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Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]

The main goal of this paper is to suggest a combination of data analyses -- notably generalized additive models, time-series clustering methodology, visual methods for significance testing and qualitative analyses -- that relate to Complex Dynamic Systems Theory (CDST). To this end, we report on findings from a larger project conducted in a bilingual (pre)primary school in Switzerland, aiming to elucidate the complex ways that L2 English development emerges over time in 45 children who received German/English bilingual instruction over a period of eight years (age 5-12) in combination with emerging extracurricular exposure to English. The results reveal that increased extracurricular activities in English are particularly noticeable during periods of rapid development, but the effects seem temporally limited to the end stages of testing and strongly hinge on the cluster in question (i.e., learners with trajectorial similarities). We relate the findings to the "authenticity gap" between English inside and outside of school, as clusters who perceive a discrepancy between in- and out-of-school encounters with English also show rapid development that is characterized by increased English exposure during extracurricular activities. Methodological implications of adopting non-linear models, which can model complex dynamic relationships in order to better reconcile generalizability, variability, and individuality, are discussed.

In this paper, we present an activity to introduce the idea of public-key cryptography and to make pre-service STEM teachers explore fundamental informatics and mathematical concepts and methods. We follow the Theory of Didactical Situations within the Didactical Engineering methodology (both widely used in mathematics education research) to design and analyse a didactical situation about asymmetric cryptography using graphs. Following the phases of Didactical Engineering, after the preliminary analysis of the content, the constraints and conditions of the teaching context, we conceived and analysed the situation a priori, with a particular focus on the milieu (the set of elements students can interact with) and on the choices for the didactical variables. We discuss their impact on the problem-solving strategies the participants need to elaborate to decrypt an encrypted message. We implemented our situation and collected qualitative data. We then analysed a posteriori the different strategies that participants used. The comparison of the a posteriori analysis with the a priori analysis showed the learning potential of the activity. To elaborate on different problem-solving strategies, the participants need to explore and understand several concepts and methods from mathematics, informatics, and the frontier of the two disciplines, also moving between different semiotic registers.

Adaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children's learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children's mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children's mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children's mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.

Mathematical competence in school-related contexts is a multidimensional construct that encompasses several content areas and cognitive components. Kindergarten children have experiences with different types of mathematical content. However, empirical research has focused mostly on children's numerical skills, and less is known about their development in other mathematical content areas and interdependencies between areas, especially when it comes to less-structured approaches to early childhood education. The study investigated two research questions: (1) What is the structure of kindergarten children's mathematical competence? (2) How do the different dimensions of mathematical competence develop over time? One-to-one interviews were completed with 442 kindergarten children to assess their mathematical competence at three measurement points. The results indicate that mathematical competence among kindergarten children should be treated as a multidimensional construct. Furthermore, the results indicate that skills in different content areas affect later skills in the same and in other content areas. Therefore, the results highlight the importance of addressing multiple mathematical content areas in early childhood.

This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro-Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity- and agency-related variables alongside more intensive social interaction with target-variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners' emerging multivarietal repertoires.

The purpose of this study was to determine differences in students' perceived benefits of chess by gender and age after being exposed to chess during instruction for an entire academic year as part of a Chess in Schools initiative in a southeastern state of the United States. Data were collected during the 2017-2018 academic year. The sample consisted of 1,286 students across elementary, middle, and high school levels. Data were collected using a retrospective pretest survey. Seven constructs of the students' perceptions were generated ("increased enjoyment of mathematics," "improvement in academic self-efficacy," "improvement in collaborative skills," "improvement in organizational skills," "enjoyment of chess," "confidence in chess playing ability," and "increased engagement in learning"), and all had high reliability coefficients. Data were analyzed using a two-way multivariate analysis of variance. The results showed that elementary students consistently tended to have higher ratings of perceived benefits than middle and high school students across all constructs. The differences between middle and high school students were low and not statistically significant.

In this study, we investigated primary school children's perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: "Poor acoustic quality" (long reverberation time [Long RT]) versus "Adequate acoustic quality" (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child's age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children's perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children's and teachers' awareness of motivational-affective, regulative, and environmental aspects favoring listening at school.

In this pilot study, we report on the feasibility, acceptability and potential impact of 'Who, When, How to Share', a new disclosure decision-making programme for autistic adults. We evaluated this programme using pre-post mixed-methods surveys that included questions about participants' experiences of the programme and four psychosocial outcome measures. While 32 autistic adults completed the pre-programme survey and enrolled into the programme, there was high attrition, with only 19 autistic adults completing the programme and post-programme survey. We found that it was feasible to deliver the programme in a guided self-help format, although a minority of participants (who completed the programme or provided reasons for withdrawing from the programme) found it challenging to work through the programme independently and within the study time frame. High levels of satisfaction and positive qualitative feedback also suggested that the programme was acceptable to autistic adults. Participants provided useful recommendations for improvement, such as more interactive elements to enhance engagement. The programme showed potential to improve decisional conflict, disclosure-related distress, stigma-related stress and internalised stigma among autistic adults, though further evaluation of the impact of the programme is needed.

Background: Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. Objective: To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. Method: A cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications. Results: Comparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum. Conclusion: A program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology. Teaching implications: This program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers.

Several studies have reported the positive benefits of informal Computer Science learning programs for Black girls, which include staff, mentors, and peers reflective of the girls in the program; however, we do not know enough about what motivates Black women to sign up to teach in such programs, or how representation in mentoring affects future CS learning for Black girls. Here we report the intersectional experiences of 11 Black women who served as instructors and mentors for the virtual INTech Summer Camp. The women in this study confirm that it is imperative to consider the intersectional experiences of Black women in CS as a whole, without explicating their identities. We found that Black women in CS feel that it is their responsibility to give back to Black girls to pay it forward from their own mentorship experiences. The Black women in our study describe seeking to fill a gap in mentorship that they experienced themselves, to share their knowledge and experiences to support the development of others who can relate to that intersection of identifying as Black and a girl or woman. Providing positive representation to encourage young Black girls to pursue tech careers is imperative to diversifying the tech workforce.

Despite the established need for sexuality and relationship programming for autistic adults, there are extremely limited curricula for this population. This pilot study used an evidence-based sexuality and relationship education program for autistic adolescents (Tackling Teenage Training) as the basis for an adult-focused virtual psychoeducational group. Qualitative feedback, quantitative ratings of the programming, and behavioral surveys from participants were collected. Nine participants completed the program, and corresponding pre and post measures. Highly rated topics, for example gender identity and online dating, were consistent with previous research on what autistic adults want from a sexuality and relationship education program. Future programming should incorporate increased attention to themes and topics highlighted by participants, and should utilize the teaching tools (e.g., role play, peer discussions) identified as useful by the participants.

Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the "AEducAR" prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second-year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of "AEducAR," named "AEducAR 2.0," to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. "AEducAR 2.0" offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that "AEducAR 2.0" effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.

Psychoeducation programs may increase knowledge about stress and help adolescents cope with stress. However, research about the effectiveness of psychoeducation programs about stress for adolescents is limited. The present study aimed to fill this gap by evaluating the effect of a brief school-based universal psychoeducation program about stress, the Stress Lessons, in terms of knowledge and experienced stress. A total of 1613 adolescents (M = 13.41 years) from Dutch secondary schools participated. A cluster randomised controlled design was employed: classes were randomly assigned to an experimental or control condition. The experimental condition received three Stress Lessons between pre- and post-test. The Stress Lessons provided information about stress, how to recognize stress, and how to cope with and prevent stress. Questionnaires were used to assess knowledge about stress as well as experienced stress. Multilevel analyses were conducted to examine the effectiveness of the Stress Lessons and the moderating effect of gender, educational track, and ethnic background. Results showed that knowledge gain was significantly greater in the experimental than in the control condition. Experienced stress did not change due to the Stress Lessons. Moderator analyses revealed a larger effect of the Stress lessons in terms of knowledge about stress for girls compared to boys and for adolescents who followed academic compared to vocational education. Overall, the findings show that a brief psychoeducation program leads to a better understanding of stress. Therefore, it may be useful for schools to implement such programs to enhance adolescents' awareness.

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.