Social learning as approach for teacher professional development; how well does it suit them?

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning mindedness of teachers. A questionnaire called the “Quiz: Social learning, how does it suit me?” was developed and its reliability and factor structure were explored. A total of 110 teachers, ranging from primary school to pre-university education filled out the Quiz. Results indicated that the teachers were already quite social learning minded; they were positively oriented towards social learning. Social learning mindedness encompassed five underlying factors including counteracting social-learning preferences, teachers’ opinions and preferences related to learning from colleagues/others, their orientation towards collaboration in new approaches to PD, an autonomy factor, and a more general attitude towards knowledge dissemination. Mostly, teachers like to explain and share their knowledge, like to collaborate with others to enhance their knowledge and ask others for advice if they have a problem. At the same time, they want some control over their PD (e.g. the outcomes). The teachers in this sample did not show much preferences that would counteract social learning, leading to the conclusion that social learning suits teachers as a form of PD. The Quiz, which is accessible online (in Dutch), is a useful tool for teachers to quickly get acquainted with social learning.     

Environmental science education in a small island state: integrating theory and local experience

Abstract

The importance of education to address current sustainability challenges in small island states has been widely recognized. Environmental education may increase knowledge, while also increasing environmental awareness and motivating students to become agents of change. Student engagement in introductory environmental science courses may benefit from operationalizing abstract concepts by embedding course material and activities within this local context. Here, we describe an introductory course in environmental science that has been tailored to the local context of a small island state in the Caribbean. In addition to reaching academic course goals, pre- and post-course surveys showed that course participants’ environmental awareness increased on the dimensions ‘Personal Value System’ and ‘Willingness to Take Environmental Action’. The described course provides a template for the development of a low-cost introductory environmental science course that integrates general theory and application within the context of Caribbean island states.     

Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop

Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n = 664) autonomous motivation for in-school and leisure-time reading. A quasi-experimental repeated measures design was set up with experimental and control conditions. The experimental condition consisted of teachers participating in a professional development workshop aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers who continued with their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students in the experimental group reported increased recreational autonomous reading motivation from pretest to posttest relative to the control group. Additional analyses made clear that boys in particular benefitted from their teachers' professional development.     

Initial and Further Education: Substitutes or Complements? Differences in Continuing Education and Training over the Life-Course of European Workers

This investigation examines the place of initial and further education in continuing education and training over the life-course of workers across Europe. The evidence presented demonstrates that in countries with a strong orientation towards vocational education, participation in continuing education and training among employees is higher than in countries that mainly provide general education. Moreover, it can be seen that the effect of the vocational orientation of the education system increases over the life-course of workers. The conclusion of this investigation is that further education complements rather than substitutes for initial education. This implies that national education and training policies meant to encourage lifelong learning should not only attempt to expand or redirect training received by already experienced workers, but also try to facilitate participation in initial vocational training.     

Monolingual Document Retrieval for European Languages

Recent years have witnessed considerable advances in information retrieval for European languages other than English. We give an overview of commonly used techniques and we analyze them with respect to their impact on retrieval effectiveness. The techniques considered range from linguistically motivated techniques, such as morphological normalization and compound splitting, to knowledge-free approaches, such as n-gram indexing. Evaluations are carried out against data from the CLEF campaign, covering eight European languages. Our results show that for many of these languages a modicum of linguistic techniques may lead to improvements in retrieval effectiveness, as can the use of language independent techniques.     

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.     

What publishers need in national copyright laws

Because copyright is both an economic and a cultural concept, the role of the publisher is frequently misunderstood and must constantly be explained to legislators, particularly during their deliberations over copyright law. A copyright law that meets publishers' needs should (1) guarantee a reasonable level of protection; (2) not contain legal limits or exceptions to copyright protection; (3) protect works irrespective of the technical method with which they are fixed; and (4) leave the author and the publisher free to negotiate the terms of their publishing agreement.     

Digit ratio (2D:4D) and competition level in world-class female gymnasts

Abstract

In this study the relationship between the digit ratio (2D:4D) and artistic gymnastics performance and competition level was investigated in a sample of Caucasian world-class female gymnasts (n = 145). The sample was divided into three competition events (compulsories, free work, final score). Within each event three performance groups (lowest, middle, and highest) were based on the competition scores gathered at the World Championships at Rotterdam, the Netherlands, in 1987. Lengths of the digits were measured on X-rays of the left hand. Several anthropometric dimensions were measured and from those measurements an androgyny index (Bayer & Bayley) and somatotype components (endomorphy, mesomorphy, ectomorphy) were calculated. Although significant differences in some anthropometric characteristics between the performance level groups within each competition event were observed, no significant differences in the 2D:4D ratios were found between the performance level groups, varying from 0.918 ± 0.020 to 0.924 ± 0.020. Also, no significant correlations were observed between the 2D:4D ratio and anthropometric, androgyny, and somatotype characteristics, r varying from r = –0.11 to r = +0.12. It can be concluded that in this sample the 2D:4D digit ratio, unlike other anthropometric characteristics, is not a discriminating factor for the performance in artistic gymnastics performance on a world-class level.     

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.