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Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores.

The results of a reflective survey, used for program evaluation, demonstrate how EdD scholars used their learning about Improvement Science as an insightful lifeline and for practical guidance within their professional practice in an uncertain time. Scholars imparted valuable information to EdD faculty about the strains and challenges they were under. Faculty, in turn, enhanced their choice of content and approaches to teaching about how to manage actionable change and becoming a more reflective and resilient practitioner. In CPED-influenced programs such as ours, this exchange of learning is ongoing and natural, as scholars pitch up problems of practice in need of immediate progress and improvement--sharing insights into strategies (successful or failed)--with faculty. Program learning and enhancements, in light of our students' lived experience and learnings, are discussed. We conclude with guidance about tools and procedures to navigate turbulence in educational systems.

The researchers aimed to assess the effects of the COVID-19 pandemic on nursing education through semi-structured interviews with undergraduate nursing students. The researchers explored themes related to online education, clinical placements, and mental health. Findings revealed that the sudden shift to online learning caused increased stress, and decreased confidence. Clinical placements were affected, leading to missed time and altered learning experiences. Mental health suffered as students faced stressors and challenges brought on by the pandemic. These interviews elucidate the challenges faced by nursing students during the COVID-19 pandemic and provide valuable information for future planning in nursing education during crises. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Algorithmic systems such as Learning Analytics (LA) are driving the datafication and algorithmization of education. In this research, we focus on the appropriateness of LA systems from the perspective of parents and students in secondary education. Anchored in the contextual integrity framework (Nissenbaum, "Washington Law Review, 79," 41, 2004), we conducted two survey studies (N[subscript students]=277, N[subscript parents]=1013) in Flanders to investigate how they evaluate the appropriateness of the data flows in LA systems, and how both populations differ in their evaluations. The results show that the most-used student-centered LA are perceived less appropriate than the less-used teacher-centered LA by both students and parents. The usage of personal characteristics in LA is perceived as least appropriate, in contrast to coarser class characteristics. Sharing insights of LA with institutions that are part of the traditional educational context, such as the school, is seen as the most appropriate, and more appropriate than sharing it with learning platforms or third parties (e.g., Big Tech). Overall, we found that parents evaluated the different elements of the dataflows embedded in LA as less appropriate than students. In the discussion, we argue that educational institutions should include the evaluation of both parents and students to further manage expectations and construct shared norms and practices when implementing LA in education.informa

Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self-regulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and self-regulated learning: (a) a formative criteria-referenced self-assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 × 2 factorial (plus an additional control group), pre-post-follow-up-test design in German upper secondary level biology classes (N = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self-assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self-reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post-test indicates that they were indeed metaconceptually aware of and self-regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context.

The article investigates how and when the two first movers in knowledge-based regulation -- the OECD and the World Bank -- developed policy brokerage as an instrument of global governance in the education sector. We also examine how their target clientele -- national governments -- responds to this instrument. Given the surplus of research evidence in today's digital economy, intergovernmental organisations have the challenge of standing out as trusted and credible knowledge brokers in a crowded space. The authors make the case for a comparative research programme -- tentatively labeled 'Governance by Numbers 2.0' -- that is informed by a multidisciplinary (history, political science, interdisciplinary policy studies) interpretive framework and that advances a transnational, relational method of inquiry which draws attention to the global/national nexus.

Teaching is a skill that can and should be taught in graduate education. Fortunately, many departments offer some teacher training for their graduate students to prepare them to teach introductory and other survey courses. What is apparently still lacking is training for graduate students to teach upper-level seminar-style classes. Therefore, we designed and implemented a graduate-level seminar on teaching seminars in psychology wherein course-takers developed tangible resources (e.g., syllabi) to empower them to effectively (and autonomously) teach seminar-style courses. We believe our course provides an excellent model for departments interested in further enhancing the teacher training of their graduate students.

This study explores teachers' awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially those that require on-the-spot problem solving, decision-making, and creativity. Yet, how they do so has rarely been the topic of empirical investigation. In this study, qualitative data were gathered from two groups of in-service teachers (17 in total) while they participated in a professional development programme designed to improve their awareness of intuitions through meditative and embodied exercises. Reflection log entries revealed that teachers' awareness of intuitions includes preparing for, sensing, and considering intuitive signals. Furthermore, participants perceived increased awareness of intuitions as well as perceived positive effects on individual pupils, groups of pupils, and on themselves. This study reveals teacher experiences in their journey to becoming aware of their intuition, developing it, and putting it to use in the classroom. Recommendations are given for further inquiry into the crucial teacher quality of intuition.

How do we notice what is arriving? As authors, we collaboratively play with the continuation and momentum of emergence presented as a polyvocal text. As part of our research, we video-taped a collaborative mark-making activity led by two graduate students in a PhD cohort. What emerges from our interaction of situated dialogic inquiry is a heteroglossic performative text on emergence. The first 40 seconds of the video is woven into a paper that in itself becomes an ontological practice in emergence. The paper, in message and mode, delves into a series of moments and becomes a series of moments that ask the question: What is the play of interrelatedness in a collective inquiry of emergence?

Informed study decisions are pivotal for student retention in higher online education. A self-assessment prior to enrolment has been proposed as a promising approach to enable informed decision-making and to build resources for retention. To determine whether such a self-assessment affects the decision-making process as intended, thorough and careful validation is a necessity. This study reports on two validity aspects that are less commonly addressed in that respect, but essential for evaluating effectiveness: response processes and consequences of (self-) testing. To map the response processes and consequences of the current self-assessment, a mixed-methods approach was used in which eight prospective students took a self-assessment in an observed think-aloud mode and were interviewed before and after that. Results show different response processes depending on the type of subtest that is taken. The results also indicate that consequential aspect of validity must be considered in the context of decision-making phases. The demonstrated evidence and possible threats to validity are discussed in light of refining the self-assessment and embedding it in counselling practice.

Research has primarily focused on the engagement of the student in the classroom (Austin, 1993; Schunk & Mullen, 2012; Tinto, 1993), often without consideration of the engagement of the teacher (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009). However, we predict that teachers' subjective experiences "trickle down" and ultimately impact the subjective experiences and performance of their students. Consistent with our Trickle-Down Engagement Model Hypothesis, we found undergraduate students' perceptions of their instructor's engagement were associated with their own engagement in the classroom (Studies 1 & 2; Ns = 195 and 210, respectively), and students' increased classroom engagement was associated with more engagement while studying (which, in turn, predicted higher quiz scores; Study 1) as well as with higher final grades (Study 2). Our results suggest there are relatively simple changes teachers can make to their own pedagogy that may improve their own subjective experiences within the classroom and, consequently, trickle down to and improve their students' subjective experiences and performance.

In this paper, we report on the use of the swim golf (SWOLF) index as a method for assessing and predicting swimming performance. The SWOLF index is the sum of the number of arm strokes and the time needed to cover a certain distance. A reduction of the SWOLF index means improved swimming performance since a decrease of this index reflects higher technical ability and/or higher swimming speed. A total of 188 freshmen university students in Movement Sciences (59 girls, 129 boys, mean age 19 years), enrolled in an 11-lesson crawl unit, participated in this study. Front crawl was taught by a certified teacher using direct instruction (8 lessons) and peer learning (2 lessons), aiming to improve performance and skill analysis. Before and after the crawl unit, students' SWOLF index was calculated during a 50-meter sprint test. Results demonstrated a significant decrease of the SWOLF index for both female (p < 0.001, d = 0.88) and male (p < 0.001, d = 0.54) students from pretest to posttest. Based on these results, SWOLF-charts were produced visualizing expected learning outcomes based on performance level at course entry. To conclude, the SWOLF index is a promising tool for assessing swimming performance. In addition, SWOLF index percentiles can be used to predict and target individual swimming performance after well-defined educational interventions. Future work could investigate the generalizability and applicability of the SWOLF index to assess and predict swimming performance in a variety of settings.

Authentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learning (CLIL) approach in ESL/EFL teaching comparing two online courses, a course containing more "traditional" tasks with one consisting of less authentic tasks. For more meaningful learning, a sufficient level of authenticity to enable holistic teaching is required. Towards this goal, the study put into effect two e-courses, with 50 participants, differing distinctly in levels of authenticity. The Method section describes the three instruments, used to collect the relevant data, which will provide answers to the equally posed three research questions. Specifically, the Integrative Learning Value (ILV) instrument measured knowledge transfer, the Approaches to Teaching Inventory (ATI) students' learning performance in relation to more or less teacher/student-centered teaching strategies as well as the 5-Dimensional Framework for Authenticity (5DF) instrument for student perceived authenticity. Finally, results are presented and conclusions are discussed.

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application's pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo's design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.

Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Additionally, little is known about how these abilities are connected to professional experience and content knowledge. Thus, our study investigated how (prospective) biology teachers at various points in their teaching careers diagnosed and reported dealing with alternative conceptions. Therefore, 182 preservice biology teachers, biology teachers in practical training, and in-service biology teachers were surveyed using a questionnaire. The participants were confronted with students' explanations of evolutionary phenomena, most of them based on common student conceptions, such as anthropomorphism, teleology, and essentialism. These student conceptions are rooted in cognitive biases and are common in evolutionary and other contexts. We found that the participants diagnosed only approximately half of the alternative conceptions, with the in-service teachers diagnosing significantly more of the alternative conceptions than the preservice teachers. Furthermore, the analyses revealed a variety of ways to deal with student conceptions. The in-service teachers more often suggested scientifically correct approaches that address student conceptions, whereas the preservice teachers more often did not respond or responded incorrectly. Moreover, the ability to diagnose and deal with alternative conceptions correlated with teachers' content knowledge regarding the topic of evolution and their acceptance of evolution.

This study examined if listening to music will improve the accuracy of blood pressure (BP) readings in children with Williams syndrome (WS). Fifty-two participants (7-12 years) were randomly assigned to a music or non-music group. BPs were obtained at two time points. There was a significant decrease in both systolic and diastolic BP from Time 1 to Time 2 for everyone. Participants from the music group had lower systolic BP readings at Time 2 than participants in the non-music group (Cohen's d = 0.33). Systolic BP readings were approximately 3.8 mmHg lower in the music group. Music may be beneficial in obtaining more accurate systolic BP readings in children with WS.

Purpose: This research article presents an exploratory case study of the sociotechnical landscape of BookTok, and how young people use it to connect with others around the books they love, or those they love to hate. By observing the interplay between young people, books, and the technology (TikTok) that connects them, this study aims to explore how blending analog and digital media tools makes reading social and fun. Design/methodology/approach: The authors selected three bestsellers available in English and Danish, and BookTokers who made related videos. This study used a qualitative, ethnographic (Pink, 2021) approach to explore interactions on the app. Inductive coding (Saldaña, 2021) helped the authors identify themes, and connect to areas of inquiry. Findings: During the pandemic, TikTok and BookTok offered young people opportunities for reading engagement in social, bookish communities by using technology to promote reading in print. In doing so, their actions made reading and being a reader highly entertaining. Research limitations/implications: As an exploratory case study, this research is not generalizable. But the findings will apply to future work on reading, publishing, and connected learning in a sociotechnical landscape. Practical implications: BookTok connects print and digital formats, offering innovative possibilities for young people's connected learning and reading promotion in schools and libraries. Originality/value: Because TikTok is a relatively new tool, and its sub-community BookTok became popular during the COVID-19 pandemic, research on this topic is still in its earliest stages.

Since its official introduction in 2014, an increasing number of Flemish secondary schools provide a CLIL program next to their regular monolingual Dutch programs. This longitudinal study investigates the effect of teaching one or several content subjects in French on secondary school pupils' L2 French listening comprehension (n = 545) and speaking proficiency (n = 273) as well as on their L1 Dutch reading comprehension (n = 579). To ensure comparability between the CLIL and the non-CLIL groups, data collection started at the onset of secondary education, which aligns with the onset of CLIL programs, and information on relevant background variables such as L2 French motivation and anxiety, contact with L2 French outside school and pupils' socioeconomic status was incorporated in the analyses. The results show that following a CLIL program has a positive impact on the development of French listening and speaking, whereas it does not affect pupils' L1 Dutch reading comprehension. These results suggest that even a limited amount of CLIL (i.e. one to five hours per week) can have a positive influence on pupils' proficiency in the target language.

Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young children and families in their communities. Because of this, public libraries often partner with preschools to offer rotating book collections and storytimes to increase book access and literacy skills for the young children who attend the preschool. However, libraries and preschools could be expanding their partnerships beyond these two services to have a greater impact for the preschool children and families, but both organizations typically struggle to find the time and space to work on deepening the partnership. This study worked to cultivate and deepen a library-preschool partnership by offering two workshops for the library and preschool staffs to provide them with time to build a community and develop ideas for working together to support the preschool children and families. Ultimately, these workshops were successful in deepening the library-preschool partnership and helping to enhance the preschool's early learning environment and increase whole family engagement for the preschool families.

This paper presents a comprehensive review and a specific example implementation of a minimally invasive technique that can be used to make quantitative measurements of a subject's Electro-Dermal Activity (EDA) in educational technology studies. The Q sensor is a low-cost wireless sensor that can be worn on the wrist to measure a subject's response to various stimuli in both laboratory and natural education research settings. The example application shown here is from a study on presence while viewing two different screen sizes used in a Virtual Reality (VR) system. It is recommended that EDA data be used in conjunction with other data, such as from other types of sensors and from qualitative instruments such as surveys, because human EDA response to a given environment and stimuli is not always consistent. EDA sensors show great promise as an effective tool that can be used in educational technology research.

The effects of (a) private room, (b) typical classroom, and (c) high-distraction room test settings were examined on the math test performance of six college students (four females) with ADHD. Participants (aged 18-30 years) completed multiple, equivalent algebra calculation tests (100 items each) under the three test-setting conditions. A multi-element design was used to compare the number of items attempted (test access) and percentage correct (accuracy). Students also rated their level of distraction after each testing session on a Likert-type scale. Results showed that students found the high-distraction setting more distracting than other settings and that five of six students accessed more test items in the private room versus the high-distraction setting, with three of the six demonstrating nonoverlapping data across settings. A regular classroom setting did not produce a high level of distraction, nor did it restrict student access to the math tests relative to a private room setting. These findings suggest that some students with ADHD are affected negatively by highly distracting environments and may benefit from a quiet, private test setting. Single-case experimental designs may be useful for examining individual differences among students with disabilities receiving specific test accommodations.

The OECD has become a major driver of domestic education reforms, especially since the establishment of PISA. However, we know very little about the contextualisation of PISA within the publication output of the OECD, and what ideas of education the IO is spreading. In this article, we explore the entire thematic portfolio of the OECD's education publications and show that it goes far beyond PISA. Utilising a mixed-methods approach, we examine whether the OECD's view on education is shaped by considerations of human capital formation on the one side or by issues of equality, equity, and social cohesion on the other.

In the case of libraries, archives, and museums (LAMs), the concept of convergence has become commonplace in recent time. Convergence addresses both physical spaces and the services provided. What is currently known as convergence within these institutions, should perhaps more accurately be described as reconvergence, as "in the late 1800s and early 1900s, libraries and museums shared space, resources, and personnel" (Given and McTavish, 2010). Research--especially about children's play--necessitates a fresh look at convergence in services provided by libraries and museums. This, in turn, asks for a reconsideration of training of museum and library professionals. This short communication considers the changing nature of training professionals in both libraries and museums within this emerging reconvergence of the LAMs. The authors use the concept of play as a central point of focus--a conceptual converging point where both museums and libraries intersect--to help explore the possibilities for both training professionals and informing their future practice.

Successful first-year college experiences require transitioning from comfortable high school habits to new, and sometimes difficult, college standards. Academically underprepared students bear an additional transitional burden during this time; they must successfully complete remedial courses before they can move into major coursework. Many of these students fail to complete this additional transition. Therefore, there is a need to better understand predictors of their academic performance to help them overcome transition. This study examined the effect of demographic, cognitive, and non-cognitive variables as predictors of the fall and spring semester GPAs and credit hours earned among a sample of 510 specially admitted first-year college students. Findings indicated that non-cognitive predictors of academic behavior, time management, and academic integration improved the prediction of academic performance at different points of the academic year. Implications for research and practice are discussed.

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Although teachers' commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers' learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job resources (i.e. task autonomy, transformational leadership, and collegial support) on teachers' learning commitment (i.e. learning frequency and engagement) can be explained by basic psychological need satisfaction and autonomous motivation, as posited by self-determination theory. At two occasions, approximately one year apart, data was collected in a sample of 678 (T1) and 536 (T2) Dutch secondary school teachers. Structural equation models showed the consecutive positive longitudinal relationships between teachers' experience of job resources, basic psychological need satisfaction, autonomous motivation, and commitment to professional learning. Job demands were not related to basic need satisfaction over and above the effects of job resources. Implications for how self-determination theory and the job demands resources model can mutually inform each other are discussed. In addition, implications for stimulating teachers' professional learning in practice are provided.

The power of portfolios in enhancing student motivation is frequently emphasised. Portfolios are conceptualised as a tool to implement Assessment for Learning (AfL) in classroom practice. However, the relation between portfolios and AfL on the one hand, and student motivation on the other hand, is complex and subject to many assumptions. This study investigates whether portfolio use actually supports the integration of AfL in classroom practice and the relation with students' motivation. Questionnaires were administered to a total of 419 grade 4 to 6 students from seven Dutch elementary schools. The results of structural equation modelling did not confirm a direct relation between portfolio use and students' motivational orientation. The findings indicate that the relation between portfolios and motivational orientation is fully mediated by students' perceptions of AfL. The findings indicate that the tool portfolio is not related to students' motivation, however, AfL practices do affect motivation.

Purpose: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. Method: Participants were three elementary school teachers (two females and one male) and their students (n=66). Functional analysis of instructional events (i.e., adaptations) between teachers and students was used to examine PCK before and after a content knowledge workshop in crawl swimming. The appropriateness of the adaptations was measured and all data were collected through live observation by trained observers. Results: All teachers increased their average number of task adaptations per lesson after the content knowledge workshop. Appropriateness of adaptations increased substantially for two teachers but decreased for one teacher. Discussion/Conclusion: Functional analysis of student-teacher interactions is a valuable tool to examine teachers' PCK. The interrelationship between student- and teacher behavior can be modified through a content knowledge workshop.

According to Stearns (2009), culture shapes childhood. The way a society defines culture shapes: (a) how childhood is constructed; (b) the production of literary products and services for young people; and (c) training for library professionals. In 21st century America, children are viewed as a vulnerable population in need of protection, as evidenced by the books that are challenged in schools and libraries every year. In Denmark, however, childhood is constructed differently. While the American-style of helicopter parenting described in Finkel and Fitzsimmons (2013) exists, since the 1980s a cultural shift has occurred, as Danes move from what Juncker (2007) calls a silent, attendant culture to a vocal, participatory culture. Today, young Danes' right to access culture is mandated through the Ministry of Culture, and libraries and cultural institutions, working in partnership with schools, are largely responsible for providing such access. According to the Royal School of Library and Information Science's website, Bachelors and Masters degrees in Information Science and Cultural Dissemination emphasize connections between information and knowledge, but also focus on the interplay between knowledge and culture. As library education changes, children's library centers in turn are transformed into cultural institutions that incorporate media in all forms, focusing on culture, creativity, and play. This qualitative study uses participant observation gathered in Denmark during summer 2014 at the Royal School of Library and Information Science, libraries and cultural centers, and online analysis. Findings demonstrate how the Danish LIS program addresses changing constructions of childhood and the roles of information and culture, encompassing both aesthetics and play.

The purpose of this article is to share how the authors supported kindergartners' and first graders' developing creativity through stories they composed in writing and art. Over eight years, the authors explored ways to use picturebooks as mentor texts to help students explore how the authors and artists create meaning multimodally. This article shares minilessons and examples of how students creatively and imaginatively told their stories; learned to think, see, and reason; and invented and problem solved their stories, seamlessly weaving their meanings into writing and art.

Introduction: In this study, we applied the Intervention Model for Affective Involvement (IMAI) to four participants who are congenitally deafblind and their 16 communication partners in 3 different settings (school, a daytime activities center, and a group home). We examined whether the intervention increased affective involvement between the participants and their communication partners and whether it increased positive emotions and reduced negative emotions in the participants. Methods: We used video observations in a multiple-baseline design across subjects to assess the effects of the 20-week intervention on the communication partners' interactions with the participants. Results: After onset of the intervention, affective involvement increased for three participants, while all four participants showed an increase in positive emotions and a decrease in negative emotions. During follow-up, the positive effect on the participants' behaviors decreased in most cases, but remained visible as compared to the baseline level. Discussion: The findings demonstrate that the IMAI can be successfully applied to persons who are congenitally deafblind. Given the small number of participants, replication of the intervention is recommended. Implications for practitioners: Affective involvement can be increased by training, but it is difficult to maintain this effect over time. Coaching of communication partners on a more permanent basis is recommended to maintain the sharing of emotions between persons who are congenitally deafblind and their communication partners.

Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers' intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre-service or in-service programmes devote explicit attention to developing this important teacher quality. This study set out to understand why. Specifically, data were collected to investigate how educators perceive intuition, and its role in teacher pedagogical tact. Ten focus group discussions were held with school board members, teacher educators, school principals, in-service teachers and pre-service teachers. Participants recognised two types of intuition commonly described in the literature (local and nonlocal), and affirmed the importance of intuition for teacher pedagogical tact. These educators also noted that teachers are rarely if ever encouraged to make conscious use of their intuition, let alone develop it. There was consensus that teachers differ in how well they are able to tune into their intuition. Though the scale of the study is small, the findings suggest that more attention should be given to developing teacher intuition and pedagogical tact than is currently the case.

Instructor Talk--noncontent language used by instructors in classrooms--is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk--Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process--was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education.

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

Sculpting representations of human organs out of modeling clay is an acknowledged method of teaching anatomical structures. Because of its potential to provide detailed spatial information, stereoscopic imagery can be understood to function as a suitable template for such sculpting tasks. Currently, it is unknown whether the advantages of stereoscopic images for modeling structures result from enhanced depth impression alone, or whether task performance is impacted by factors such as situational intrinsic motivation and perceived competence while sculpting a human organ using stereoscopic imagery as template. To clarify these queries, 35 eighth-grade students constructed a representation of the nasal cavity consisting of modeling clay. After the working phase, their situational intrinsic motivation and their perceived competence were assessed by a paper-and-pencil test and then analyzed, as was the elaboration of the sculpted representations. A control group with 38 students working with nonstereoscopic visualizations functioned as a counterpart. Stereoscopic imagery outperformed nonstereoscopic imagery concerning the accuracy in elaborating structures within the representations. However, there was no difference between situational intrinsic motivation and perceived competence in the context of using the digital template for forming the representations. Within the cohort working with nonstereoscopic imagery, situational intrinsic motivation was correlated with task performance. In contrast, within the cohort working with stereoscopic imagery, there was no relation concerning this. The findings show that depth impression due to stereoscopic imagery can be utilized to construct template-close representations, independently of situational feelings. This independence from situational sensitivities indicates that low situational intrinsic motivation will not condemn students to poor task performance.

Teleology has been described as an intuitive cognitive bias and as a major type of student conception. There is controversy regarding whether teleological explanations are a central obstacle to, are legitimate in, or are even supportive of science learning. However, interaction in science classrooms has not yet been investigated with regard to teleology. Consequently, this study addresses the question of how teleological explanations emerge in science classroom interactions about evolution and how teachers and students address emerging teleology. In this article, we introduce a theoretical and methodological framework drawing from the sociology of knowledge and systems theory, suggesting that this framework may enrich the understanding of knowledge construction and of social practices in the science classroom because it enables distinguishing between explicit and tacit knowledge. We investigated seven secondary school units about evolution and present data from four grade-12 classes in Germany, a country with very few creationists, to contrast two ways in which teleology is addressed. In the first type, the teachers combine intentional and need-based teleological explanations with aspects of scientific theories in an ambiguous way. Contrastingly, in the second type, the teachers construct a duality between correct mechanistic and incorrect teleological explanations by discrediting preceding scientific theories. In the discussion, we argue that the presented sociological approach can also be valuable in other science education contexts, such as creationism, the nature of science and socio-scientific issues, because classroom interaction involves tacit communication, such as a tacit epistemology, which are essential grounds for the students' knowledge construction.

Students do not always feel that their ideas for improving educational quality are taken seriously. Student-staff partnerships may help take this feeling away. In such partnerships, students equally collaborate with staff and participate in shared decision-making and implementation processes for improving education. However, empirical research has hitherto paid scant attention to the question of how students experience such student-staff collaborations, whether they are willing to participate in these partnerships and, if so, under which circumstances. We therefore conducted an explanatory mixed-methods study, for which we administered a student-staff partnership questionnaire to 87 students and held four focus groups. In the students' view, students can provide a unique perspective on educational improvement. Yet, they did not consider their collaborations with staff as full partnerships, because their role remained restricted to giving advice and they were not involved in the implementation process. Although students felt respected by staff, they expressed a wish to be informed of what happened with their suggestions, and to be seen as equal partners while appreciating the difference in students and staff members' roles. Additionally, students pointed to a need for clear and well-communicated role descriptions. We conclude that to render student-staff partnerships effective, students should be empowered more.

An important aspect of bringing innovation to education is supporting children's own innovative thinking. Teachers are finding that escape room activities can provoke children's wonder and determination to pursue their curiosity, which builds a foundation for innovators of the future.