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Purpose: Today's unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning frameworks such as agile learning are more learner centered, integrated into the workplace and socially shaped. The purpose of this study is to examine Working Out Loud (WOL) as an agile learning method. Design/methodology/approach: This intervention study used a pre-post and six-month follow-up design (N = 507) to evaluate the effects of WOL on learners' vigor (affective outcome), WOL behavior (behavioral outcome) and psychological empowerment (cognitive outcome) at work. Findings: The authors compared the three longitudinal measurements using multilevel modeling. Results revealed that WOL could significantly increase learners' WOL behavior and psychological empowerment at work in the post and six-month follow-up measurements. No effect was found on learners' vigor at work. Originality/value: This study highlights the need for research on new, more agile learning frameworks and discusses their relevance to the literature. Agile learning frameworks enable learners to be more autonomous and flexible, allowing them to better adapt to changing environmental demands.

Mastering distance teaching imposed by the COVID-19 pandemic was challenging for many teachers. In the present cross-sectional survey, we assessed the level of stress that teachers experienced during the lockdown of schools in Germany, their strategies to cope with it, and external and internal barriers for distance teaching with an online questionnaire. Teachers were recruited for the study on the basis of nationwide professional networks (e.g. Eduserver -- Education in Germany, The German Education Union (GEW)) as well as by advertising the study on homepages of associations for different special educational needs and in social networks (e.g. Facebook, Instagram). A total of 380 teachers from different school forms participated. They experienced medium to high levels of stress. More than 50 percent of them spent more than four hours daily on remote teaching, with secondary grammar school teachers experiencing significantly more stress and working more hours daily than special education teachers. The vast majority of them experienced technical barriers, but most of them felt able to cope functionally with the stress. Female teachers experienced significantly more stress, but coped with it more often in a functional way; teachers used more functional coping strategies when they expected external factors as barriers for distance teaching. The results imply that teachers' digital skills should be developed, schools should be better equipped with the necessary computer hard- and software, and more research on psychological factors contributing to teachers' willingness to use technologies for remote teaching in the pandemic and beyond should be done.

As different competencies or professional backgrounds may affect the quality of program implementation, staffing is a critical issue in home visiting. In this study, N = 430 women received home visits delivered either by a tandem of a midwife and a social worker or by only one home visitor (primarily midwives, continuous model). The groups were compared in a quasi-experimental design on level of participation, implementation of the contents, and clients' responsiveness during pregnancy and child's first year of life. Trends towards a higher dropout rate and lower ratings of the helping relationship indicate an increased challenge to retain a strong working alliance in the tandem model. This is attributable to a stronger orientation towards the participants' interest in the continuous model, whereas treatment fidelity in the tandem model is higher. Recommendations to improve the helping relationship in the tandem model are given. (Contains 5 tables.)

Rigorously evaluated prenatal and infancy home visitation programs for families at risk have proven to effectively prevent the development of early onset and later conduct problems. the German pilot project "Pro Kind" is an adaptation of the US evidence-based Nurse-Family Partnership program. It has been evaluated in a longitudinal randomized control group design since 2006. In this paper, preliminary results for prenatal health behavior, pregnancy, birth as well as child neurodevelopmental outcomes at 6 and 12 months of age are presented. So far, positive treatment effects are only found for the cognitive outcomes at the age of 12 months.

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Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)