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Teachers' focus on their students' learning is considered central in high-quality, studentcentred university teaching. This frontline eye-movement research asks whether teachers' focus can be observed at the intersection of the visual and conceptual levels. It introduces a novel way to study teachers' visual attention combined with verbal interpretations, including numerical ratings of the success of teaching when they observe teaching situations. Teachers' visual attention and interpretations were further studied in connection to their prior pedagogical training and teaching experience in years. Two short videos depicting teaching during a lecture, including different types of trigger events, were presented to teachers (N = 49) who were asked to think aloud while watching. The first video's trigger was students becoming bored during a content-focused teaching situation, and the second video's trigger was the teacher replying in an engaging way to students' questions in a learning-focused teaching situation. The results showed that pedagogically trained teachers paid more visual attention to the students than did their non-trained colleagues, especially in content-focused teaching situations. Teaching experience did not have any effect on visual attention or interpretation in this study. The teachers who paid more visual attention to the students in the content-focused teaching situation noticed in their interpretations that the students were not active, expressed higher learning-facilitating teaching conceptions and gave lower numerical ratings for the teaching situation. In conclusion, pedagogical training seems to promote university teachers' ability to pay visual attention to students in teaching situations and interpret these situations from the students' perspective, i.e. focus on student learning. [ABSTRACT FROM AUTHOR]

This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science. Lay Description: What is already known about this topic: Positive collaboration in groups promotes positive affect.Positive affect is crucial for attitudes and motivation towards science learning.Affect is an important factor in virtual learning environment design, but there is a lack of understanding on occurrence and influence of affect during face‐to‐face virtual learning.What this paper adds: Students report mainly positive affect during virtual science inquiry despite tough task demands and the level of productive group outcome.Positive activating affect prevails throughout collaborative inquiry, whereas negative deactivating affect is subordinate.Joviality and notably self‐assurance has a great impact on collaboration and support, and achievement, whereas feelings of displeasure and insecurity may have negative implications.Implications for practice and/or policy: Self‐assurance promotes collaboration and support and the aim at coconstruction of shared understanding during virtual science inquiry learning.Efforts should be made to enhance positive affect and especially self‐assurance in virtual learning. [ABSTRACT FROM AUTHOR]

A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing nonroutine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixthgrade students from elementary schools participated. Results showed that the effects of WPE are various depending on students' initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. [ABSTRACT FROM AUTHOR]

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A nine year follow up study of the delivery pattern of 119 women after delivery in the persistent occiput posterior position and their occipito-anterior controls. The studied parameters were: number of deliveries, number of repeated cases of persistent occiput posterior position and operative deliveries. Deliveries in the occipito-posterior position were more common in the study group than in the controls (P= 0.031). Except for this, no statistically significant differences were found between the groups. According to the results, recurrence of the persistent occiput posterior position is common. A history of delivery in the persistent occiput posterior position does not seem to have any major impact on future childbearing.