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The Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA) are large-scale measurements about teaching and learning. There is a link between TALIS indicators and PISA results. We investigated which countries are effective according to TALIS indicators as inputs and PISA 2015 mathematics, scientific, and reading literacy scores as outputs in this research. Common 24 countries' data from TALIS 2013 and PISA 2015 were analyzed. Data envelopment analysis was used in this quantitative research. Belgium, Denmark, Finland, Italy, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Charnes, Cooper, and Rhodes (CCR) model. Belgium, Canada, Denmark, Estonia, Finland, Italy, Japan, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Banker, Charnes, and Cooper (BCC) model. The results obtained from the BCC and CCR model differ partially. Italy and Norway should be taken as references mostly by ineffective countries for getting better PISA scores according to both models analyzing with EMS 1.3, DEAP-XP 2.1, and R-4.1.3.

Realistic Mathematics Education (RME) is one of the topics that was introduced about fifty years ago and has been studied continuously since then. The purpose of this study is to bibliometrically analyze the articles on the subject ofRME. Using the keyword "realistic mathematics education," 1056 articles were found related to the subject area of RME, which were scanned in the Scopus database in the "Social Science" publication type between 2000-2021. Retrieved articles were analyzed through the web interface page directed by bibliometrix, the R-Studio program package. With the analysis made, the following sub-titles were found: the number of articles produced by years, the authors and journals that published the most articles on the subject area, the most cited articles on a global basis, the annual average number of citations, the productivity of the authors over time, the citation burst values of the authors, the countries of the responsible authors and collaboration tendencies of these countries in terms of articles, word cloud, word tree map, collaboration network of authors, and joint citation network of journals. The results revealed that researchers' interest in the subject increased after 2012, and articles on RME were mostly published by three major journals, including Journal on Mathematics Education, Journal of Mathematical Behavior and Educational Studies in Mathematics. In addition, it has been determined that the authors with the most articles on RME were Zulkardi Z., Suparman S. and R. I. I. Putri, and the countries that published the most articles were USA, Indonesia and Netherlands. As a result of the relevant results, inferences were made for RME.

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

This study examines the contribution of the knowledge produced in educational administration doctoral theses to the functions of science, concept and model development, theory formation, scale development/adaptation and application. Content analysis, one of the qualitative methods, was used in conducting the research, which analyzed 122 doctoral theses dated between 2017 and 2020. These compositions were produced at 27 universities that ranked in the top 500 globally in CWUR (Center for World University Ranking) 2020. The results showed that the knowledge produced in the theses was mostly descriptive. However, there were a few experimental theses that reached the control level and contributed to the application with a concept, model, theory creation and scale development/adaptation. The findings offer implications that can guide future research in the field of educational administration.

Background: Parents' tacit knowledge plays an important role in the care of persons with profound intellectual and multiple disabilities (PIMD). As little is known about its nature and use, we aimed to explore this parental tacit knowledge. Method: We conducted semi-structured interviews with parents (n = 11) about their tacit knowledge of their child, based upon video recordings they made of their child's behaviour, and analysed the data thematically. Results: Parents described their tacit knowledge as the capacity to read their child's subtle signs, or to sense and "just know" their child's situation. They had developed this knowledge because of their shared history of proximity and interaction and emphasised that it was crucial in ensuring their children's needs are met. Conclusions: We describe how parents' tacit knowledge contributes to "good care" for persons with PIMD, interpret the implications for (medical) care practice, and discuss ways to deal with its limitations.

Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional awareness of how an additional language operates and is acquired within content classrooms. However, research focused on teacher language awareness (TLA) for CLIL is still sparse. Moreover, it has focused solely on CLIL teachers' awareness of the target language, thereby disregarding the teacher plurilingual awareness (TPLA) required for effective CLIL, which is inherently multilingual and increasingly implemented in linguistically diverse settings. This study brings together the expertise of Dutch primary school teachers using CLIL to teach English as a Foreign Language (EFL) learners, with the expertise in teaching in multilingual settings of UK teachers supporting English as an Additional Language (EAL) learners. Using a CLIL Teaching Wall activity within interviews, it was possible to gain rich insight into the characteristics of the TLA and TPLA underpinning teachers' ability to recognise and teach to the language demands of multilingual dual-focused classrooms.

The Netherlands is home to an increasing number of English-language churches. These churches are often established with an international audience in mind: however, interestingly, they also attract a large number of Dutch as a first-language (L1) speakers. This article investigates the language attitudes and language choices of Dutch L1 speakers attending these churches. It examines the religious considerations behind their language choices, and the influence a second language (L2) might have on their faith experience. The study shows that, while English is indeed permeating the religious domain of the Netherlands, Dutch is still used in many contexts. For example, a majority of the participants, while favouring English as the main language of the church service, preferred to pray in Dutch. We also found that ideologies surrounding the English language guided many of the participants' language choices. Lastly, the English language brought participants a sense of distance that aided discussions about their faith and prevented negative feelings associated with the Dutch language from interfering. This study adds to the discussion of the global spread of English and sheds new light on linguistic attitudes and choices in religious contexts.

The use of codesign methods is becoming increasingly common practice to involve and engage research participants in health research. Through codesign, end-users and stakeholders can contribute their own perspectives and experiences to solve a common problem. This article describes how a 5-day codesign sprint can be used to find solutions to improve housing decisions of older adults. Based on case studies in Sweden and the Netherlands, we identified similarities, differences, and patterns across the two contexts. By sharing methodological experiences across projects, opportunities are created for other researchers to build on the method and to integrate a creative process into traditional health research methods. We conclude that a 5-day codesign sprint can effectively and efficiently engage older adults and people with dementia in creative housing decision solutions, and we provide recommendations for future codesign sprint projects.

Spherical video-based virtual reality (SVVR) is a form of virtual reality that employs 360-degree videos to immerse learners in virtual environments. As SVVR can simulate realistic experiences, the current trend of language education is towards more use of it. To examine its current status, this study systematically reviewed 31 articles on SVVR-enhanced language education from the perspectives of Analysis, Design, Development, Implementation, and Evaluation (i.e. the ADDIE model). The results indicate that the main affordances of SVVR include providing learners with authentic and immersive learning experiences, enabling content visualization, and giving learners a sense of freshness. The most popular pedagogical mode is to immerse and situate students in scenes, landscapes, city views, and real-life scenarios in SVVR. The associated language learning activities can be writing, speaking, and listening practices, as well as grammar, vocabulary, and culture learning. Scaffolding strategies such as providing guided questions for students' exploration and engagement in SVVR and conducting collaborative or problem-based learning, as evidenced by several studies, seem effective. The effects of SVVR-enhanced language education are mainly evaluated through tests, questionnaires, interviews, and reflection papers. Based on the results, we propose future research and development directions for researchers and practitioners interested in SVVR-enhanced language education.

The study systematically assesses the determinants impacting Ph.D. success, amalgamating insights from 38 meticulously curated studies. Through the integration of PRISMA, TCCM, and an 8-step process, it delineates crucial findings and factors influencing successful Ph.D. completion. The PRISMA diagram intricately outlines the data retrieval process, while the TCCM framework systematically organizes discoveries, emphasizing elements crucial to Ph.D. achievement, including timely completion. Previous studies encompassed 17 theories (T), five essential characteristics (C) or factors, nine distinct countries or contexts (C), and diverse methodologies (M) encompassing qualitative, quantitative, and mixed approaches. Institutional factors emerge as the most prominent within the corpus of 38 studies at 65.79%, followed by demographic, financial, and psychological factors at varying degrees, with social factors contributing minimally at 7.89% to Ph.D. progression. The research meticulously follows an 8-step process throughout its developmental trajectory, underscoring critical determinants impacting Ph.D. candidates' satisfaction, advancement, and persistence. The study's limitation lies in including 38 studies based on specific criteria. By consolidating prior works, conducting critical analysis, and comparing findings, it offers insights into factors affecting successful Ph.D. attainment, guiding institutions, policymakers, funders, and Ph.D. students. Additionally, it pioneers the field by advancing methodologies through integrating PRISMA, TCCM framework, and 8-step approaches, paving the way for future research endeavors.

Background: The present study aims to investigate the impact of open and closed tasks on the intrinsic motivation and language learning competence of international students enrolled at UM, following the medical Dutch course. The students look forward to improving their academic-Dutch second language in the field of Medicine. We hypothesize that the students learning with open learning tasks will outperform students learning with the closed learning task on both intrinsic motivation and Medical Dutch competence. Methods: A mixed-methods pre-post quasi experimental study was conducted with 15 Dutch medical students in two intact groups (open task: n = 7; closed task: n = 8). To measure the main constructs, we combined intrinsic motivation to experience stimulation scale (IMES), need for competence scale (NCS) with self- & peer-assessed rubrics or checklists and individual semi-structured interviews. We subsequently subjected the quantitative data to a normalized gain score analysis and applied Mann-Whitney U test. The qualitative data thematic analysis was conducted to compare the groups. Results: IMES for second language learning was found higher in the open-task group. The open-task group demonstrated a higher level of competence based on the results of both NCS and self- and peer assessments. The interviews uncovered three themes in learning medical L2 that supported the quantitative findings: learning expectations, contentment with learning, and perceived learning improvement. Conclusions: Compared to closed tasks, open tasks increased intrinsic motivation for learning Dutch as a second language (L2) in medical consultations. Yet, students reported higher difficulties in learning L2 as well as higher competence growth compared to the closed task. Hence, by requiring more self-reflection and creativity while positively affecting competency development, the open tasks seemed to create a desirable difficulty. Future research should incorporate more objective data on student learning and performance.

This article explores the potential for engaging 7 and 8-year-old school pupils in performative literature interpretation through process drama. Inspired by new materialism and affect theory, we focus on how literature interpretations come into being in dramatic fiction, and on how these becoming interpretations merge with the classroom. The study explores interpretive spaces as entangled worlds in mutual engagement of pupils, teachers, and researchers in interpretation through process drama. The study establishes a theoretical framework in pointing out ways in which process drama performances contribute to engage the youngest school pupils in literature interpretation and present social problems.

The field of transformative learning has garnered significant attention from researchers and practitioners in adult education due to its potential to address the complex and unpredictable challenges of societal change. This study employs a bibliometric approach, analyzing data from the Scopus database covering the years 1992 to 2023, identifying a total of 3412 research documents in this field. The analysis reveals several key findings. Firstly, transformative learning as a research field has experienced substantial growth, with a marked increase in the number of publications over time. Secondly, there is a notable trend towards increased collaboration among authors and countries, including both developing nations and those from the Eastern part of the world. Thirdly, research themes within transformative learning are evolving, encompassing theoretical concepts and extending to practical implementations. These findings provide a comprehensive overview of the development and future directions of transformative learning research, highlighting the significant contributions and collaborative efforts within the academic community. The implications of this study suggest the need for ongoing exploration and integration of transformative learning principles across diverse disciplines and contexts.

In this paper, we present recommendations for integrating science communication training into undergraduate science curricula. Science communication training is increasingly acknowledged as an important element of science education. It is essential to introduce this training early in academic development, ideally at the undergraduate level. The current study was aimed at identifying specific focus areas for such training within an undergraduate biomedical sciences program. Therefore, we tasked undergraduate biomedical students with translating general instructions for engaging in science-society interactions into concrete communicative behavior. Following the thematic analysis of 121 written student responses, we identified two primary focus areas, resulting in two recommendations. Firstly, training should concentrate on helping students to operationalize complex communicative concepts, such as respect and listening, into tangible communicative behavior. A special emphasis should be placed on aspects of nonverbal communication. Secondly, science communication training should prioritize fostering informed views of the nature of science, while connecting to building knowledge and understanding of models of science communication. This approach could enhance students' receptivity to important aspects of the dialogue model, such as accepting diverse forms of knowledge and recognizing scientists and non-scientists as equal participants in dialogue. For both recommendations, we contemplate potential educational interventions and/or pedagogical approaches.

This paper examines how students' employability develops during undergraduate studies at a Dutch liberal arts college compared to a conventional bachelor's programme in law at the same university. Drawing on the graduate capital model, the study focuses on six skills that enhance employability: creativity, lifelong learning, career decidedness, self-efficacy, resilience, and personal initiative. To measure employability growth, a cross-sectional pseudo-cohort research design is adopted, comparing first-, second-, and third-year student cohorts. The results show that liberal arts students make significant progress in five out of the six examined employability-related skills. Compared to the conventional programme, the gains in creativity and personal initiative particularly stand out, reflecting the differences between interdisciplinary and monodisciplinary learning, and self-tailored and fixed curriculum structures. This refutes the stereotype that a liberal arts degree does not prepare students for the labour market and points to the relevance of programme-specific features for employability development in higher education.

Families with a child with profound intellectual and multiple disabilities (PIMD) have to manage the child's pervasive support needs. To ensure that families are able to manage these needs, they should be properly supported. However, knowledge about the specific support needs of these families is sparse and fragmented, nor is it known if and which needs are age-specific. To learn more about these families' support needs, 20 parents of a child with PIMD aged 3-26 years were interviewed about their family's support needs through interviews with open-ended questions. Interview transcripts were qualitatively analysed to identify support needs in five domains (child with PIMD, family, environment, services, and system). Various (age-specific) support needs were identified. The findings of this study can help health professionals and policy makers to improve the support of families with a child with PIMD by attuning the support to these families' specific needs.

Science, Technology, Engineering, and Mathematics (STEM) play a prominent role in today's society. At the same time, studies show that the gap in science performance between students from lower socioeconomic background and students from a more advantaged background is wide. Studies further show that role models can have a positive effect and the effect tutoring can have towards the attitudes towards subjects. In this pre-registered randomized controlled trial, we study in a real life setting the effect of tutoring on the STEM interest of Dutch primary school pupils from relatively lower socioeconomic neighborhoods ('tutees') by measuring the influence of the study background of 2nd to 4th study-year Dutch university students ('tutors') on the STEM interest of the tutees. A group of 104 tutees between 9 and 12 years old were tutored by 29 tutors. Nineteen tutors had a background in one of the STEM subjects, the others had a background in another (non-STEM) subject. Using the validated questionnaire STEM-LIT, we measured the interest of the tutees in STEM fields in a pre- and post-test and checked if the background of tutors affected the interest in STEM fields through statistical tests. While our results have found no significant differences in STEM interest between those two groups, our analysis does provide insights into the mechanisms relating to the interest in STEM fields among children from relatively lower socioeconomic neighbourhoods.

This article brings climate communication approaches to transformational climate learning by critically evaluating an experimental climate communication retreat that brought 20 young adults from across Europe together in Austria to co-create climate communications as a constitutive dimension of climate action. Structured around the transformational principles of interdisciplinarity, multidimensionality, collaborative project-based learning, reflexivity and action-oriented, the retreat specifically focused upon the creative co-production, between peers, of climate communication as communicative meaning-making and action. The retreat experience transformed young people's sociocultural understandings of climate change, and climate communication as meaning-making and action, and increased their self and group efficacy. The key factors contributing to these transformations were: the forging of collective identity, peer-to-peer learning, emotional sharing, reflexive spaces, inspiring learning environment, interdisciplinary learning, multidimensional experiences, and collaborative project-based communications. Situating co-created climate communication within transformational learning can help facilitate collective experiences beyond direct climate action participation, helping create education for social change.

Just as we can't expect actors trained primarily for the stage to perform the same way in films, conventional Public Speaking (PS) must adapted to digital environments. This shift emphasizes the need to treat Digital Oratory (DO) as a separate, skill-based discipline. Our research aims to examine DO instruction in English as a Foreign Language (EDO) at the high school level. To evaluate the integration of Constructivism, Connectivism and Multimedia Learning Theories in EDO training, a mixed-methods study technique was employed, which involved creating a structured questionnaire, validating and disseminating it to communication experts (N = 52) worldwide. We have uncovered that EDO shares many fundamental characteristics with traditional PS while exhibiting distinct features. EDO prioritizes "creativity, active listening, and leadership" while also addressing the technical and digital competencies necessary for effective communication. Key challenges in implementing EDO courses include the "lack of teacher training," "institutional support," and "inadequate technological infrastructure." EDO embraces an audience-centered and technology-based approach to communication training. "Persuasive," "prepared," and "impromptu speeches," dynamic "feedback," and interaction with the audience, as well as a balanced approach to the training of the rhetorical canons are an integral part of EDO. EDO training equips individuals with essential skills for 21st-century professional and personal development.

In recent times, many scholars have highlighted the emergence of group-based polarisation within Western societies. Research has demonstrated that this phenomenon has also reached educational settings, where groups of adolescents are opposed to each other. Surprisingly little has been written, though, on group-based polarisation in the classroom. This study examines along which lines (e.g. ethnic, socio-economic, or religious), how often and under which conditions group polarisation manifests itself in the context of secondary school classrooms. It does so by theorising this phenomenon, hypothesising its most common manifestation as well as the factors that may favour group-based polarisation. Following an exploratory sequential mixed-methods research design, consisting of a qualitative pre-study (N = 31) and an original survey that was fielded among Dutch secondary school teachers (N = 1034), it then demonstrates that: group polarisation, as perceived by teachers, is relatively rare in Dutch secondary education, generally occurring once or a few times per year; that it manifests itself predominantly along ethnic lines, and that the ethnic composition of educational contexts, tracking, and different educational stages statistically predict this form of perceived group polarisation. Based on our findings we propose that teacher training, focusing on how to cope with group-based polarisation in the classroom should be context-specific and tailor-made.

Peer feedback can enhance learning but may introduce issues like peer pressure and distrust, particularly with professional competencies like teamwork. This jeopardizes the feedback process and skill development crucial for undergraduate students' career preparation. To address this, two approaches are generally used: anonymizing feedback or incorporating feedback dialogue. However, the impact of anonymity on trust and safety is unclear due to a loss of dialogue. Additionally, the effect of feedback dialogue in the context of competencies remains largely unexplored. Employing a mixed-methods approach, we divided sixty-three participants into an experimental group receiving identifiable online peer feedback with dialogue and a control group receiving anonymous feedback only. We measured students' psychological safety and trust in giving feedback on teamwork competencies, feedback quality and perceptions of the feedback process. Quantitative results showed no significant differences in safety and trust perceptions between groups, indicating that anonymity and feedback dialogue contribute to a comparably safe environment. However, the qualitative results indicated that the experimental group held more positive attitudes toward the feedback process and their feedback seemed more nuanced. This suggests that dialogue-enhanced peer feedback is preferred for fostering a safe and effective peer feedback exchange that supports professional competency development.

Background: It can be very challenging for practitioners to talk with autistic children, especially when the conversation calls for self-regulation. Self-regulation is inextricably linked to awareness of oneself and others in social contexts. Encouraging the need for autonomy could help increase self-awareness and awareness of others in social events, which in turn could strengthen self-regulation. However, little is known about how autonomy influences competence in reasoning about self and others when regarding social events in which autistic children participate. This study explores the reasoning of self-other awareness on a microlevel timescale using ipsative, dynamic approaches to autism. The central question in this study is: to what extent can autonomy-provided scaffolding (APS) elicit high levels of reasoning about self-others in social events (RSS) over time? Method: We used video-taped interaction data from three sessions between one autistic child and a practitioner, contextualized by a set of animated DSM-5-based items of social events on which the child was asked to reflect. Interaction variables were the child's level of RSS and the practitioner's level of APS. We coded the real-time interaction. Results: First, when exploring the dynamics of the microdata, we found contingency over time within sessions. Second, over the sessions, the practitioner showed a stable high level of APS, whereas the child's level of RSS increased. Third, a coupling effect between the level of APS and RSS was found within and over sessions. Salient is that the child and practitioner increasingly adapted to each other over the three sessions, and over time, high-level APS of the practitioner elicited higher levels of RSS of the child. Discussion: Because the child showed a significant improvement in RSS over time, our research question provides a promising perspective. Contrary to what one might expect in autism, APS supported the performance of the child in reasoning about self-others in social situations. These outcomes underline the importance of giving voice to autistic children. The results may encourage researchers to develop strategies and tools that can help give a voice to children, to gain more insight into the child's reasoning. This may further develop self-other awareness and self-regulation in the social events of autistic children.

Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD. Methods: Participants were five children with DLD aged 9--12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories. Results: For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions. Conclusions: By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD. Implications: The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.

In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful contexts providing opportunities for the learning of biology. Four design principles were formulated from theories on: (1) pedagogy of place; (2) communities of practice; (3) imaginative teaching; and (4) story-based learning. Based on these principles a lesson series was designed in which students were challenged to create societies living in domes on Mars as a fictional place. This lesson series was conducted in a ninth-grade class (28 students) at pre-university level. It was evaluated on the contribution of the design principles to create a meaningful context for the learning of biology. This research focuses on causal reasoning, which is a key competency in biology. The analysis of artefacts of group work showed evidence that students expressed different types of causal reasoning. Reflection on each of the design principles made clear how fictional placemaking provides opportunities for the development of students' causal reasoning.

Little is known about the use of multipurpose teaching portfolios. In this study we examined teachers' general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the intended university population (N=1,160) on 20 survey items were analyzed quantitatively and qualitatively. The portfolio was found to only support its intended developmental purpose to a minor extent. The perceived value of the portfolio was influenced by how teaching was perceived to be valued by leadership in the context. The evidence from this study is relevant for academic developers advising institutional or governmental quality policy makers on the use of teaching portfolios.

Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) conducted in 12 countries. While the findings from this study reveal that most SBTEs receive some form of preparation for their role, they require that preparation to be more collaborative and target the pedagogic and research-related aspects of their work. The findings also indicate how much more needs to be done to recognise, address and support SBTEs' learning needs in relation to the rapidly-changing socio-economic, cultural and technological contexts that underpin the work of all teacher educators.

Purpose: An evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since teachers are the main actors in instructional practices, this article reports on a study aimed at predicting the influence of various teachers' characteristics on the degree of data use practices for instructional purposes. Design/methodology/approach: In this study, we conducted a survey in a developing country to gather primary data. The collected data were analysed using a supervised machine learning approach, focussing on decision tree analysis, to determine the influential factors. Findings: Our investigation identifies pedagogical knowledge, data literacy, content knowledge, knowledge of English for teaching and attitudes towards data as crucial determinants in predicting the intensity of such data use practices. Notably, pedagogical knowledge emerges as the most potent predictor, emphasising its pivotal role in shaping teachers' frequency of instructional data use practices. Surprisingly, English proficiency does not exhibit a significant influence in this predictive model. Research limitations/implications: The findings may not be generalisable to a wider context since this study relied on a relatively small teacher self-reported sample collected through surveys, and, as this study used perception data, this may or may not reflect teachers' actual knowledge and skills. Practical implications: By spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional improvement, this research contributes to a nuanced understanding of the factors shaping teachers' engagement with data. Ultimately, it provides a foundation for targeted interventions and strategies aimed at fostering a culture of evidence-based practices to improve instruction and consequently student learning outcomes within educational settings. Social implications: This insight holds significant implications for policymakers, educational practitioners and providers of professional development programmes seeking to facilitate effective data use practices for instructional improvement. Originality/value: By spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional purposes, this research contributes to a nuanced understanding of the factors shaping teachers' engagement with data. This study represents an empirical examination of such factors by employing a quantitative approach: a flexible decision tree analysis. This contributes to a growing body of research on factors related to teacher characteristics and much of the research in the field of data use has been done using a qualitative approach.

In addressing contemporary socio-ecological challenges it is imperative to engage individuals with the moral dilemmas in the human-nature context. A socioscientific-issues (SSI) approach to secondary biology education can contribute to engaging students in moral dilemmas and reflecting on their values. Following a design research methodology, we aimed to: (1) develop a set of design principles of an intervention in Dutch upper secondary SSI biology education, aimed at supporting secondary biology students' morality in the human-nature context; (2) concretise the design principles as a module. We describe the different phases of this study (orientation, design, and evaluation phase). The practical output of the study is a module, which was refined and improved during the design phase, and then implemented by two biology teachers. In this paper, we present an exemplary example of a lesson from the module. As theoretical output, we discuss the role of the design principles: "nature of the dilemmas; Four Component Model of morality; group work; and ethical matrix." Based on experiences in classrooms, we provide recommendations for further research and practice.

Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.

Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students' academic and social embeddedness in the school setting. We estimated the counterfactual outcomes for the cohort that went through the school transition during the pandemic based on the outcomes of the pre-pandemic cohort, with similar earlier achievements, schools, and social backgrounds. Results show that the pandemic's effect on tracking outcomes is weaker than its effect on student test scores elsewhere reported. Nevertheless, the pandemic has had stronger adverse impact on disadvantaged students. Moreover, student self-efficacy, academic motivation, and parental involvement are related to more negligible negative pandemic effects on schooling outcomes. We find no evidence for an association between student grit or parental network centrality and the magnitude of estimated pandemic effects.

Research talks about the importance of the family in the development of social and emotional competencies of children. In this paper, we wanted to explore whether the Friendship cards (FC) (a theoretically derived preventive educational game) helped to improve the relationship between the participants and their children and whether it helped in the development of other social and communicative skills. Semi-structured interviews were used with parents from different countries. All these parents attended a 4-day online training course which dealt with the theoretical aspect, the presentation of the cards and practical ways on how to use these cards within the family context. Results from this study indicated that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool also enhances emotional expression, emotional regulation and conflict management, creating a safe space where communication can be facilitated. The research presented in the paper provides insights on how the FC can be used to enhance a positive relationship and how communication can make a difference.

Educational policies in the Netherlands reveal that the current mainstream participatory approach to citizenship education jeopardises students' autonomy. Especially in Dutch post-secondary vocational education, citizenship education has been shown to be mainly aimed at socialization: initiating students into tradition, internalising rules, societal norms and values. This article reports on the findings of a research project, which is grounded in the assumption that integrating "Bildung," citizenship education and critical thinking is a promising way to grapple with the perceived overemphasis on socialization strategies. We justify the interrelationship of critical thinking, "Bildung," citizenship education, and professional training from two perspectives -- historical and contemporary. It is only by combining these concepts, we contend, that educational professionals can create teaching materials more geared to developing autonomy, and prepare students in vocational training to navigate the political and societal dilemma's on the work floor. Furthermore, we also clarify our perspective by offering three educational principles, used in our project to guide the design of teaching materials, that form a context for integrating citizenship, critical thinking, and Bildung in vocational education. A practical illustration is subsequently discussed.

Higher education plays a pivotal role in preparing students for the dynamic and complex labour market. Helping students develop employability competences supports them in obtaining the necessary expertise and skills to facilitate their transition to the labour market and to address the requirements of their new jobs. Employability competences are considered to contribute to students' wellbeing and economic prosperity. Colleges and universities offer career coaching programmes to support students in developing their employability competences. Despite the importance of employability competences, empirical studies on the impact of such coaching programmes remain scarce. The present study aims to fill that gap by exploring the relationship between career coaching and the development of employability competences. A two-study design based on a multiple-methods approach was used to gain more insight in how coaching in higher education contributed to the development of students' employability. Data were collected at institutions of higher education in the Netherlands and Belgium via student surveys (n = 491) and interviews with coaches (n = 9). Our quantitative data showed a significant positive relationship between coaches' autonomy support and the development of students' employability competences. The interviews provided in-depth detailed findings on how coaches support students in their learning process. Coaching sessions became most effective by encouraging students to engage in trial and error and by stimulating (self-) reflection. Taken together, our results show that (career) coaching in higher education has the potential to support students' development of employability competences, which will, in turn, foster their transition to the workplace.

Background: In the contemporary recent education landscape, an inventive paradigm known as "STEAM" has emerged, which augments the erstwhile STEM framework by incorporating the dimension of "Art". STEAM endeavors to enhance students' capacities for creativity, innovation, and design thinking. Among the various forms of artistic expression, the visual arts, as the earliest form of human expression, play a pivotal role within and beyond the boundaries of the arts, which gives visual arts-based STEAM (VA-STEAM) fundamentally advantageous and potential to enhance student learning in STEM fields. However, many explorers have encountered challenges when embarking upon or sustaining their involvement in VA-STEAM initiatives, primarily stemming from constraints such as an insufficiency of clear instruction, dedicated resources, requisite materials, or adequate temporal provisions for planning and preparation. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system through a comprehensive literature review. Methodology: In order to provide a comprehensive understanding of the current status of VA-STEAM to the explorers and interested parties in the related fields, the present literature review delves into the manifold benefits inherent to the existing domain of VA-STEAM education, elucidated illustrative pedagogical instances categorized by subject matter, and delineated prevailing trajectories within the educational landscape pertaining to this domain. 57 articles were identified, from which 49 papers were deeply studied and summarized. Results: Prior research has indicated that the integration of VA-STEAM education holds the potential to yield a spectrum of benefits for students, encompassing improvements in memory retention, facilitation of causal reasoning skills, utilization as a pedagogical tool and resource, cultivation of nuanced artistic cognitive faculties encompassing observation, description, association, and comparison, as well as the enhancement of critical thinking capacities spanning observation, allocation, interpretation, and analysis. Moreover, VA-STEAM facilitates the application of multidisciplinary knowledge and creative thinking in the execution of design-based projects (DBP) or problem-based learning projects (PBL). To better assist teachers in implementing VA-STEAM, this paper summarized existing VA-STEAM teaching examples and multidisciplinary contents by subjects, including related projects or ideas for math & geometry, physical, biology, chemistry, and history classes. Notably, visual art serves as a conduit to express and evaluate STEM concepts, affording students the flexible means to visually depict and communicate complex concepts and ideas that elude verbal articulation. In the interest of supporting educators in the successful integration of VA-STEAM, this study also synthesizes extant teaching instances and interdisciplinary content across subjects, encompassing pertinent projects and concepts tailored to mathematics and geometry, physical sciences, biology, chemistry, and history disciplines. Conclusion: Visual art can be a great entry point to integrate art into STEM curriculums, it can provide a variety of benefits for different subjects. The current trajectory of VA-STEAM initiatives encompasses several key dimensions: (1) the strategic utilization of visual art as a mechanism for facilitating the visualization, exploration, and comprehension of STEM disciplines; (2) the integration of DBP and PBL that foster cross-disciplinary engagement and promote inquiry-driven educational experiences; and (3) the formulation of symbiotic programs characterized by mutual enhancement of STEM and art learning paradigms, yielding optimal outcomes for both domains.

Universities, and business schools specifically, are experiencing a transformation of their societal mission. Similar to the STEM fields, business schools are nested in global competitive environments facing multiple competing pressures, one being the need to demonstrate their social impact (SI). While business schools signal their commitment to SI by addressing it in their mission and adjusting their curricula and research, whether and how they assess the SI of their core functions is less well known. This study thus investigates how business schools organise for SI through performance management (PM). The analysis includes 10 European business schools selected among members of the Principles for Responsible Management Education (PRME) network, and draws on reports and interviews with staff responsible for social responsibility reporting. Findings suggest that business schools are in early stages of organising for SI, and practices largely reflect compliance with coercive and normative factors. Performance management is mainly concerned with monitoring SI performance -- i.e. providing performance indicators and assessment tools without appropriate rewards or sanctions. This study sheds light on practices for SI assessment in business schools, the influence of environmental dependencies on these practices, and aspects that could strengthen institutional accountability and commitment to social impact.

Care-experienced children and young people are likely to experience early adversities that place them at increased risk of developing physical and mental health difficulties. Physical activity can help address the varied needs and interests of care-experienced children and young people and become a tool to manage mental health and well-being challenges. Growing research has explored the positive influence that physical activity can have on the lives of care-experienced children and young people, however, the literature has mainly focused on the barriers and enablers of engagement in physical activity. Though there is a growing amount of work in this area, there remains a need for further research that explores the influence that physical activity can have on the mental health and well-being of care-experienced children and young people. A narrative review was conducted to explore the qualitative literature that has captured the influence of physical activity on care-experienced children and young people's mental health and well-being, including what has been meaningful and why. Additionally, exploring qualitative research has helped to prioritise care experienced children and young people's voices, which tend to be overshadowed by the views of researchers, carers, or social care professionals. The findings of the review report that physical activity can influence the mental health and well-being of care-experienced children and young people by providing meaningful enjoyment, and the development of relational trust, skills, and emotional regulation. Further research is needed to provide a thorough representation of the changeable and long-term influence of physical activity on the mental health and well-being of care-experienced children and young people, whilst prioritising their voices.

Introduction: In persons with severe to moderate intellectual disability (SID), no valid and reliable diagnostic instrument is available to determine PTSD. In this study, a new instrument was evaluated: the Diagnostic Interview Trauma and Stressors -- Severe Intellectual Disability (DITS-SID). Methods: DITS-SID, Aberrant Behavior Checklist and Child and Adolescent Trauma Screener were administered to relatives and caregivers of 26 adults with SID. Results: Inter-rater reliability and convergent validity of the DITS-SID are good. There is a moderate to strong correlation between PTSD symptoms and challenging behaviors. PTSD prevalence is high at 13%-19%. Differences in results between relatives and caregivers were found. Conclusion: PTSD may be overlooked in individuals with SID, preventing them from receiving appropriate treatment. This study endorses the importance of using information from both relatives and caregivers when determining PTSD and provides a first step for a PTSD assessment. Follow-up research in a larger sample is needed to further validate the DITS-SID.

Many reforms in past decades have come and gone without having the desired impact on teaching practices. Two shared ideals that reforms have had are offering challenging content by using whole tasks and tailoring student guidance to what students need for effective learning. In this article, we aim to bridge the reform-practice gap by taking a practicality perspective on how reform ideals are presented by exploring the concept of modularity. In this study modularity refers to how teachers can rearrange and adapt lesson-building blocks (e.g. explanation, checking homework or using a whole task) to change their teaching practices in line with reform ideals. We performed an explorative study (school-based PD programme) in which participants designed, enacted and reflected on authentic lessons using their student learning outcomes as input for subsequent lesson designs. Data were gathered about the use of building blocks and how teaching practices were developed in terms of using whole tasks and tailoring student guidance. Results show that participants made ongoing stepwise changes by building on what they already did successfully for both using whole tasks (e.g. change a task to recall into a whole task and shifting it to the lesson start) and tailoring student guidance.

This study explored the effects of directed and undirected online peer feedback types on students' peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned to dyads, engaged in discussions about the pros and cons of "Genetically Modified Organisms (GMOs)", provided feedback to peers, and wrote an argumentative essay regarding the topic. Results indicated significant differences among the conditions in terms of the quality of provided feedback. This implies that the peer feedback quality can be enhanced or diminished depending on its type. Results also revealed a significant improvement in students' argumentative essay performance and domain-specific knowledge acquisition without significant differences among conditions. We discuss how the such increase in the quality of essays and learning outcomes might be related to the power of peer feedback regardless of the feedback type. We also discuss why using multiple instructional scaffolds may result in over-scripting that may diminish the power of peer feedback and the effects of the scaffolds themselves in online learning environments.

Supporting academics' initial development as university teachers is important for improving their ability to contribute to high-quality education and for reducing anxiety and stress around teaching. Focusing on tasks experienced as challenging is considered a key principle for organising effective teacher professional development. To apply this principle in practice, more knowledge is needed about the development of novice university teachers' self-efficacy in their teacher tasks. Therefore, this study aims to investigate phases in the development of novice university teachers' self-efficacy. Data were collected amongst 201 novice university teachers at a Dutch research-intensive university and associated university medical centre, using a questionnaire measuring self-efficacy in different teacher tasks. Polytomous Rasch analyses were performed on novice university teachers' self-efficacy scores, both across and within teacher tasks. Results suggested three developmental phases in novice university teachers' self-efficacy across teacher tasks: (1) development in 'teaching and supporting learning', (2) development in 'assessment and feedback' and 'educational design', (3) development in 'educational leadership and management' and 'educational scholarship and research'. Two or three phases for the development of self-efficacy were found within each of these teacher tasks. These results expand our knowledge of the development of academics' self-efficacy related to specific teacher tasks. They also provide suggestions for how pedagogic training and workplace learning may be shaped in such a way that they focus novice university teachers' learning on teacher tasks that are difficult but not overchallenging.

This study assessed the psychometric properties of the Dutch translation of the Prosocial Behavior Questionnaire (PBQ-NL), a self-report questionnaire that distinguishes altruistic, reactive, and proactive prosocial behaviours. Participants were 381 Dutch adolescents and young adults aged 13-30 (M[subscript age] = 18.62, SD = 2.59, 65.1% female). Test-retest reliability data were available for 199 participants. A Confirmatory Factor Analyses supported the three-factor structure of the questionnaire, with adequate six-month test-retest reliability. Altruistic and reactive prosocial behaviours correlated significantly and positively with prosocial behaviours directed at family/peers and the larger society, but not with depression or aggression. Conversely, proactively motivated prosocial behaviour correlated significantly and negatively with prosocial behaviour directed at family and positively with experienced opportunities for contribution to the larger society, aggression, and depression. These findings show that the PBQ-NL is a reliable measure to disentangle self- and other-serving motivations that underly prosociality during adolescence and young adulthood.

How parents value and address emotions with their children is essential for children's emotion socialization. This study developed and validated the short Parent-Child Emotion Communication questionnaire (PEC), which measures the extent to which parents appreciate emotions, consciously discuss their own and their child's emotions with their children, reflecting on both positive and negative emotions, and address the impact of emotion expression on social relationships. Parents of 316 preschoolers (M[subscript age] = 3.86 years) participated. Factor structure, measurement invariance across sex, and internal consistency of the PEC were assessed. Four indices for parents' talk about a child's emotional episode, and children's social-emotional skills are tested for criterion and concurrent validity. The results confirmed the one-factor structure of the 8-item PEC, measurement invariance across boys and girls, and seemed to support the criterion/concurrent validity. The PEC thus may provide a tool to examine parent-child emotion communication in early childhood. Clinical implications of using the PEC are discussed.

This study investigated the impact of the Dutch family-oriented Collaborative Learning intervention, characterised by a partnership approach and provision of personalised support. We assessed effects on parents' home-based school involvement, perceived quality of the parent-teacher relationship, and parenting skills. Fifty-six families with children in grades 1-4 (aged 4-9) were randomly assigned to an intervention or waiting list condition. Results of two path models, using cluster-robust standard errors to adjust for nesting within our data, and controlling for baseline values of our outcome variables, indicated small improvements in home-based school involvement among families in the intervention group, but no differences in the perceived quality of the parent-teacher relationship nor in parenting skills. Our findings provide preliminary evidence for the idea that, under conditions of a partnership approach and provision of personalised support, efforts to support and strengthen the capacities of lower SES parents to promote child development can be fruitful.

The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teachers generally found knowledge important as a basis for forming an opinion or making decisions. Many wanted to make students aware that anthropogenic climate change is a fact, as they saw it as a settled issue. However, teachers varied in their opinions regarding sustainable values and behaviour. One teacher advocated sustainable values, while five only wanted to stimulate sustainable behaviour by steering indirectly. The majority focused on well-considered behaviour, but many teachers still provided incentives. Beliefs about the neutrality of education played a major role.

Purpose: In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches' perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided. Design/methodology/approach: The author conducted a survey that gathered qualitative and quantitative data from coaches (N = 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches' number of years of teaching and coaching experience was considered. Findings: The outcomes of the data analyses showed that overall, coaches claimed to be very aware of students' mental health and well-being-related issues and that female coaches tend to be more aware of these than male coaches. The group of coaches with 5-25 years of coaching experience resulted in being less trained to notice when students struggle with mental health and well-being issues. Overall, coaches indicated to be tentatively willing to assist such students and reported to have a rather low ability and capability to assist students who displayed mental health and well-being issues. More than half of the respondents declared that "face to-face" was the most appropriate approach to address mental health and well-being topics, and most of the respondents (43%) answered that it should be "offered at student's request." Some suggested topics to be offered were stress, depression, anxiety, study-related issues, study motivation, persistence, emotional intelligence and emotional resilience. Coaches proposed to be provided with trainings that equip them with the necessary knowledge, tools, and concrete mental health and well-being topics that could be addressed during coaching. Additionally, there should be a clear distinction between professional mental health help and coaching for mental health and well-being in universities. Research limitations/implications: There were very few studies that reported on coaching for mental health and well-being in higher education after the COVID-19 pandemic in the Netherlands to compare the results with; the sample size of this survey was small; the survey was designed to capture only the coaches' perceptions on students' mental health-related issues. Practical implications: By performing this survey, more empirical knowledge is added regarding higher education coaches' perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the COVID-19 pandemic in particular. Furthermore, insights regarding higher education coaches' perception on the frequency, form of the help offered, topics to be tackled and form in which this help to be offered were gathered. Originality/value: By performing this survey, more empirical knowledge is added regarding higher education coaches' perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the COVID-19 pandemic in particular. Furthermore, insights regarding higher education coaches' perception of the frequency, form of the help offered, topics to be tackled and the preferred form in which this help should be offered were gathered.

The current study examined ethnic representation and stereotypes in textbooks from two core secondary school subjects: maths and Dutch. We examined all 25 hard-copy textbooks used in first-year secondary schools in the Netherlands in 2019, and coded characters' ethnic background, competence-related activities, and occupational status. Ethnicity was identifiable for 8897 characters. Results indicate that characters of colour were underrepresented in the text and images in the textbooks compared to Dutch population statistics. Additionally, subtle stereotypical patterns were found in which characters of colour were less competent and lower in occupational status than White characters. These findings suggest that implicit biases influence which groups are featured and how they are portrayed. To help all students to reach their full potential and develop an inclusive worldview, we recommend publishers use publicly available tools (e.g. random name generators) to make their textbooks more inclusive.

Medical students need to become fluent in the native language of the country they will be working in before entering their work environment at the hospital. For this purpose, third-year students in the international track medicine (ITM) at Maastricht University attended the interactive online medical-Dutch language course. In this study, the aim is to provide more insight into the perceived value of the role of peer-feedback in achieving language proficiency and communication skills. Therefore, the study focused on peer-feedback and its value for development of communication skills and language proficiency. After the course, students completed a brief survey and participated in semi-structured individual interviews. The data were analyzed and main themes related to factors that influence the peer-feedback process were extracted. According to the results, students have perceived that peer-feedback is beneficial for medical communication skills training and language proficiency. Nevertheless, the presence of clearly defined goals and instructions (Rubric), native-peers, and guidance from teachers or facilitators are also crucial factors to consider.

This study investigated the development of divergent thinking (DT) in early childhood. We followed 107 4-year-olds for 1.5 years. Children's DT was assessed with the Alternative Uses Task (AUT) every 6 months, four times in total. Within the AUT, children were asked to generate unusual uses of common objects while explaining how they came up with these uses. Based on the generated uses, two product measures were computed: fluency and originality. We also applied process measures to gain insight into the thinking processes children used to come up with uses. Based on the coded data of children's verbal explanations of how they generated uses, two process measures were computed: memory retrieval (retrieving uses from episodic and semantic long-term memory) and mental operations (performing mental operations on the object to generate a use). The results revealed substantial growth in fluency and originality with age. The frequencies of occurrence of both memory retrieval and mental operations also increased with age. In line with previous findings, this longitudinal study shows that creativity develops throughout early childhood. Moreover, this study adds to the current knowledge base by providing researchers a first glance at the development of thinking processes underlying DT in this age range.