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Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs. Moreover, a sensitive discussion of and critical responses to diverse picturebooks is found to positively influence a child's social and emotional learning competecies, apart from increasing a child's cultural knowledge and serving as a catalyst for social justice. This paper is meant to broaden early childhood educators' repertoire of picturebooks that can be used in the classroom to also include international titles (translated into English from their original languages) and multicultural titles to facilitate affective engagement with these narratives and introduce social and emotional learning skills (self-awareness, self-management, social awareness, relationship management and responsible decision-making). This paper provides a list of diverse books (from the Netherlands, Japan, Lithuania, Spain, Germany, France, Argentina – among others) for students in early childhood (from preschool to third grade) thematically organized across the five social and emotional learning competencies. Strategies such as book-bonding and literacy bags for family engagement will be shared while using the framework of culturally responsive teaching in an early childhood setting. Recommendations for how family members can be more involved are included, along with critical literacy strategies that include conversations, multiple perspectives and the sharing of authentic experiences. [ABSTRACT FROM AUTHOR]

In the setting of increasingly more fragmented digital communication settings, the accuracy and honesty of (political) information has become subject of fierce debates and partisan attacks. Hence, the challenge of mis- and disinformation not only pertains to the truthfulness of information itself, but also to the discursive construction of supporting information as truthful and dissonant information as untrue or deliberately false. This paper inductively analyzes discourses of (un)truthfulness (Study 1, N = 1,777) and uses an Automated Content Analysis (Study 2, N = 56,666) to assess how reality, mis-, and disinformation are constructed by politicians in Austria, Germany, and the Netherlands. The findings point to an affinity between populism and disinformation: Right-wing populist politicians take issue ownership in discrediting established knowledge and attempt to create momentum for alternative realities that resonate with populist worldviews. Such discourses of (un)truthfulness may have an important impact on defining reality for voters. [ABSTRACT FROM AUTHOR]

The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research. [ABSTRACT FROM AUTHOR]

Increasing international labor migration has important effects on the workforce composition of firms in all migrant-receiving countries. The consequences of these changes for firm performance have attracted growing attention in recent years. In this paper, we focus explicitly on the impact of cultural diversity among migrant employees on the innovativeness of firms. We briefly synthesize empirical evidence from a range of contexts across Europe, North America, and New Zealand. We then utilize two unique and harmonized linked employer-employee datasets to provide comparative microeconometric evidence for Germany and the Netherlands. Our panel datasets contain detailed information on the generation of new products and services, determinants of innovation success, and the composition of employment in establishments of firms over the period 1999 to 2006. We find that innovation in both countries is predominantly determined by establishment size and industry. Moreover, obstacles encountered and organizational changes faced by firms drive innovation too. With respect to the composition of employment, the presence of high-skilled staff is most important. Cultural diversity of employees has a positive partial correlation with product innovation. The size and statistical significance of this effect depends on the econometric model specification and the country considered. We conclude from the literature synthesis and the new comparative evidence that cultural diversity of employees can make a positive, but modest and context dependent, contribution to innovation. [ABSTRACT FROM AUTHOR]