Correction to: Primary school students’ perceived social support in relation to study engagement

European Journal of Psychology of Education -     

Analysis of single comments left for bioRxiv preprints till September 2019

IntroductionWhile early commenting on studies is seen as one of the advantages of preprints, the type of such comments, and the people who post them, have not been systematically explored.Materials and methodsWe analysed comments posted between 21 May 2015 and 9 September 2019 for 1983 bioRxiv preprints that received only one comment on the bioRxiv website. The comment types were classified by three coders independently, with all differences resolved by consensus.ResultsOur analysis showed that 69% of comments were posted by non-authors (N = 1366), and 31% by the preprints’ authors themselves (N = 617). Twelve percent of non-author comments (N = 168) were full review reports traditionally found during journal review, while the rest most commonly contained praises (N = 577, 42%), suggestions (N = 399, 29%), or criticisms (N = 226, 17%). Authors’ comments most commonly contained publication status updates (N = 354, 57%), additional study information (N = 158, 26%), or solicited feedback for the preprints (N = 65, 11%).ConclusionsOur results indicate that comments posted for bioRxiv preprints may have potential benefits for both the public and the scholarly community. Further research is needed to measure the direct impact of these comments on comments made by journal peer reviewers, subsequent preprint versions or journal publications.     

Is teacher attrition a poor estimate of the value of teacher education? A Swedish case

Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years     

风浪对洪泽湖区航行安全的影响

在调查和研究洪泽湖区最近10多年的船舶事故原因和有关因素的基础上,明确引起洪泽湖区船舶事故的主要因素是风浪.根据湖区的环境因素,综合计算在正常水位条件下5个风级、8个方位的波浪情况,由此可清楚地了解船舶在湖区内遭遇不同风级作用时的波浪要素,并结合航线方向计算洪泽湖区航行船舶遭受风浪时的几种摇摆运动形式,进而对船舶事故进行分析,为船舶安全保障提供参考依据.     

The significance of materiality in shaping institutional habitus: exploring dynamics preceding school effects

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes.     

Student performance in computing education: an empirical analysis of online learning in programming education environments

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.     

Adequacy, efficiency and equity of higher education financing: The case of Egypt

To meet its future challenges in financing higher education, Egypt has no option but to search for alternative funding arrangements. This article considers the question of how to do so, keeping in mind the need to ensure equitable access to good quality education for those who cannot afford it. To this end, the article begins by assessing public expenditure on higher education in Egypt, with respect to its adequacy, efficiency, and equity. Next, it analyzes the impacts that demographic changes, the demand for quality education, and the transition to private provision of education will have on the nature of financing higher education in the future. It concludes by suggesting alternative strategies to address the problem of financing higher education in Egypt.     

The views of Pasifika students in New Zealand about communicating mathematically

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.     

Facilitators and inhibitors for integrating expertise diversity in innovation teams: The case of plasmid exchange in molecular biology

Innovation increasingly relies on collaboration in teams instead of individual efforts. Although the advantages of teams for innovating are virtually undisputed, we have only a very rudimentary understanding of their success drivers. To shed more light on innovation teams, we conceptualize multiplicity in expertise as nonredundant expertise and distinguish it from factors that facilitate or hinder the integration of this expertise. These factors are overlap in expertise, disparity in team members’ status, and whether or not teams use automation technology. We use the empirical context of molecular biology, especially the part of this field in which teams produce and exchange genetic material in the form of so-called plasmids. Combining data about plasmids from a central plasmid repository (AddGene) with bibliometric data endows us with a rich dataset capturing information about team diversity in addition to two innovation performance measures (the number of plasmid orders and the number of citations attracted by publications). Our analysis shows that multiplicity in expertise increases innovation performance; this relationship is strengthened by the overlap in expertise and weakened by disparity in status and the use of the automation technology. Our paper provides a more detailed theory of expertise diversity and contributes to the diversity literature. Our findings also lead to implications for practitioners.