What did PISA and TIMSS ever do for us?: the potential of large scale datasets for understanding and improving educational practice

ABSTRACT

There appears to be something of an intellectual and philosophical gulf between education researchers who seek insights from statistical analyses of complex data-sets such as those provided by the OECD (PISA), and others who seek to develop rich, contextualised socio-historical understandings that can shed light upon why particular classroom practices operate and are sustained within a given milieu. This paper outlines these different perspectives, with particular reference to non-cognitive factors. Detailed analysis of the roots of high academic achievement, and associated challenges to student wellbeing, in many East Asian countries, is provided. The important influence of broad political and societal factors is highlighted by reference to cross-cultural differences across a large number of countries. The paper concludes by stating that while data from large datasets can assist in gaining greater understanding of cross-cultural differences, to be meaningful, such analyses should be incorporated within complex ecosystemic accounts.     

How learning conditions and Program structure predict burnout and satisfaction in teacher education

To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed.     

Measuring learning outcomes

The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches to measurement and how learning outcomes are measured, what kinds of learning outcomes are measured, and why learning outcomes are measured. Three dimensions are used to structure the literature: Whether the approaches emphasise generic or disciplinary skills and competence, self‐assessment or more objective test based measures (including grades), and how the issue of the contribution from the education program or institution (the value‐added) are discussed. It is pointed out that large scales initiatives that compare institutions and even nations seem to fall short because of the implicit and explicit differences in context, whilst small‐scale approaches suffer from a lack of relevance outside local contexts. In addition, competence (actual level of performance) is often confused with learning (gain and development) in many approaches, laying the ground for false assumptions about institutional process‐quality in higher education.     

Fatigue in soccer: a brief review

This review describes when fatigue may develop during soccer games and the potential physiological mechanisms that cause fatigue in soccer. According to time-motion analyses and performance measures during match-play, fatigue or reduced performance seems to occur at three different stages in the game: (1) after short-term intense periods in both halves; (2) in the initial phase of the second half; and (3) towards the end of the game. Temporary fatigue after periods of intense exercise in the game does not appear to be linked directly to muscle glycogen concentration, lactate accumulation, acidity or the breakdown of creatine phosphate. Instead, it may be related to disturbances in muscle ion homeostasis and an impaired excitation of the sarcolemma. Soccer players' ability to perform maximally is inhibited in the initial phase of the second half, which may be due to lower muscle temperatures compared with the end of the first half. Thus, when players perform low-intensity activities in the interval between the two halves, both muscle temperature and performance are preserved. Several studies have shown that fatigue sets in towards the end of a game, which may be caused by low glycogen concentrations in a considerable number of individual muscle fibres. In a hot and humid environment, dehydration and a reduced cerebral function may also contribute to the deterioration in performance. In conclusion, fatigue or impaired performance in soccer occurs during various phases in a game, and different physiological mechanisms appear to operate in different periods of a game.     

Anwendungs- und Transaktionsisolation unter Java

Zusammenfassung  Die Java Platform, Enterprise Edition (Java EE, frühere Bezeichnung: J2EE) wurde entwickelt, um den Einsatz von Java in unternehmenskritischen Transaktionsanwendungen, wie etwa Finanzbuchhaltungs- oder Warenwirtschaftssystemen, zu erm?glichen. Die Programmierung ist jedoch immer noch sehr aufwendig, wenn es darum geht, die Isolation parallel laufender Transaktionen zu gew?hrleisten. Die Einhaltung der Transaktionsisolation ist eine Grundvoraussetzung, um die zugrunde liegenden Daten in einem konsistenten Zustand zu halten. Der vorliegende Beitrag analysiert die existierenden Probleme und gibt einen überblick über die derzeitig verfügbaren oder diskutierten L?sungsans?tze. CR subject classification  A.1 ; D.3.2 ; D.3.4 ; D.4.1     

Development of Inhibited Children''s Coping with Unfamiliarity

In a longitudinal study, 87 children were observed in dyadic free-play sessions with unfamiliar peers at 4, 6, and 8 years of age and were judged by their parents for inhibition. Correlational analyses showed that observed inhibited behavior as well as parental judgments of inhibition became increasingly associated with solitary-passive activity and lost an initial negative correlation with parallel play. Extreme group analyses of the time structure of the behavior of continuously inhibited and control children indicated that with increasing age, many inhibited children spend longer periods in solitary-passive activity, whereas many controls spend longer periods in social behavior. These findings suggest that dispositional inhibition toward strangers becomes increasingly associated with unsociable behavior, which makes it difficult to distinguish between the dispositions of inhibition and unsociability at the empirical level.     

Enhancing non-technical skills by a multidisciplinary engineering summer school

In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called ‘Conceptual Design and Development of Innovative Products’ (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life.     

The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study

In the context of gross anatomy education, novel augmented reality (AR) systems have the potential to serve as complementary pedagogical tools and facilitate interactive, student-centered learning. However, there is a lack of AR systems that enable multiple students to engage in collaborative, team-based learning environments. This article presents the results of a pilot study in which first-year medical students (n = 16) had the opportunity to work with such a collaborative AR system during a full-day gross anatomy seminar. Student performance in an anatomy knowledge test, conducted after an extensive group learning session, increased significantly compared to a pre-test in both the experimental group working with the collaborative AR system (P < 0.01) and in the control group working with traditional anatomy atlases and three-dimensional (3D) models (P < 0.01). However, no significant differences were found between the test results of both groups. While the experienced mental effort during the collaborative learning session was considered rather high (5.13 ± 2.45 on a seven-point Likert scale), both qualitative and quantitative feedback during a survey as well as the results of a System Usability Scale (SUS) questionnaire (80.00 ± 13.90) outlined the potential of the collaborative AR system for increasing students' 3D understanding of topographic anatomy and its advantages over comparable AR systems for single-user experiences. Overall, these outcomes show that collaborative AR systems such as the one evaluated within this work stimulate interactive, student-centered learning in teams and have the potential to become an integral part of a modern, multi-modal anatomy curriculum.