Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.     

Translation,cross-cultural adaptation,validity, reliability and stability of the Dutch Injury - Psychological Readiness to Return to Sport (I-PRRS-NL) scale

The Injury Psychological Readiness to Return to Sport (I-PRRS) scale measures the psychological readiness of injured athletes to resume sports participation. The aim of this study was to translate and culturally adapt the I-PRRS scale into Dutch (I-PRRS-NL) and assess its validity, reliability, and stability in patients after anterior cruciate ligament reconstruction (ACLR). The original I-PRRS was translated and culturally adapted from English into Dutch, and tested for clinimetric quality. To assess concurrent validity, 150 patients completed the I-PRRS-NL scale and five questionnaires measuring related constructs 3–16 months after ACLR. All predefined hypotheses regarding correlations between the I-PRRS-NL scale and these questionnaires were confirmed, indicating good concurrent validity. For test-retest reliability, 107 patients completed the I-PRRS-NL scale again two weeks later. The I-PRRS-NL scale showed good internal consistency (Cronbach’s alpha 0.94) and test-retest reliability (ICC 0.89). Standard error of measurement was 4.2 and smallest detectable change was 11.6. No systematic bias between test and retest was found. As the scale appears unstable at item level, only the total score should be used. Overall, the I-PRRS-NL scale showed sufficient validity and reliability to assess the psychological readiness to resume sports among Dutch-speaking patients after ACLR.     

The Electronic Prometheus and its Consequences for Art Education

This paper consists of three parts. First, a discussion of certain aspects of media art pedagogy, secondly, comments on computers from the view of art pedagogy, and finally, thoughts on a future art and media pedagogy.     

Neutrophil CD64 as a sepsis biomarker

Neutrophilic granulocytes express their Fcgamma receptor, also known as the CD64 antigen, predominantly when they are activated. This makes neutrophil CD64 a potential biomarker for infection and sepsis. Indeed there is ample literature on the diagnostic utility of neutrophil CD64 in a variety of diseases. This review summarizes the literature on its application as a sepsis biomarker, in adults as well as in neonates and infants. The available data indicate that neutrophil CD64 seems to have high sensitivity (86%) and specificity (87%), but the methodological quality of most studies is questionable. Nevertheless, neutrophil CD64 appears to be a better diagnostic test than traditional hematological assays, C-reactive protein and probably even procalcitonin. Application of neutrophil CD64 in other conditions than sepsis is briefly presented. Finally, future clinical studies are discussed which are needed in order to confirm the diagnostic performance of this promising biomarker.     

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational Studies in Mathematics - Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in...     

Analysing the Presentation of the 1976 Soweto Uprising in Grade 9 History Textbooks

The Soweto Uprising comprised a series of protests led by secondary school students in South Africa that began on 16 June 1976. Historians and political analysts concur that the Soweto Uprising was a watershed in the national liberation struggle and ushered in the demise of the apartheid system. This article examines the presentation of the Soweto Uprising and related events in five purposefully selected South African secondary school history textbooks for Grade 9 learners using the four dimensions of Morgan and Henning's textbook analytical model. The aim of the study was to identify the omission/inclusion of certain historical facts and the implications for the development of learners’ critical thinking skills. The findings indicated that the omission of historical facts concerning the causes of the Soweto Uprising limits learners’ opportunity to make evidence-based, reasoned judgments about the topic; the use of primary and secondary sources to mediate the affective aspects of the Soweto Uprising is inadequate; the textual community that the history textbooks depicts lacks multiple voices and perspectives; and the narratives do not fully engage learners in complex and contested issues. It is recommended that history textbook authors adopt a multiple text approach to encourage critical thinking and to enable learners to assess historical claims and assertions independently.     

Insights from industry: a quantitative analysis of engineers' perceptions of empathy and care within their practice

This study focuses on two seldom-investigated skills or dispositions aligned with engineering habits of mind – empathy and care. In order to conduct quantitative research, we designed, explored the underlying structure of, validated, and tested the reliability of the Empathy and Care Questionnaire (ECQ), a new psychometric instrument. In the second part, we used the ECQ to explore the perceptions of empathy and care of alumni/ae of an internationally ranked US institution, along with how perceptions differed by work experience and gender. Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work. While these phenomena are sometimes depicted as feminine qualities, we found no gender differences among our respondents.