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Dimensional comparisons in the formation of faculty members' research and teaching self-concepts?
Dimensional comparisons-i.e., comparisons between achievements in different domains-have to date been examined particularly between students' achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students' mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other contexts. The present study is the first to examine indications of dimensional comparisons between faculty members' research and teaching achievements. For this purpose, we extended the reciprocal I/E model, which describes the relations between mathematical and verbal achievements and self-concepts over time, to the domains of research and teaching. We examined our generalized reciprocal I/E model in a sample of 681 faculty members from German universities by considering their research and teaching achievements and self-concepts at four measurement points over two years. Results of cross-lagged analyses indicated positive dimensional comparison effects: The participating faculty members reported higher (lower) research and teaching self-concepts after high (low) achievement not only in the same domain, but also in the other domain. This core finding has important implications for our knowledge of the impact of dimensional comparisons in the formation of domain-specific self-concepts, as well as for the debate about the research-teaching nexus, as it suggests a strong link between research and teaching in terms of self-assessments. (HRK / Abstract übernommen).
Journal Article
The improvement of student teachers' instructional quality during a 15-week field experience: a latent multimethod change analysis/ Peter Holtz
Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school across three rating sources: the student teachers themselves, their students, and their mentors (experienced teachers). A latent multimethod change analysis identified a significant increase in instructional quality during the practice semester. However, ratings from the three informant groups only marginally converged. (HRK / Abstract übernommen).
Journal Article
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
The goal of this article is to engage in the examination and study of translanguaging, a rapidly expanding conceptual-cum-theoretical, analytical, and pedagogical lens that directly draws from contemporary perspectives on bi/multilingualism and that in many ways both informs and challenges existing theoretical positions and pedagogical practices on which much of the work of modern languages scholars has been based. (Verlag, adapt.).
Journal Article
Children’s perspectives on learning – An international Study in Denmark, Estonia, Germany and Sweden
This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of theinternational study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learningin preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that,in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.
Journal Article
Feedback literacy: a critical review of an emerging concept
Systemic challenges for feedback practice are widely discussed in the research literature. The expanding mass higher education systems, for instance, seem to inhibit regular and sustained teacher-student interactions. The concept of feedback literacy, representing students’ and teachers’ capacities to optimize the benefits of feedback opportunities, has gained widespread attention by offering new ways of tackling these challenges. This study involves a critical review of the first 49 published articles on feedback literacy. Drawing on science and technology studies, and in particular on Popkewitz’s concept of fabrication, we explore how research has invented feedback literacy as a way of reframing feedback processes through the idea of individual skill development. First, we analyze how research has fabricated students and teachers through their feedback literacies that can be tracked, measured, and developed. Here, there exists a conceptual shift from analyzing feedback as external input to feedback literacy as a psychological construct residing within individuals. This interpretation carries positive implications of student and teacher empowerment, whilst downplaying policy-level challenges facing feedback interactions. The second contrasting fabrication positions feedback literate students and teachers as socio-culturally situated, communal agents. We conclude that feedback literacy is a powerful idea that, if used carefully, carries potential for reimagining feedback in higher education. It also, however, risks psychologizing students’ and teachers’ feedback behaviors amidst prevalent assessment and grading policies. We call for further reflexivity in considering whether feedback literacy research aims to challenge or complement the broader socio-political landscapes of higher education.
Journal Article
Collaborative teaching strategies used to enhance learning of accounting concepts
Collaborative teaching strategies that teachers use to enhance learning of accounting concepts were explored in schools located in the Pinetown education district in South Africa. The study employed a qualitative case study within the interpretivist paradigm. A purposive sample of five Grade 10 Accounting teachers from five secondary schools was selected to participate in the study. Individual semi-structured interviews and focus group interviews were used to generate data that was analyzed through thematic analysis. The study found that accounting teachers emphasize the necessity of using diverse collaborative strategies to teach accounting concepts. A questioning approach to the teaching of accounting was used to ascertain learners’ experiences and prior knowledge. Infusing technology and group discussions were utilized to encourage learner involvement and participation in the teaching of accounting concepts. The study emphasizes the need for accounting teachers to strengthen learners’ understanding of concepts in Grade 10 by actively engaging them during the process of teaching and learning.
Journal Article
Activation of the JAK/STAT3 and PI3K/AKT pathways are crucial for IL-6 trans-signaling-mediated pro-inflammatory response in human vascular endothelial cells
Background
IL-6 classic signaling is linked to anti-inflammatory functions while the trans-signaling is associated with pro-inflammatory responses. Classic signaling is induced via membrane-bound IL-6 receptor (IL-6R) whereas trans-signaling requires prior binding of IL-6 to the soluble IL-6R. In both cases, association with the signal transducing gp130 receptor is compulsory. However, differences in the downstream signaling mechanisms of IL-6 classic- versus trans-signaling remains largely elusive.
Methods
In this study, we used flow cytometry, quantitative PCR, ELISA and immuno-blotting techniques to investigate IL-6 classic and trans-signaling mechanisms in Human Umbilical Vein Endothelial Cells (HUVECs).
Results
We show that both IL-6R and gp130 are expressed on the surface of human vascular endothelial cells, and that the expression is affected by pro-inflammatory stimuli. In contrast to IL-6 classic signaling, IL-6 trans-signaling induces the release of the pro-inflammatory chemokine Monocyte Chemoattractant Protein-1 (MCP-1) from human vascular endothelial cells. In addition, we reveal that the classic signaling induces activation of the JAK/STAT3 pathway while trans-signaling also activates the PI3K/AKT and the MEK/ERK pathways. Furthermore, we demonstrate that MCP-1 induction by IL-6 trans-signaling requires simultaneous activation of the JAK/STAT3 and PI3K/AKT pathways.
Conclusions
Collectively, our study reports molecular differences in IL-6 classic- and trans-signaling in human vascular endothelial cells; and elucidates the pathways which mediate MCP-1 induction by IL-6 trans-signaling.
Journal Article
Teaching Foreign Languages in an Era of Globalization: Introduction
Through its mobility of people and capital, its global technologies, and its global information networks, globalization has changed the conditions under which foreign languages (FLs) are taught, learned, and used. It has destabilized the codes, norms, and conventions that FL educators relied upon to help learners be successful users of the language once they had left their classrooms. These changes call for a more reflective, interpretive, historically grounded, and politically engaged pedagogy than was called for by the communicative language teaching of the eighties. This special issue will explore how we are to conceive of such a pedagogy.
Journal Article