The role of technological management as a source of innovation: Evidence from Spanish manufacturing firms

The objective of this study is to amplify the scarce empirical evidence about the effect of technological management on innovation. At the same time, the investigation is intended to examine whether the scale of production by itself stimulates technological activity and/or it acts as a proxy of other determinants of innovation. The estimation of an innovation production function with a panel of Spanish manufacturing firms shows that the planning and monitoring of the innovation process and the hiring of personnel with special skills for technological activities are significant sources of innovation, although with important differences regarding the type of innovation (process versus product). In addition, the evidence suggests that large firms’ advantages for the generation of product innovations are related to a different use and effectiveness of technological management mechanisms.     

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.     

Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N = 433; M = 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. Regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students' reactions to motivational conflicts is highlighted.     

Fundamentals of the Pedagogy of a Teaching Artist

This article examines the contemporary role of teaching artists, affirming the arts as methods of investigating complex academic/psychosocial material and engaging in rich cultural and ever evolving explorations.     

Cognitive and Educational Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS: A Meta-Analysis

Orphans and vulnerable children affected by HIV/AIDS (HIV OVC) are at risk for cognitive difficulties and lack of access to education. Interventions addressing cognitive or educational outcomes for HIV OVC worldwide were examined through systematic searches conducted from October 2016 to 2019. We examined the summative effectiveness of interventions and the specific effects of participant age and intervention length. Interventions targeting cognitive outcomes had a small, significant effect, with no effect of moderating variables. Interventions targeting educational outcomes had significant effects. Educational interventions over 1 year were effective, but effects of intervention length were not significant. Overall, this review provides support for the effectiveness of interventions targeting cognitive and educational outcomes for OVC and highlights the need for more research on such interventions.     

Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education

Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and...     

An introduction to multiple perspectives on Davydov’s approach in the XXI century

Educational Studies in Mathematics -     

Construction by dielectrophoresis of microbial aggregates for the study of bacterial cell dormancy

A study of the effect of aggregate size on the resuscitation of dormant M. smegmatis was conducted by constructing cell aggregates with defined sizes and shapes using dielectrophoresis and monitoring the resuscitation process under controlled laboratorial conditions in a long-term cell feeding system. Differently sized cell aggregates were created on the surface of indium tin oxide coated microelectrodes, their heights and shapes controlled by the strength of the induced electric field and the shape of the microelectrodes. Both two-dimensional (ring-patterned) and three-dimensional cell aggregates were produced. The cell aggregates were maintained under sterile conditions at 37 °C for up to 14 days by continuously flushing Sauton’s medium through the chamber. Resuscitation of dormant M. smegmatis was evaluated by the production of the fluorescent dye 5-cyano-2,3-ditolyltetrazolium chloride. The results confirm that the resuscitation of dormant M. smegmatis is triggered by the accumulation of a resuscitation promoting factor inside the aggregates by diffusion limitation.