What is the recipe for PCBH? Proposed resources, processes, and expected outcomes.

2021 ◽  
Vol 39 (4) ◽  
pp. 551-562
Author(s):  
Jennifer S. Funderburk ◽  
Jodi Polaha ◽  
Gregory P. Beehler
Keyword(s):  
Expected Outcomes

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

scholarly journals Communicating evidence in icons and summary formats for policymakers: what works?

2021 ◽  
pp. 1-29
Author(s):  
Cameron Brick ◽  
Alexandra L.J. Freeman
Keyword(s):  
Decision Makers ◽  
Policy Options ◽  
Negative Consequences ◽  
Graphical Displays ◽  
What Works ◽  
Financial Costs ◽  
Two Samples ◽  
Evidence Quality ◽  
Color Cues ◽  
Expected Outcomes

Abstract Policy decisions have vast consequences, but there is little empirical research on how best to communicate underlying evidence to decision-makers. Groups in diverse fields (e.g., education, medicine, crime) use brief, graphical displays to list policy options, expected outcomes and evidence quality in order to make such evidence easy to assess. However, the understanding of these representations is rarely studied. We surveyed experts and non-experts on what information they wanted and tested their objective comprehension of commonly used graphics. A total of 252 UK residents from Prolific and 452 UK What Works Centre users interpreted the meaning of graphics shown without labels. Comprehension was low (often below 50%). The best-performing graphics combined unambiguous metaphorical shapes with color cues and indications of quantity. The participants also reported what types of evidence they wanted and in what detail (e.g., subgroups, different outcomes). Users particularly wanted to see intervention effectiveness and quality, and policymakers also wanted to know the financial costs and negative consequences. Comprehension and preferences were remarkably consistent between the two samples. Groups communicating evidence about policy options can use these results to design summaries, toolkits and reports for expert and non-expert audiences.

Mentorship for Doctor of Education Candidates: Exploring Sustainability, Networking, and Expected Outcomes within a Mentoring Program

2021 ◽  
pp. 194277512110138
Author(s):  
Rachel Louise Geesa ◽  
Kat R. McConnell ◽  
Rebecca D. Brown
Keyword(s):  
Self Efficacy ◽  
Doctoral Program ◽  
Career Readiness ◽  
Mentoring Program ◽  
Leadership Roles ◽  
Social Emotional ◽  
Doctor Of Education ◽  
Mentoring Relationship ◽  
Professional Leadership ◽  
Expected Outcomes

Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.

The expression of number in Jamaican Creole

2011 ◽  
Vol 26 (2) ◽  
pp. 363-385 ◽  
Author(s):  
Michele M. Stewart
Keyword(s):  
Functional Structure ◽  
Syntactic Analysis ◽  
True Number ◽  
Number Of Individuals ◽  
Jamaican Creole ◽  
Expected Outcomes

In this paper I argue that there is no true number morphology in Jamaican Creole (JC). Instead, I show that dem, traditionally taken to be a plural marker, is more properly analyzed as a marker of inclusiveness, a defining characteristic of definiteness. These are expected outcomes of JC being in the class of languages which are claimed to have set nouns, i.e. nouns which, when combined with a numeral X, refer to an X-numbered set of individuals rather than to X number of individuals (Rijkhoff 2004). Since JC does not mark plurality in the same way as its lexifier English, individuation and number in JC cannot be analysed in the same way as is done for English. The proposal for a syntactic analysis of number in JC, given the above, is that functional structure above the NP provides for optional individuation via Cl(assifier)Phrase, and additionally for optional number specification, via Num(ber)Phrase.

scholarly journals A survey of computational methods in transcriptome-wide alternative splicing analysis

2015 ◽  
Vol 6 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Jianbo Wang ◽  
Zhenqing Ye ◽  
Tim H.-M. Huang ◽  
Huidong Shi ◽  
Victor Jin
Keyword(s):  
Alternative Splicing ◽  
Experimental Validation ◽  
Gene Diversity ◽  
Exon Skipping ◽  
Differential Splicing ◽  
Sequencing Data ◽  
Future Directions ◽  
Specific Analysis ◽  
Software Implementations ◽  
Expected Outcomes

AbstractAlternative splicing is widely recognized for its roles in regulating genes and creating gene diversity. Consequently the identification and quantification of differentially spliced transcripts is pivotal for transcriptome analysis. Here, we review the currently available computational approaches for the analysis of RNA-sequencing data with a focus on exon-skipping events of alternative splicing and discuss the novelties as well as challenges faced to perform differential splicing analyses. In accordance with operational needs we have classified the software tools, which may be instrumental for a specific analysis based on the experimental objectives and expected outcomes. In addition, we also propose a framework for future directions by pinpointing more extensive experimental validation to assess the accuracy of the software predictions and improvements that would facilitate visualizations, data processing, and downstream analyses along with their associated software implementations.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

Emotion prediction errors guide socially adaptive behavior

2021 ◽  
Author(s):  
Joseph Heffner ◽  
Jae-Young Son ◽  
Oriel FeldmanHall
Keyword(s):  
Decision Making ◽  
Real Time ◽  
Adaptive Behavior ◽  
Emotional Response ◽  
New Method ◽  
Prediction Errors ◽  
Emotional Experiences ◽  
Past Work ◽  
Reward Prediction ◽  
Expected Outcomes

People make decisions based on deviations from expected outcomes, known as prediction errors. Past work has focused on reward prediction errors, largely ignoring violations of expected emotional experiences—emotion prediction errors. We leverage a new method to measure real-time fluctuations in emotion as people decide to punish or forgive others. Across four studies (N=1,016), we reveal that emotion and reward prediction errors have distinguishable contributions to choice, such that emotion prediction errors exert the strongest impact during decision-making. We additionally find that a choice to punish or forgive can be decoded in less than a second from an evolving emotional response, suggesting emotions swiftly influence choice. Finally, individuals reporting significant levels of depression exhibit selective impairments in using emotion—but not reward—prediction errors. Evidence for emotion prediction errors potently guiding social behaviors challenge standard decision-making models that have focused solely on reward.

scholarly journals Action sharpens sensory representations of expected outcomes

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Daniel Yon ◽  
Sam J. Gilbert ◽  
Floris P. de Lange ◽  
Clare Press
Keyword(s):  
Expected Outcomes
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