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This study explored the relation between need supportive teaching and early adolescents’ engagement in moment-to-moment interactions and the development of interactional patterns over time. A single case study was conducted on one teacher and her eighth grade classroom, using classroom video observations evenly spread over the course of one school year. Multilevel and State Space Grid analyses showed that what the teacher did (in terms of supporting feelings of autonomy, competence and relatedness) when interacting with her students mattered immediately for their engagement. Further, specific structural patterns of teacher-student interaction were found, both within lessons and over time.

Background Programmatic assessment is increasingly being implemented within competency-based health professions education. In this approach a multitude of low-stakes assessment activities are aggregated into a holistic high-stakes decision on the student’s performance. High-stakes decisions need to be of high quality. Part of this quality is whether an examiner perceives saturation of information when making a holistic decision. The purpose of this study was to explore the influence of narrative information in perceiving saturation of information during the interpretative process of high-stakes decision-making. Methods In this mixed-method intervention study the quality of the recorded narrative information was manipulated within multiple portfolios (i.e., feedback and reflection) to investigate its influence on 1) the perception of saturation of information and 2) the examiner’s interpretative approach in making a high-stakes decision. Data were collected through surveys, screen recordings of the portfolio assessments, and semi-structured interviews. Descriptive statistics and template analysis were applied to analyze the data. Results The examiners perceived less frequently saturation of information in the portfolios with low quality of narrative feedback. Additionally, they mentioned consistency of information as a factor that influenced their perception of saturation of information. Even though in general they had their idiosyncratic approach to assessing a portfolio, variations were present caused by certain triggers, such as noticeable deviations in the student’s performance and quality of narrative feedback. Conclusion The perception of saturation of information seemed to be influenced by the quality of the narrative feedback and, to a lesser extent, by the quality of reflection. These results emphasize the importance of high-quality narrative feedback in making robust decisions within portfolios that are expected to be more difficult to assess. Furthermore, within these “difficult” portfolios, examiners adapted their interpretative process reacting on the intervention and other triggers by means of an iterative and responsive approach.

This study aimed to develop and validate, based on the Evidence Centered Design approach, a generic tool to diagnose primary education pupils’ prior knowledge of technological systems in primary school classrooms. Two technological devices, namely the Buzz Wire device and the Stairs Marble Track, were selected to investigate whether theoretical underpinnings could be backed by empirical evidence. Study 1 indicated that the tool enabled pupils to demonstrate different aspects of their prior knowledge about a technological system by a wide variety of work products. Study 2 indicated that these work products could be reliably ranked from low to high functionality by technology education experts. Their rank order matched the Fischer-scale-based scoring rules, designed in cooperation with experts in skill development. The solution patterns fit the extended non-parametric Rasch model, confirming that the task can reveal differences in pupils’ prior knowledge on a one-dimensional scale. Test–retest reliability was satisfactory. Study 3 indicated that the diagnostic tool was able to capture the range of prior knowledge levels that could be expected of 10 to 12 years old pupils. It also indicated that pupils’ scores on standardised reading comprehension and mathematics test had a low predictive value for the outcomes of the diagnostic tool. Overall, the findings substantiate the claim that pupils’ prior knowledge of technological systems can be diagnosed properly with the developed tool, which may support teachers in decisions for their technology lessons about content, instruction and support.

Objective: To prepare medical students for a rapidly changing healthcare landscape, where new means of communication emerge, innovative teaching methods are needed. We developed a project-based learning course in which medical students design audiovisual patient information in collaboration with patients and with students in Communication and Information Sciences (CIS). We studied what learning mechanisms are triggered in medical students by elements of a project-based-learning course. Methods: In this qualitative study, twelve sixth year medical students that participated in the course were individually interviewed. Data were analyzed according to the principles of qualitative template analysis. Results: We identified four learning mechanisms: Challenging assumptions about patients’ information needs; Becoming aware of the origin of patients’ information needs; Taking a patient's perspective; Analyzing language to adapt to patients’ needs. These learning mechanisms were activated by making a knowledge clip, collaborating with patients, and collaborating with CIS students. Conclusion: Collaborating with patients helped students to recognize and understand patients’ perspectives. Working on a tangible product in partnership with patients and CIS students, triggered students to apply their understanding in conveying information back to patients. Practice implication: Based on our findings we encourage educators to involve patients as collaborators in authentic assignments for students so they can apply what they learned from taking patients’ perspectives.

We investigated French primary school teachers’ assessment practice in mathematics. Using an online questionnaire on teachers’ background, teaching, and grading practice, we were able to determine assessment profiles of 604 primary school teachers. As evidenced by the teachers’ scores on the latent factors Assessment purposes, Assessment practices, and Differentiation, teachers with the profile of Enthusiastic assessors view assessment as more useful and use it more often to adapt their instruction than teachers with the profile of Unenthusiastic assessors. This can be useful for practice and sheds more light on French teachers’ assessment practices in mathematics. It is also interesting to compare the results of this survey with those from China and the Netherlands, as the differences reflect different assessment cultures and may shed light on some of the results of international large-scale assessments such as PISA.

Taking a test on studied materials results in better delayed recall performance than restudying (a.k.a. the testing effect). A common finding in testing effect research is that the effect depends on test format: the magnitude of the testing effect differs between free-recall, cued-recall, and recognition testing. This is explained by the effortful retrieval hypothesis: effortful successful retrieval results in better memory for an item than less effortful successful retrieval. However, the assumption that successful retrieval on different types of tests requires different levels of effort has not yet been tested. To test this assumption, we measured perceived mental effort on different test formats. Participants indicated free-recall was more effortful than cued-recall, and cued-recall more effortful than recognition. Furthermore, cued and free-recall yielded better cued-recall performance on a one-week delayed test than restudy or recognition. The results support the assumption that different practice test formats require different levels of mental effort.

There is increasing attention for interest as a powerful, complex, and integrative construct, ranging in appearance from entirely momentary states of interest to longer-term interest pursuits. Developmental models have shown how these situational interests can develop into individual interests over time. As such, these models have helped to integrate more or less separate research traditions and focus the attention of the field more on the developmental dynamics. This, however, also raises subsequent questions, one being how development can be understood in terms of interest structure. The developmental models seem to suggest that development occurs roughly along the line of six dimensions, which we summarize as the dimensions of historicity, value, agency, frequency, intensity, and mastery. Using an experience sampling method that was implemented in a smartphone application, we prompted 94 adolescents aged 13 to 16 (60% female) to rate each interest they experienced during two weeks on these six dimensions. A latent profile analysis on 1247 interests showed six distinct multidimensional patterns, indicating both a homogeneous and heterogeneous structure of interest. Four homogeneous patterns were indicated by more or less equal levels on all six dimensions in varying degrees, and contained 86% of the interests. Two heterogeneous patterns were found, describing variations of interest that are interpreted and discussed. These results endorse the complexity of the construct of interest and provide suggestions for identifying different manifestations of interest.

Marije Stolte onderzocht in haar promotieonderzoek wat de samenhang is tussen verschillende aandachtsprocessen, creativiteit en rekenen/wiskunde. Ze voerde haar onderzoek uit bij basisschoolleerlingen tussen de 8 en 13 jaar oud. De resultaten laten zien dat de wijze waarop verminderde inhibitie samenhangt met (rekenkundige) creativiteit onder andere afhangt van de hoeveelheid basale reken wiskunde vaardigheden waar een kind al over beschikt. Ook laat het onderzoek zien dat verschillende soorten aandacht verschillende aspecten van creativiteit beïnvloeden.

Developing the capacity for moral judgment is an essential professional competence for lawyers. What teaching and learning activities in the law curriculum can be used in order to contribute to students’ moral reasoning and moral judgment? Four teaching methods were tried out in the period 2019 to 2021 at the Utrecht University School of Law: teaching methods that either work with (hypothetical) dilemmas (I); in-class reflection papers (II); experiential learning based on own experiences in a simulation situation (III); or clinical teaching in a real law firm (IV). The effects of these methods on the development of moral reasoning were measured using the Defining Issues Test (DIT). Additional information on the effectiveness and utility of the method was gathered using semi-structured interviews with teachers. The DIT results were compared at the beginning and at the end of the courses and related to the teaching methods. This article presents the outcomes of this study and formulates some recommendations for further research on the topic.

Lab activities are characteristic of life science education. In the current study, we investigate whether pre-lab modules can improve students’ understanding of the theories and experimental procedures associated with lab activities. Such effects were studied in context of an expository lab on gene mapping in biology undergraduate education. An experimental group of 126 students had access to an online pre-lab module to prepare for the lab activity; a control group of 90 students did not have access to this pre-lab module. The data revealed that students who studied the pre-lab module had a better understanding of the gene mapping theory, at the onset of the class, when compared with the control group. Additionally, these students appeared to ask fewer questions on what needed to be done in the lab, suggesting more awareness of the experimental procedure. Further, students who studied the online pre-lab module showed greater understanding of the theory in their lab reports. These findings suggest that students’ understanding of background theory and its relation to practice can readily be improved by enriching existing expository labs with pre-lab modules that contain information and questions on the complex conceptual information relevant to the lab experiment.

Many honors educators have a need for evidence-based input and tools on how to plan their teaching and their interactions with honors students. At the same time, an increasing amount of research is available on the specific characteristics and needs of honors students and teaching. Connecting this need for professional input with the increasing quantity of research findings, however, remains a challenge. In this note, we provide a roadmap for translating educational research into an accessible product for educators from the start of a research project. We present our project as a case to illustrate the roadmap. In the project, our research results have been translated into an e-module to allow for professionalization among honors educators in higher education.

This paper reports a systematic literature review of the balance model, an often-used aid to teach linear equations. The purpose of the review was to reportwhysuch a model is used,whattypes of models are used, andwhenthey are used. In total, 34 peer-reviewed journal articles were analyzed, resulting in a comprehensive overview of described rationales for using the balance model, its appearances, situations in which it was used, and the gained learning outcomes. Some trends appeared about how rationales, appearances, situations, and learning outcomes are related. However, a clear pattern could not be identified. Our study shows that this seemingly simple model actually is a rather complex didactic tool of which in-depth knowledge is lacking. Further systematic research is needed for making informed instructional decisions on when and how balance models can be used effectively for teaching linear equation solving.

Early individual differences in self-control are predictive of numerous developmental outcomes, such as physical health and risk-taking behaviours. Therefore, it is important to improve our understanding of how young children manage to exert self-control. This study investigates two- and three-year-old children’s behaviours during two self-control tasks and the association between the occurrence of these behaviours and task success. Furthermore, the study examines relations between timing and occurrence of these behaviours and caregiver-rated self-control. Two- and three-year-olds (N = 62) were given a snack and gift delay of gratification task to measure self-control. The following behaviours were coded second-by-second during the delay: direction of visual attention and the body (directed towards or away from the reward), distracting with the hands (fidgeting), and actively ‘withholding’ the hands (e.g., holding one hand with the other). To assess caregiver-rated self-control, parents and teachers filled out a selected set of items from the Early Childhood Behaviour Questionnaire inhibitory control scale (Putnam et al. 2006). The percentage of time that children looked away and withheld their hands from the reward positively predicted task success, suggesting that these behaviours are strategic at this young age. Average latency of initiating these behaviours was

This 3-wave longitudinal study investigated the developmental trajectories of instrumental helping, sharing and empathic helping across toddlerhood, and how socialisation processes (i.e., parents' and teachers' practices) contribute to these developments. Participants were 50 18-months-olds and 62 24-months-olds, their parents, and daycare teachers, who were followed 6 months and 12 months later. At each wave, toddlers' prosocial behaviours were observed through three laboratory tasks, and socialisation processes were examined through parents' and teachers' self-report at the first and second waves. Instrumental helping increased from 18 to 36 months. Sharing increased from 18 to 30 months. Empathic helping increased from 24 to 36 months. Both parental and teachers' practices predicted prosocial behaviours at the ages when they are still emerging, but the relationship varied by types of behaviour examined. These findings confirm the developmental trajectories proposed in cross-sectional studies and add evidence to the role of socialisation processes in the early development of prosocial behaviour.

In many countries, assessment and curriculum reforms came into being in recent decades. In Iran, an important educational assessment reform took place called Descriptive Assessment (DA). In this reform, the focus of student assessment was moved from a more summative approach of providing grades and deciding about promotion to the next grade to a more formative approach of providing descriptive feedback aimed at improving student learning. In this study, we evaluated how seven fourth-grade mathematics teachers used the principles of DA. Data were collected by a questionnaire on assessment practices and beliefs, lesson observations, and interviews. Although the teachers varied in how they assess their students, in general their assessment practice is by and large in line with the DA guidelines. Nevertheless, in some respects we found differences. When assessing their students, the teachers essentially do not check the students’ strategies and when preparing the report cards, they still use final exams because they do not sufficiently trust the assessments methods suggested by DA. The guideline to use assessment results for adapting instruction is also not genuinely put into action. The article is concluded by discussing dilemmas the teachers may encounter when implementing DA.

We study to what extent the “constraints-led approach” (CLA) in physical education can also be applied to skills teaching for law students. In the CLA athletes are challenged to finding their own movement solutions in a dynamic setting rather than responding to verbal cues in a fixed environment. Similarly, we experimented with the implicit acquisition of policy analysis skills in law students in preparation for pro bono client work in so-called law clinics. Although the project was cut short due to Covid-19 circumstances, preliminary outcomes suggest students feel better equipped to working with clients. We provisionally conclude that CLA skills teaching has the potential to improve skill acquisition in clinical legal education.

Educational videos are increasingly used to let students prepare lesson material at home prior to in-class activities in flipped classrooms. The main challenge of this teaching strategy is to stimulate students to watch these videos attentively before going to class. This paper describes the use of questions that pop-up within relatively long educational videos of 16 min on average and designed to enhance students’ engagement and understanding when preparing for in-class activities. The effects of such pop-up questions on students’ learning performance were studied within a flipped course in molecular biology. Students had access to videos with or without a variable set of pop-up questions. The experimental group with pop-up questions showed significantly higher test results compared to the group without pop-up questions. Interestingly, students that answered pop-up questions on certain concepts did not score better on items testing these specific concepts than the control group. These results suggest that merely the presence of pop-up questions enhances students’ learning. Additional data from interviews, surveys, and learning analytics suggest that pop-up questions influence viewing behavior, likely by promoting engagement. It is concluded that pop-up questions stimulate learning when studying videos outside class through an indirect testing effect.

The global increase in recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. Educators in different disciplines appear to have different motives for using the game’s time constraints and teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Unlike recreational escape rooms, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches is recommended. There is a discrepancy in perceived and actual learning of content knowledge in recreational escape rooms. Recommendations in the article for developing and implementing escape rooms in education will help educators in creating these new learning environments, and eventually help students to foster knowledge and skills more effectively.

To combat inequality at its root, in many countries family and parenting support programmes have been developed and implemented to assist families in creating stimulating home learning environments for their children. Practitioners working in these programmes are often confronted with highly complex, changing, and diverse work environments. However a clear description of the competencies these practitioners need to be successful does not currently exist. We conducted a qualitative case study and obtained in-depth knowledge about the necessary professional competencies from the perspective of financiers, providers, practitioners, and participants across three cases of family and parenting support programmes in Germany and the Netherlands. Results indicate that achieving family and parenting support programmes’ main objectives (high outreach and good implementation quality) requires practitioners to have the following professional competencies: high motivation, knowledge (didactical, pedagogical, tacit, content, and programme knowledge), and beliefs based on openness and respect towards diverse family lives, as well as adaptability, self-regulation, and cooperation and reflection skills. Further, the competency to establish trust and use trusting relationships with target groups facilitates the associations between the other competencies and objectives. We integrated our findings into a novel model of professional competencies for practitioners working in family and parenting support programmes, which can be used for further research and practice, as we also discuss in the article.

We believe that intellectual humility is an essential intellectual virtue for university students to foster. It enables them to excel as students of philosophy and other disciplines, to navigate the fast-changing world inside and outside academia, and to flourish in interaction with others. In this paper, we analyze this virtue by singling out two distinct but related aspects: the openness-aspect and the care-aspect. The former makes one value a dialogue with those who have different views from one’s own. The latter aspect involves searching for implicit assumptions one brings to encounters with one’s object of inquiry and trying to study this object as unique and irreducible. We discuss four learning activities we developed for the philosophy bachelor course “Who are we? Philosophical views on humans and the gods” at University College Utrecht (the Netherlands). Throughout this paper, we show extracts from the students’ assignments, reflections, and evaluations. These extracts indicate that students developed both aspects of intellectual humility —openness to different views and care for the uniqueness of each object of inquiry— and acknowledged their importance.

The balance model is often used for teaching linear equation solving. Little research has investigated the influence of various representations of this model on students&rsquo, learning outcomes. In this quasi-experimental study, we examined the effects of two learning environments with balance models on primary school students&rsquo, reasoning related to solving linear equations. The sample comprised 212 fifth-graders. Students&rsquo, algebraic reasoning was measured four times over the school year, students received lessons in between two of these measurements. Students in Intervention Condition 1 were taught linear equation solving in a learning environment with only pictorial representations of the balance model, while students in Intervention Condition 2 were taught in a learning environment with both physical and pictorial representations of the balance model, which allowed students to manipulate the model. Multi-group latent variable growth curve modelling revealed a significant improvement in algebraic reasoning after students&rsquo, participation in either of the two intervention conditions, but no significant differences were found between intervention conditions. The findings suggest that the representation of the balance model did not differentially affect students&rsquo, reasoning. However, analyzing students&rsquo, reasoning qualitatively revealed that students who worked with the physical balance model more often used representations of the model or advanced algebraic strategies, suggesting that different representations of the balance model might play a different role in individual learning processes.

Questioning adolescents’ reported lack of interest in school, this study aims to present a more nuanced understanding than previously described of the role of school in adolescents’ interests in daily life. We scrutinized 7240 interest experiences reported by 44 adolescents using an experience sampling smartphone application inTin. Our analysis revealed that adolescents referred to school in their interest experiences in three ways, reporting interest in school, interest at school, and interest after school. Adolescents differed in the extent to which their interest experiences reflected these ways. One adolescent did not mention school in her interest experiences at all. We provide directions for adolescents’ interest research as well as educational practice, including for teachers to connect to adolescents’ interests.

For centuries humans have been fascinated by the natural beauty of horses in motion and their different gaits. Gait classification (GC) is commonly performed through visual assessment and reliable, automated methods for real-time objective GC in horses are warranted. In this study, we used a full body network of wireless, high sampling-rate sensors combined with machine learning to fully automatically classify gait. Using data from 120 horses of four different domestic breeds, equipped with seven motion sensors, we included 7576 strides from eight different gaits. GC was trained using several machine-learning approaches, both from feature-extracted data and from raw sensor data. Our best GC model achieved 97% accuracy. Our technique facilitated accurate, GC that enables in-depth biomechanical studies and allows for highly accurate phenotyping of gait for genetic research and breeding. Our approach lends itself for potential use in other quadrupedal species without the need for developing gait/animal specific algorithms. ispartof: SCIENTIFIC REPORTS vol:10 issue:1 ispartof: location:England status: published

This study considers the extent to which a professional development programme for educational leaders in a research-intensive university contributes to participants’ adaptive expertise in the domain of leading educational change. We evaluated the programme by asking participants to execute an authentic task at the beginning and end of the programme and compared the outcomes with participants’ self-reported learning gains. While participants report they have substantially learned from participating, according to the task scores there is no significant progress in the development of adaptive expertise. Suggestions are offered to include more purposeful practice and more reflective activities in the programme.

Twintig jaar geleden startte aan de Universiteit Utrecht de leergang Onderwijskundig Leiderschap, een programma van een jaar bestemd voor onderwijsleiders in formele en informele rollen, om hun expertise te ontwikkelen in het leiden van onderwijsvernieuwing en om een netwerk van gelijkgestemde collega’s op te bouwen. Deelnemers ontmoeten elkaar in acht 24-uurs bijeenkomsten met gastdocenten, gaan op studiereis naar buitenlandse universiteiten en leiden in hun dagelijkse praktijk een onderwijsinnovatieproject. In dit proefschrift is onderzocht of en hoe zo’n leergang onderwijsleiders ondersteunt bij het ontwikkelen van hun expertise in het leiden van onderwijsveranderingen. Volgens deelnemers en hun opdrachtgevers en leidinggevenden is het Utrechtse programma succesvol. Het leidt tot meer kennis bij de deelnemers en tot veranderingen in de dagelijkse onderwijspraktijk, en daarmee ook tot veranderingen in de universiteit. De concrete leeropbrengst van het programma is geëvalueerd in termen van adaptieve expertise, dat is het vermogen van experts om ook voor onbekende situaties goede oplossingen te vinden. Dit leidde tot aanbevelingen om binnen het programma voor de hele groep, op individuele deelnemers toegesneden opdrachten aan te bieden waarmee ze hun adaptieve expertise kunnen ontwikkelen. Programma’s voor dezelfde doelgroep binnen andere universiteiten in Noord-West Europa verschillen vooral in de duur en in de inhoudelijke accenten die worden gelegd op leiderschap, op onderzoek in het hoger onderwijs en op veranderprocessen.