Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review

This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC.     

How does innovative continuous professional development (CPD) operate in the ECEC sector? Insights from a cross-analysis of cases in Denmark,Italy and Poland

This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.     

Development,content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.     

Does anyone really know anything? An exploration of constructivist meaning and identity in the tension between scientific and religious knowledge

In this paper I discuss the tension created by religion and science in one student’s understanding of knowledge and truth by exploring two questions: “How do individuals accommodate their religious beliefs with their understanding of science?” and “How does religious knowledge interact with scientific knowledge to construct meaning?” A constructivist framework sheds light on the answers to both questions in the context of process and product.     

Helping preservice teachers learn to assess writing: Practice and feedback in a Web-based environment

Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing, but practical issues of time and resources often constrain the frequency and quality of training they receive. This mixed method study focused on the design and evaluation of an online tool for building preservice teachers’ writing assessment skills and self-efficacy for writing assessment. In the study, teacher education students interacted with actual 4th-graders’ writing samples via a Web-based critical thinking tool. They received scaffolded practice in assessing multiple student papers and justified their assessments using analytic criteria. After each paper, they received feedback that included access to expert assessments and those of their peers, along with both teacher and peer rationales for their ratings. Participants significantly improved in ability to accurately assess student writing using an analytic approach and in knowledge of the writing traits. They also showed significantly greater self-efficacy for assessing student writing and high levels of satisfaction with the Web-based tool and their overall learning experience.     

Teaching and Learning in the Mixed-Reality Science Classroom

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.     

Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research

Creativity supports the advancement of all disciplines, providing both individual and societal benefits. Most individuals can demonstrate and improve their creativity; therefore, understanding the creative process is of particular interest to facilitate deliberate development of creative thinkers. Despite copious research of the creative process, the work tends to be fragmented without a unified, general theoretical foundation. Historically, creative process research has examined the steps that creative people use, while overlooking how people learn these steps and the mechanisms behind the process. This paper proposes to situate the creative process within broader theoretical framework of self-regulated learning (SRL). This merger emphasizes that the creative process can be learned and that creative process strategies may inspire general learning strategies. Further, the SRL framework provides an organizational structure that illuminates gaps in current research and provides inspiration for new measurement techniques. Current assessment methods are often unable to determine how people regulate themselves throughout the creative process, specifically how internal psychological processes, external behaviors, and explicit strategies influence the creative process; however, SRL measurement techniques, like SRL microanalysis interviews, may provide an opportunity to identify intervention casual mechanisms, extend experimental studies, provide consistent variables to compare across disciplines and studies, and help practitioners assess students’ creative process.     

Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs

While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers.     

Differential training loads and individual fitness responses to pre-season in professional rugby union players

We aimed to compare differentiated training loads (TL) between fitness responders and non-responders to an eight-week pre-season training period in a squad of thirty-five professional rugby union players. Differential TL were calculated by multiplying player’s perceptions of breathlessness (sRPE-B) and leg muscle exertion (sRPE-L) with training duration for each completed session. Performance-based fitness measures included the Yo-Yo Intermittent Recovery Test Level 1 (YYIRTL1), 10-, 20-, and 30-m linear sprint times, countermovement jump height (CMJ) and predicted one-repetition maximum back squat (P1RM Squat). The proportion of responders (≥ 75% chance that the observed change in fitness was > typical error and smallest worthwhile change) were 37%, 50%, 52%, 82% and 70% for YYIRTL1, 20/30-m, 10-m, CMJ and P1RM Squat, respectively. Weekly sRPE-B-TL was very likely higher in YYIRTL1 responders (mean difference = 18%; ±90% confidence limits 11%), likely lower in 20/30-m (19%; ±20%) and 10-m (18%; ±17%) responders, and likely higher in CMJ responders (15%; ±16%). All other comparisons were unclear. Weekly sRPE-B discriminate between rugby union players who respond to pre-season training when compared with players who do not. Our findings support the collection of differential ratings of perceived exertion and the use of individual response analysis in team-sport athletes.     

Are online tutorials effective? A comparison of online and classroom library instruction methods

Librarians are conducting instruction sessions outside the traditional classroom setting using online tutorials with increasing frequency. Online tutorials seem like an obvious solution to meet the growing need for instruction to users in a time when resources are shrinking. Can librarians effectively teach library skills using an online tutorial? Approximately 300 students enrolled in an undergraduate psychology course at the University of South Florida Tampa Campus attended either a library research class or completed an online tutorial as part of their coursework. Participants were given a post-test and were surveyed about their confidence levels and preferred method of library instruction. Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction. A rise in confidence levels was noted across both groups.