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The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers' digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers' digital competences and TPACK are discussed.

The study tested 4 direct and 28 indirect teacher expectancy effects on students' results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning mathematics and literacy. The study involved 1374 first year college students. Conducted path analyses revealed: (1) the total teacher expectancy effects was the strongest for final marks in mathematics, followed by test results in mathematics, test results in literacy, and final marks in literacy; (2) the direct effect was stronger than the total indirect teacher expectancy effects in the case of mathematics, while for literacy outcomes, the order of the effects was reversed; (3) the direct teacher expectancy effects were positive; the indirect effects reversed after including student self-esteem/student self-expectancy into relations between teachers' expectancy and mathematics and literacy outcomes; (4) teachers' expectancy was mediated most strongly by student self-esteem, time spent learning, and student self-expectancy, or by student self-expectancy and time spent learning, respectively for mathematics and literacy outcomes; (5) the impact of teachers' expectancy was stronger than student self-expectancy for mathematics, but was the same or weaker for literacy outcomes, respectively. The obtained results were discussed in the light of the theory and results of studies concerning teacher expectancy effects.

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The objective of the study was the assessment of the mutagenicity of chemical pollutants adsorbed on suspended particulate matter with aerodynamic diameter < 2.5 μm (PM2.5) in the four seasons. Samples were collected from the urban agglomeration of Wroclaw, Poland and evaluated for mutagenicity using two Salmonella typhimurium strains TA98 and TA100 with and without metabolic activation with microsomal fraction S9. The work covered sampling of suspended dusts in four seasons: summer, spring, autumn and winter. The dust samples were collected on glass filters using air aspirator and the organic matter of PM2.5 was extracted using Soxhlet extractor. The levels of polycyclic aromatic hydrocarbon compounds (PAH), nitro-PAH and dinitro-PAH were determined in the extract. Variable degree of air pollution with mutagenic substances was determined at the selected study site. A greater, negative effect of chemical compounds on DNA was determined in dust samples collected in the autumn-winter season in comparison to samples collected in the spring-summer season. In the majority of tests, higher mutagenicity was obtained in analyses conducted on total extracts in comparison to tests conducted in the presence of PAH pollutant fractions. The obtained mutagenic ratio values pointed to the presence of chemical compounds with a character of both promutagens and direct mutagens. Samples collected in the autumn-winter season were observed to have a higher diversity of organic substances absorbed on PM2.5 dusts. Particular samples differed in the total content and percent contribution of particular PAHs, nitro-PAHs, and other organic compounds. In addition, the identified substances included compounds belonging to different chemical classes: aliphatic compounds, cycloalkanes, mono- and bicycling arenes, polycyclic arenes, compounds containing oxygen, nitrogen, and sulphur., Competing Interests: Declaration of competing interest The authors declare that they have no known competing for financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2020 Elsevier B.V. All rights reserved.)