Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?

European Journal of Psychology of Education - The transition from secondary to higher education is a challenging process, in which the development of students’ motivation plays a pivotal...     

Data driven social partnerships: Exploring an emergent trend in search of research challenges and questions

The volume of data collected by multiple devices, such as mobile phones, sensors, satellites, is growing at an exponential rate. Accessing and aggregating different sources of data, including data outside the public domain, has the potential to provide insights for many societal challenges. This catalyzes new forms of partnerships between public, private, and nongovernmental actors aimed at leveraging different sources of data for positive societal impact and the public good. In practice there are different terms in use to label these partnerships but research has been lagging behind in systematically examining this trend. In this paper, we deconstruct the conceptualization and examine the characteristics of this emerging phenomenon by systematically reviewing academic and practitioner literature. To do so, we use the grounded theory literature review method. We identify several concepts which are used to describe this phenomenon and propose an integrative definition of “data driven social partnerships” based on them. We also identify a list of challenges which data driven social partnerships face and explore the most urgent and most cited ones, thereby proposing a research agenda. Finally, we discuss the main contributions of this emerging research field, in relation to the challenges, and systematize the knowledge base about this phenomenon for the research community.     

The Exhibition on Catholic Culture: Dialogues and Negotiations at the Vietnam Museum of Ethnology

The first exhibition in Vietnam to feature Vietnamese Catholics was held from December 10, 2008 to June 10, 2009 at the Vietnam Museum of Ethnology in Hanoi. The theme of this exhibition was “Catholic Culture as an Intrinsic Part of Vietnamese Culture.” The exhibition was organized by a State‐run museum against a background of difficult relations between the State and its Catholic communities. This article explores how the exhibition was conceived, and how the ideas of the curators were implemented by examining negotiations among different stakeholders involved in the exhibition.     

Integrating data-based decision making,Assessment for Learning and diagnostic testing in formative assessment

Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning.     

Development and Evaluation of a Multi‐Institutional Case Studies‐Based Course in Food Safety

Developing novel, engaging courses in food safety is necessary to train professionals in this discipline. Courses that are interactive and case‐based encourage development of critical thinking skills necessary for identifying and preventing foodborne disease outbreaks. The purpose of this study was to assess the efficacy of a case study module‐based course for upper division undergraduate and graduate students interested in food safety. Four independent case study modules were developed and implemented by 4 universities working in tandem over a semester course. All case studies incorporated molecular and epidemiological methods employed by professionals in food safety in outbreak investigations. Each case study was based on a (i) suspect foodborne pathogen, (ii) identification tools including biochemical test variations and pulsed field gel electrophoresis, multiplex PCR and/or whole genome sequencing, and (iii) suspect location and company type from farm to production site to restaurant. Pre‐ and postinstruction evaluations revealed significant increases in understanding of the concepts introduced through each module as demonstrated by overall mean normalized gain of 0.32 ± 0.35 (15% ± 19%; n = 60). Institution, role of instructor, prescore, and learning environment all played a significant role in the effects of overall learning. This study provides a successful model for a case study‐based course in food safety. The guidelines and materials developed by our group are available for use by other institutions.     

Rebels With a Cause? Adolescent Defiance From the Perspective of Reactance Theory and Self‐Determination Theory

The present investigation focused on adolescents' defiance against parents by drawing upon psychological reactance theory (Brehm, 1966) and self‐determination theory (Ryan & Deci, 2000). Psychological reactance would be elicited when freedom is taken away, thereby motivating individuals to engage in oppositional behavior. Throughout four studies (total N = 1,472, age ranging between 12 and 21 years), it was examined whether a controlling parenting style related to adolescents' experiences of autonomy need frustration (i.e., pressure) and reactance. Reactance, in turn, would relate to more externalizing and internalizing problems. Support was obtained for these associations in community and clinical samples, making use of different informants, and controlling for responsiveness and rule setting. A vignette‐based study provided further support. The discussion highlights theoretical and clinical implications.     

Wie kann man im Mathematikunterricht den Denkstufen Rechnung tragen?

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