The overall knowledge of genetics in Serbian speech and language pathologists

ABSTRACT

An increase in the number of children with speech–language pathology also having a genetic disorder imposes the need for speech and language pathologists (SLPs) to have sufficient knowledge about genetic basis of speech–language disorders. Research aim was to estimate in Serbian SLPs different aspects of theoretical and practical knowledge about intercorrelation of genetics and speech and language pathology and to compare obtained results with the results of SLPs in the United States. The questionnaire from Tramontana’s study was used in our study. Comparison of the results that obtained in our study with those in Tramontana’s study has shown that our study respondents have higher General Knowledge Index (78.6%: 66.2%), higher mean confidence summary score (22.2: 16.7) and higher mean score of ‘overall’ attitudes about genetics and its relation with communication disorders (20.8: 13.6). Differences which emerge from educational programmes, educational levels and practical experience in the observed groups are indicated as possible causes of differences in the obtained results. On the basis of the obtained results, it may be concluded that it is necessary to elevate SLPs’ level of general knowledge about genetics and to acquire their knowledge through clinical practice.     

A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders

ABSTRACT

The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M_age = 8.38 y.) and Finland (n = 209, M_age = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the performance of the low-achieving (LA) students in comparison to the typically achieving (TA) group, not neglecting differences in how early educational support was organised across the two countries. Two-minute speed tests in both addition and subtraction within the 1–20 number range were used to assess fluency. The Finnish students outperformed students in the Norwegian sample both in addition and subtraction fluency. There were more Norwegian students in the LA group (i.e. performance at or below the 25th percentile) in both addition (37.9% vs. 20.1%) and subtraction (39.1% vs. 15.8%). In comparison to the TA students, the LA students made more errors and skipped over more arithmetic tasks in an attempt to solve them. Observed differences are discussed in relation to both country characteristics concerning early mathematics education and early educational support.     

Reconciling rigour and impact by collaborative research design: study of teacher agency

This paper illustrates a new way of working collaboratively on the development of a methodology for studying teacher agency for social justice. Increasing emphasis of impact on change as a purpose of social research raises questions about appropriate research designs. Large-scale quantitative research framed within externally set parameters has often been criticised for its limited potential for capturing the contexts and impacting change, while smaller, locally embedded, mostly qualitative inquiries have been questioned on the grounds of their limited generalizability and sometimes compromising research rigour. New ways of working collaboratively are increasingly explored as a way of reconciling research rigour and impact. The paper presents the procedures for designing a study that is both methodologically rigorous and potentially impactful. Twelve researchers, practitioners and policy-makers in Scotland were extensively involved in designing a mixed-method study of teacher agency for social justice. The Critical Communicative Methodology was employed to establish egalitarian dialogue between researchers and practitioners. The procedures and the resulting research tools can be used in future studies, including large-scale quantitative analysis. The paper discusses the challenges of ownership, choice of methods, and knowledge transfer, that need to be addressed in these ways of working.     

Multimedia: Differences in cognitive processes observed with EEG

This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (text); text, sound, and picture (picture); and text, sound and video (video), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For thetext presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that thevideo andpicture presentations induced visualization strategies, whereas thetext presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for thevideo format. No gender-related differences in EEG patterns related to the format of presentation were observed.     

Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study

European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00539-z     

Modelling activities integrating construction and simulation supported explanatory and evaluative reasoning

ABSTRACT

Model-based instruction offers numerous benefits to students, including increased content knowledge and critical thinking. This study explored the differences in the knowledge outcomes and reasoning processes employed by undergraduate students in an introductory biology lab as they constructed, revised, and simulated a computational model of a prokaryotic gene regulatory system. We analysed post-lesson conceptual models (n?=?335) and audio-recorded small group discussions (n?=?10) of students that either constructed and revised a computational model and then investigated a pre-constructed computational model or only investigated a pre-constructed computational model to determine the impact of constructing and revising a computational model. No significant differences were found between the mental models of students who constructed and revised a computational model and those who only simulated a pre-constructed computational model. However, this study demonstrated that constructing and revising a model before simulating it offered additional benefits to students by fostering deeper cognitive reasoning processes. Constructing and revising a model elicited more explanatory and evaluative reasoning and prompted students to discuss the underlying mechanisms of the biological system.     

Knowing Who You Are for Not Feeling Lonely? A Longitudinal Study on Identity and Loneliness

In adolescence, both identity concerns and feelings of loneliness are of utmost importance to the experiences of young people. Yet, a theoretically grounded hypothesis that identity and loneliness are developmentally related has never been tested. Thus, the aim of this study was to disentangle the longitudinal associations between identity processes in educational and interpersonal domains and loneliness in adolescence. The sample consisted of 632 Lithuanian adolescents (53.2% girls; M_age = 14.32; SD_age = 1.09) participating in a four-wave study with 6-month intervals between assessments. Cross-lagged analyses revealed reciprocal associations between identity processes and loneliness in the educational domain and unidirectional effects of adolescents' reconsideration of commitment on loneliness in the interpersonal domain.     

Slovenian young researchers’ motivation for knowledge transfer

A programme for the promotion of science and doctoral studies called the Young Researchers Training Programme has been developed in Slovenia. Since it began, the programme has been substantially funded and over 6,000 young people have participated in it. However, no evaluation of the programme’s effectiveness has yet been conducted. In this study we identified young researchers’ motivation for entering the programme, their assessment of the training and links to knowledge transfer into practice as the principal idea behind the programme. Two training groups, university based young researchers and company based young researchers, are compared in order to assess whether the type of training affects knowledge transfer. The analyses show that young researchers in the economy are more involved in direct knowledge transfer and their motivation to do so is mainly intrinsic. On the other hand, university based young researchers need extrinsic incentives to cooperate in projects in economic sector, for their motivation is more oriented towards academic research. Implications for Slovenia, as well as for other countries’ higher education policies, are discussed.