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Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students' agency dimensions. Possible explanations and directions for further studies are discussed. [ABSTRACT FROM AUTHOR]

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students' MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students' MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as "math persons" than their grade 3 peers in all countries. [ABSTRACT FROM AUTHOR]

Income redistribution is determined, to some extent, by how fair citizens judge the income distribution in their societies to be. Nonetheless, there seems to be a contradiction between what people declare as a fair income distribution, and the increase in inequalities across countries. An unexplored methodological reason for that is that survey instruments do not perfectly capture individual's perception of income fairness, biasing results. Therefore, in this paper we use data from a Multitrait-Multimethod experiment conducted in wave 6 of the probability-based CROss-National Online Survey (CRONOS) panel in Great Britain, Estonia and Slovenia. Specifically, we explore the effect of three different scales on how fair people report an income to be, and the subsequent measurement quality of these answers. Overall, we find that survey scales do have an impact on what people report as a fair income, and the quality of these answers. Specifically, we find that the use of branching scales increases participants' likelihood of considering an income distribution as "Fair", while using partial-labelling and visual clues to separate (fair/unfair) dimensions increases the likelihood of considering these as "extremely unfair high/low." In addition, our results suggest that using a 9-point fully labelled unfolding scale without visual clues yields the best measurement quality across all countries, being preferred over the other tested methods (9-point partially labelled unfolding scale with visual clues; 9-point fully labelled branching scale without visual clues). [ABSTRACT FROM AUTHOR]

Governments pay agencies to control the activities of farmers who receive governmental support. Field visits are costly and highly time-consuming; hence remote sensing is widely used for monitoring farmers' activities. Nowadays, a vast amount of available data from the Sentinel mission significantly boosted research in agriculture. Estonia is among the first countries to take advantage of this data source to automate mowing and ploughing events detection across the country. Although techniques that rely on optical data for monitoring agriculture events are favourable, the availability of such data during the growing season is limited. Thus, alternative data sources have to be evaluated. In this paper, we developed a deep learning model with an integrated reject option for detecting grassland mowing events using time series of Sentinel-1 and Sentinel-2 optical images acquired from 2000 fields in Estonia in 2018 during the vegetative season. The rejection mechanism is based on a threshold over the prediction confidence of the proposed model. The proposed model significantly outperforms the state-of-the-art technique and achieves event accuracy of 73.3% and end of season accuracy of 94.8%. [ABSTRACT FROM AUTHOR]

This paper examines the role of interprofessional collaboration in the identification and reporting of a child in need. Such collaboration is especially important in the context of the global pandemic caused by the novel Coronavirus disease of 2019, known as COVID-19. The child protection system must have the capacity and resources to respond to increased demands during this time, and early childhood educators serve as an essential link for child protective services in identifying and reporting a child in need. As an effective system to accomplish these two aims requires a working collaboration among its participants, Bronstein's interdisciplinary collaboration model was used as a framework to interpret this practice. A small-scale qualitative study was conducted that included principals of nursery schools and child protection workers from one region in Estonia. Findings indicate that effective collaboration was believed to require communication and ongoing systematic relationship building. Collaboration in practice varied, as principals reported a high turnover rate for the child protection workers, which hindered the development of a working relationship and support for the process of noticing and thereby identifying a child in need. In contrast, child protection workers assessed collaboration more positively, recognizing the need to have a supportive system in place for nursery schools. Both groups of collaborators acknowledged the need to train teachers, particularly to conduct joint training exercises to foster a common understanding of the child in need and of the intervention process itself. [ABSTRACT FROM AUTHOR]