Having functional expected emotions regarding one’s future life as a teacher is important for student teachers to maintain their motivation to choose a career as a teacher. However, humans show several biases when judging their emotional experiences. One famous bias is the so-called peak-end effect which describes the phenomenon that overall affective judgments do not reflect the average of the involved emotional experiences but the most intense and the most recent of the involved emotional experiences. Regarding (...) class='Hi'>student teachers’ expected positive emotions, such a bias would be functional since their motivation to become a teacher is enhanced. However, regarding student teachers’ expected negative emotions, such a bias would be dysfunctional since their motivation to become a teacher would be decreased. The aim of the present preregistered study was to examine whether student teachers’ expected future teaching-related emotions show a peak-end effect. Student teachers viewed 14 common events that could part of a typical everyday routine of a teacher and rated their expected emotional pleasure and discomfort for each of the events. Afterward, they were asked to rate their overall expected emotional pleasure and discomfort when looking at their future professional life as a whole. Results showed that expected pleasure was much larger than expected discomfort regarding both overall, peak, and average ratings. No peak-end effect was observed for overall expected discomfort which reflected the average expected discomfort across events. By contrast, overall expected pleasure was biased toward expected peak pleasure experiences. These findings indicate that student teachers judge their expected overall affect in a functional way: realistically when dealing with negative emotions but through rose-colored glasses when dealing with positive emotions. (shrink)

School physical education has the potential to contribute to public-health promotion and well-being, but oftentimes students' lack of motivation toward PE or physical activity in general, especially during adolescence, diminishes, or eradicates the positive effects associated with PE. Therefore, practical approaches are required that help teachers to increase or awake students intrinsic motivation toward PE, for which self-determination theory may provide the conceptual framework. In that regard, the purpose of the present study was to examine whether the use of real-time, (...) heart rate feedback during regular PE lessons has the potential to increase students' autonomous motivation and physical effort. To achieve this, we had forty healthy adolescents between 16 and 17 years of age run for 30 min either with or without real-time, individualized heart rate feedback during a regular PE class and compared physical and perceived exertion as well as joy of running between the two groups. Participants were randomly assigned to the groups. Our data revealed that participants in the EG enjoyed running more than participants in the CG despite a higher physical and perceived exertion. That means, running with real-time, individualized heart rate feedback apparently increased participants' motivation to run and to enjoy running at higher levels of exertion. In that regard, real-time, individualized activity feedback should be implemented in regular PE classes systematically and repeatedly to create a controllable and attainable situation that allows students to actively adjust their own behavior to achieve appealing and realistic goals. (shrink)

An attitude of support in the learning environment can positively affect academic outcomes. Educational risks associated with the absence of a positive relationship between teachers and students include: high rates of college dropout, low self-efficacy, and low self-confidence. The vast majority of sociological research concerning the relationship between teachers and students deals with secondary school and high school years. The present study concentrates on the academic trajectory of college students. The first objective of the present study is assessing the impact (...) of the teacher-student relationship on academic achievements starting from the hypothesis that teachers’ respect, trust and care positively influence students’ performances. The second objective is presenting the psychosocial profile of a good teacher in the vision of the questioned students. The study confirmed that equal treatment, the teachers’ patience and extracurricular availability remain important throughout the entire educational process. Concerning the psycho-social profile of a good teacher, qualities that concern providing emotional comfort have the highest share. The present survey brings into light the deficiencies of emotional education in Romanian educational system. The research underlines the importance of didactic training of the teaching staff and the necessity of counseling services. (shrink)

Objective: The purpose of this study was to demonstrate how educators involved in the teaching of bioethics to healthcare university students in Japan would cope with ethical disagreement in the classroom, and to identify factors influencing them.Methods: A cross sectional survey was conducted using self administered questionnaires mailed to a sample of university faculty in charge of bioethics curriculum for university healthcare students.Results: A total of 107 usable questionnaires were returned: a response rate of 61.5%. When facing ethical disagreement in (...) the classroom, coping behaviour differed depending on the topic of discussion, was influenced by educators’ individual clear ethical attitudes regarding the topic of discussion, and was independent of many respondents’ individual and social backgrounds. Among educators, it was commonly recognised that the purpose of bioethics education was to raise the level of awareness of ethical problems, to provide information about and knowledge of those issues, to raise students’ sensitivity to ethical problems, and to teach students methods of reasoning and logical argument. Yet, despite this, several respondents considered the purpose of bioethics education to be to influence students about normative ethical judgments. There was no clear relationship, however, between ways of coping with ethical disagreement and educators’ sense of the purpose of bioethics education.Conclusions: This descriptive study suggests that educators involved in bioethics education for healthcare university students in Japan coped in various ways with ethical disagreement. Further research concerning ethical disagreement in educational settings is needed to provide better bioethics education for healthcare students. (shrink)

The aim of this study was to investigate the consistency between the self-reports and teacher ratings of students’ emotional and social inclusion at school as well as for their academic self-concept. The German version of the Perceptions of Inclusion Questionnaire (PIQ) was administered to 329 grade 8 students (50.8% female, Mage = 14.5 years, SDage = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The  and (...)  coefficients demonstrated good reliability for all scales. Second, a correlated trait-correlated method minus one model provided evidence that the method-specificity of teacher ratings was larger than the consistency between the self-reports and teacher ratings. Third, the results of a latent difference model indicated that general method effects can partly be explained by a student’s gender or special educational needs. Finally, the low consistency between self-reports and teacher rating is discussed. (shrink)

Acting classes and theatre education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes’ efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured (...) transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers’ beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes, and the mechanistic behaviors that may cause change. (shrink)

Research has found that academic dishonesty is common among college and university undergraduate students worldwide. Two variables found to have a significant effect on student cheating were students’ attitudes toward AD and perceptions of peer engagement in AD. This quantitative research study examined preservice teachers’ attitudes and behaviors related to academic dishonesty. Utilizing three parts of the Academic Integrity Survey, this study analyzed data from 62 preservice teachers enrolled at a university in the Mid-Atlantic Region of the United States (...) that were preparing to teach students in pre-kindergarten through twelfth grades in both public and private schools. Data analyses examined the frequency rates at which preservice teachers self-reported engaging in academic dishonesty, as well as the relationships that existed between preservice teachers’ attitudes toward academic dishonesty, perceptions of peer engagement in AD, and self-reported engagement in AD. Results showed that rates for self-reported engagement in academic dishonesty among preservice teachers were similar to those found for undergraduates in other majors, with attitude toward behavior found to be significantly associated with and predictive of self-reported engagement in academic cheating among this group of preservice teachers. (shrink)

I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher (...) and the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty. (shrink)

The vast majority of schools in Canada are dominated by unsafe spaces and experiences for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth 1 who continue to experience higher rates of suicide, depression, isolation, harassment/bullying, and self-harm compared to their straight peers2. Gay/Straight Alliances (GSAs) and other LGBTQ-inclusive groups exist in schools with the goal of mitigating and working against homophobia. Most often in Ontario (Canada), straight teachers lead these groups3. Because of the pervasive role straight teachers play in GSAs (...) and other anti-homophobia initiatives in schools, there is a practical need to analyze the role and experiences of straight teacher ally activists working with LGBTQ students and the overall effectiveness of anti-homophobia efforts under their purview. Here, I explore the efficacy of straight teacher allies, the importance of understanding straight privilege, and the significance of radical heterosexuality for straight people doing LGBTQ activism. Relying on queer theory and decolonizing/Indigenous queer theory, I argue that it is necessary for straight teachers to acknowledge their straight privilege in order to challenge homophobia’s companions: heterosexism and heteronormativity. In addressing the latter two covert forms of oppression in schools, teachers and students could shift into deeper, more effective resistance measures. (shrink)

This is a philosophical study by Lithuanian authors on issues related to how to teach philosophy, especially moral philosophy, through films, paintings, images, etc. The topics include multimodality as a synthesis; semiotics and language and image; cinema and philosophical education; postructuralism; film education; value education through spiritual cinema; Eastern Ethics for Western students through multimodal education; philosophy for children; sound and multimodality; Pedagogy of aesthetic to eco-pedagogy, etc.

Student evaluations of teaching are ubiquitous in higher education; however, most prior research has focused on the numeric ratings, with little systematic attention given to the qualitative comments. In this study, written comments were collected as part of the regular evaluation of a community health nursing course over four semesters. Taken as a whole, student comments were strikingly consistent and mostly negative. Students emphasized the authority of the textbook and framed the course as preparation for the National (...) Council Licensure Examination (NCLEX). Instructor efforts to focus on critical analysis of social issues were met with confusion, suspicion, and resistance. Student comments were further analyzed in relation to 3 levels of discourse: the student/teacher level, the nursing‐education level, and the social–historical level. For each level, the comments reveal problems, but not the ones suggested by a conventional reading of student evaluations. If students and teachers have conflicting expectations about goals and methods for learning, formal student evaluations may be less useful as a measure of teaching effectiveness. This study also raises troubling concerns about current practices in nursing pedagogy, particularly the emphasis on standardized testing and highly structured didactics, and the overlap between student evaluation systems and the technologies of neoliberalism. (shrink)

Contending that universities as presently organized have become educationally bank­rupt and irrelevant to the needs of society, Harold Taylor, former president of Sarah Lawrence College and well known in inter­national circles for his contributions to edu­cational philosophy, presents an incisive blueprint for the meaningful reform of American higher education in the 1970s. Among other proposals he argues for a na­tional system of volunteer service by stu­dents in the field of teaching, community action, the creative arts and social research.

For decades, student ratings of university faculty have been used by administrators in high stakes faculty employment decisions such as tenure, promotion, contract renewal and reappointment, and merit pay. However, virtually no attention has been paid to the ethical questions of using ratings in employment decisions. Instead, the ratings literature is generally limited to psychometric issues such as whether a given student ratings instrument exhibits the statistical properties of reliability and validity. There is no (...) consensus understanding of teaching effectiveness, the very attribute that students are alleged to “evaluate.” What students are actually doing when they complete a ratings form—whether measuring, evaluating, reporting, judging, opining, etc.—remains unsettled in the ratings literature. If ratings are surveys of student satisfaction, they have no logical or ethical connection with teaching expertise. I argue that the administrative use of student ratings in faculty employment decisions violates basic moral principles including nonmaleficence, beneficence, professional autonomy and clinical independence, and multiple aspects of justice including due care, truthfulness, and equitable treatment. These ethical violations rule against any administrative use of student ratings in faculty employment decisions, including the “use with caution in conjunction with other evaluative methods” deployment of student ratings. My conclusion is that such use should be immediately and universally terminated. Formative use of student questionnaires as part of ordinary instructional communication and feedback between instructor and students is a separate issue and outside of the scope of this paper. (shrink)

_The education system of Pakistan has always remained a cause of concern mainly for the educators, stakeholders, ruling political parties, students and parents’ community. A lot of effort has been put to upgrade the education system, increase the literacy rate and maintain the interest and motivation of the learner. One of the main reasons lies in the manner, in which the students are assessed, as assessments are considered to be the means of betterment and improvement. The main aim of the (...) study was to identify the views of university students of Karachi, towards the enhancement of motivation, through assessments. It was a quantitative research, in-person survey was conducted to investigate the role assessment plays in enhancing motivation of students. A 5-point Likert scale questionnaire was constructed, to collect the data from two hundred and fifteen, randomly selected university students of Karachi. Data were analyzed using SPSS version 22. The Psychometric Scale exhibited a positive perception of the construct amongst the respondents. The reliability=.76, with the highest M=4.44, regarding teachers’ attitudes and M=4.44 revealing teachers’ remarks have a deep effect on students’ motivation. Conflicts in the family play a vital role in university students' academic motivation with M=4.34._. (shrink)

Enhancing the competency of double-qualified teachers can significantly improve educational quality, adapt to industry demands, drive educational reform, and support teachers' personal career development and students' overall growth. This study aims to investigate and identify the components of double-qualified teachers' competency in local applied universities by distributing expert confirmation forms to experts in the field of educational management. Additionally, a survey will be conducted among 228 double-qualified teachers from Baise University to explore the current and desired states of their competencies. (...) The PNI modified method will then be used to assess the key priority needs index of double-qualified teachers' competencies in local applied universities. Based on the survey feedback, a training program will be proposed to enhance the competency of double-qualified teachers. The results revealed that: Part 1 of the components of enhancing double-qualified teachers' competency include: i) Proper Ethics, ii) Practical ability, iii) Teaching ability, iv) Reflection and improvement, v) Teacher-student relationship. The suitability of these components was highly rated by experts. Part 2 in the study of the current, desired states, and priority needs of double-qualified teachers' competencies in local applied universities, the current state was generally at a medium level. In the desired state, the competencies of double-qualified teachers were at a very high level. Among the PNI rankings, "Proper ethics" was identified as having the highest priority need. Part 3 is to enhance the competency of double-qualified teachers in local applied universities, the project will use the 70:20:10 learning model. The program consists of 5 components: i) Principles, ii) Objectives, iii) Contents, iv) Development Processes, and v) Measurement and Evaluation. The suitability and feasibility of the program were evaluated by 5 experts. The results indicated that both the suitability and feasibility of the program were at the highest level. This study is significant for enhancing the competency of double-qualified teachers in local applied universities, as it can provide a reference framework for the training of double-qualified teachers' competencies. (shrink)

This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...) by students who have only completed a beginner's course in Greek, students of all ages will find that it helps them to improve their ability and confidence in reading a wide range of prose and verse texts, while at the same time providing a fascinating and copiously illustrated introduction to the riches and variety of ancient Greek literature over a period of almost a thousand years. (shrink)

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents reported on their children’s academic motivation and participation in extracurricular activities. We used a multi-group latent change score model to (...) compare Italian and Portuguese students’: pre-COVID mean motivation scores; rate of change in motivation; individual variation in the rate of change in motivation; and dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation. Furthermore, students’ age was significantly associated with changes in motivation. No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. (shrink)

Peer assessment is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning. However, research into the learning processes in peer assessment is scarce both in theory and in practice, making it difficult to evaluate and pinpoint its value as a tool in assessment as learning. This study focuses both on the learning process and outcome through assessment activities. We set (...) out with three goals in mind: to examine students' assessment performance in context, to evaluate its impact on student progress, and to illuminate teachers on organizing assessment activities. Three specific research questions are answered in this study: How do student raters perform in the process of PA in an advanced English class? To what extent do assessment activities influence the students' speaking ability? What are students' perceptions of PA regarding its benefits and caveats? A total of 29 undergraduate students participated in two assessment activities on argumentative speaking. Many-Facet Rasch Model analysis was conducted to measure the rater effects both at the group level and the individual level. Bias/interaction analyses were performed to diagnose rater behavior in different contexts including the rating session, speaking session, and peer assessment vs. self-assessment. Questionnaire and semi-structured interview data were also collected to explore factors and strategies that could interfere with PA as AaL. Results show that students exhibited stable rating behavior and made progress in argumentative speaking in all dimensions, including delivery, organization, and language use. They are more stringent with themselves than with peers although there is one rare case with a bias against peers. Participants acknowledged the benefits of PA but also shared reasonable concerns in practice. This study validated the feasibility and the effectiveness of PA for student learning. Discussion on findings and guidelines for effective implementation of PA as AaL are provided. (shrink)

This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two semesters. The research was conducted among second-year students of teacher education at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards music (...) education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments. U radu su predstavljeni rezultati istraživanja mogućnosti promjena stavova studenata učiteljskoga studija o glazbenom obrazovanju nakon dva semestra vokalno-instrumentalne nastave. Istraživanje je provedeno sa studenticama druge godine učiteljskoga studija na Fakultetu za odgojne i obrazovne znanosti u Osijeku, Hrvatska. Rezultati su pokazali kako studentice imaju relativno pozitivne stavove o glazbenom obrazovanju prije i poslije nastave glazbe, a pozitivniji stavovi su zabilježeni kod studentica koje imaju iskustvo pjevanja u zboru. Iako se može uočiti trend pozitivnijih stavova nakon nastave glazbe razlika u stavovima studentica o glazbenom obrazovanju prije i poslije nastave glazbe nije statistički značajna. Sugerira se istraživanje stavova o glazbenom obrazovanju na većem uzorku studenata učiteljskoga studija, kroz duže vremensko razdoblje i to opsežnijim mjernim instrumentom. (shrink)

The primary aim of this study was to investigate the relation between self-perceived executive functions and the school achievement of young adolescents, while controlling for parental education and sex. We specifically focused on executive aspects of daily life behavior and the higher-order EFs, as measured with self-report, rather than on the more basic EFs which have been the primary focus of prior investigations. In two independent samples of sixth graders, students evaluated their EFs on a self-report questionnaire, the Amsterdam Executive (...) Functioning Inventory. School achievement in the domains of mathematics and reading comprehension were evaluated with nationally used, norm-based achievement tests. Results revealed that the self-perceived EFs of young adolescents were significantly correlated with their school achievement in both study samples. School achievement was also correlated with the level of parental education, but the factor sex did not have such influence. In study 1, self-perceived EFs explained additional variance in school achievement, while controlling for parental education and sex. In study 2, this was only the case for the most robust measure of school achievement, i.e., the end-of-primary-school final achievement test. Furthermore, besides the relation with achievement tests, we also found a relation between self-perceived EFs and teacher ratings behavioral problems in the classroom. Together, our findings imply that young students can properly reflect on the effectiveness and appropriateness of their EFs in a way that is relevant to their academic achievement and classroom behavior. The findings underscore the importance of considering the development of EFs and parental education in the evaluation of academic achievements in early adolescence. (shrink)

Good actors appear to become their characters, making them come alive, as if they were real. Is this because they have succeeded in merging themselves with their character? Are there any positive or negative psychological effects of this experience? We examined the role of three characteristics that may make this kind of merging possible: dissociation, flow, and empathy. We also examined the relation of these characteristics to acting quality. Acting students and non-acting students completed a dissociation measure, and then performed (...) a monologue that was recorded and rated on the dimensions of acting. Participants were then reassessed on dissociation to determine whether it increased as a function of performance. They were also then assessed on flow and empathy. Actors did not differ from non-actors on dissociation, but did score significantly higher than non-actors on some flow and empathy subscales, indicating a positive psychological experience and outcome. While non-actors’ dissociation marginally increased post-performance, actors’ dissociation rose significantly, which could indicate a negative psychological experience. Surprisingly, acting ratings were unrelated to the levels of dissociation, flow, or empathy. We concluded that, while these are tools used by actors to immerse themselves fully in their characters, they may not be necessary to create the illusion of an imaginary character come to life on stage. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Vertical Transmission:The Patient, the Student, the TeacherMiguel PaniaguaHe did not ask for this fate, nor did he deserve it, particularly considering the tragic circumstances. Lì presented to the campus health provider one month prior with fatigue, abdominal pain, and jaundice. He and his parents immigrated to the United States from China when he was a child. He was well aware that he had hepatitis B from what is (...) termed "vertical transmission." His mom unknowingly passed on this virus to him during her pregnancy. In most countries with a high prevalence of the virus, prenatal screening is routinely undertaken, and prophylaxis administered. I am not certain this occurred in Lì's case and at this point it did not matter. Lì knew he would live with this for the duration of his life. In fact, he told me he had gone his whole life to this point without any symptoms whatsoever. What is known about chronic hepatitis B infection is that in most people affected, it can be considered a chronic disease where most live a long full life. The risk of advancing to liver cirrhosis or cancer in general is low. This unfortunately was not the case with Lì.What transpired was what they most feared. As he was studying for his final exams, Lì endured days of worsening fatigue, malaise, and nausea. He noticed his skin was a tinge of yellow and he was having some itching that was unusual. He noticed his clothes fitting more loosely and found he had unintentionally lost twenty pounds. He visited the campus health center and after a series of tests and imaging studies, Lì was diagnosed with advanced hepatocellular carcinoma, an unfortunate sequela of this chronic infection. It was then that he put school on hold and returned home to get further care.I first met Lì in the hospital as a consultant for the palliative medicine service. "He won't listen." "He is so difficult." "He is in denial." These were examples of some of the care team's exasperated assessments of his demeanor as a patient. What I did not realize prior to visiting him the first time was that Lì was a pre-clinical medical student. When I first met him, he did not want to talk very much; he was preoccupied and distant. In retrospect, I can see that he was suffering on so many levels. His appearance was gaunt and cachectic. The lights in the room cast shadows in the concave areas of his temples and his collarbones were the most prominent feature of his torso through his hospital gown. He glowed yellow from jaundice. When I examined him on this first visit, I noticed that his liver, a now grossly enlarged hard and nodular structure, occupied most of his abdomen. I found that speaking to him as a colleague, even calling him "doctor," helped him feel respected and enabled me to build rapport with him. At one point, I described to him the findings I felt in his abdomen. "I can palpate the edge of your liver here, what seems to be eight centimeters below your costal margin. There are many palpable nodularities on the ventral surface." It was at this point I invited him to palpate what I was feeling. I gently guided his own hand over his abdomen and noticed him studying the features as if they were not his own, like a skilled diagnostician.Over the course of three weeks, I visited with Lì when I was on service. The last time I saw him, he had declined rapidly, his disease progressing [End Page 17] cruelly, and he was very short of breath and becoming more somnolent. I noticed his mother in the room, standing by his bed, and crying inconsolably as he lay suffering. I felt deep anguish and remorse, wondering if she said these words to herself "It is all my fault," considering the source of his initial illness. I cannot even imagine.As I assisted the team in titrating his comfort medications, I sat with him. He shook my hand with all the strength left that he could muster and said, "you are a good doctor." I... (shrink)

The purpose of the research is to analyze the mechanism of formation of technological competence of students of pedagogical education. The article pays special attention to the levels of technological competence, the achievement of which contributes to the acquisition of certain knowledge, skills and abilities. The article focuses on the interaction between the digitalization of society and the formation of technological competence. As a result, the main features for assessing the level of formation of technological competence were identified. It is (...) emphasized that the formation of the technological competence of students of pedagogical education presupposes the division of the process of students' research activities into a number of stages, which are considered in more detail. (shrink)

Introduction There is a paramount need for moral development for pharmacists and pharmacy students to practice the patient-centered profession. We aimed to explore the current situational judgment utilizing ethical reasoning among undergraduate pharmacy students. Methods A set of ten ethical dilemmas, representing potential real-life situations that the students come across in the university and may face in the future as a pharmacist were developed by a team of students, academic staff, and stakeholders. These ethical dilemmas were validated, checked for accuracy, (...) and piloted. An online questionnaire was created consisting of these ten scenarios as open-ended questions and administered to fourth year and fifth year PharmD students in a public university located at the city of Mecca, Saudi Arabia, asking them how they would react in that situation. Responses of the participants were analyzed using thematic analysis independently by four researchers and inter-rater agreement were achieved through consensus. Results Out of 205, 186 students completed the questionnaire with a response rate of 90.7%. Analysis and resulted in the generation of 32 codes, which were then categorized into seven overarching themes: student engagement, social and professional responsibility, academic integrity, legal obligation, moral obligation, signposting, and moral engagement and patient safety. Conclusions Undergraduate pharmacy students experience complex state of mind in connection with ethical reasoning. The participants’ situational judgment were driven by cultural norm, authority, and responsibility. Student engagement is also affected by the state of mind and feelings of mutual trust, perceived cultural influence and peer pressure. The students were prone to seek help from university administrators or teachers when faced with situations in which they were helpless. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 50-58 [Access article in PDF] Evolution in Qualitative Factors Used to Evaluate Japanese Students [Tables] Introduction Two basic viewpoints are typically taken in the evaluation of achievement in Japanese schools: either the focus is primarily on "field-content-basedevaluation" or on "ability-concept-based evaluation." I have compared the qualitative factors encompassed by these two viewpoints as reflected in the permanent school records of Japanese students. (...) These recordsinclude classes taken, grades earned, and school-related information. Kanten (in Japanese) has become a key word in the evaluation of academic achievement in Japan. It represents the qualitative factors that should be considered when evaluating a student's learning achievements. In this essay, I review how these qualitative factors have evolved, both for general subjects and for fine arts.From the beginning of the educational system (1872) to 1938, the "assessment" [Hyoutei] of a student depended on the comprehensiveness of the student's achievement in each subject. (Overall assessments are now usually made using a three-point scale; 1-3, a five-point scale; 1-5, or an ABC scale.) However, it was not clearly specified how scholastic ability and learning accomplishment should be assessed or which qualitative factors should be considered.Starting in 1941, teachers were required to evaluate, comprehensively assess, and record the student's learning, consideration, dealing, application, skill, appreciation, practice, and learning attitude through his or her daily learning and activity. 1 The factors seem to be basically equivalent to those recently used as "interest/aspiration/attitude," "thinking," "judgment," [End Page 50] and "expressive power." After 1941, the point of view in the area of fine arts gradually changed from focusing on the "field-content-based factor" to the "ability-concept-based factor" in both the educational content and in evaluation.This report focuses on the evolution in the qualitative factors used in evaluations in the postwar era. From 1949 to 1991 "Understanding," "attitude," and "skill" were specified as factors that shouldbe considered when evaluating a student's learning achievements in 1949. For a few years, these factors were considered independently in the non-referenced evaluation of five-point ratings. The two basic viewpoints, "field-content-based factor" and "ability-concept-based factor," coexisted in the course of study in the early 1950s, according to a tentative plan published in 1951. "Attitude" and "habits" carried the same weight as "understanding" and "skill." These factors received minimal attention at the elementary school level. Evaluations thus evolved from simply an overall assessment of the student's achievement in a subject to an assessment of these specific factors. For instance, at the elementary school level, drawing and handicrafts both had factors related to "field content difference" (for example, drawing, color, and pattern) and to "ability concept difference" (for example, attitude and habit). At the junior high level, the factors were represented by a double-layer structure (Table 1). The elements underlined in Table 1 reflect on the "ability concept difference" (for example, expression activities and understanding activities) instead on the "field content difference." Following the revision of the permanent cumulative records in 1955, students were evaluated based only on an overall assessment of their individual [End Page 51] performance in each subject (Japanese language, mathematics, social studies, music, and drawing and handicrafts). There were three main reasons for this change.The effort it takes to evaluate each factor analytically. The difficulty of evaluating "attitude." The demand by schools at the next level for a comprehensive and uniform evaluation for each student for each subject. 3Furthermore, although "interest" was added as one of factors to be considered in the evaluation, it was not to be dealt with analytically in the evaluation of what the student learned. Consequently, evaluations became clearer and more comprehensive, although the weights of the factors, referred to as the "affective domain," took a step backward. In 1961, the factor "interest/attitude toward fine arts" was added. At the same time, "interest" was given more weight. However, the higher weighting of the factor was short-lived because intangible factors such as... (shrink)

The main purpose of this study was to investigate the number sense performance of 3rd?graders in Taiwan, and to diagnose areas of weakness or deficiency in number sense development. A total of 808 3rd?graders participated in this study. The results indicated that these students did not perform well on each of the five number sense components (correct rates approx. 34%), and they appeared worst on the performance of ?Judging the reasonableness of computational results?. Boys and girls did not show any (...) appreciable difference in their ability to solve number sense problems. The importance of number sense should be highlighted both by teachers and in textbooks and more time and opportunity provided for students to work on this type of exercise at lower grade levels. This would require that ?drill and practice? exercises in mathematics should not indeed be over? taught, and the teaching of number sense to children should begin as early as possible. (shrink)

Cultural heritage conservation has two aspects, tangible and intangible, both of which contribute greatly to the understanding of ancient inheritances. Due to the role of education in the preservation process, and the strength of the new media in the current era, serious games can play a key role in conservancy by transmitting the target culture. There is a gap in the serious game field in relation to Turkey's cultural heritage on the Silk Roads, underlining the motivation of this research. Hence, (...) this study proposes the Anatolian Journey serious game, which is developed in the Twine platform, designed to transmit Turkey's tangible and intangible cultural heritage, providing comprehensive information on the Seljuk caravanserais, located on the Silk Roads. Moreover, the research compares undergraduate and graduate students' gains in knowledge of heritage data while playing a serious game and encountering the same content in text form with an online survey. (shrink)

The view of American industrial research from the perspective of the general public, the practicing scientist as professor or teacher or university researcher is very fuzzy. But in general it may be perceived as quite successful. Quite the contrary, as the recent wholesale cuts in industrial research have shown, the track record of communicating discoveries into technologies, the cost efficiency is dismal. The problem is that the cost efficiency of research based on the average cost per project tells nothing (...) about the enormous differences in the success rate that exist among various laboratories. Based on the experiences of one laboratory, some general observations are made about the multiplicity of factors that can cause a development effort to fail and suggestions are made how the research efficiency could be improved. (shrink)

This paper reports on a systematic literature review to understand better methodologies and data collection tools used to judge student teaching effectiveness, ways in which validity and reliability are considered, the processes involved in assessing new teaching effectiveness within teacher education programmes, and how evaluation and results are used to judge readiness to teach. The accurate and consistent judgement of teaching competence during and at completion of preparation continues to be an area of increasing interest and concern. The (...) PRISMA review process identified 45 key papers. An in-depth analysis underscored several crucial factors, such as the challenge of ensuring the reliability of judgements within dynamic educational environments and the need for broader understanding and applications of reliability and dependability when making judgements. The findings of this systematic literature review hold implications that merit consideration by teacher education programmes for processes to judge teaching effectiveness. The analysis also highlighted the intricacies inherent in evaluating teaching effectiveness, alongside ongoing discourse regarding the criteria and measures for judging competence of student teachers. (shrink)

Teachers´ attitudes toward their students have been associated with differential teachers´ expectations and, in turn, with students´ educational pathways. Theories of social cognition can explain the link between attitudes and behavior. In this regard, the distinction between implicit and explicit attitudes is worth to be considered, whereby implicit attitudes are automatically activated when the attitude object is present and guide automatic behavior. In contrast, explicit attitudes infer deliberation and reflection, hence affecting controlled behavior. As teachers often are required to act (...) immediately in situations that do not allow for thoughtful reflection due to time restraints, teachers´ implicit attitudes concerning different student groups with shared characteristics, such as gender or ethnicity, may be especially important when considering teachers´ behavior in relation to students´ educational pathways. This notion is reflected by an increased interest in adopting implicit methodology in the educational domain. Over the last 10 years, several studies have been conducted in different countries, involving in- and preservice teachers and investigating their attitudes toward different student groups. Estimates of effects have varied and may be affected by sampling bias. To systematically review and integrate data from different studies, this meta-analysis focuses on teachers´ implicit attitudes. Following the systematic search of the database and initial screening, 43 articles were identified from which 22, describing 34 studies, were retained for the meta-analysis after further inspection. First analyses revealed an estimated average effect size of 0.56 for implicit attitudes in favor of non-marginalized groups. As there was a large extent of heterogeneity between studies, several moderator variables, were investigated. Results showed that the employed implicit measure and stimulus materials as well as the student target group affected the effect sizes. Low or non-significant relationships were reported between implicit and explicit attitudes. Findings are discussed in terms of theory and future research. (shrink)

Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use of this particular approach to moral education ? despite (...) its ?Western? liberal roots ? in post-apartheid SA as it opens up a non-judgemental space to explore philosophically what students actually believe. Without moralising or slipping into moral relativism, such philosophical teaching increases student participation, autonomy and self-discipline, and at the same time develops moral reasoning and moral knowledge. Hence, it needs to be introduced as a pedagogy in institutions that educate future teachers. (shrink)

John Dewey wrote widely about education and educational philosophy and it follows that there is a plethora of secondary source material addressing those large topics. Dewey spoke about the roles of the teacher (educator) and student (pupil/child) and their general relationship, yet there is a gap in scholarship addressing exactly what the nature of that relationship was (formal, familial, etc) and what it entailed. This paper addresses an important issue in Dewey scholarship: Dewey's conception of the teacher- (...) class='Hi'>student relationship. The guiding question is "What does John Dewey specifically write about the conception of the teacher-student relationship, its dimensions, and nature of that relationship?" Through a textual analysis, I provide a cohesive vision of Dewey's treatment of teacher-student relationships in an attempt to clarify and excavate a theory of teacher-student relationships emanating from Dewey. In order to understand the role of the teacher and student in the teacher-student relationships in Dewey's work, this article addresses the central themes that emerge as the central aims of education in Dewey's work: education as (1) social; (2) Democratic; and (3) cooperative and experiential. Through this textual analysis guided by these themes, a unifying vision of the teacher as a "sympathetic observer" is revealed. While the aim is to understand the teacher-student relationship in this paper, the textual analysis yields evidence that the teacher is primarily responsible for fostering this educational relationship, and as such, relationship is the central focus within this work. (shrink)

_In universities, quality assurance has initiated teacher evaluation method to know teaching quality. Therefore, the goal is to determine whether a teacher's evaluation is impartial or if there exists a concealed aspect of impression management in assessing teacher performance. This study utilized a quantitative approach, collecting data through primary source (questionnaires) and analyzing it with inferential and statistical methods using the Statistical Package for Social Sciences (SPSS).This study sampled 370 undergraduate and postgraduate students from Mehran University of (...) Engineering and Technology, Jamshoro, Sindh, Pakistan. The study's findings indicate a significant and positive relationship among all variables that are students perception of teacher, teacher evaluation practice, students perception towards teacher evaluation and impression management tactics. Additionally, impression management tactics partially mediate the association between students' perceptions of teachers and teacher evaluation practices. The study reveals that the top three tactics used by teachers are self-promotion, intimidation, and supplication. The study suggests the importance of management considering hidden factors influencing teacher evaluation methods when reviewing filled evaluation forms. It contributes valuable insights by highlighting impression management tactics that can influence evaluation reports, shaping perceptions of teachers positively or negatively. This research significantly contributes to human resource management, particularly in measuring teacher/faculty performance and understanding the impact of impression management strategies._. (shrink)

Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students. This study sought to add to the understanding of teachers’ role in student learning by investigating how teachers conceptualise the students in streamed classes. A qualitative case study approach (...) was used, where 18 teachers were interviewed in-depth to create narrative examples, three of which are presented here. These narratives summarise the research findings that teachers saw students in high and low streams as having homogenous characteristics according to five dichotomous categories: approach to learning, attitude to learning, learning style, autonomy and background. Students in mixed-ability classes were viewed along these same continua, but as more heterogeneous groups. Furthermore, these views of students had direct implications for how teachers planned for learning and the expectations that they held of their students. The discussion links streaming research with teacher expectation research, suggesting that teachers of streamed classes in this secondary school hold specific whole-class ideas that affect student learning. The article concludes with recommendations for further inquiry that links these two important fields of educational research. (shrink)

Public engagement is one of the three legs which support and underpin a restructured and transformed post-apartheid higher education system in South Africa (along with teaching and research). This third sector role of higher education is widely implemented in South Africa and is described differently by different institutions and entails a diverse range of activities, which include service learning. In the South African context we argue that building our understanding of the meanings of public engagement through engagement is vital. In (...) this paper we explore teacher education students ' engagement with service learning as a form of public engagement in higher education in South Africa. (shrink)

This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of feedback on their short stories. For this investigation, and under the context of qualitative research, there were analyzed 6 consecutive drafts of the students’ short stories, of a public high school in Chile. This is a (...) qualitative research with an action research design. The data collected was analyzed using Straub and Lunsford categories to describe the impact of the teacher’s written feedback on students’ decisions. In terms of students’ decisions, participant students adopted most of the teacher’s comments. The student’s texts evidenced progress, but still, regardless the feedback provided, they presented some grammatical and organizational issues. (shrink)

Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school (...) knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education. (shrink)

This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants (...) answered a background information questionnaire and two dilemmas. Findings showed that teachers endorse forgiveness as social expectation, a humanitarian, moral response to conflicts at conventional levels. Teachers do not endorse institutional pardon because they do not perceive forgiveness as being related to resolving social issues. Opposition to forgiveness and pardon was supported by authoritarian, discipli narian views of education. (shrink)

Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT regulations require students' actual knowledge of the content (...) of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils. (shrink)

This paper examines student teachers? perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin?s grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences (...) are minimal. The study suggests that there is a need for further strengthening the existing school?university partnership in teacher education. (shrink)

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual (...) bullying moderated these effects. The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions. Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom. (shrink)

Resumo: Os processos avaliativos, na universidade, são perpassados por um ethos que prima pela quantificação e pelo ranqueamento. Em decorrência, observa-se cada vez mais a descaracterização da avaliação na sua acepção qualitativa e, consequentemente, formativa. A afirmação desse ethos, na universidade, bem como na sociedade, é facilitada pelos algoritmos de big data, os quais estão na base da constituição da chamada “sociedade métrica”, em que há uma tendência geral para utilizar formas quantitativas para realizar classificações sociais. Neste texto, com respaldo (...) em revisão de literatura, objetiva-se refletir sobre dois processos de avaliação de docentes que atuam no ensino superior e que ultrapassam o espaço acadêmico pela sua dimensão pública espetacularizada: a) o ranqueamento da produção docente, por meio do índice h; e b) a avaliação realizada por estudantes em sites públicos, neste caso específico, o site de avaliação docente ratemyprofessors.com. A partir destas duas estratégias de avaliação, professores, pesquisadores e alunos envolvem-se em uma espécie de certame onde se mostrar, ser visto, monitorado, classificado passa a ser critério de aprovação (percebido) ou, no limite, perda de financiamentos e do próprio trabalho (cancelado). Palavras-chave: Avaliação Docente; Algoritmos; Sociedade Métrica; Cultura Digital. Entre el ranking y el rating: La evaluación digital del profesor en la era de la sociedad métrica Resumen: Los procesos de evaluación en la universidad están impregnados de un ethos que busca la cuantificación y el ranqueo. Como resultado, se observa cada vez más la descaracterización de la evaluación en su sentido cualitativo y, en consecuencia, formativo. La afirmación de este ethos, tanto en la universidad como en la sociedad, se ve facilitada por los algoritmos de big data, que están en la base de la constitución de la llamada “sociedad métrica”, en la que existe una tendencia generalizada a utilizar formas cuantitativas para realizar clasificaciones sociales. En este texto, apoyado en una revisión de la literatura, el objetivo es reflexionar sobre dos procesos de evaluación de profesores que laboran en la educación superior y que van más allá del espacio académico por su dimensión pública espectacularizada: a) el ranking de la producción docente, a través del índice h, b) la evaluación realizada por los estudiantes en los sitios web públicos, en este caso concreto, el sitio web de evaluación del profesorado ratemyprofessors.com. A partir de estas dos estrategias de evaluación, docentes, investigadores y estudiantes se involucran en una especie de certamen en el que mostrarse, ser visto, monitoreado, clasificado se convierte en un criterio de aprobación (percibido) o, en última instancia, pérdida de financiamiento y trabajo propio (cancelado). Palabras-clave: Evaluación Docente; Algoritmos; Sociedad Métrica; Cultura Digital. Between ranking and rating: Digital evaluation of professors in the metric society Abstract: Evaluation processes at universities are permeated by an ethos that emphasizes quantification and ranking. As a result, an increasing discharacterization of the qualitative and thus educational sense of evaluation is observed. The affirmation of this ethos in universities, and in society as a whole, is facilitated by big data algorithms, which are at the foundation of the constitution of the so-called ‘metric society’, in which there is a general trend to use quantitative forms to conduct social classifications. This text, supported by a review of the literature, reflects on two processes of evaluation of professors of higher education that go beyond the academic space because of their spectacularized public dimension: the ranking of professor production, by the “h index” and b) evaluations conducted by students on public online sites, in this case, the ratemyprofessors.com site. Based on these two evaluation strategies, professors, researchers, and students are involved in a dispute in which displaying oneself, being seen, monitored, and classified become criteria for (perceived) approval, or, at the limit, for a loss of financing for one’s work (canceling). Keywords: Evaluation Of Professors; Algorithms; Metric Society; Critical Theory; Digital Culture. Data de registro: 15/04/2022 Data de aceite: 13/12/2022. (shrink)

This qualitative case study reports the findings on 15 preservice teachers’ motivation for student teaching abroad. They made up about 5% of all student teachers at a major university in the Midwest. Who were these student teachers? What made them different from those who chose not to student teach abroad? In order to determine their characteristics and motives, each preservice teacher participated in a written survey and an oral in-depth interview. The findings suggest that these (...) preservice teachers typically sought the opportunity to student teach abroad as a way to meet professional and personal goals while broadening their global-mindedness. (shrink)

We analyze naturally occurring datasets from student use of educational technologies to explore a long-standing question of the scope of transfer of learning. We contrast a faculty theory of broad transfer with a component theory of more constrained transfer. To test these theories, we develop statistical models of them. These models use latent variables to represent mental functions that are changed while learning to cause a reduction in error rates for new tasks. Strong versions of these models provide a (...) common explanation for the variance in task difficulty and transfer. Weak versions decouple difficulty and transfer explanations by describing task difficulty with parameters for each unique task. We evaluate these models in terms of both their prediction accuracy on held-out data and their power in explaining task difficulty and learning transfer. In comparisons across eight datasets, we find that the component models provide both better predictions and better explanations than the faculty models. Weak model variations tend to improve generalization across students, but hurt generalization across items and make a sacrifice to explanatory power. More generally, the approach could be used to identify malleable components of cognitive functions, such as spatial reasoning or executive functions. (shrink)

ABSTRACT As a culture-specific phenomenon, academic dishonesty remains an under-researched domain. The purpose of this study was to voice teachers’ perceptions of: the influential factors contributing to AD, the consequences of AD for the quality of teacher–student relationships, and the specific strategies for regulating TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ lived experiences regarding the above aims. The participants were English language and Mathematics teachers with different personal and professional characteristics (...) working in public high schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that the lack of attention and intrinsic motivation were the prominent perceived factors with consequences for TSR. Also, personal talk and active supervision were the common techniques that teachers utilized with students who commit AD to manage and control the TSR quality. The results were discussed with reference to teachers’ academic discipline, gender, and teaching experience. (shrink)