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Problem statement: Human‐driven biodiversity loss continues worldwide, despite knowledge of its drivers. This has serious implications not only for nature but also for the resources and services biodiversity provides to humans, such as climate regulation and food provision. Small‐scale conservation interventions aim to mitigate these issues in people's local environments and can engender a sense of agency and nature connectedness. However, we lack consensus about their effectiveness as studies of local‐scale actions often find divergent effects on biodiversity. Furthermore, we do not know which conservation interventions are most effective in different spatial or taxonomic contexts. Methods: We aim to systematically review the evidence from peer‐reviewed and grey literature on local‐scale conservation interventions. We have designed a flexible, modular protocol allowing us to add further data in the future. We will initially make predictions about the impact of these interventions in English contexts, but the method is designed to be applicable globally. We will generate a series of datasets, each containing evidence about different interventions and their impact on species' abundance and diversity. We will use meta‐analysis to estimate these interventions' impact on biodiversity. Depending on the data retrieved, we may also be able to investigate nuances such as which interventions work best for specific contexts or organisms, or whether impacts vary over time. We would do this using additional variables and/or data subsets. In publishing this protocol, and in using the most up‐to‐date, rigorous methods, we aim to mitigate potential biases arising from either the data or methodology. In the first instance, we will complete a meta‐analysis of interventions involving increasing floral availability; however, this protocol will also be used for guiding future meta‐analyses incorporating additional interventions. Practical implications: Our findings could be used to inform local‐scale conservation management and conservation policy. The results of our initial application of this protocol will be used to inform conservation interventions in schools and colleges in England as part of the UK government's National Education Nature Park project. The collated data set will be made available for use by others wishing to investigate the impacts of local‐scale conservation interventions in their own contexts. Local‐scale conservation interventions aim to mitigate biodiversity loss, but we lack consensus about their effectiveness. We present a protocol to systematically review the evidence and use meta‐analysis to assess these interventions' overall impact on biodiversity.

We consider the analysis of clinical trials that involve randomization to an active treatment (T = 1) or a control treatment (T = 0), when the active treatment is subject to all-or-nothing compliance. We compare three approaches to estimating treatment efficacy in this situation: as-treated analysis, per-protocol analysis, and instrumental variable (IV) estimation, where the treatment effect is estimated using the randomization indicator as an IV. Both model- and method-of-moment based IV estimators are considered. The assumptions underlying these estimators are assessed, standard errors and mean squared errors of the estimates are compared, and design implications of the three methods are examined. Extensions of the methods to include observed covariates are then discussed, emphasizing the role of compliance propensity methods and the contrasting role of covariates in these extensions. Methods are illustrated on data from the Women Take Pride study, an assessment of behavioral treatments for women with heart disease.

High attrition and dropout rates are common in introductory programming courses. One of the reasons students drop out is loss of motivation due to the lack of feedback and proper assessment of their progress. Hence, a process-oriented approach is needed in assessing programming progress, which entails examining and measuring students’ compilation behaviors and source codes. This paper reviews the elements of a process-oriented approach including previous studies that have used this approach. Specific metrics covered are Jadud’s Error Quotient, the Watwin Score, Probabilistic Distance to Solution, Normalized Programming State Model, and the Repeated Error Density.

We investigated seventh-grade students’ use of Internet sources as they engaged in an online inquiry about a historical event. The participating students read on the Internet individually in order to better understand the given historical event, navigating the Internet and examining different online texts they identified as useful sources for learning. The primary data sources were the think-aloud protocols that the students generated during the task. These verbal data were analyzed to reveal the students’ strategic processing of multiple Internet sources for the purpose of historical learning.The students’ verbal reporting data indicate that a shortage of prior knowledge and incorrect associations of the knowledge activated in reading are not helpful for learning important ideas from historical online reading. The data also suggest that engaging in the processes of finding textual evidence from more than one source of information and using that evidence to take sensemaking one step further may help a student learn more accurately. Based on the results, we discuss implications for teaching and learning to help students become more historically informed strategic readers in a digital age.

In this article, we introduce a protocol analysis-based approach to analyze the cognitive characteristics of conceptual ecodesigning of product-service systems (PSSs). We initially present a novel and generic model to represent the lifecycle stages of solutions offered by industry and we contextualize it to PSS based offerings. Based on this representation of the PSS lifecycle stages and that of its architecture, we propose a multi-level coding scheme and a protocol analysis-based approach to analyze the distribution of designers' cognitive effort on the following three dimensions: i) different lifecycle stages, ii) different aspects of PSS architecture and iii) ecodesign activities and environmental issues. We applied this approach to analyze a conceptual PSS ecodesign case, performed in a laboratory setting by a pair of experienced practitioners. The results clearly indicate the evidence of quantitative differences in the distribution of the designers' cognitive effort on the different dimensions of PSS ecodesigning and thus, confirms the applicability and utility of the proposed approach.

Although successful learning in university education can be advanced by students' competence to self-regulate their learning, students often possess insufficient metacognitive regulation skills to regulate their learning adequately. The present study investigates changes in university students' adoption of metacognitive regulation after participating in reciprocal peer tutoring (RPT). A quasi-experimental pretest-posttest design was adopted, involving an experimental (n = 51) and two control groups; CG1 (n = 24) and CG2 (n = 22). Experimental students participated in a RPT intervention during a complete semester. Metacognitive regulation was assessed by means of think-aloud protocol analysis. Results indicate that RPT is promising to promote metacognitive regulation. Experimental students increasingly adopt monitoring, evaluation, and orientation and significantly evolve towards deep-level regulation from pretest to posttest. Except for an increased use of low-level comprehension monitoring, none of the evolutions in experimental students' regulation could be discerned for students in both control groups. (HRK / Abstract übernomen)

A product/service system (PSS) facilitates remanufacturing and thus is the article's subject. This article presents a first quantitative analysis, through a descriptive study, of the details of a PSS design case. To do so, an example of PSS design was conducted using a real offering in the marketplace, and this design episode was analyzed through protocol analysis developed further by the authors. The results of the analysis include reasonable hypotheses: PSS design begins with needs by and value for a customer, addresses primarily life cycle activities for solutions, and ends back with value. In addition, life cycle activities, which accounted for about 30% of the episode, were found to be given a central role within PSS design. Furthermore, reasoning about problems, which spent more than 30% of the design, seems to be a new and important type of activity in PSS design as compared to physical product design. This article contributes to greater understanding of PSS design process in quantitative terms and thus to developing effective support for PSS design. Knowledge about PSS enables the understanding of remanufacturing with a more holistic perspective and thus creating an opportunity for better optimization of remanufacturers' activities.

Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. Several characteristics (e.g., visualization, creativity) that a good design thinker should possess have been identified from the literature. The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system. The authors' overarching goal is to identify the features and characteristics of design thinking and discuss its importance in promoting students' problem-solving skills in the 21st century.

The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high schools. This analysis focuses on two teacher work groups within the same school. While both groups were committed to improvement and shared a common organizational context, their characteristic conversational routines provided different resources for them to access, conceptualize, and learn from problems of practice. More specifically, the groups differed in the extent to which conversational routines supported the linking of frameworks for teaching to specific instances of practice. An analysis of the broader data set points to significant contextual factors that help account for the differences in the practices of the two groups. The study has implications for fostering workplace learning through more systematic support of professional community.

The Sort and Sift, Think and Shift qualitative data analysis approach is an iterative process where analysts dive into data to understand its content, dimensions, and properties, and then step back to assess what they have learned and to determine next steps. Researchers move from establishing an understanding of what is in the data (“Diving In”) to exploring their relationship to the data (“Stepping Back”). This process of “Diving In” and “Stepping Back” is repeated throughout analysis. To conclude, researchers arrive at an evidence-based meeting point that is a hybrid story of data content and researcher knowledge. To illustrate core tenets of Sort and Sift, Think and Shift, we analyzed three focus group transcripts from a study of postnatal care referral behavior by traditional birth attendants in Nigeria; these transcripts came from Syracuse University’s Qualitative Data Repository and were unfamiliar to the analytic team prior to this exercise. We focused on letting the data be our guide into not only the explicit purpose of the interviews, but also into the unexpected discoveries that arise when inquiring about people’s lived experiences. Situating our efforts within an Initial Learning Period, each member of the team closely read each transcript, and then identified powerful quotations that made us pause and take note. We documented what we learned from each transcript in an episode profile which contained diagrams and memos. Episode profiles were shared and discussed across the team to identify key points of interest, such as the role of faith in women’s decision-making processes related to their pregnancy and delivery preferences, and concepts of who bears what knowledge about reproductive health. Our engagement in this analytic exercise demonstrates the applicability of qualitative inquiry and Sort and Sift as flexible approaches for applied research.