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This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective. [ABSTRACT FROM AUTHOR]

Video games remain a male-dominated environment where sexism persists. Although women make up almost half of the gamer community, they encounter gender discrimination, anti-feminist themes, and sexist attitudes within the community, especially when participating in online games. As a result, both sexism against women within online video games and how women's participation is perceived by other gamers have become relevant for investigation. We conducted two experiments to examine how a woman gamer's ostensible adherence to a feminist identity and the type of collective action for gender equality she participates in would influence perceptions of a sexist incident in an online video game. In Study 1 (145 women and 146 men), we randomly assigned participants to read a vignette about a woman gamer described as feminist or a regular gamer. In both vignettes the woman was subjected to sexist comments and we measured the extent to which participants blamed the woman for these comments. In Study 2 (168 women and 232 men), we manipulated the type of collective action for gender equality (normative vs. non normative vs. control) performed by a woman gamer who was described as a feminist and measured victim blame. In both studies we measured participants' level of sexism toward women gamers. Results showed that participants who more strongly endorsed sexist attitudes against women gamers attributed more blame to the feminist woman gamer who was a victim of a sexist incident (vs. the regular woman gamer) and to a woman gamer who performed non–normative collective actions (vs. control). Both studies confirm the relevance of the interaction between sexist attitudes and gender-relevant characteristics of women gamers for victim blaming in sexist incidents. These findings are an important step towards understanding and addressing sexist experiences for women in online gaming. [ABSTRACT FROM AUTHOR]

Drawing upon slow scholarship and autobiographical methods, this paper presents four vignettes constructed from virtual meetings across the span of several months. Although we had originally intended to write a more formal paper about the ways in which the reconceptualist movement connects to our own scholarship, the writing process became less efficient and more personal than we expected as we connected to each other around the idea(l)s of home, (un)doing, belonging, (dis)place(ment) and (in)security. Although we attempted to narrate the ways in which reconceptualism has been instrumental in shaping our identities and scholarship, we found that this paper became moreso a re-representation of reconceptualism-at-work. [ABSTRACT FROM AUTHOR]

Resumen: Se presenta un estudio de viñetas sobre las preferencias de formación de los trabajadores en los Países Bajos. La teoría del capital humano, la teoría de la señalización y la «nueva relación de trabajo» fundamentan la hipótesis de que las preferencias dependen de la especificidad de las competencias objetivo y de la modalidad contractual. Los resultados así lo confirman e indican que, aunque los trabajadores con contrato indefinido muestran una mayor predilección relativa por las competencias específicas de la organización que los trabajadores temporales —que se inclinan por las competencias generales—, todos prefieren ampliar las competencias generales antes que las específicas. Además, los trabajadores temporales reciben menos formación de la que desearían. [ABSTRACT FROM AUTHOR]

Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students' motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: "avoiding the ball," "reducing effort," and "social dizziness." Passive hiding techniques were divided into: "forgetting gym clothing," "faking soreness," and "warming the bench." Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques. [ABSTRACT FROM AUTHOR]

The Impostor Phenomenon (IP) refers to the psychological experience of individuals mistakenly perceiving themselves as incompetent, despite external evidence of their success. Research has highlighted the prevalence of impostor feelings within academic settings, particularly among women. To better understand the gender gap in academia, our research questions explore the role of IP, gender, and support systems as potential predictors of students' decisions to study further, using a South African university student sample. Anchoring vignettes are used to improve the comparability across survey responses. Consistent with previous research, our findings confirm that women report higher levels of impostor feelings compared to men. Moreover, we observe a significant negative association between impostor feelings and the likelihood of students pursuing further studies. Interestingly, men with intense IP levels are more likely to opt out of studying further compared to women with intense impostor feelings. Additionally, individuals with mentors in their field of study are more likely to study further relative to those without mentors. These findings are reinforced when participants advise whether fictional characters in hypothetical situations should study further: characters experiencing high levels of impostor feelings are more frequently advised against studying further. [ABSTRACT FROM AUTHOR]

This paper presents a classroom exercise using six open-ended and non-directive vignettes developed as part of a larger research study on the effects of active learning on values, compassion, and action. The vignettes are a useful tool for teaching about paths to social justice and ways to address systemic inequalities. Students are asked to review hypothetical third-person scenarios then respond with suggestions for what action should or could be taken in that scenario and why. This approach allows students to consider the contextual micro and macro facets of a social encounter and offers faculty the opportunity to incorporate theoretical application and highlight connections to broader social forces. Used as an active learning exercise, group discussion of the vignettes provides a platform for students to explore how individual agency is connected to both reinforcing and challenging structural arrangements via social action. Full vignettes, examples of student feedback on the activity, and suggestions for variations in classroom use are included. [ABSTRACT FROM AUTHOR]

The innovative use of vignettes in quantitative surveys offers a novel means of assessing attitudes, capturing individuals' responses across diverse life domains to measure voice and agency more directly. Utilizing the use of scales and vignette-based inquiries, this study explores voice and agency on making marital decisions among 458 adolescents in India and Nepal. Regression analysis revealed that higher voice and agency scores correlated significantly with reduced odds of endorsing early marriage and increased support for continued education post-marriage. In vignette scenarios, greater voice and agency scores were linked to advocating against early sibling marriage and making independent choices for their own futures. These findings highlight that improved self-perception of agency empowers adolescents to assert independent decisions. Utilizing vignettes proved beneficial in this context as they enabled adolescents to understand community norms through storytelling, offering insights into their likely behaviour in specific situations, rather than drawing on abstract concepts. [ABSTRACT FROM AUTHOR]

Collegiate athletes are frequently exposed to pain/injury, which has the potential to negatively impact their physical and psychological health. This quasi-experimental study investigated the influence of gender and athletic status on deciding whether pain should be reported to the head coach in a vignette. Participants included 236 undergraduates who read four vignettes describing athletes (two men, two women) who were experiencing pain while playing a sport and made recommendations about whether the athlete should report the pain. Regardless of the gender of the athlete in the vignette, women and non-Division I athletes were more confident that the pain should be reported to the coach than men and athletes. Division I athletes' recommendations for others to report pain did not align with what they reported practicing themselves. These results suggest that athletes and coaches should receive education about the factors that may lead an athlete to choose not to report pain. [ABSTRACT FROM AUTHOR]

This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vignettes were created to illustrate changes and continuities of participants' understandings of teaching and learning, and to gain insights into how these conceptions evolved in distinct ways throughout the course. Pedagogical renewal involves learning new skills and knowledge, understanding how new knowledge is linked to practice, and recognising how underlying beliefs influence the selection, enactment, and reflection of pedagogical approaches. These factors point to the importance of individual agency in this process. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study aims to systematically review the literature on health utility in depression generated by time trade-off (TTO) method and to compare health state vignettes. Methods: Systematic literature search was conducted following PRISMA guideline in 2020 November (updated in 2022 March) in Pubmed, Web of Science, PsycInfo, and Cochrane Database of Systematic Reviews. Random effect meta-analysis was conducted to pool vignette-based utility values of mild, moderate, and severe depression and to compare the preferences of depressed and nondepressed population. Results: Overall, 264 records were found, 143 screened by title and abstract after removing duplicates, 18 assessed full text, and 14 original publications included. Majority of the studies (n = 9) used conventional TTO method, and most of the studies (n = 8) applied 10-year timeframe. Eight studies evaluated self-experienced health (own-current depression). Six studies assessed vignette-based health states of remitted, mild, moderate, and severe depression, half of them applied McSad measure based health description. Altogether, 61 different utility values have been cataloged, mean utility of self-experienced depression states (n = 33) ranged between 0.89 (current-own depression) and 0.24 (worst experienced depression). Pooled utility estimates for vignette-based mild, moderate, and severe depression was 0.75, 0.66 and 0.50, respectively. Meta-regression showed that severe depression (β = −0.16) and depressed sample populations (β = −0.13) significantly decrease vignette-based utility scores. Conclusion: Our review revealed extent heterogeneity both in TTO methodology and health state vignette development. Patient's perception of depression health states was worse than healthy respondents. [ABSTRACT FROM AUTHOR]

In this article, I share with the reader my journey into environmental education, and how I came to understand that even an urbanite like me has something to offer. I look to the work of Indigenous scholars to frame the ways in which Indigenous pedagogies, combined with environmental, place-based, and land-based pedagogies, form a matrix of criticality that reveals layer upon layer of colonial stratigraphy and shines a light on the tensions between Western and Indigenous ontologies when it comes to how we think about and relate to the land. Building on insights from humour studies, I offer three teaching vignettes to ground my discussion and to illuminate the power of humour in pedagogical practice. [ABSTRACT FROM AUTHOR]

Using fictitious country names in hypothetical scenarios is widespread in experimental international relations research. We survey sixty-four peer-reviewed articles to find that it is justified by reference to necessary "neutralization" compared to real-world scenarios. However, this neutralization effect has not been independently tested. Indeed, psychology and toponymy scholarship suggest that names entail implicit cues that can inadvertently bias survey results. We use a survey experiment to test neutralization and naming effects. We find not only limited evidence for neutralization, but also little evidence for systematic naming effects. Instead, we find that respondents were often more willing to support using force against fictitious countries than even adversarial real-world countries. Real-world associations may provide a "deterrent" effect not captured by hypothetical scenarios with fictitious country names. In turn, fictionalization may decrease the stakes as experienced by respondents. Researchers should therefore carefully explain rationales for and expected effects of fictitious country names, and test their fictitious names independently. [ABSTRACT FROM AUTHOR]

Providing students with opportunities to experience culturally diverse music traditions is an important, yet complex task for music educators. In this study, the author participants (four tertiary music educators from different places in the world) facilitated a series of online workshops based on songs from culturally diverse settings with a group of pre-service teachers at a Spanish university. Through autoethnographical vignettes, they share their individual and collective experiences. This paper foregrounds the importance of disrupting the hegemonic cycle of focusing on Western music in education programmes and the importance of fostering transnational collaborations between music educators in different parts of the world. Findings indicate that music educators who are willing to share their unique musical perspectives and experiences beyond cultural and geographic boundaries can cultivate learning environments that are diverse, inclusive, relevant, timely, meaningful, and fun for all involved. [ABSTRACT FROM AUTHOR]

Halo effects in teacher judgments, can occur when the assessment of one aspect of a person's achievement is generalised to another aspect of achievement for that same person. We conducted an experimental study in which participants (N = 107) had to grade vignettes of the same student in two different subjects. The first vignette described either a weak, average, or strong performance, whereas the second vignette always described an average performance. Thereby, rich descriptions of achievement-relevant information were used, and the impact of influencing factors was reduced. The treatment condition emerged as a significant predictor of the grade given for the second vignette even after controlling for gender, status of the participants, and the gender of the student. The results suggest that participants' ratings can be manipulated to show halo bias. The results support the view that teacher education should raise awareness of possible sources of the halo effect. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The overall aim of this study was to explore how upper secondary school students (age 16–19) in Sweden perceive physical education and health (PEH) through the assessment practices they experience in this subject. In particular, the study aimed to examine the students' experiences of what can be considered as valid knowledge and what the students perceive to form the basis for assessment in PEH. Data were collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. The focus groups cohered around discussing three different vignettes that were constructed based on various 'pedagogical dilemmas' identified through earlier research on valid knowledge and assessment in PEH. Data were analysed by drawing on Scott's (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape practices and assessment in PEH. The results highlight that there is a misalignment between curriculum objectives and assessment in Swedish PEH practice, where the cultural-cognitive conditions as strongly associated with club sports are more influential in the construction of valid knowledge and assessment practice than the regulative and normative conditions as stipulated in the PEH curriculum. The results also demonstrate that there is an ongoing prioritisation of practical over theoretical knowledge in PEH practice, involving an emphasis on doing and being active without any clear learning objectives. It is argued that clearly communicated learning objectives and assessment criteria can help achieve a better alignment between curriculum intentions, pedagogy and assessment in PEH. [ABSTRACT FROM AUTHOR]

This study examined the recognition and perceived significance of presence in teaching among secondary school teachers (N = 258) using a narrative vignettes instrument. Results showed that on average, secondary teachers experience presence in teaching in more than half of their lessons. They consider presence in teaching to be associated with the essence of teaching, and relevant for gratifying teaching experiences and for students' development as whole persons. This study contributes to refining a conceptualization of presence in teaching grounded in daily educational practice and provides teachers with language and knowledge to use in reflecting on their teaching practice. • Teachers experienced presence in teaching (PiT) in just over half of their lessons. • Differences between experiences could be explained by teacher-specific characteristics only to a very limited extent. • Teachers associated PiT first with student engagement, second students' personal development and third academic learning. • Teachers associated PiT to a much larger extent with rewarding, than with challenging teaching experiences. • When present in teaching, contributing to student engagement and whole development seems rewarding to teachers. [ABSTRACT FROM AUTHOR]

Background: Residents may benefit from simulated practice with personalized feedback to prepare for high-stakes disclosure conversations with patients after harmful errors and to meet American Council on Graduate Medical Education mandates. Ideally, feedback would come from patients who have experienced communication after medical harm, but medical researchers and leaders have found it difficult to reach this community, which has made this approach impractical at scale. The Video-Based Communication Assessment app is designed to engage crowdsourced laypeople to rate physician communication skills but has not been evaluated for use with medical harm scenarios. Objective: We aimed to compare the reliability of 2 assessment groups (crowdsourced laypeople and patient advocates) in rating physician error disclosure communication skills using the Video-Based Communication Assessment app. Methods: Internal medicine residents used the Video-Based Communication Assessment app; the case, which consisted of 3 sequential vignettes, depicted a delayed diagnosis of breast cancer. Panels of patient advocates who have experienced harmful medical error, either personally or through a family member, and crowdsourced laypeople used a 5-point scale to rate the residents’ error disclosure communication skills (6 items) based on audiorecorded responses. Ratings were aggregated across items and vignettes to create a numerical communication score for each physician. We used analysis of variance, to compare stringency, and Pearson correlation between patient advocates and laypeople, to identify whether rank order would be preserved between groups. We used generalizability theory to examine the difference in assessment reliability between patient advocates and laypeople. Results: Internal medicine residents (n=20) used the Video-Based Communication Assessment app. All patient advocates (n=8) and 42 of 59 crowdsourced laypeople who had been recruited provided complete, high-quality ratings. Patient advocates rated communication more stringently than crowdsourced laypeople (patient advocates: mean 3.19, SD 0.55; laypeople: mean 3.55,SD 0.40; P<.001), but patient advocates’ and crowdsourced laypeople’s ratings of physicians were highly correlated (r=0.82, P<.001). Reliability for 8 raters and 6 vignettes was acceptable (patient advocates: G coefficient 0.82; crowdsourced laypeople: G coefficient 0.65). Decision studies estimated that 12 crowdsourced layperson raters and 9 vignettes would yield an acceptable G coefficient of 0.75. Conclusions: Crowdsourced laypeople may represent a sustainable source of reliable assessments of physician error disclosure skills. For a simulated case involving delayed diagnosis of breast cancer, laypeople correctly identified high and low performers. However, at least 12 raters and 9 vignettes are required to ensure adequate reliability and future studies are warranted. Crowdsourced laypeople rate less stringently than raters who have experienced harm. Future research should examine the value of the Video-Based Communication Assessment app for formative assessment, summative assessment, and just-in-time coaching of error disclosure communication skills. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To foster children and young people's skills, dispositions and understanding that underpin a voice agenda, practices need to be developed that support this from the earliest age. This article explores issues relating to this complex, challenging and under-researched area from the perspective of practitioners working with children aged from birth to seven. Using vignettes of practice, we explore practical and pedagogical examples and take the opportunity to deepen our understanding of the elicitation of voice through the lens of the eight factors previously identified in the Look Who's Talking Project. Through this approach we highlight practices that elicit voice as a key element of children's rights in a localised way, and exemplify productive connections between theory and practice. [ABSTRACT FROM AUTHOR]

The article discusses studying Measure for Measure in an Advanced Placement English Language and Composition course helped students develop skills in rhetorical analysis, argument, and synthesis.

Even though bullying is a perennial problem, there are still significant gaps in the research. The sensitive nature of the issue prompted us to develop and test a new arts-based method – a set of incomplete, problem-focused comic strips that were given to the participants for creative completion and were subsequently used as individualised interview prompts. The study took place in Russia with 14 teachers and 39 school children. The findings indicated that students and teachers agreed that instances of bullying should not be reported. However, there is a significant difference in how bullying is perceived by teachers and students. The majority of teachers indicated either seeing no bullying or only seeing bullying rarely as a justifiable reaction to provocation. Students, nonetheless, reported witnessing/experiencing bullying situations regularly. [ABSTRACT FROM AUTHOR]

We examined penalties against individuals who temporarily de‐prioritize their employee or parenting role. Experiment 1 (N = 488) utilized vignettes depicting a mother/father who briefly left their child with a babysitter to engage in work/self‐care/did not leave (control). Both mothers and fathers were viewed as less parentally competent, likeable, dedicated to their family (and putting their child at greater risk) when they very briefly de‐prioritized their caregiving role by leaving their child for either reason, relative to controls. Experiment 2 (N = 494) utilized vignettes depicting a female/male employee who briefly left work to engage in childcare/self‐care/did not leave (control). Both male and female employees were rated as less professionally competent, likeable, dedicated to their work and deserving of organizational rewards (and more deserving of organizational penalties, and putting their organization at greater risk) when they very briefly de‐prioritized their employee role by leaving work for either reason, compared to controls. However, employees who left for self‐care were viewed more negatively than those who left to engage in childcare. Unexpectedly, results did not reveal target gender differences; they were also largely unaffected by participant gender. This suggests that parents and employees face penalties when they must de‐prioritize either of these important roles for even very short periods. Implications for well‐being, work‐life balance, and productivity are discussed. [ABSTRACT FROM AUTHOR]

Objective: To investigate beliefs and attitudes of the public toward attention deficit hyperactivity disorder (ADHD) in children and adults. Method: In a representative population survey in Germany (N = 1,008) using computer-assisted telephone interviews, we asked participants about causal beliefs, illness recognition, treatment recommendations, and beliefs about ADHD, presenting an unlabelled vignette of a child or an adult with ADHD. Results: The most frequently endorsed causal beliefs for the depicted child with ADHD were "TV or Internet," "lack of parental affection," and "broken home." In comparison with the child vignette, biological causal beliefs were endorsed more often after the adult vignette. In the child vignette, 66% advised against a treatment with stimulant medication. About 90% of respondents had heard of ADHD. Of those, 20% said they believed ADHD to be not a real disease. Conclusion: Beliefs of the German public partly contradict evidence and should be considered in therapeutical and public contexts. [ABSTRACT FROM AUTHOR]

This study explored student privacy issues in online learning environments. Vignettes are used to present the various privacy scenarios occurred in online learning environment. The study showed that there are direct legal ramifications of concern to students, as a result of sharing individual grades among group members and providing public feedback in blogs. Other privacy issues occurred in more nuanced ways, such as open access to each other's work, transparent reflections, public comments, critical analysis of the assignments, and collaborative evaluations of students' work. Suggestions are provided to address these privacy-related issues, including focusing on students' products, not students' names; informing students of the benefits they will receive and the contributions they will make by sharing their work publicly; and options for students to keep their identity private when they feel uncomfortable about sharing their work publicly. [ABSTRACT FROM AUTHOR]

In two experimental vignette studies, we examined the relationship between exposure to a sexist message and women's writing skills in the context of a simulated job selection interview. In Study 1, under experimental conditions, 85 Italian women (Mage = 26.99, SD = 10.62) were exposed to a benevolent sexist message, a hostile sexist message, or a neutral message, and evaluated the sexism of the job selection interview they were involved in. Then, before performing the problem-solving task that would allegedly be used in the selection process, we measured the perceived sexism of the scenario by asking them to write a short text—not connected with the subsequent evaluation—in which they had to describe this experience to a close friend. Results showed that exposure to a hostile or to a benevolent sexist message impaired women's writing skills, through the mediation of the perception of sexism of the message. These results have been found by serendipity. In Study 2 (N = 114, Mage = 26.99, SD = 10.62), performed using the same experimental procedure, but adopting more convincing variables and stronger data analyses, we confirmed the results of Study 1. The strengths, limitations, and possible developments of the research are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we investigate using vignettes in educational research, particularly for eliciting value-laden constructs such as teacher beliefs and understandings and how these influence teacher practices. Drawing on research where vignettes have been used as the central instrument for data collection, we argue that methodological consistency is achieved when the research aims, methodologies and vignette methods are aligned, and this helps satisfy internal validity and supports the findings. To assist with achieving methodological consistency we introduce and discuss a vignette framework that identifies three key elements for vignette construction (conception, design, and administration), supplemented by characteristics for each element and descriptions. We then illustrate the framework by using an empirical study from mathematics education where two purposefully formulated vignettes were used to elicit diverse teacher beliefs and practices for promoting student engagement. This illustration shows that using vignettes in educational research can be particularly effective for gaining insights into interpretations and concerns that teachers may have about particular phenomena, such as student engagement in mathematics. We propose that carefully formulated vignettes aligned with the phenomena being investigated can help capture participants' beliefs leading to a more nuanced understanding of the phenomena. [ABSTRACT FROM AUTHOR]

New teachers often feel unprepared to meet the demands of the profession, and attrition rates indicate approximately half will leave within their first 5 years. To address this problem, this applied theater project utilized ethnodrama, integrating research and performance, to stage the stories of first-year teachers. Researchers interviewed 18 first-year teachers and an ensemble of performers then developed a series of monologues, dances, poems, songs, and scenes. These vignettes fit within three categories: (a) The Beginning; (b) The Students; and (c) The Profession. This script documents that performance. [ABSTRACT FROM AUTHOR]

This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants' experiences with privilege and subjugation. Our analysis of the activity's effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities. [ABSTRACT FROM AUTHOR]

Judges should not be influenced by legally irrelevant circumstances in their legal decision making and judges generally believe that they manage legally irrelevant circumstances well. The purpose of this experimental study was to investigate whether this self-image is correct. Swedish judges (N = 256) read a vignette depicting a case of libel, where a female student had claimed on her blog that she had been sexually harassed by a named male professor. The professor had sued the student for libel and the student retracted her claim during the hearing. Half of the judges received irrelevant information - that the professor himself had been convicted of libel a year earlier, while the other half did not receive this information. For the outcome variable, the judges were asked to state how much compensation the student should pay the professor. Those judges who received information about the professor himself having been convicted of libel stated that he should be given significantly less compensation than those who did not receive the irrelevant information. The results show that the judges' decision was affected by legally irrelevant circumstances. Implications for research and practice are discussed [ABSTRACT FROM AUTHOR]

This paper focuses on how to use critical reflection in social work education in order to encourage students to critically reflect on their standards regarding assessment, opinions and values about aging. Material, both oral and written, from needs assessments of older persons conducted by 106 social work students was analyzed. The result shows that the students initially interpreted needs based on prejudice and assumptions about aging. However, when using Schön´s three steps of reflection in the exercise, together with knowledge of critical social work theories, students became more concerned and reflected more critically on their assessments. This study shows the possibilities of working with pedagogical exercises in order to increase the awareness and critical knowledge of social work students in order to attempt to reduce discrimination. Educating students in critical social work enables them to learn how to comment on and transform the profession of social work and our unjust society, while questioning their own as well as society's prejudice regarding the needs of elderly persons. [ABSTRACT FROM AUTHOR]

Public officials can be reluctant to use citizens' input in decision‐making, especially when turnout is low and participants are unrepresentative of the wider population. Using Fritz Scharpf's democratic legitimacy approach, the authors conducted a survey‐based vignette experiment to examine how the input legitimacy of participatory processes affects (1) public officials' willingness to use public participation in administrative decision‐making, (2) their assessment of the quality of the policy decision, and (3) their anticipation of popular support for the policy outcome. The study shows that turnout and participants' representativeness have a positive and significant effect on public officials' attitudes toward public participation. Specifically, participants' representativeness influences public officials' willingness to use citizens' inputs more than turnout. [ABSTRACT FROM AUTHOR]

This article traces experiences and influences in the author's life as a musician and educator which led her to take social justice action at her college. Through personal narrative, examples from her years teaching music to elementary through graduate level students, and research of "ban the box" practices at universities, she analyzes her growing sense of awareness and accountability, and details strategies to model social justice for her students. Questions include: What is the artist's responsibility? How can matters of social consciousness be approached in the music curriculum? How is the author's college responding to the social justice initiative of one professor?. [ABSTRACT FROM AUTHOR]

Using forgiveness theory, we investigated the effects of organizational apology and restitution on eliciting forgiveness of a transgressing organization after transactional psychological contract breach. Forgiveness theory proposes that victims are more likely to forgive offenders when victims' positive offender-oriented emotions replace negative ones. Three pre-post laboratory experiments, using vignettes about a broken promise of financial aid, found that while apology-alone and restitution-alone each increased likelihood of forgiving, restitution-alone was the more effective of the two responses. When combined with an apology, restitution boosted the effect of apology-alone. However, restitution was unnecessary if positive emotions replaced negative ones; third-party blame accomplished this negative-to-positive emotion replacement. Consistent with forgiveness theory, offender-oriented negative-to-positive emotion replacement partially mediated all effects, and negative emotion reductions were strongly correlated with positive emotion gains. We discuss implications for the repair of damaged norms and relationships within an organizational community. These include reparative effects of apology and restitution, dual-process conceptions of violation and repair, repair after psychological contract breach, and emotion replacement models of forgiveness. [ABSTRACT FROM AUTHOR]

Background: White-coat hypertension (WCH) is also referred to as 'isolated clinic hypertension'. While it is a frequently encountered phenomenon, WCH is not systematically evoked, and its management remains unclear due to the contradictory guidelines provided by professional societies. Aim: To examine WCH management by GPs in Europe and Canada. Design & setting: A clinical vignette of a possible case of WCH was created from the literature, and the responses of GPs to WCH-specific questions in a cross-sectional electronic questionnaire were compared. Method: Complete electronic questionnaire responses from Europe and Canada were systematically analysed. Results: Among 770 eligible questionnaires (useful response rate: 10.6%), 43.5% were from France, 19.2% from Belgium, 7.8% from England, 19.5% from Switzerland, and 10.0% from Canada. Based on the clinical information provided in the vignette, GPs overall diagnosed hypertension and WCH equally (50.7% versus 49.3%, respectively). Canadian GPs suggested hypertension more frequently than European GPs in general (64.2% versus 46.1%, P<10-4), and more frequently used ambulatory blood pressure monitoring ([ABPM] 42.3% versus 26.1%, P = 0.01). In both groups of GPs, WCH was managed similarly (no treatment, 100% versus 97.3%, P = 0.39). Generally, the GPs all followed WCH patients for 3-6 months (51.3% versus 66.2%, P = 0.1), and they were not aware of the WCH guidelines (47.3% versus 52.1%, P = 0.54). Conclusion: Although WCH guidelines are different, WCH management by GPs is very similar except for diagnosis. Homogeneity in WCH guidelines is required and should be systematically implemented in hypertension guidelines to avoid inappropriate management of the condition. [ABSTRACT FROM AUTHOR]

Financial support for immigrant-origin children is crucial for their integration and success in the host society. Family solidarity norms among minority populations, however, tend to differ from those regulating intergenerational support exchange among natives. Do such differences reflect specific cultural preferences and expectations? Using original data collected via a semi-structured questionnaire featuring vignettes, we explore values and norms about parental financial support towards children among Chinese, Maghrebi and Filipino immigrants in Italy. The vignette analysed here contrasts the beneficiaries of support provided by parents to children (sons versus daughters) and the object of support (opening a new business versus pursuing higher education). Results point to a preference for supporting offspring – especially daughters – who want to invest in an educational career. This attitude is more widespread among Filipino and Chinese respondents than among Maghrebis. Daughters are favoured over sons among Filipinos, whereas the opposite holds for the other two groups. Supporting adult children's higher education is seen as an efficient investment strategy, reflecting a normative view of children's life courses. [ABSTRACT FROM AUTHOR]

The article reports on the role of phenomenologically oriented vignettes as instruments of school development. Topics discussed include the role of phenomenologically oriented vignettes and how can these be used for school development to be made fruitful, teaching and learning in Schools, and collection of data from schools that teachers and school principals and school leaders can use.

The degree to which a teacher perceives a behavior as musical may impact their ability to support young children's musicking and musical development actively. The purpose of this study was to examine elementary general music teachers' perception of young children's music making. Elementary general music teachers (n = 125) completed a questionnaire, rating the extent to which they agreed children and teachers described in six vignettes were engaged in making music. Vignettes were given with different conditions (1, 2, or 5 kindergartners; 0 or 1 teachers). 2x3 factorial ANOVAs showed agreement ratings were statistically different for two vignettes, one each at the teacher level or student level. The number of teachers or students involved in a vignette made no difference for the vignettes the respondents most strongly agreed or disagreed were musical. Through open-ended responses, respondents shared how they know students were making or responding to music. Some used observation for aural and visual indications, but many also wrote about compliance with the music teacher's directions. Teachers' assumptions about music and compliance may impact their ability to recognize some behaviors as music making, limiting their ability to respond to and support such behaviors and therefore, young children's musical development. [ABSTRACT FROM AUTHOR]

Everyday human social interaction involves sharing experiences verbally and these experiences often include emotional content. Providing this context generally leads to the experience of emotions in the conversation partner. However, most emotion elicitation stimulus sets are based on images or film-sequences providing visual and/or auditory emotion cues. To assimilate what occurs within social interactions, the current study aimed at creating and validating verbal emotion vignettes as stimulus set to elicit emotions (anger, disgust, fear, sadness, happiness, gratitude, guilt, and neutral). Participants had to mentally immerse themselves in 40 vignettes and state which emotion they experienced next to the intensity of this emotion. The vignettes were validated on a large sample of native Portuguese-speakers (N = 229), but also on native English-speaking (N = 59), and native German-speaking (N = 50) samples to maximise applicability of the vignettes. Hierarchical cluster analyses showed that the vignettes mapped clearly on their target emotion categories in all three languages. The final stimulus sets each include 4 vignettes per emotion category plus 1 additional vignette per emotion category which can be used for task familiarisation procedures within research. The high agreement rates on the experienced emotion in combination with the medium to large intensity ratings in all three languages suggest that the stimulus sets are suitable for application in emotion research (e.g., emotion recognition or emotion elicitation). [ABSTRACT FROM AUTHOR]

In this lab-based experiment (N = 185, Tilburg University students) we tested the effect of anticipatory stress on moral condemnation. The data covers severity ratings for vignettes of two content types: vignettes with an inherent disgust-eliciting element (e.g., eating human flesh) and without (e.g., lying on a resume), filled out on computers using the survey platform Qualtrics. Participants in the anticipatory stress condition rated the vignettes as more morally wrong, and disgust-eliciting vignettes were rated as more morally wrong. No moderation by disgust content was found. Private Body Consciousness (PBC) was positively associated with condemnation for disgust-eliciting vignettes (but not with non-disgust-eliciting vignettes). The data can be used, for example, in research on incidental vs. inherent emotions, to identify the strength of induced emotions on judgments, and to identify moderators (e.g., PBC). [ABSTRACT FROM AUTHOR]

This study examines the effects of three theoretical factors representing both process-based and outcome-based dimensions of police actions on attitudes towards police using an experimental vignette design. We constructed two vignettes depicting citizens' plausible encounters with police in an urban setting in a developing country (i.e. Accra, Ghana) and varied the level of police procedural justice, measured by quality of treatment, lawfulness, measured by whether or not a bribe is present, and effectiveness, measured by whether or not the offender was caught. In line with previous research, we find that dimensions of police procedural justice, lawfulness, and effectiveness all increase citizens' satisfaction. However, we find that in certain situations, unlawfulness and ineffectiveness can undermine any positive influence of procedural justice policing on satisfaction. These findings have implications for criminal justice institutions seeking to improve relations with citizens and boost satisfaction and ultimately legitimacy. [ABSTRACT FROM AUTHOR]

Research has shown that vignettes are useful in disseminating complex and applied information to practitioners with research mainly utilising written and audio vignettes to disseminate good practice. The current study examined the utility of a research-based vignette, presented in different formats (written, audio, video), to disseminate information to elite strength and conditioning (S&C) coaches. A single vignette was developed in three formats: a written, an audio, and a video vignette. The vignette involved an experienced S&C coach as the main character, and the plot outlined how this S&C coach aimed to learn more about effective coaching. Nineteen elite S&C coaches reflected on the utility of different vignette formats. Data were analysed using a thematic analysis. Overall, the results suggest that vignettes are useful in translating knowledge and encourage action, regardless of which format is used. Furthermore, the S&C coaches reported a preference for the video format, due to the video's ability to communicate emotional, verbal and non-verbal behaviours. Practically, the vignette prompted the S&C coaches to reflect on areas such as coaching philosophy and values resulting in initial changes in their coaching practice. [ABSTRACT FROM AUTHOR]

The MESSI (Managing Ethical Studies on Sensitive Issues) study used hypothetical scenarios, presented via a brief online survey, to explore whether payment amounts influenced Australian children and young people to participate in social research of different sensitivity. They were more likely to participate in the lower sensitivity study than in the higher at all payment levels (A$200 prize draw, no payment, $30, or $100). Offering payments to children and young people increased the likelihood that they would agree to participate in the studies and, in general, the higher the payments, the higher the likelihood of their participating. No evidence of undue influence was detected: payments can be used to increase the participation of children and young people in research without concerns of undue influence on their behavior in the face of relatively risky research. When considering the level of payment, however, the overriding consideration should be the level of risk to the children and young people. [ABSTRACT FROM AUTHOR]