A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.     

The role of linguistic features in science and math comprehension and performance: A systematic review and desiderata for future research

There is a growing body of research on the role of linguistic features (LF) in comprehension and performance in science and math. Of particular interest is which LF facilitate or hinder comprehension. In this systematic review, we provide an overview of findings on LF at the word, sentence and text levels, on comprehension and performance in science and math. Our literature search revealed n = 40 articles included in this review. Overall, the role of LF in comprehension and performance in science and math is complex, with findings varying across the different LF. For each LF, we discuss the findings and uncover remaining questions. In the general discussion, we uncover strengths and weaknesses of previous research and discuss open questions before making eight recommendations and identifying tasks for future research aiming to understand the complex nature of LF.     

The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined.     

Improving sleep,cognitive functioning and academic performance with sleep education at school in children

We aimed at measuring the impact of a school-based sleep education program (ENSOM: ‘EN’ for ‘ENfant’ and SOM for ‘SOMmeil’ in French) on sleep, cognitive functioning and academic performance in children. In contrast with existing sleep education programs, ENSOM was designed by sleep experts with the intent of being autonomously achieved by teachers. One-hundred and thirty children aged 8–9 years took part in control versus ENSOM interventions. Compared to the control intervention, total sleep time was extended by 31 min per night, sleep efficiency improved by 2.9%, and sleep latency and wake after sleep onset were shortened by 7.7 and 4.5 min respectively after the ENSOM program. Sleep improvement remained significant at one-year follow-up. Attention, executive functioning, academic performance and parents' sleep knowledge also improved significantly. Given the frequency of sleep curtailment in children, school-based programs could be an efficient method to implement sleep education on a large scale.     

Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers.     

Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications

This study analyzes gains in cognitive components of learning competence with respect to cohorts based on ability tracking in a Czech longitudinal study. Propensity score matching is used to form parallelized samples of academic and non-academic track students and to eliminate the effect of selective school intake. We applied regression models on the total scores to test for the overall track effect. Furthermore, we analyze scores and gains on the subscores and check for differential item functioning in Grade 6 and in change to Grade 9. While after 3 years, no significant difference between the two tracks was apparent in the total learning competence score, we did, however, find significant differences in some subscores and in the functioning of some items. We argue that item-level analysis is important for deeper understanding of the tracking implications and may provide the basis for more precise evidence-based decisions regarding the tracking policy.     

Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities

The study aims to investigate the effects of delivery modalities on psychometric characteristics and student performance on cognitive tests. A first study assessed the inductive reasoning ability of 715 students under the supervision of teachers. A second study examined 731 students’ performance on the application of the control-of-variables strategy in basic physics but without teacher supervision due to the COVID-19 pandemic. Rasch measurement showed that the online format fitted to the data better in the unidimensional model across two conditions. Under teacher supervision, paper-based testing was better than online testing in terms of reliability and total scores, but contradictory findings were found in turn without teacher supervision. Although measurement invariance was confirmed between two versions at item level, the differential bundle functioning analysis supported the online groups on the item bundles constructed of figure-related materials. Response time was also discussed as an advantage of technology-based assessment for test development.     

Identifying indicators to guide adaptive scaffolding in games

In game-based learning, adaptive scaffolding can enhance the learning of domain-specific skills, known as first-order scaffolding, and self-regulatory skills, known as second-order scaffolding. To design adaptive scaffolding, we need indicators that identify learning opportunities. Therefore we investigated how indicators of performance and self-regulation relate to overall game performance in a medical emergency simulation game. These indicators have the potential to guide the design of adaptive first-order and second-order scaffolding, respectively. Twenty-six fourth-year medical students played 116 game sessions. Using a multilevel model, we investigated the relationship between overall game performance and a range of online and offline measures. For first-order scaffolding, accuracy, systematicity and thoroughness were found to be valid indicators; for second-order scaffolding, high global self-regulatory scores and frequent monitoring were found to be valid indicators. These indicators can be included in future algorithms for adaptive scaffolding in game-based learning.     

Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study

We examined whether children’s facial emotion recognition ability predicted their academic attainment over time, and whether peer relationships mediated that association. A secondary aim was to test whether the putative causal pathways would be significantly different for boys and girls. The model was tested using data from The Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective longitudinal cohort population. Facial emotion recognition ability was assessed using the Diagnostic Assessment of Non-Verbal Accuracy (DANVA) at age 8.5 years while academic attainment was measured using data on UK Key Stage 4 (General Certificate of Secondary Education) at 16 years (outcome). The teacher’s version of the Strengths and Difficulties Questionnaire was used to measure children’s peer relationship problems at 10–11 years (mediator). We adjusted for area-level socio-economic status and child’s early academic attainment, and examined whether mediation was moderated by sex. The results showed that low facial emotion recognition ability in childhood was associated with low academic attainment at age 16 years. There was evidence of mediation via peer problems, with an estimated 19% of the total effect mediated by errors in emotion recognition. Further analyses showed that there was no difference in mediation for boys versus girls. The findings suggest that children’s facial emotion recognition ability and peer relationships should be potential targets for programmes that aim to improve children’s educational attainment and their social and emotional competence.     

Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.     

The potential of immersive virtual reality to enhance learning: A meta-analysis

Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups.     

Providing external feedback and prompting the generation of internal feedback fosters achievement,strategies and motivation in concept learning

The Interactive Two Feedback Loops Model (Narciss, 2008, 2013) suggests that not only providing external feedback but also prompting students to generate internal feedback may influence learning and motivation. This study aims at investigating the effects of internal and external feedback on achievement, strategy, and motivation in concept learning. Using a 2 × 3 experimental design with 121 teacher students we investigated the effects of combining internal feedback (i.e. self-explaining why a task solution is correct or incorrect) with three types of external feedback (no feedback; knowledge of result (KR); KR + knowledge about mistakes (KM)). Combining internal and external types of feedback was more beneficial for concept learning achievement, strategy use, as well as students’ intrinsic motivation, and perceived competence, than providing either internal or external feedback. Most notably, if students are asked to generate internal feedback in terms of self-explaining their responses, simple external KR feedback is as beneficial as elaborated KM-feedback.     

Mapping and explaining the gender gap in students’ second language proficiency across skills,countries and languages

This study discusses the generalizability of gender differences in the second language competences of European adolescents across three languages, three skills and fourteen countries. In most cases, females do better than males but the effect sizes are small or medium at best (Cohen's ds < −0.46). However, English appears rather gender-neutral on average, with males sometimes outperforming females. We also found evidence for cross-skill variation: writing turns out to be more prone to gender differences than listening or reading. Thirdly, we found cross-country variation in the gender gap, which supports the hypothesis that gender is primarily a social factor rather than a biological factor in learning. Multilevel mediation analyses with constituents of motivation indeed show that in most cases where females outperform males, up to 60% of this advantage can be explained by the differential appeal of the students' L2 course and by the instrumental, integrative and intrinsic value that students attribute to the L2.     

合伙制度浅议

合伙制度并没有因为现代企业制度的发展而消亡 ,仍然是行之有效的一种经营方式。无论是大陆法系国家 ,还是英美法系国家都对此给予不同程度的确认。我国现行合伙制度应在以下三个方面给予明确规定 :应确立合伙企业作为法律主体的地位 ;应允许法人和个人组成合伙 ;应规定合伙企业破产时 ,债务偿还顺序。     

Professional and Personal Development in Contemporary Gerontology Doctoral Education

This article reports on the Gerontology Doctoral Student Assessment Model (GDSAM), a comprehensive web-based system premised on developing an evaluation mechanism attuned to the special requirements of advanced graduate education at the doctoral level. The system focuses on longitudinal tracking of selected dimensions of intellectual, professional, and personal progress. This involves interlocking elements of online personal dossier development, student self-rating assessment, faculty assessment of student progress, and a means of communicating interactive and iterative feedback among students and faculty. Preliminary findings from initial data collection using the assessment system indicate that students who have completed and passed their qualifying examinations are more confident in their ability to articulate diverse ideas in professional settings, work in direct contact with research participants, present research findings to scientific audiences, and adjust to the rigors of doctoral education. Additional feedback from participants in the system suggests that, although important ethical issues of confidentiality and appropriate use must be recognized and monitored, the GDSAM has strong potential to provide an appropriate assessment tool at the doctoral level. Implementation of such a system throughout doctoral education in gerontology provides a unique opportunity for tracking the impact and effectiveness of doctoral education in an emergent field as additional programs come on line.     

基于设计的实施研究：建立教育研究与实践之间的强连接

作为设计研究（Design Research）的新发展,基于设计的实施研究（Design-based Implementation Research, DBIR）是一种试图确认教育研究与实践之间新型关系的方法论。作为设计研究、评估研究、实施研究等方法的后继者,DBIR的特征在于它从多方利益相关者的视角来解决实践中的迫切问题、对迭代性的协作设计的强调、对通过系统化探究而形成与课堂学习和实施相关的理论的关注,以及对组织持续变革能力的促进等方面。因此, DBIR在针对实践问题来形成有效研究项目、为政策制定和改进提供充分证据、培养教育系统内部组织发展能力等方面具有巨大的应用潜力。     

Critical friendship as a contribution to master’s‐level work in an international programme of study

This article reports on an action research project in which the value of critical friendship for students doing research and writing their dissertations within an international master’s course has been explored. This course is run jointly by Roehampton University (London, UK), Charles University (Prague, Czech Republic) together with Fontys OSO (Tilburg, the Netherlands). It describes the process and the results of working with the concept of critical friendship in this master’s course since its start in 2005. Data were collected by means of various qualitative instruments and data sources: evaluation forms after tutorial sessions, reflective logs and focus interviews. The results show that the process of engaging with the research they did was enhanced and supported by the development of critical friendship groups. A number of recommendations have been formulated, such as the importance of discussing the concept of critical friend and its philosophy with the participants and of defining roles and tasks as clearly as possible.     

大型仪器开放服务的实践与思考

清华大学在长期的教学科研工作中坚持开展大型仪器开放共享工作，重视发挥效益评价和激励机制的作用，重视技术队伍的建设，采取多种措施开展大型仪器资源的建设、整合与开放共享。通过20年持续不断的努力，在校内逐步建立了大型仪器公共服务体系，营造出一个有利于大型仪器开放共享的环境，并取得了较好的成效，同时也存在一些制约其继续发展的问题。随着“十一五”建设的开展，清华大学的大型仪器开放共享将与时俱进，加强体系建设和全面规划，加强对外开放服务，为学科发展和国民经济建设提供更加有力的技术支撑。     

Instruments as empirical evidence for the analysis of Higher Education policies

This paper focuses on policy implementation in Higher Education (HE) analysed through the evolution and transformation of policy instruments related to government funding and evaluation. We investigate how steering and governance tools have been put into action, in order to analyse how original policy rationales and justifications have evolved and are affected by context and instrument characteristics. The research questions are: what do policy instruments reveal about the evolution of policy rationales and justifications? To what extent and why do they evolve in unpredictable ways? We look at two types of instruments, funding and evaluation that are tools widely diffused in European HE systems. We adopt a diachronic perspective spanning the last 15 years, and a comparative approach across eight European countries. Our findings show that the form and evolution of instruments are related to factors such as the existing mix of instruments and policy paradigm, of the features of the policy process and of the instruments themselves.     

The start-up phase in a research and development work project: A foundation for development

The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers’ and teachers’ roles during the initial phase of such a project, and what this phase and the close cooperation between the researcher and teachers mean for the progress of the project. The reader will see how the participating teachers modify their attitudes to the project throughout the start-up phase. This phase is outlined by means of empirical data. The study shows how such a project challenges the researchers’ communicative, social and knowledge competence. Furthermore, teachers have to see the need for development and willingly participate in developmental processes, listening to and using researchers as resource persons, if a start-up phase is to be successful for subsequent development in the project.