case study research, we examine how community scientists exercise agency and respond to opportunities for expanded participation in scientific practices including study design, data analysis, and dissemination of scientific findings through work on scientific articles. The case study research findings show that providing opportunities for involvement is only part of what accounts for community scientists’ expanded participation. Dialogic negotiation of participation is also necessary, through bids and responses to bids, and through proffered guidance and scaffolding. Committed involvement thus entails deep cultivation and nurturing by both the museum staff, and at times, other more knowledgeable volunteers. Expanded participation is also bolstered by one’s capacity, motives for, and satisfactions from pursuing those opportunities that align with past, present, or future interests and identifications. Such interests and identifications contribute to community scientists’ willingness to overcome barriers and time constraints when they arise.

Published
2021

29. Compose Our World: Project-Based Learning in Secondary English Language Arts

Author

Alison G. Boardman, Antero Garcia, Bridget Dalton, Joseph L. Polman, Alison G. Boardman, Antero Garcia, Bridget Dalton, and Joseph L. Polman

Subjects
Language arts--Curricula, Language arts (Secondary), Project method in teaching
Abstract

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students'interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of “quick fix” lessons, Compose Our World explores how core dimensions of equitable teaching—such as social and emotional support, universal design for learning, and cultivating classroom community—function as the bedrock for student success in PBL contexts and beyond.Book Features:Based on the authors'extensive experience developing and studying a PBL curriculum.Brings PBL to life through classroom vignettes and teacher and student voices.Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices.Offers additional curriculum materials online.Appropriate for ELA teachers new to PBL, as well as veterans.

Published
2021

31. Developing young adults' representational competence through infographic-based science news reporting

Author

Joseph L. Polman and Engida H. Gebre

Subjects
Descriptive statistics, Peer feedback, 05 social sciences, Infographic, 050301 education, Science education, 050105 experimental psychology, Education, Scientific literacy, Subsequent revision, ComputingMilieux_COMPUTERSANDEDUCATION, Mathematics education, 0501 psychology and cognitive sciences, Psychology, 0503 education, Competence (human resources), Qualitative research
Abstract

This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representati...

Published
2016
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32. Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective

Author

Joseph L. Polman, Monique Volman, Bonne J. H. Zijlstra, M. Verhoeven, Educational Sciences (RICDE, FMG), and Methods and Statistics (RICDE, FMG)

Subjects
Cultural Studies, Social Psychology, business.industry, Cognitive Neuroscience, 05 social sciences, Perspective (graphical), 050301 education, Identity (social science), 050109 social psychology, Public relations, Space (commercial competition), Language and Linguistics, Education, Conceptual framework, Anthropology, Agency (sociology), ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, 0501 psychology and cognitive sciences, Sociology, School engagement, business, 0503 education
Abstract

A conceptual framework is presented to understand and study the role of students’ agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the notion of agency combined with Funds of Learner Identity (FoLI): learning preferences that can be considered part of people’s Funds of Identity. The framework holds that students manifest agency to negotiate engaging learning experiences when the school’s affordances and constraints are considerably relatable to their FoLI and allow them to define themselves in desired ways. However, adolescents who feel that possibilities to engage their FoLI are rather limited in school are expected to turn to other contexts to learn, such as home, peer groups and workplaces. An exemplary case study is presented to illustrate the framework and implications are discussed.

Published
2021

34. Towards critical appraisal of infographics as scientific inscriptions

Author

Joseph L. Polman and Engida H. Gebre

Subjects
Graphic arts, Teaching method, Infographic, ComputingMilieux_COMPUTERSANDEDUCATION, Mathematics education, Science communication, Information design, Psychology, Science education, Learning sciences, Grounded theory, Education
Abstract

Teaching young adults about interpreting and creating the sort of multimodal infographics increasingly prevalent in science communication creates considerable challenges for teachers and practitioners, as there is no guide to determine the quality or effectiveness of this new genre of inscriptional forms, and to scaffold students’ performances in the learning process. In this study, we begin to address this challenge by identifying components of science infographics that can be focused on in instructional settings. Using six infographics developed by professionals and published online, we gained insight from 10 individuals with expertise in science, graphic/information design, and learning sciences on their thinking about graphic and information design related to science. Each participant was provided with two infographics and was asked to critically appraise by interpreting and evaluating the quality of each artifact. Inductive analysis of transcripts using constant comparison method resulted in five super-ordinate categories, some with subcategories, representing aspects of infographics these experts attend to. The identified categories can be used as inputs in teaching and learning about the use and creation of science infographics and broadly visual representations. Connections to the literature on science education, science communication, and science and technology studies are made, and directions for future research described. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 868–893, 2015.

Published
2015
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35. Transformative Communication in Project Science Learning Discourse

Author

Roy Pea and Joseph L. Polman

Subjects
Class (computer programming), 4. Education, 05 social sciences, 050301 education, Social science education, Science education, Transformative learning, Political science, Pedagogy, Mathematics education, Student activities, Science communication, 0501 psychology and cognitive sciences, Communication sciences, Science, technology, society and environment education, 0503 education, 050104 developmental & child psychology
Abstract

Teachers interested in fostering science learning through inquiry or projects must play a complex role in discourse with students. They must scaffold student activities in the classroom without taking away students' active roles. This paper provides a framework for a specific form of scaffolding open-ended science inquiry based on the notion of transformative communication. Case studies are presented from interpretive research in a project-based high school earth science class at two crucial and difficult junctures of projects--the formulation of researchable questions and the marshaling of evidence to support a conclusion through data analysis. In two cases, the teacher helps students transform information gathered from library research into seeds for their own original research seeking to confirm or falsify others' claims. In two other cases, the teacher helps students transform unsupported claims and poorly used graphical representations into analysis and representations that directly test their claims. It is concluded that the strategy of transformative communication proves to be a powerful means of supporting students. Contains 25 references. (Author/JRH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN TED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

Published
2017
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37. From 'context' to 'active contextualization': Fostering learner agency in contextualizing learning through science news reporting

Author

Joseph L. Polman and Engida H. Gebre

Subjects
Contextualization, Instructional design, media_common.quotation_subject, 05 social sciences, Perspective (graphical), 050301 education, Context (language use), Cognitive reframing, Literacy, Education, Interactive Learning, Pedagogy, Agency (sociology), ComputingMilieux_COMPUTERSANDEDUCATION, 0501 psychology and cognitive sciences, Sociology, 0503 education, 050104 developmental & child psychology, media_common
Abstract

Learning context has been an important focus of research and pedagogy-related discussions in education. However, despite increasing efforts to contextualize content and pedagogical processes, context has been often conceptualized as a static input variable framed by teachers, textbooks and instructional designers, as opposed to the learners themselves. In this paper, we draw from our design-based research on STEM literacy and focus on the notion of active contextualization of students' learning. We reframe context as a continuous and interactive learning activity that is facilitated by learner agency in authentic learning environments. We focus on the iterative process of “contextualizing learning” and present cases where secondary school students engaged in active contextualization during their participation in authentic science news reporting. The study provides a new perspective for designing learning environments and delineates elements of active contextualization.

Published
2020
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38. Science news stories as boundary objects affecting engagement with science

Author

Jennifer M.G. Hope and Joseph L. Polman

Subjects
media_common.quotation_subject, Teaching method, Learning community, Media studies, Science education, Education, Scientific literacy, Critical thinking, Institution, Mathematics education, Sociology, Sociocultural evolution, media_common, Social influence
Abstract

This paper explores how participating in a program spanning an informal science institution and multiple school sites engaged youth with science in a different way. In particular, teens in the program selected and researched science topics of personal interest, and then authored, revised, and published science news stories about those topics in an authentic publication venue with an outside editor. Through five case studies analyzed according to a sociocultural framework for engagement understood as involving actions, interests and identifications, the authors describe how the news story artifacts became “boundary objects” inhabiting several intersecting social worlds. These boundary objects are often mediated by adults acting as brokers spanning communities. The properties of the news stories that enable them to act as boundary objects include their mutability and shareability as electronic draft documents created in distributed learning environments and responded to by an editor based at a distance, their flexibility in terms of genres for expressing the meaning and importance of science, and their portability across space in the form of print- and web-based publications that are valued by multiple communities. Implications for developing youth identities while fostering participation in critical thinking about science are discussed, along with further research needed on understanding the power of personal connections to health, and the role of brokers. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 315–341, 2014

Published
2014
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39. Adaptation by Design: A Context-Sensitive, Dialogic Approach to Interventions

Author

Ben Kirshner and Joseph L. Polman

Subjects
Education
Abstract

Applied researchers, whether working with the framework of design-based research or intervention science, face a similar implementation challenge: practitioners who enact their programs typically do so in varied, context-specific ways. Although this variability is often seen as a problem for those who privilege fidelity and standardization, we argue for the advantages of researcher-practitioner collaborations that encourage local adaptation and ingenuity. We develop this argument for adaptive interventions by discussing two design-based research projects, Critical Civic Inquiry (CCI) and Science Literacy through Science Journalism (SciJourn), which create opportunities for youth to develop civics and science literacy respectively. CCI and SciJourn aim to build curricula that will travel to new schools and districts, but not through standardization. This is a delicate combination: the program must be flexible enough to enable productive adaptation, without being so protean that practitioners’ implementations lack substantive commonalities. We present two cases that show how project designers have sought to distinguish between invariant principles that define the intervention and heterogeneous practices that vary across sites. The cases also show how the model has improved when teachers can adapt it to their institutional context and when teachers and researchers establish social norms that encourage dialogic interactions.

Published
2013
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40. Changing Stories

Author

Diane Miller and Joseph L. Polman

Subjects
Outreach, Science outreach, Engineering education, Learning environment, Pedagogy, Self-concept, Sociology, Apprenticeship, Sociocultural evolution, Science education, Education
Abstract

This article reports on a descriptive study of youth identity as developing through “trajectories of identification” in a science outreach apprenticeship program designed to transition urban African American youth to professional work and career aspirations. A sociocultural framework of identity development is utilized, incorporating the notions of prolepsis, negotiated identity positioning, taking on roles of agency and purpose, and working in a borderland that hybridizes culture. Interpretive case studies focusing on such trajectories of identification were conducted in a program combining an out-of-school science and engineering learning environment with an outreach workplace for high school aged youth. The cases show the promise and pitfalls of the program’s attempts to position the youth along positive trajectories.

Published
2010
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41. Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

Author

Joseph L. Polman, Patricia Somers, and J. Patrick Biddix

Subjects
Higher education, business.industry, media_common.quotation_subject, Learning environment, Information technology, Experiential learning, Democracy, Education, film.subject, film, Pedagogy, Civic engagement, Student Protest, The Conceptual Framework, Sociology, business, media_common
Abstract

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism.

Published
2009
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42. Mastery and Appropriation as Means to Understand the Interplay of History Learning and Identity Trajectories

Author

Joseph L. Polman

Subjects
Appropriation, Action (philosophy), ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Mathematics education, Identity (social science), Sociocultural approach, Resistance (psychoanalysis), Context (language use), Sociology, Set (psychology), Experiential learning, Education
Abstract

This article uses a sociocultural approach to analyze how trajectories of identity development and learning intersect in actions carried out in a community of learners. The approach utilizes a framework for analysis with 5 aspects: the action, the agents, the goals, the cultural tools, and the scene. The study posits a distinction between mastery of the cultural tools of a discipline—in this case history—and the appropriation of those tools to relate to learners' identities and the likelihood for learners to use tools outside the context in which they are learned. The study uses the framework to analyze 2 particular moments of action within a set of project-based, after school clubs inquiring into the history of resistance to slavery. One action, which advanced a youth's identity as a history learner and participation in practices of historical inquiry, was enabled by successfully building on his identity and expertise as a computer "gamer." Another youth's school identity and the norms of his school cons...

Published
2006
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43. Dialogic Activity Structures for Project-Based Learning Environments

Author

Joseph L. Polman

Subjects
Class (computer programming), Dialogic, Discourse analysis, Teaching method, media_common.quotation_subject, Experimental and Cognitive Psychology, Project-based learning, Education, Negotiation, Action (philosophy), Agency (sociology), Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Mathematics education, Psychology, General Psychology, media_common
Abstract

Activity structures such as classroom lessons and initiation-reply-evaluation sequences are important cultural tools that help students and teachers accomplish everyday activity, but they are not well adapted to open-ended inquiry conducted by students in small groups with teacher guidance. In this research, I identified alternative activity structures that better enable teachers to scaffold children's performance of open-ended projects involving artifact construction. A case study and discourse analysis from an earth science class show how dialogic activity structures at 2 time scales support students in learning the discipline of science. At the scale of a multiweek unit, an activity structure embodies aspects of science practice such as assembling data to support claims. At the scale of verbal exchanges, action negotiation dialogues, student questioning dialogues, and action feedback dialogues help the teacher to guide students in their work while requiring that students maintain agency. I discuss impl...

Published
2004
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44. Why educate ?little scientists?? Examining the potential of practice-based scientific literacy

Author

D. Kevin O'Neill and Joseph L. Polman

Subjects
Scientific literacy, Empirical research, Work (electrical), Process (engineering), Agency (sociology), Mathematics education, Engineering ethics, Sociology, Romance, Curriculum, Education, Task (project management)
Abstract

In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands-on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice-based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project-based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on-line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 234–266, 2004

Published
2004
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47. The climate visualizer: Sense-making through scientific visualization

Author

Joseph L. Polman, Roy Pea, Douglas N. Gordin, and Zeiliger, Jerome

Subjects
climate science, Computer science, 4. Education, Learning environment, educational technologies, 05 social sciences, 0211 other engineering and technologies, General Engineering, Scientific visualization, Educational technology, 050301 education, Context (language use), 02 engineering and technology, Collaboratory, Scientific theory, Science education, Education, World Wide Web, telecommunications, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, project-enhanced science learning, 0503 education, Visual learning, visualization, 021101 geological & geomatics engineering
Abstract

This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back-ground for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Climate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then explored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress.

Published
1994
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48. Fourth meeting of the European Neurological Society 25–29 June 1994 Barcelona, Spain

Author

H. Hattig, C. Delli Pizzi, M. C. Addonizio, Michelle Davis, A. R. Giovagnoli, L. Florensa, M. Roth, J. de Kruijk, Francisco Lacruz, Ph. Dewailly, A. Toygar, C. Avendano, P.P. De Deyn, J. F. Hurtevent, F. Lomeila, T. W. Wong, Gordon T. Plant, M. Bud, H. J. Willison, DH Miller, D. W. Langdon, R. Cioni, J. Servan, A. Kaygisiz, E. Racadot, D. B. Schens, E. Picciola, L. Falip, C. Bouchard, J. Jotova, A. Jorge-Santamaria, P. Misra, A. Dufour, C. P. Panagopoulos, A. Venneri, B. Sredni, B. Angelard, M. Janelidze, M. Carreno, J. Obenberger, J. Pouget, H. W. Moser, R. Kaufmann, J. A. Molina, D. Linden, A. Martin Urda, E. Uvestad, A. Krone, J. P. Cochin, J. Mallecourt, A. Cambon-Thomsen, K. Violleau, P. Osschmann, A. M. Durocher, E. Bussaglia, D. M. Danielle, H. Efendi, C. Van Broeckhoven, K. G. Jordan, W. Rautenberg, C. Iniguez, J. M. Delgado, Graham Watson, M. Lawden, Gareth J. Barker, K. Stiasny, James T. Becker, G. Campanella, E. Peghi, A. Poli, A. Haddad, T. Yamawaki, Giacomo P. Comi, S. Sotgiu, B. Ersmark, A. Pomes, M. Ziegler, P. Ferrante, P. Ruppi, H. KuÇukoglu, R. Bouton, U. K. Rinne, P. Vieregge, M. Dary, P. Giunti, Peter J. Goadsby, S. Jung, E. Secor, A. Steinberg, N. Vila, M. A. Hernandez, M. Cursi, A. Enqelhardt, A. Engelhardt, J. Veitch, F. Di Silverio, F. Arnaud, B. Neundörfer, R. Brucher, Dominique Caparros-Lefebvre, B. Meyer, Marianne Dieterich, M. H. Snidaro, R. Gomez, R. Cerbo, M. Ragno, J. M. Vance, S. Nemni, A. Caliskan, F. Barros, I. Velcheva, D. Ceballos-Baumann, V. Barak, A. Avila, N. Antonova, F. Resche, S. Pappata, L. Varela, S. R. Silveira Santos, A. Cammarota, L. Naccache, Y. Nara, E. Tournier-Lasserves, R. Mobner, T. Chase, A. Ensenyat, J. Ulrich, G. Giegerich, M. Rother, M. Revilla, N. Nitschke, K. Honczarenko, E. Basart Tarrats, J. Blin, B. Jacob, J. Santamaria, S. Knezevic, J. L. Castillo, M. Antem, J. Colomer, O. Busse, Didier Hannequin, S. Carrier, J. B. Ruidavets, C. Rozman, J. Bogoussslavsky, J. Pascual Calvet, E. Monros, J. M. Polo, M. Zucconl, Javier Muruzabal, R. R. Allen, R. Rivolta, K. Haugaard, A. Nespolo, K. Hoang-Xuang, G. Bussone, T. Avramidis, E. Corsini, Christiana Franke, T. Vinogradova, H. Boot, K. Vestergaard, G. H. Jansen, N. Argentino, M. Raltzig, W. Linssen, Mark B. Pepys, P. Roblot, L. Lauritzen, E. Fainardi, D. Morin, T. X. Arbizu Urdiain, J. Wollenhaupt, S. Bostantjopoulou, G. Pavesi, A. D. Forman, Giovanni Fabbrini, D. Jean, J. J. Archelos, M. I. Blanchs, M. Del Gobbo, Anna Carla Turconi, Ch. Derouesné, Elio Scarpini, A. Visbeck, P. Castejon, J. P. Renou, F. Mounier-Vehier, G. Potagas, Ch. Duyckaerts, A. Filla, R. Schneider, G. Ronen, K. Nagata, J. P. Vedel, A. Henneberg, G. van Melle, C. Baratti, H. Knott, M. C. Prevett, A. Bes, B. Metin, Jos V. Reempts, L. Martorell, Mefkure Eraksoy, H. O. Handwerker, D. S. Younger, O. Oktem, D. Frongillo, C. Soriano-Soriano, L. Niehaus, F. Zipp, A. Tartaro, S Newman, R. H. Browne, P. Davous, R. Sanchez, M. Muros, M. E. Kornhuber, A. Lavarone, M. Mohr, M. R. 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Brasic, W. Heide, I. Santilli, W. M. Korn, D. Selcuki, M. J. Barrett, D. Krieger, T. Leon, T. Houallah, M. Tournilhac, C. Nos, D. Chavot, F. Barbieri, F. J. Jimenez-Jimenez, J. Muruzabal, K. Poeck, A. Sennlaub, L. M. Iriarte, L. G. Lazzarino, C. Sanz, P. A. Fischer, S. D. Shorvon, R. Hoermann, F. Delecluse, M. Krams, O. Corabianu, F. H. Hochberg, Christopher J. Mathias, B. Debachy, C. M. Poser, L. Delodovici, A. Jimenez-Escrig, F. Baruzzi, F. Godenberg, D. Cucinotta, P. J. Garcia Ruiz, K. Maier-Hauff, P. R. Bar, R. Mezt, R. Jochens, S. Karakaneva, C. Roberti, E. Caballero, Joseph E. Parisi, M. Zamboni, T. Lacasa, B. Baklan, J. C. Gautier, J. A. Martinez-Matos, W. Pollmann, G. Thomas, L. Verze, E. Chleide, R. Alvarez Sala, I. Noel, E. Albuisson, O. Kastrup, S. I. Rapoport, H. J. Braune, H. Lörler, M. Le Merrer, A. Biraben, S. Soler, S. J. Taagholt, U. Meyding-Lamadé, K. Bleasdale-Barr, Isabella Moroni, Y. Campos, J. Matias-Guiu, G. Edan, M. G. Bousser, John B. Clark, J. Garcia de Yebenes, N. K. Olsen, P. Hitzenberger, S. Einius, Aj Thompson, Ch. J. Vecht, T. Crepin-Leblond, Klaus L. Leenders, A. Di Muzio, L. Georgieva, René Spiegel, K. Sabey, D. Ménégalli, J. Meulstee, U. Liszka, P. Giral, C. Sunol, J. M. Espadaler, A. D. Crockar, K. Varli, G. Giraud, P. J. Hülser, A. Benazzouz, A. Reggio, M. Salvatore, K. Genc, M. Kushnir, S. Barbieri, J. Ph. Azulay, M. Gianelli, N. Bathien, A. AlMemar, F. Hentati, I. Ragueneau, F. Chiarotti, R. C. F. Smits, A. K. Asbury, F. Lacruz, B. Muller, Alan J. Thompson, Gordon Smith, K. Schmidt, C. Daems Monpeun, Juergen Weber, A. Arboix, G. R. Fink, A. M. Cobo, M. Ait Kaci Ahmed, E. Gencheva, Israel-Biet, G. Schlaug, P. De Jonghe, Philip Scheltens, K. Toyka, P. Gonzalez-Porque, A. Cila, J. M. Fernandez, P. Augustin, J. Siclia, S. Medaglini, D. E. Ziogas, A. Feve, L. Kater, G. J. E. Rinkel, D. Leppert, Rüdiger J. Seitz, S. Ried, C. Turc-Carel, G. Smeyers, F. Godinho, M. Czygan, M. Rijntjes, E. Aversa, M. 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Meinardi, F. Carrara, J. Kuehnen, C. Peiro, H. Lassmann, K. Skovgaard Olsen, A. McDonald, L. Sciulli, A. Cobo, A. Monticelli, B. Conrad, J. Bagunya, J. Benitez, V. Desnizza, B. Dupont, O. Delrieu, D. Moraes, J. J. Heimans, F. Garcia Rio, M. Matsumto, A. Fernandez, R. Nermni, R. Chalmers, M. J. Marchau, F. Aguado, P. Velupillai, P. J. Martin, P. Tassan, V. Demarin, A. Engelien, T. Gerriets, Comar, J. L. Carrasco, J. P. Pruvo, A. Lopez de Munain, D. Pavitt, J. Alarcon, Chris H. Polman, B. Guldin, N. Yeni, Hartmut Brückmann, N. Wilczak, H. Szwed, R. Causaran, G. Kyriazis, M. E. Westarp, M. Gasparini, N. Pecora, J. M. Roda, E. Lang, V. Scaioli, David R. Fish, D. Caputo, O. Gratzl, R. Mercelis, A. Perretti, G. Steimetz, I. Link, C. Rigoletto, A. Catafau, G. Lucotte, M. Buti, G. Fagiolari, A. Piqueras, C. Godinot, J. C. Meurice, Erodriguez J. Dominigo, F. Lionnet, H. Grzelec, David J. Brooks, P. M. G. Munro, F. X. Weilbach, M. Maiwald, W. Split, B. Widjaja-Cramer, V. Ozturk, J. Colas, E. Brizioli, J. Calleja, L. Publio, M. Desi, R. Soffietti, P. Cortinovis-Tourniaire, E. F. Gonano, G. Cavaletti, S. Uselli, K. Westerlind, H. Betuel, C. O. Dhiver, H. Guggenheim, M. Hamon, R. Fazio, P. Lehikoinen, A. Esser, B. Sadzot, G. Fink, Angelo Antonini, D. Bendahan, V. Di Carlo, G. Galardi, A. F. Boller, M. Aksenova, Del Fiore, V. de la Sayette, H. Chabriat, A. Nicoletti, A. Dilouya, M. L. Harpin, E. Rouillet, J. Stam, A. Wolters, M. R. Delgado, Eduardo Tolosa, G. Said, A. J. Lees, L. Rinaldi, A. Schulze-Bonhage, MA Ron, C. Lefebvre, E. W. Radü, R. Alvarez, M. L. Bots, P. Reganati, S. Palazzi, A. Poggi, N. J. Scolding, V. Sazdovitch, T. Moreau, E. Maes, M. A. Estelies, P. Petkova, Jose-Felix Marti-Masso, G De La Meilleure, N. Mullatti, M. Rodegher, N. C. Notermans, T. A. T. Warner, S. Aktan, J. P. Louboutin, L. Volpe, C. Scheidt, W. Aust, C. M. Wiles, U. Schneider, S. K. Braekken, W. R. Willems, K. Usuku, Peter M. Rothwell, C. Talamon, M. L. Sacchetti, A. Codina, M. H. Marion, A. Santoro, J. Roda, A. Bordoni, D. J. Taylor, S. Ertas, H. H. Emmen, J. Vichez, V. BesanÇon, R. E. Passingham, M. L. Malosio, A. Vérier, M. Bamberg, A. W. Hansen, E. Mostacero, G. Gaudriault, Marie Vidailhet, B. Birebent, K. Strijckmans, F. Giannini, T. Kammer, I. Araujo, J. Nowicki, E. Nikolov, A. Hutzelmann, R. Gherardi, J. Verroust, L. Austoni, A. Scheller, A. Vazquez, S. Matheron, H. Holthausen, J. M. Gerard, M. Bataillard, S. Dethy, V. H. Patterson, V. Ivanez, N. P. Hirsch, F. Ozer, M. Sutter, C. Jacomet, M. Mora, Bruno Colombo, A. Sarropoulos, T. H. Papapetropoulos, M. Schwarz, D. S. Dinner, N. Acarin, B. Iandolo, J. O. Riis, P. R. J. Barnes, F. Taroni, J. Kazenwadel, L. Torre, A. Lugaresi, I. L. Henriques, S. Pauli, S. Alfonso, Pedro Quesada, A. S. T. Planting, J. M. Castilla, Thomas Gasser, M. Van der Linden, A. Alfaro, E. Nobile-Orazio, G. Popova, W. Vaalburg, F. G. A. van der Mech, L. Williams, F. Medina, J. P. Vernant, J. Yaouanq, B. Storch-Hagenlocher, A. Potemkowski, R. Riva, M. H. Mahagne, M. Ozturk, Ve. Drory, N. Konic, C. Jungreis, A. Pou Serradell, J. L. Gauvrit, G. J. Chelune, S. Hermandez, T. Dingus, L. Hewer, Ch. Koch, M. N. Metz-Lutz, G. Parlato, M. Sinaki, Charles Pierrot-Deseilligny, H. C. Diener, J. Broeckx, J. Weill-Fulazza, M. L. Villar, M. Rizzo, O. Ganslandt, C. Duran, N. A. Fletcher, G. Di Giovacchino, Susan T. Iannaccone, C. Kolig, N. Fabre, H. A. Crockard, Rita Bella, M. Tazir, E. Papagiannuli, K. Overgaard, Emma Ciafaloni, I. Lorenzetti, F. Viader, P. A. H. Millac, I. Montiel, L. H. Visser, M. Palomar, P. L. Murgia, H. Pedersen, Rafael Blesa, S. Seddigh, W. O. Renier, I. Lemahieu, H. M. L. Jansen, L. Rosin, J. Galofre, K. Mattos, M. Pondal, G. M. Hadjigeorgiou, D. Francis, L. Cantin, D. Stegeman, M. Rango, A. B. M. F. Karim, S. Schraff, B. Castellotti, I. Iriarte, E. Laborde, T. J. Tjan, R. Mutani, D. Toni, B. Bergaasco, J. G. Young, C. Klotzsch, A. Zincone, X. Ducrocq, M. Uchuya, O. J. Kolar, A. Quattrone, T. Bauermann, Nereo Bresolin, J. Vallée, B. C. Jacobs, A. Campos, Werner Poewe, J. A. Villanueva, A. W. Kornhuber, A. Malafosse, E. Diez-Tejedor, G. Jungreia, M. J. A. Puchner, A. Komiyama, O. Saribas, V. Volpini, L. Geremia, S. Bressi, A. Nibbio, Timothy E. Bates, T. z. Tzonev, E. Ideman, G. A. Damlacik, G. Martino, G. Crepaldi, T. Martino, Kjell Någren, E. Idiman, D. Samuel, J. M. Perez Trullen, Y. van der Graaf, J. O. Thorell, M. J. M. Dupuis, E. Sieber, R. D'Alessandro, C. Cazzaniga, J. Faiss, A. Tanguy, A. Schick, I. Hoksergen, A. Cardozo, R. Shakarishvili, G. K. Wennlng, J. L. Marti-Vilalta, J. Weissenbach, I. L. Simone, Amalia C. Bruni, Darius J. Adams, C. Weiller, A. Pietrangeli, F. Croria, C. Vigo-Pelfrey, Patricia Limousin, A. Ducros, G. Conti, O. Lindvall, E. Richter, M. Zuffi, A. Nappo, T. Riise, J. Wijdenes, M. J. Fernandez, J. Rosell, P. Vermersh, S. Servidei, M. S. C. Verdugo, F. Gouttiere, W. Solbach, M. Malbezin, I. S. Watanabe, A. Tumac, W. I. McDonald, D. A. Butterfield, P. P. Costa, F. deRino, F. Bamonti, J. M. Cesar, C. H. Lahoz, I. Mosely, M. Starck, M. H. Lemaitre, K. M. Stephan, S. Tex, R. Bokonjic, I. Mollee, L. Pastena, M. Gutierrez, F. Boiler, M. C. Martinez-Para, M. Velicogna, O. Obuz, A. Grinspan, M. Guarino, L. M. Cartier, E. Ruiz, D. Gambi, S. Messina, M. Villa, Michael G. Hanna, J. Valk, Leone Pascual, M. Clanet, Z. Argov, B. Ryniewicz, E. Magni, B. Berlanga, K. S. Wong, C. Gellera, C. Prevost, F. Gonzalez-Huix, R. Petraroli, J. E. G. Benedikz, I. Kojder, C. Bommelaer, L. Perusse, M. R. Bangioanni, Guy M. McKhann, A. Molina, C. Fresquet, E. Sindern, Florence Pasquier, M. J. Rosas, M. Altieri, O. Simoncini, M. Koutroumanidis, C. A. F. Tulleken, M. Dary-Auriol, S. Oueslati, H. Kruyer, I. Nishisho, C. R. Horning, A. Vital, G. V. Czettritz, J. Ph. Neau, B. Mihout, A. Ameri, M. Francis, S. Quasthoff, D. Taussig, S. Blunt, P. Valentin, C. Y. Gao, O. Heinzlef, H. d'Allens, C. Coudero, M. Erfas, G. Borghero, P. J. Modrego Pardo, M. C. Patrosso, N. L. Gershfeld, P. A. J. M. Boon, O. Sabouraud, M. Lara, J. Svennevig, G. L. Lenzi, A. Barrio, H. Villaroya, JosÇ M. Manubens, O. Boespflug-Tanguy, M. Carreras, D. A. Costiga, J. P. Breux, S. Lynn, C. Oliveras Ley, A. G. Herbaut, J. Nos, C. Tornali, Y. A. Hekster, J. L. Chopard, J. M. Manubens, P. Chemouilli, A. Jovicic, F. Dworzak, S. Smirne, S. E. Soudain, B. Gallano, D. Lubach, G. Masullo, G. Izquierdo, A. Pascual Leone Pascual, A. Sessa, V. Freitas, O. Crambes, L. Ouss, G. W. Van Dijk, P. Marchettini, P. Confalonieri, M. Donaghy, A. Munnich, M. Corbo, and M. E. L. van der Burg

Subjects
Neurology, business.industry, Media studies, Library science, Medicine, Neurology (clinical), business
Published
1994
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49. Oxcarbazepine versus carbamazepine monotherapy for partial onset seizures

Author

Marcus W. Koch and Susanne K. L. Polman

Subjects
medicine.medical_specialty, business.industry, Hazard ratio, ANTIEPILEPTIC DRUGS, Oxcarbazepine, Carbamazepine, Cochrane Library, medicine.disease, Epilepsy, Tolerability, Anesthesia, Meta-analysis, Internal medicine, medicine, Humans, Pharmacology (medical), Anticonvulsants, Epilepsies, Partial, Adverse effect, business, EPILEPSY, medicine.drug, Randomized Controlled Trials as Topic
Abstract

Background Partial onset seizures are often treated with the standard antiepileptic drug carbamazepine. Oxcarbazepine is a newer antiepileptic drug related to carbamazepine that is claimed to be better tolerated. Objectives To compare efficacy and tolerability of carbamazepine and oxcarbazepine monotherapy for partial onset seizures. Search strategy We searched the Cochrane Epilepsy Group Specialised Register (4 August 2009), the Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library issue 3, 2009), MEDLINE (January 1966 to May 2008), reference lists of relevant articles and conference proceedings. We also contacted manufacturers and researchers in the field for published or unpublished data. Selection criteria Blinded and unblinded randomised controlled trials of carbamazepine versus oxcarbazepine monotherapy for partial onset seizures. Data collection and analysis Both authors independently assessed trial quality, according to the guidelines in the Cochrane Reviewer's Handbook, and extracted information about study population, type of intervention, outcome measures and study design. All analyses in this review are by intention-to-treat. We tested for statistical heterogeneity among the identified studies using the chi-squared test. Main results Three trials (723 participants) were included. Only one trial used adequate outcome measures of efficacy; therefore, the results pertaining to efficacy are based on a single trial, whereas the results pertaining to adverse events are based on all three included trials. There was no overall difference in time to treatment withdrawal between the two drugs (hazard ratio (HR) of oxcarbazepine (OXC) versus carbamazepine (CBZ): 1.04, 95% confidence interval (CI) 0.78 to 1.39). Further analyses showed no significant difference in treatment withdrawal for unacceptable side effects (HR of OXC versus CBZ: 0.85, 95% CI 0.59 to 1.24) and in treatment withdrawal for inadequate seizure control (HR of OXC versus CBZ: 1.33, 95% CI 0.82 to 2.15). Oxcarbazepine and carbamazepine appeared to be similarly effective and well tolerated although the confidence intervals around estimates were wide and do not rule out the possibility of important differences existing. Significantly fewer patients on carbamazepine treatment developed nausea or vomiting, or both (odds ratio of OXC versus CBZ: 3.15, 95% CI 1.39 to 7.14). Authors' conclusions Oxcarbazepine and carbamazepine appear to be similarly effective and well tolerated. However, the possibility of important differences existing between these drugs cannot be ruled out.

Published
2009

50. Treatment of seizures in multiple sclerosis

Author

Marcus W. Koch, Maarten Uyttenboogaart, Jacques De Keyser, Susanne K. L. Polman, and Gerontology

Subjects
medicine.medical_specialty, business.industry, Multiple sclerosis, DIAGNOSTIC-CRITERIA, MEDLINE, Cochrane Library, medicine.disease, multiple sclerosis, GUIDELINES, Clinical Practice, Epilepsy, Seizures, Internal medicine, Epidemiology, medicine, Humans, EPIDEMIOLOGY, Pharmacology (medical), In patient, Psychiatry, business, EPILEPSY
Abstract

BACKGROUND: Epileptic seizures occur in only a minority of patients with multiple sclerosis (MS), but can have serious consequences. The available literature suggests an association of seizures in MS with cortical and subcortical demyelinating lesions, which suggest that seizures in MS are probably most often symptomatic rather that idiopathic. It is currently unknown whether patients with MS should be treated differently from other patients with epileptic seizures. OBJECTIVES: To evaluate the efficacy and safety of antiepileptic treatments in patients with MS. SEARCH METHODS: We searched for double‐blind, single‐blind or unblinded randomised controlled trials on antiepileptic treatment in patients with MS through electronic searches of The Cochrane Multiple Sclerosis Group's and Cochrane Epilepsy Group's Trials Registers, Cochrane Central Register of Controlled Trials (The Cochrane Library 2008, Issue 1), MEDLINE (From 1966 ‐ Jan 2008) and EMBASE (From 1974 ‐ Jan 2008). SELECTION CRITERIA: Double‐blind, single‐blind or unblinded randomised controlled trials on antiepileptic treatment in patients with MS. DATA COLLECTION AND ANALYSIS: Searches yielded a total of 379 citations (CENTRAL: 20, MEDLINE: 264, EMBASE: 95). We perused titles and abstracts for relevance and independently excluded all 379 citations as clearly not meeting the inclusion criteria. MAIN RESULTS: We found no studies meeting our inclusion criteria. AUTHORS' CONCLUSIONS: Well‐designed randomised controlled trials are needed to guide clinical practice. Such trials should preferably contain a head‐to‐head comparison of antiepileptic drugs in patients with MS.

Published
2009

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