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Collecting and producing mass data has offered an appealing way to condense educational phenomena. However, thus far, little attention has been given to the seemingly insignificant preprinted forms that represent the basis for compiling and aggregating data. Taking inspiration from science and technology studies and the ensuing development of so-called paper technologies, this article highlights the potential of small forms in education that were used to record, evaluate, and aggregate data for educational statistics. By suggesting a multi-level methodological approach that we frame as 3D hermeneutics, we seek to contribute a methodological proposal on how to analyse these materials and showcase what lies beneath – or what comes before – the knowledge produced by educational statistics. These analyses draw on pre-printed forms collected by the Prussian educational administration at the turn of the nineteenth century, and re-trace the contexts they were embedded in, examine their materiality, and reconstruct their usage.

Feedback is considered of great relevance for supporting student learning. It is therefore the focus of a significant body of theoretical work and is included in many observation frameworks for measuring teaching quality. However, little is currently known about the extent to which the theoretical and empirical knowledge of feedback from the literature is represented in operationalizations of feedback in observation frameworks. In this exploratory study, we first reviewed the literature and identified nine quality criteria for effective feedback. Using content analysis, we then explored the extent to which 12 widely used observation frameworks for teaching quality reflect these criteria and the similarities and differences in their approaches to capturing feedback quality. Only ten of the 12 frameworks measured feedback. Nine frameworks addressed feedback directly, while one framework only captured feedback indirectly. All frameworks differed in the number of feedback quality criteria they captured, the aspects they focused on for each one, and the detail in which they described them. One criterion (Feed Up) was not captured by any framework. The results show that more clarity is needed about which facets of feedback are integrated into frameworks and why. The study also highlights the importance of finding ways to complement observation frameworks with other measures so that feedback quality is captured in a more comprehensive fashion.

Through micro-genetic analysis of early singing, I describe and explain the complexity of song as an elementary cultural expression. For educators, it is important to understand the key role of song with and by young children as a means to convey feelings and musico-linguistic rules. Song consists of melody and lyrics, both of which are connected by metrical rules to form a Gestalt. A song sung by 18-month-old Lynn exemplifies that she produces the melody with ease, but shows difficulty forming the words. By following rules, she forms and expresses feelings of belonging to those who shared their singing with her previously.

Hintergrund: Das Spektrum der Pflegeberatungsangebote ist beachtlich. Verschiedene Berufsgruppen mit jeweils unterschiedlichen Qualifikationen und Zielsetzungen führen die Beratungen durch, und die Erreichbarkeit sowie die Serviceangebote der jeweiligen Beratungsstellen variieren sehr. Ziel dieser Studie ist das Herausarbeiten von Empfehlungen für pflegebedürftige Personen und ihre Angehörigen, um a) mehr Transparenz und Kenntnisse über das Spektrum an Pflegeberatungen für Pflegebedürftige und ihre Angehörige sowie professionelle Akteur*innen herzustellen und b) die Strukturen des heterogenen Spektrums der Pflegeberatungen zu optimieren mittels einer qualitativen Studie mit Expert*innen am Beispiel des Landkreises Lörrach. Methoden: Ausgehend von einer systematischen Literaturrecherche wurden 21 leitfadengestützte Expert*inneninterviews fünf verschiedener Interessensvertretergruppen (Vertreter*innen pflegebedürftiger Personen und ihrer Angehörigen, Leistungserbringer, Kostenträger, Landkreis und Kommunen, Politik) analysiert. Alle Interviews wurden digital aufgenommen und wörtlich transkribiert. Die Datenauswertung erfolgte mit der inhaltlich strukturierenden Inhaltsanalyse nach Kuckartz. Ergebnisse: Aus 21 Transkripten der Expert*innen gingen neun Hauptkategorien hervor. Exemplarisch werden im Folgenden die Erkenntnisse aus vier Hauptkategorien aufgezeigt, die in Bezug zum Kriterium Transparenz stehen. Die Expert*innen berichten von zahlreichen Barrieren, die sie bei pflegebedürftigen Personen und ihren Angehörigen erkennen, um eine Pflegeberatung in einem hochkomplexen Gesundheitssystem in Anspruch nehmen zu können. Die derzeitige Pflegeberatungsstruktur ist für informationsbedürftige Personen ohne Hintergrundwissen zum Gesundheitssystem intransparent und eine Differenzierbarkeit der verschiedenen Pflegeberatungsangebote mit den teils unterschiedlichen Aufgaben kaum möglich. Die grundsätzlich themenspezifisch aufgebaute Beratungsstruktur ist geprägt von unkoordinierten Parallelstrukturen, auch zum Thema Pflege, die selbst den professionellen Akteur*innen den Überblick und die Orientierung für eine zielgerichtete Inanspruchnahme der Beratungsangebote von Ratsuchenden, wie pflegebedürftigen Personen und ihren Angehörigen erschweren. Die Expert*innen bekräftigen, wie wichtig kreative Ideen und verschiedene Kanäle unter Berücksichtigung der Generationenunterschiede und dem differierenden Informationsverhalten der Ratsuchenden sind, um die Informationsvermittlung und die Sichtbarkeit der Pflegeberatungsangebote zu erhöhen. Für pflegebedürftige Personen und ihre Angehörigen sind niedrigschwellige, bürgernahe, regionale und barrierefreie Zugänge zu Informationen zu schaffen. Primär für professionelle Akteur*innen sollte eine zentrale Plattform auf Landkreisebene errichtet werden, die viele beim Pflegestützpunkt oder beispielsweise beim Landratsamt angesiedelt sehen, auf der die Fäden zusammenlaufen und sämtliche Pflegeberatungsangebote und Aufgabenbereiche beinhaltet. Diskussion und Schlussfolgerung: Insgesamt werden mit den Studienergebnissen zahlreiche systemische Schwachstellen im Spektrum der Pflegeberatungsangebote und im Versorgungssystem aufgezeigt, welche hier auf das regionale Forschungsfeld begrenzt sind und aus der Perspektive des Versorgungsmanagements betrachtet wurden. Die Relevanz, die Strukturqualität von Pflegeberatungen zu optimieren, wird in der Ergebnisanalyse deutlich. Eine Reform der Sozialgesetzgebung, vor allem der Sozialen Pflegeversicherung (Elftes Buch), ist aus der Interviewanalyse abzuleiten und sollte durch eine landesweite Erhebung weiter untersucht werden.

The distal relationship between risk factors in childhood and subsequent dating violence in late adolescence has not often been explored using longitudinal data. This study aims to shed light on the problem of dating violence by examining children’s backgrounds at age 7 and the link to the future involvement in dating violence at age 17 using the first and seventh waves of the Zurich Project on the Social Development from Childhood to Adulthood (z-proso, n = 644). The sample consists of 644 multiethnic adolescents (57.14% female, M = 17.47, SD = 0.37), mainly Swiss-born (90%), though more than half of their parents (60%) were born in another country. A latent class analysis was applied to identify three different profiles (a) zero (or minimal) involvement in teen dating violence, (b) perpetrators/victims of controlling behaviors, and (c) perpetrators/victims of controlling behaviors and of physical violence. Participants who were corporally punished and/or victims of bullying at age 7 were significantly more likely to belong to the controlling and physical violence profile than children in the non-violent class. These results suggest a certain chronicity of the effects of violent experiences in early childhood on the patterns of romantic relationships at 17 years old.

This paper describes the Open Linguistics Working Group (OWLG) of the Open Knowledge Foundation (OKFN). The OWLG is an initiative concerned with linguistic data by scholars from diverse fields, including linguistics, NLP, and information science. The primary goal of the working group is to promote the idea of open linguistic resources, to develop means for their representation and to encourage the exchange of ideas across different disciplines. This paper summarizes the progress of the working group, goals that have been identified, problems that we are going to address, and recent activities and ongoing developments. Here, we put particular emphasis on the development of a Linked Open Data (sub-)cloud of linguistic resources that is currently being pursued by several OWLG members.

This systematic review provides an overview and analysis of the survey instruments measuring technology integration (TI) in educational settings from 2010 to 2021. Given the importance of addressing aspects related to the quality of TI (e.g., the use of technology to support pedagogical goals), we paid particular attention to them. Search results from the PsycINFO, ERIC, Web of Science, and Scopus databases yielded 695 records. Thirty-five different survey instruments used in 36 studies met our eligibility criteria and were then analyzed by applyingcontent analysis. Our results indicate that the diversity of operationalizations is very high and that several instruments have no explicit conceptual or theoretical underpinnings. Most of the instruments measure aspects related to classroom practices and measure TI from the teachers' point of view. The most frequently measured pedagogical aspects of TI in instructional practices include the use of technology to (1) enhance students’ cognitive engagement, (2) promote collaboration between students, and (3) allow students to conduct research online. The study concludes with some perspectives for future research, an attempt to formulate a definition of TI, and some more general recommendations to ensure terminological unambiguity in TI research.

Since schools increasingly use digital platforms that provide educational data in digital formats, teacher data use, and data literacy have become a focus of educational research. One main challenge is whether teachers use digital data for pedagogical purposes, such as informing their teaching. We conducted a survey study with N = 1059 teachers in upper secondary schools in Switzerland to investigate teacher digital data use and related factors such as the available technologies in schools. Descriptive analysis of the survey responses indicated that although more than half of Swiss upper-secondary teachers agreed with having data technologies at their disposal, only one-third showed a clear tendency to use these technologies, and only one-quarter felt positively confident in improving teaching in this way. An in-depth multilevel modeling showed that teachers’ use of digital data could be predicted by differences between schools, teachers’ positive beliefs towards digital technologies (will), self-assessed data literacy (skill), and access to data technologies (tool) as well as by general factors such as frequency of using digital devices in lessons by students. Teacher characteristics, such as age and teaching experience, were minor predictors. These results show that the provision of data technologies needs to be supplemented with efforts to strengthen teacher data literacy and use in schools.

This commentary argues that to increase diversity in language acquisition research, the field should define specific, measurable, attainable, relevant, and time-defined goals, and prioritize solutions based on their importance, tractability, and neglectedness, ideally in collaboration with a variety of other agents outside the research community.

Previous research has suggested that bullying victimization is associated with higher suicidal risk among young people; however, the mechanisms underlying this relation have not been well examined. The current study aimed to illuminate the developmental links between bullying victimization and suicidal ideation by examining the mediating roles of depressive symptoms, anxiety symptoms, and substance use. The study sample consisted of n = 1465 participants (51.7% male) from the normative z-proso study. Using random intercept cross-lagged panel models and three waves of longitudinal data (ages 15, 17, and 20), the hypothesized mediation effects at the within-person level were tested while partialling out between-person confounds. The results suggested that, at the within-person level, bullying victimization did not predict subsequent suicidal ideation via depressive symptoms, anxiety symptoms, or substance use. However, age 15 bullying victimization predicted within-person increases in age 17 depressive symptoms and suicidal ideation. In addition, depressive symptoms at age 15 and tobacco and cannabis use at age 17 were associated with within-person increases in bullying victimization at ages 17 and 20, respectively. The results also indicated that cannabis use and suicidal ideation were positively and reciprocally related over time. Future studies collecting data at multiple timescales are needed to understand proximal and longer-term mechanisms underlying the relation between bullying victimization and suicidality.

In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen zeigten eine klare Differenzierung in den Wertüberzeugungen zwischen den beiden Fächern und eine stabile Entwicklung im bevorzugten Fach. Die anderen drei Klassen waren durch Mittelwertunterschiede (hohe, mittlere, niedrige intrinsische Wertüberzeugungen) gekennzeichnet und zeigten moderate Abnahmen über die Zeit in beiden Fächern. Die fünf Wachstumsklassen gingen mit unterschiedlichen Berufsorientierungen am Ende des 11. Schuljahres einher, wobei Berufsorientierungen bezüglich eines Fachs besonders hoch ausgeprägt waren, wenn die Wertüberzeugung bezüglich des anderen Faches niedrig war. Geschlechterunterschiede in den Berufsorientierungen konnten vollständig über die Zugehörigkeit der Geschlechter zu den fünf Wachstumsklassen erklärt werden., Zeitschrift für Erziehungswissenschaften, 25 (2), ISSN:1434-663X, ISSN:1862-5215

Students who did a CURE on experimental evolution of antibiotic resistance in place of traditional labs gained a better understanding of the culture of scientific research and evolution by natural selection, with minimal impact on exam scores.

Die Unterrichtsqualitätsforschung hat in den vergangenen Jahrzehnten viel zum Verständnis der Merkmale beitragen, die einen qualitätsvollen Unterricht auszeichnen. Sie hat einflussreiche Modelle hervorgebracht, die eine gemeinsame Grundlage für die Erforschung des Unterrichts bereitstellen. Gleichzeitig bringen gesellschaftliche Veränderungsprozesse eine Neuorientierung des schulischen Unterrichts mit sich, und es lässt sich fragen, ob die Unterrichtsqualitätsforschung mit ihren bisherigen Ansätzen in der Lage ist, in Zukunft zum Gelingen von Unterricht beizutragen. Im Rahmen einer Zukunftswerkstatt hat das Leibniz-Netzwerk Unterrichtsforschung daher einen längerfristig angelegten Prozess gestartet, um sich mit dem Unterricht der Zukunft zu beschäftigen und zu versuchen, drängende Fragen und Handlungsfelder für die Unterrichtsqualitätsforschung zu identifizieren. Der vorliegende Beitrag stellt die Ergebnisse dieses initialen Austauschs dar. Zudem wird ein Einblick in die gegenwärtige Arbeit im Netzwerk gegeben, die aufbauend auf den Ergebnissen der Zukunftswerkstatt eine Weiterentwicklung der Unterrichtsqualitätsforschung anstrebt. English version Over the past decades, research on teaching quality has substantially contributed to the understanding of high quality teaching. It has brought forth influential models that provide a common ground for research on teaching. At the same time, societal change requires a reorientation of teaching in schools. It seems questionable whether the current approaches of teaching quality research can contribute to the success of teaching in the future. Therefore, based on a future workshop method, the Leibniz Network of Research on Teaching Quality has started a longer-term working process to consider future developments of teaching and to identify urgent questions and fields of action for research on teaching quality. The present paper outlines the results of this initial exchange. Furthermore, it gives insight into the current work within the network that aims at an advancement of research on teaching quality based on the results of the workshop., +repphzhbib2023A

In this paper, we present a corpus for heritage Bosnian/Croatian/Montenegrin/Serbian (BCMS) spoken in German-speaking Switzerland. The corpus consists of elicited conversations between 29 second-generation speakers originating from different regions of former Yugoslavia. In total, the corpus contains 30 turn-aligned transcripts with an average length of 6 min. It is enriched with extensive speakers’ metadata, annotations, and pre-calculated corpus counts. The corpus can be accessed through an interactive corpus platform that allows for browsing, querying, and filtering, but also for creating and sharing custom annotations. Principal user groups we address with this corpus are researchers of heritage BCMS, as well as students and teachers of BCMS living in diaspora. In addition to introducing the corpus platform and the workflows we adopted to create it, we also present a case study on BCMS spoken by a pair of siblings who participated in the map task, and discuss advantages and challenges of using this corpus platform for linguistic research.

To detect differential item functioning (DIF), Rasch trees search for optimal splitpoints in covariates and identify subgroups of respondents in a data-driven way. To determine whether and in which covariate a split should be performed, Rasch trees use statistical significance tests. Consequently, Rasch trees are more likely to label small DIF effects as significant in larger samples. This leads to larger trees, which split the sample into more subgroups. What would be more desirable is an approach that is driven more by effect size rather than sample size. In order to achieve this, we suggest to implement an additional stopping criterion: the popular Educational Testing Service (ETS) classification scheme based on the Mantel–Haenszel odds ratio. This criterion helps us to evaluate whether a split in a Rasch tree is based on a substantial or an ignorable difference in item parameters, and it allows the Rasch tree to stop growing when DIF between the identified subgroups is small. Furthermore, it supports identifying DIF items and quantifying DIF effect sizes in each split. Based on simulation results, we conclude that the Mantel–Haenszel effect size further reduces unnecessary splits in Rasch trees under the null hypothesis, or when the sample size is large but DIF effects are negligible. To make the stopping criterion easy-to-use for applied researchers, we have implemented the procedure in the statistical software R. Finally, we discuss how DIF effects between different nodes in a Rasch tree can be interpreted and emphasize the importance of purification strategies for the Mantel–Haenszel procedure on tree stopping and DIF item classification.

This simulation study investigated to what extent departures from construct similarity as well as differences in the difficulty and targeting of scales impact the score transformation when scales are equated by means of concurrent calibration using the partial credit model with a common person design. Practical implications of the simulation results are discussed with a focus on scale equating in health-related research settings. The study simulated data for two scales, varying the number of items and the sample sizes. The factor correlation between scales was used to operationalize construct similarity. Targeting of the scales was operationalized through increasing departure from equal difficulty and by varying the dispersion of the item and person parameters in each scale. The results show that low similarity between scales goes along with lower transformation precision. In cases with equal levels of similarity, precision improves in settings where the range of the item parameters is encompassing the person parameters range. With decreasing similarity, score transformation precision benefits more from good targeting. Difficulty shifts up to two logits somewhat increased the estimation bias but without affecting the transformation precision. The observed robustness against difficulty shifts supports the advantage of applying a true-score equating methods over identity equating, which was used as a naive baseline method for comparison. Finally, larger sample size did not improve the transformation precision in this study, longer scales improved only marginally the quality of the equating. The insights from the simulation study are used in a real-data example.

Background The goal of this study was to assess the value and acceptance of Standardized or Simulated Patients (SPs) for training clinically inexperienced undergraduate medical students in psychiatric history taking, psychopathological assessment, and communication with psychiatric patients. Methods As part of a newly developed introductory course to psychiatry, pairs of 3rd year medical students conducted psychiatric assessments of SPs, including history and psychopathological state, under the supervision of a clinical lecturer. Prior to the assessment, students attended introductory lectures to communication in psychiatry and psychopathology but were clinically inexperienced. After the interview, the students’ summary of their findings was discussed with other students and the lecturer. Students, lecturers, and actors were invited to a survey after the course. Questions for the students included self-reports about perceived learning success and authenticity of the interviews. Results 41 students, 6 actors and 8 lecturers completed the survey (response rates of 48%, 50%, and 100%, respectively). The survey results indicated that, despite their lack of clinical experience, students learned how to conduct a psychiatric interview, communicate in a non-judgmental and empathetic manner, take a psychiatric history and perform a psychopathological examination. SPs were perceived as authentic. The survey results suggested that this setting allowed for an enjoyable, non-distressful and motivating learning experience within a restricted time frame of just two afternoons. Conclusion The results indicated that the SP approach presented is useful for teaching clinical skills in psychiatry to students with limited previous clinical experience and knowledge of psychiatry. We argue that SPs can be used to teach practical psychiatric skills already during an early phase of the curriculum. Limitations of our study include a limited sample size, a temporal gap between the course and the survey, reliance on self-reports, and lack of comparison to alternative interventions., BMC Medical Education, 23 (1), ISSN:1472-6920

ZusammenfassungDie Unterrichtswissenschaft feiert ein Jubiläum – sie erscheint im Jahr 2023 seit 50 Jahren. Dieser Beitrag ist die Einführung für das Jubiläumsheft (Heft 1, 2023). Er stellt zunächst die Gründung der Zeitschrift dar. Anhand der Protokolle der Herausgebersitzungen wird skizziert, wie sich die „Unterrichtswissenschaft“ als Zeitschrift der empirischen Lehr-Lernforschung entwickelt hat und welche Herausforderungen dabei zu bewältigen waren. Abschließend werden die bisherigen Überlegungen der derzeitigen Herausgeber*innen für die Entwicklung der Zeitschrift und der Lehr-Lern-Forschung vorgestellt.

Effective analogies can support science teaching at university but require systematic planning, bridges to student prior knowledge, and active student interaction to find the analogy’s strengths and limitations. This analysis of graduate teaching assistants’ analogies in a professional development module showed the utility of a structured guide to analogy design.

Background Hospital stays are often associated with medication changes, which may lead to drug-related problems (DRPs). Medication reconciliation and medication reviews are strategies to detect and resolve DRPs. Methods A descriptive cohort study was conducted using DRPs collected during routine pharmacist-led medication reconciliation and medication reviews in the hospital's community pharmacy at discharge (Zug Cantonal Hospital, Switzerland). In a simulation experiment, we retrospectively analysed the detection and resolution possibilities of these DRPs and their dependency on different information sources. Results Overall, 6,087 prescriptions were filled in the hospital's community pharmacy (between June 2016 and May 2019). Among 1,352 prescriptions (with ≥ 1 documented DRP) a total of 1,876 DRPs were detected. The retrospective assessment showed that 1,115 DRPs could have been detected by performing simple medication reviews (based on the discharge prescription and the medication history), whereas in the remaining cases, additional clinical and/or patient-specific information would have been needed. In 944 (84.7 %) DRPs, which are detectable by simple medication reviews, the pharmacist would need to consult the prescriber for resolution. Conclusion The detection of DRPs is strongly influenced by the information available. These results support models with pre-discharge medication reconciliation and pharmacist-led medication review procedures enabling both comprehensive detection and facilitated resolution of DRPs.

Background As most countries, Switzerland is experiencing a shortage of physicians especially in general practice and new medical education tracks with respective focusses have been started in response. This study investigated Swiss medical students’ career openness and attractiveness of different medical disciplines as well as the concordance of students’ career intentions with assigned medical education tracks. Methods Cross-sectional study surveying first year medical students assigned to four different Swiss medical education tracks with distinctive additional education focuses (ETH Zurich: medical technology and engineering, University of St. Gallen and University of Lucerne: primary healthcare and University of Zurich: no distinctive focus). Results We surveyed 354 medical students (response rate across all included medical education tracks 71.1%), 64.8% female, mean age 20 years. Regarding career openness, we found that 52.8% of medical students had neither a strong commitment nor a strong reservation for any of the proposed career options and 17.0% had a strong commitment. Among medical disciplines, medical subspecialties were attractive to the largest part of students (inpatient subspecialties attractive for 71%, outpatient for 58%), attractiveness of general practice was moderate (30%), academic (22%) and industrial sector (17%) careers were least attractive. Proportions of medical students attracted to general practice were similar at medical education tracks with focus on primary healthcare compared to other medical education tracks (32.2% vs. 25.8%, p = 0.391). Conversely, proportions of medical students attracted to academic or industry careers were significantly higher at the ETH Zurich compared to other medical education tracks (37.2%, vs. 13.1%, p p Conclusion While most first-year medical students were open to careers in many medical disciplines, attractiveness of disciplines varied strongly. Students attracted to academic or industrial careers accumulated at the medical education track with concordant teaching focus but students attracted to general practice did not accumulate at medical education tracks focused on primary healthcare. For medical education tracks with primary care teaching focus this is both a challenge and an opportunity to specifically counteract the shortage of general practitioners in Switzerland.

Previous research has identified harsh parenting practices, such as corporal punishment, as a predictor of adolescent behaviour problems such as increased aggression. However, not all children who experience childhood corporal punishment develop increased aggression, making the illumination of factors moderating this link an important question for informing prevention. In the current study, an autoregressive cross-lagged panel model was used to examine teacher-child relationships as both a direct and interactive protective factor (via weakening the effects of corporal punishment exposure) in adolescent aggression. Data was used from the Zurich Project on the Social Development from Childhood to Adulthood (z-proso). Self-reported data was collected at three time points: age 11 (n = 1144, 49% female) age 13 (n = 1366, 49% female) and age 15 (n = 1447, 48% female). Results suggested having a positive teacher-child relationship was a direct protective factor against concurrent aggression. However, there was not consistent evidence for a moderating effect of teacher-child relationships. Implications of these findings are discussed.

Comparing solution methods fosters strategy flexibility in equation solving. Productive classroom discourse such as Accountable Talk (AT) orchestrated by teachers can improve students’ justifications during classroom discussions and achievement. Do students’ subject matter justifications during classroom discourse mediate the effect of teachers’ professional development (PD) programs focused on comparing and AT on students’ mathematics achievement? We investigated whether two PD programs (comparing or comparing+AT) compared to a control group increased the number of students justifications, and whether this affected mathematics achievement (strategy flexibility, procedural knowledge, and conceptual knowledge). The study (739 9th and 10th grade students in 39 classes) had an experimental pre-post control group design. Both PD programs significantly increased students justifications compared to the control group. The results of our multilevel path models showed significant small mediation effects in the comparing+AT group on procedural and conceptual knowledge. No mediation effects were found in the comparing group.

BackgroundSeveral changes have led to general practitioners (GPs) working in a more differentiated setting today and being supported by other health professions. As practice changes, primary care specific continuing medical education (CME) may also need to adapt. By comparing different primary care specific CME approaches for GPs across Europe, we aim at identifying challenges and opportunities for future development.MethodsNarrative review assessing, analysing and comparing CME programs for general practitioners across different north-western European countries (UK, Norway, the Netherlands, Belgium (Flanders), Germany, Switzerland, and France). Templates containing detailed items across seven dimensions of country-specific CME were developed and used. These dimensions are role of primary care within the health system, legal regulations regarding CME, published aims of CME, actual content of CME, operationalisation, funding and sponsorship, and evaluation.ResultsGeneral practice specific CME in the countries under consideration are presented and comparatively analysed based on the dimensions defined in advance. This shows that each of the countries examined has different strengths and weaknesses. A clear pioneer cannot be identified. Nevertheless, numerous impulses for optimising future GP training systems can be derived from the examples presented.ConclusionsIndependent of country specific CME programs several fields of potential action were identified: the development of curriculum objectives for GPs, the promotion of innovative teaching and learning formats, the use of synergies in specialist GP training and CME, the creation of accessible yet comprehensive learning platforms, the establishment of clear rules for sponsorship, the development of new financing models, the promotion of fair competition between CME providers, and scientifically based evaluation.

Many teachers report high levels of occupational stress. Teachers’ basic need satisfaction is essential for teachers’ well-being at work. Social support from school principals is assumed to play an important role for teachers’ basic need satisfaction. However, the underlying mechanisms of the relationship between social support from school principals and teachers’ basic need satisfaction are mostly unknown. Previous research suggests that job demands and job resources may play an important mediating role. Therefore, we examine whether teachers’ perceived job demands and job resources serve as mediators between social support from the school principal and teachers’ basic need satisfaction. Using longitudinal data of N = 1071 teachers over the course of one school year, we applied structural equation modelling to test the hypothesised mediation model. Results showed that the relationship between social support from the school principal and teachers’ basic need satisfaction was mediated by teachers’ perceived job demands and job resources. Particularly, the job demand ‘unclear organisational conditions’ and job resource ‘social support from colleagues’ indicated the strongest effects on teachers’ basic need satisfaction. These findings emphasise the responsibility of school principals to provide social support to their teachers and create a well-structured and supportive workplace. In doing so, school principals contribute to a work environment in which teachers can thrive., +repphzhbib2022F

Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed., Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe; 786

The burden placed by human activities on Earth is ever-increasing. Global environmental changes have profoundly affected the Earth's core systems and processes, thus, risking their stability. These core systems and processes are described in the planetary boundary framework. The drastic rate of environmental change over the last 200 years, which is also known as the Great Acceleration, has been depicted graphically by the International GeosphereBiosphere Program. This study is aimed to (1) examine the conceptions of students and scientists regarding socioeconomic growth within planetary boundaries, and (2) develop instructional guidelines based on the comparison of their conceptions. Accordingly, relevant conceptions of 22 junior and 20 senior secondary school students were analyzed. Scientists' conceptions were extracted by thoroughly analyzing nine publications, which were selected by systematic literature search. Student statements and scientific inferences were coded following established protocols. Our results indicated that junior and senior secondary school students considered global population growth to be the primary cause of global environmental changes. On the contrary, the scientists considered the quantity of natural resources consumed by rich countries in their economic pursuits as the most critical factor in environmental degradation. Based on our findings, we proposed instructional guidelines for planning lessons on changing current socioeconomic systems to enable humans to live within planetary boundaries., + ID der Publikation: phlu_13806 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 22 + Medium/Art/Gattung: International Journal of Science and Mathematics Education + Sprache: Englisch + Letzte Aktualisierung: 2022-07-21 15:15:12

Prior research has found evidence for a positive effect of student-teacher bonds on children’s behavior. However, little research has investigated these relations following a transactional model of child development. This study investigated the bidirectional associations between student-teacher relationships and oppositional behaviors towards teachers using the ‘Zurich Project on the Social Development from Childhood to Adulthood’ (n = 1527; median ages 11, 13 and 15; 49% female). Results of a random-intercept cross-lagged panel model suggested that, among boys, positive student-teacher bonds at age 13 were associated with fewer teacher-reported oppositional behaviors two years later. The results indicated that negative interactions with teachers may be part of vicious cycles of poor relationships and increased levels of oppositional behavior, particularly for boys in late adolescence.

The companions in crime hypothesis suggests that co-offending moderates the link between peer delinquency and adolescent delinquency. However, this hypothesis has rarely been investigated longitudinally. Hence, this study investigated the co-development of friends’ delinquency and adolescents’ delinquency, as well as the co-development of friends’ delinquency and short-term mindsets (impulsivity and lack of school future orientation). Whether this co-development is stronger when adolescents engage in co-offending was also investigated. Three data waves with two year lags from an ethnically-diverse adolescent sample (at wave 1: N = 1365; 48.6% female; Mage = 13.67; age range = 12.33–15.09 years) in Switzerland were used. The results from parallel process latent growth modeling showed that the co-development between friends’ delinquency and adolescents’ delinquency was stronger when adolescents engaged in co-offending. Thus co-offending likely provides direct access to a setting in which adolescents continue to model the delinquency they learned with their peers.

Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.

ZusammenfassungIm vorliegenden Beitrag wird der Versuch unternommen, zentrale Aspekte der elf Positionsbeiträge des vorliegenden Themenheftes „Unterrichtsqualität – fachspezifisch oder generisch? Ein Update zu Perspektiven aus der Fachdidaktik und der allgemeinen Lehr-Lernforschung“ (Heft 2, 2021) im Hinblick auf die Frage nach der Fachspezifität von Dimensionen der Unterrichtsqualität zusammenzufassen und zu diskutieren. Als Grundlage für den Vergleich wird ein Syntheseframework verwendet, zu dem auch die Autor*innen des Themenheftes Stellung genommen haben. Es zeigt sich ein großes Ausmaß an Gemeinsamkeiten zwischen unterschiedlichen Fächern, darüber hinaus auch etliche fachspezifische Ergänzungsvorschläge (u. a. in Bezug auf kognitive Aktivierung und sozio-emotionale Unterstützung). Abschließend werden erste Ideen für eine zukünftige Weiterentwicklung der Frage nach der Fachspezifität im Allgemeinen sowie des Syntheseframeworks im Speziellen vorgeschlagen, die sich auf die Ziele von Unterricht, die Berücksichtigung von Lernprozessen sowie die Verbesserung von Unterrichtsqualität beziehen.

Zusammenfassung Hintergrund Deutschland weist im Hinblick auf die regionale Siedlungsstruktur starke Unterschiede auf. Neben dicht bevolkerten Grosstadten mit einem engen Netzwerk an gefaschirurgischer Versorgung existieren weite Landstriche, in denen der Zugang zu einer gefaschirurgischen Versorgung aus raumlicher und zeitlicher Sicht eingeschrankt ist. Ziel dieser Sekundardatenanalyse ist es deshalb, die Krankenhausinzidenz, Therapieform und Mortalitat des nicht-rupturierten abdominalen Aortenaneurysmas (nrAAA) in Abhangigkeit vom siedlungsstrukturellen Kreistyp des Patientinnen- und Patientenwohnorts zu untersuchen. Methode Es wurden die Mikrodaten der DRG-Statistik des Statistischen Bundesamtes der Jahre 2005–2014 ausgewertet. Eingeschlossen wurden Patientinnen und Patienten, die wegen eines nrAAA (ICD-10 Code I71.4) stationar aufgenommen und operativ therapiert wurden. Die Identifikation von offen-chirurgisch und endovaskular behandelten Fallen erfolgte anhand des Operationen- und Prozedurenschlussels. Die Einteilung der Patientinnen und Patienten erfolgte gemas des vom Bundesinstituts fur Bau-, Stadt- und Raumforschung definierten siedlungsstrukturellen Kreistyps (KT1 Kreisfreie Grosstadt, KT2 Stadtischer Kreis, KT3 Landlicher Kreis mit Verdichtungsansatzen, KT4 Dunn besiedelter landlicher Kreis) bezogen auf den Wohnort der Patientinnen und Patienten. Die alters-, geschlechts- und risikoadjustierte Assoziation zwischen KT und Krankenhausmortalitat wurde mit einem multivariablen Mehrebenen-Regressionsmodell analysiert. Zur Risikoadjustierung wurde der fur administrative Daten validierte Elixhauser-Komorbiditats-Score verwendet. Ergebnisse Von 95.452 eingeschlossenen Fallen waren 88 % Manner, das mittlere Alter betrug 72 Jahre. In KT1 wohnten 28.970 (30 %) Patientinnen und Patienten, in KT2 37.759 (40 %), in KT3 14.442 (15 %) und in KT4 14.281 (15 %). Die Krankenhausinzidenz betrug 12,4 pro 100.000 Einwohnerinnen und Einwohner in KT1, 11,8 in KT2, 10,8 in KT3 und 11,2 in KT4 ( Schlussfolgerung Die Studie zeigt, dass sich sowohl die Krankenhausinzidenz als auch die Therapieform (endovaskular vs. offen) zwischen den siedlungsstrukturellen Kreistypen leicht unterschied, jedoch kein statistisch signifikanter Zusammenhang zwischen der Krankenhausmortalitat und dem Kreistyp im Sinne eines Stadt-Land-Gefalles bei nrAAA besteht.

The article explores the notions of children’s intellectual ‘ab/normality’ that were conceptualised in the context of emerging special educational measures at the turn of the twentieth century and ...

ZusammenfassungDie Zusammenarbeit der Lehrkräfte und damit verbunden co-teaching gilt als zentrale Bedingung für die Durchführung von gelingendem inklusiven Unterricht. Allerdings fehlen bislang längsschnittliche Studien zur Frage, ob und wie Schüler*innen unterschiedliche Formen von co-teaching sowie deren Auswirkungen auf Merkmale der Unterrichtsqualität wahrnehmen. In der Studie wird längsschnittlich untersucht, inwiefern sich die Wahrnehmung der Lernunterstützung (Beziehung Lehrkraft-Schüler*innen, Lernbegleitung, Lernklima) und der Klassenführung von 621 Lernenden aus 36 Grundschulklassen in Abhängigkeit zweier verschiedener Formen von co-teaching im Verlauf eines Schuljahres verändert. In der Experimentalgruppe (n = 331, 18 Klassen) wurden die Lehrkräfte zum co-teaching verpflichtet und Unterstützungsmaßnahmen (sonderpädagogische Unterstützung, Deutsch als Zweitsprache DaZ) wurden konsequent unterrichtsintegriert von den Regelklassenlehrkräften angeboten. Fachkräfte (DaZ, Sonderpädagogik) waren ausschließlich beratend tätig. In der Kontrollgruppe (n = 290, 18 Klassen aus denselben Schulgemeinden wie in der Experimentalgruppe) gab es weder eine Verpflichtung zum gemeinsamen Unterrichten noch Vorgaben für ein bestimmtes Unterrichtssetting. Die direkte Arbeit der Fachkräfte mit den Schüler*innen war möglich. Die Schüler*innen wurden am Ende der zweiten und dritten Klasse zur Wahrnehmung der Lernunterstützung und der Klassenführung befragt. Mehrebenenanalytische Auswertungen zeigten, dass sich die Wahrnehmung der Lernunterstützung und der Klassenführung in der Experimentalgruppe negativer entwickelt hatte als in der Kontrollgruppe. Der Effekt bei der Klassenführung war am stärksten, jener beim Lernklima am geringsten und nur noch tendenziell signifikant (p = 0,067). Diese Ergebnisse könnten auf mangelnde Absprachen und unklare Verantwortlichkeiten, auf Unruhe bei klassenintegriertem Arbeiten, oder auf eine fehlende individuelle und spezifische Förderung der Schüler*innen zurückgeführt werden.

As people grow old, many risk becoming chronically lonely which is associated with e.g. depression, dementia, and increased mortality. Whoever else should help to protect them from this risk, various philosophers have argued that any children that they might have will often be among them. Proceeding on this assumption, this article considers what filial duties to protect ageing parents from loneliness consist of, or might consist of. I develop my answer by showing that a view that may be intuitively plausible, namely that they simply require children to visit their ageing parents regularly when they can do so at reasonable cost and call, text, and/or email them from time to time, is defective in three respects. First, it ignores children’s potential responsibilities to encourage and/or facilitate social interaction between their parents and third parties. Second, it ignores their potential responsibilities to help provide their parents with non-human companionship. Third, it elides over their duties to coordinate their efforts to offer loneliness protection with others. What I end up proposing instead, then, is an approach for protecting ageing parents from loneliness that is multi-faceted.

We present an electrophysiological dataset collected from the amygdalae of nine participants attending a visual dynamic stimulation of emotional aversive content. The participants were patients affected by epilepsy who underwent preoperative invasive monitoring in the mesial temporal lobe. Participants were presented with dynamic visual sequences of fearful faces (aversive condition), interleaved with sequences of neutral landscapes (neutral condition). The dataset contains the simultaneous recording of intracranial EEG (iEEG) and neuronal spike times and waveforms, and localization information for iEEG electrodes. Participant characteristics and trial information are provided. We technically validated this dataset and provide here the spike sorting quality metrics and the spectra of iEEG signals. This dataset allows the investigation of amygdalar response to dynamic aversive stimuli at multiple spatial scales, from the macroscopic EEG to the neuronal firing in the human brain., Measurement(s) brain electrical activity • response to aversive stimulus • medial temporal lobe • neuronal action potential • functional brain measurement • response to stimulus • amygdala Technology Type(s) Electrocorticography • microelectrode Factor Type(s) aversive vs neutral stimulus • seizure onset zone Sample Characteristic - Organism Homo sapiens Machine-accessible metadata file describing the reported data: 10.6084/m9.figshare.13292561

The objective of this study was to examine possible antecedents and consequences of teachers’ emotions in the classroom. Based on a cognitivesocial perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers’ classrelated emotions and teachers’ life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers’ emotions (β = .69; p, El objetivo del estudio fue examinar los posibles antecedentes y consecuencias de las emociones de los profesores en el aula. Basados en una perspectiva cognitivo social y la teoría de la Autodeterminación, se examina la relación entre las necesidades psicológicas básicas (BPNs), las emociones de los profesores relacionadas con la clase y la satisfacción con la vida de los docentes. Una muestra de 595 profesores de Andalucía (España) participó en una encuesta online. Se probó un modelo de ecuación estructural, en el que las BPNs predijeron las emociones de los profesores (β = .69; p

In neuroscience, electroencephalography (EEG) data is often used to extract features (biomarkers) to identify neurological or psychiatric dysfunction or to predict treatment response. At the same time neuroscience is becoming more data-driven, made possible by computational advances. In support of biomarker development and methodologies such as training Artificial Intelligent (AI) networks we present the extensive Two Decades-Brainclinics Research Archive for Insights in Neurophysiology (TDBRAIN) EEG database. This clinical lifespan database (5–89 years) contains resting-state, raw EEG-data complemented with relevant clinical and demographic data of a heterogenous collection of 1274 psychiatric patients collected between 2001 to 2021. Main indications included are Major Depressive Disorder (MDD; N = 426), attention deficit hyperactivity disorder (ADHD; N = 271), Subjective Memory Complaints (SMC: N = 119) and obsessive-compulsive disorder (OCD; N = 75). Demographic-, personality- and day of measurement data are included in the database. Thirty percent of clinical and treatment outcome data will remain blinded for prospective validation and replication purposes. The TDBRAIN database and code are available on the Brainclinics Foundation website at www.brainclinics.com/resources and on Synapse at www.synapse.org/TDBRAIN.