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Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.
What Skills Do Addiction-Specific School-Based Life Skills Programs Promote? A Systematic Review
(2022)
In school-based addiction prevention, life skills programs (LSPs) have been established since the 1990s. The scientific evidence regarding program effectiveness is in parts unclear. This review links life skills not to behavioral outcomes but to three facets of the self: the affective evaluative, the dispositional & dynamic, and the cognitive descriptive facet of the self. This complements the evidence on behavioral outcomes. In a systematic literature search we have identified drug-specific life skills programs in German language and their evaluation studies. We have mapped the instruments used to assess effectiveness of the LSP on three facets of the self, which are site of action of intrapersonal skills. We identified six comparable life skills programs that have been evaluated at least once. In five of these programs, different facets of life skills have been assessed with a total of 38 different measurement instruments. We found that improvements in affective evaluative and dispositional & dynamic facets of the self could be stimulated by LSPs, complementing previous evidence focusing on behavioral outcomes. Conclusion: Numerous instruments have been used that are not directly comparable but can be categorized by facets of the self. As a result, it is found that life skills programs can have an impact on building attitude and the shaping of intrapersonal skills. Interpersonal competencies such as communication skills and empathy have not been measured. Furthermore, a consensus on measurement instruments for life skills should be found.
The COVID-19 pandemic has posed significant challenges to (expectant) mothers of infants in terms of family health protection. To meet these challenges in a health literate manner, COVID-19 protective measures must be considered important and must also be implemented appropriately in everyday life. To this end, N = 343 (expectant) mothers of infants indicated (a) how important they considered 21 COVID-19 infection prevention measures, and (b) how well they succeeded in implementing them in their daily life (20 measures). We performed data analysis using exploratory factor analysis for ordinal data and latent class analysis. One- and two-dimensional models (CFI = .960 / .978; SRMR = .053 / .039) proved to appropriately explain maternal importance ratings. The items on successfully applying COVID-19 measures in daily life can be modeled by the 5 factors hygiene measures, contact with other people, public transportation, staying at home, and checking infection status (CFI = 0.977; SRMR = .036). Six latent classes can be distinguished. Despite the largest class (39 %), classes are characterized by selective or general applicability problems. Classes reporting problems in the applicability of the measures rated them as generally less important (η = .582). Assessing and modelling importance and applicability of COVID-19 prevention measures allows for a psychometrically sound description of subjective perceptions and behaviors that are crucial for health literate practice in maternal daily life.
The present study analyzed experimentally the association between the experience of psychological stress and the physiological stress response of prospective teachers. The experienced stress was assessed by self-reported data. Cortisol concentrations via saliva samples reflected the physiological response. The results show no difference between the stress and the control group in the experience of psychological stress. However, the stress group had significantly increased cortisol concentrations compared to the control group. The study could not show any correlation between the two stress parameters. The results suggest that a stress response should be validated based not only on the experience of psychological stress but also on the physiological stress response. This is particularly crucial in light of the fact that the majority of studies concerning stress in teachers are limited to experiences of psychological stress so far. Due to this, the results may provide a first important contribution to a more comprehensive stress assessment for teachers.
Introduction
Mathematics classrooms are typically characterized by considerable heterogeneity with respect to students’ knowledge and skills. Mathematics teachers need to be highly attentive to students’ thinking, learning difficulties, and any misconceptions that they may develop. Identification of potential errors and appropriate ways to approach them is crucial for attaining positive learning outcomes. This paper explores which knowledge and affective-motivational skills teachers most require to effectively identify and approach students’ errors.
Methods
To address this research question within the German follow-up study of the Teacher Education and Development Study in Mathematics (TEDS-M), 131 primary school mathematics teachers’ ability to identify students’ errors was assessed based on (a) a digitalized speed test showing different students’ solutions in a written notation and (b) three video vignettes that showed different scenes from mathematics classes. These scenes dealt, among other things, with children who struggled with the lesson’s mathematical content. Teachers were asked to analyze students’ thinking and to determine how best to react. In addition, teachers’ mathematics pedagogical content knowledge, mathematical content knowledge, and beliefs were assessed in separate tests and served as predictors for teachers’ abilities to identify, analyze, and deal with students’ errors.
Results
The results indicate that all components are interrelated. However, path analysis reveals that teachers’ ability to deal with students’ errors is mainly predicted by their constructivist beliefs while their ability to quickly identify typical students’ errors is largely dependent on their mathematics content knowledge.
Discussion
The results show the central filtering function of beliefs. Teachers who believe that students must shape and create their own learning processes are more successful in perceiving and analyzing student errors in classroom situations. They may understand errors as learning opportunities and - thus - pay specific attention to these occurrences.
Beginning in March 2020, the lockdown precipitated by the COVID-19 pandemic resulted in many challenges, especially for families with young children. Many children had little or no access to institutional education. Therefore, they were even more dependent on their parents providing them with home learning activities (HLA) to support their development. We examined the adaptability of families with regard to changes in parents’ provision of HLA in traditional two-parent families, single parent families, and large families compared to before the lockdown. We focused on family resources, such as a supportive distribution of roles within the partnership, or social support, as predicting factors of adaptability in N = 8,513 families with children aged 18–69 months. In addition, we considered parental stress as a further influencing factor. The cross-sectional data depicts families from a nationwide online survey, which we conducted during spring 2020 in Germany. We found that (a) all three family types offered their children more learning activities at home, albeit with slight differences between the families. However, (b) we identified differences in the factors influencing families’ adaptability: Across all family types, we found slight to medium negative relations between adaptability and parental stress. The relations were most evident in large families. Furthermore, social support exhibits somewhat positive relations to the adaptability of large families. For adaptability in single-parent families, gender differences were initially evident. Among single fathers, the change in parental HLA was stronger than among single mothers. However, this relation disappeared when we took parental stress and social support into account. For traditional two-parent families and single parents, our analyses revealed (c) barely significant relations between the investigated predictors and changes in HLA during lockdown. Overall, our study confirms that high stress limits the adaptability of providing HLA in families and that social support mitigates negative relations between stress and the provision of HLA, especially in large families. In order to develop effective and needs-based family support programs, it is therefore important to help parents cope with stress and provide them with low-threshold social support. The extent to which these services need to be adapted to different family types must be surveyed in more depth.
Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action.
Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.
Community-based health promotion approaches have proven to be very appealing and effective in rural and under-resourced countries such as Afghanistan. Surprisingly, however, empirical evidence and practical recommendations are lacking for Afghanistan, a country with some of the worst health indicators worldwide (e.g., maternal mortality rate). The purpose of this mixed-method exploratory case study was to identify community-based approaches to health promotion in Afghanistan and the factors that lead organizations and activities to succeed and sustain despite challenging circumstances. The author conducted extensive secondary research, a scoping review, 28 semi-structured oral qual- itative interviews with people working in health projects in Afghanistan, and obtained 22 written responses to a qualitative questionnaire sent to NGOs working in the health sector in Afghanistan as well. After transcribing and analyzing the content, she was able to exhaustively explore the topic by integrating and triangulating multiple perspectives.
First, she presented the findings regarding the prerequisites for and determinants of health in Afghanistan by contrasting qualitative and quantitative data. This comprehensive overview illustrated not only the poor conditions and numerous challenges but also the diversity within the country. Second, she described the findings on the Afghan health system, structured along the components of the WHO Health System Framework. This allows for comprehending the well-planned strategies and comparing them to the actual situation. Third, she identified most (NGO-supported) healthcare providers and conducted a gap analysis of existing activities in 13 areas of health. Fourth, the qualitative findings provided insights into the concept of health, common health practices, community-based healthcare approaches, and success factors for working in Afghanistan. Overall, there are various health activities and approaches to health promotion in Afghanistan. The most successful approaches were those that work in the community, with trained female health workers who are trustworthy, committed, and paid, and who provide curative as well as preventive and promotive services. For working successfully in the Afghan setting, trust, collaboration with leaders, community participation, and training are highly recommended. Nonetheless, all activities took place in a context characterized by insecurity, corruption, poverty, low level of education, and cultural constraints.
The author proposed the concept of “health care plus and beyond” as an approach applicable to all providers. This concept includes taking care of the immediate health need of the person and, at the same time, empowering them to improve their health. In conclusion, there is a great need for health promotion and health education in Afghanistan, which is worth exploring further. This study could not provide a complete picture, but it does pro- vide a very good first-hand understanding of the numerous influencing factors and facets of community-based health promotion, thus providing numerous starting points for further research and practice.
Globalization, digitalization, global pandemics, climate change, and infodemic pose increasing challenges to individuals, communities, and societies, which require good health literacy to maintain and promote health. Empirical evidence on HL (health literacy) has rapidly increased worldwide and exposed the inadequate levels of HL in most countries. Especially people with low socioeconomic background, low educational attainment, and migrants are considered vulnerable to low HL, based on quantitative studies and conclusions. A group that is multiply affected and variously described as vulnerable is people of Afghan descent. However, empirical evidence on their actual HL and their HL practices in everyday life is scarce. To empower people to respond adequately to current and future health-related changes, a good knowledge of HL in the relevant population group is indispensable. Since recent qualitative studies indicate that health literacy can only be adequately described as a real practice in its specific context and unique situation, I explore in this dissertation how HL can be captured and described as a contextual, situational social practice, using the example of people of Afghan descent with different research methods. This work incorporates three major research projects, each employing different methods to explore HL among Afghans and provide relevant insights into the concept of HL.
Research on health and health literacy is diverse, so it is important to begin this work by outlining the different understandings of health and health literacy and common strategies for promoting them. Since health is understood from a health promotion perspective as a positive, comprehensive concept in a socio-ecological context, HL is consequently not understood as an individual autonomous skill but as a contextual, social practice. Accordingly, health and HL are also described in context by the groups under consideration, and their possible influence on HL is shown. The use of the term vulnerable is critically examined, and the focus is shifted away from the characteristics of the individual to the influencing circumstances. Based on raw determinants and health outcomes, HL in Afghanistan is rated as low. Given the diverse data on immigrant populations and the different theories explaining their health status, it is shown that immigrant populations face many pressures and need to acquire new HL. Third, building on the course offering: language course, it is argued that those participating in it (including Afghans) need to improve their HL. Building on account of the health literacy of so-called vulnerable groups, which traced the complexity and heterogeneity, it is concluded that HL needs to be understood and explored as a contextual, situational, social practice to adequately describe HL. Therefore, in the three research projects, special emphasis is placed on the respective overall social context, the situation's specifics, the use of language, the actual actions, and the meaning of social others. Furthermore, it is examined what can be learned from the respective methodological approach to HL with regard to HL as a contextual, situational social praxis, as well as how the vulnerability or resource wealth of the target group and the vulnerability- or capability-producing context are revealed. Last, important lessons for HL promotion were derived from all three projects.
The first four contributions are from a quantitative, cross-sectional study in central Afghanistan that examines HL, determinants, outcomes, but also quality of life, and beliefs in two groups of people influential to health, heads of households (N= 524) and female patients and/or caretakers (N=322). Participants were in a two-stage randomization process identified and orally interviewed by trained interviewers of the same sex. The study provides empirical evidence of poor determinants of health and health outcomes, health behaviors that need improvement, and low health literacy. The analysis showed that HL is largely related to schooling opportunities (for women). Surprisingly, despite adverse circumstances, an astonishing number of Afghans exhibit positive health behaviors. A qualitative examination of the items of the HLS-EU-Q16 shows which activities are particularly difficult and, at the same time, particularly prerequisite-rich, which should also be better researched in the future for developing interventions.
The second three contributions stem from the ELMi research project, which ethnographically researched the HL of immigrant youth (including three Afghan refugees) in everyday life and embedded the findings in a review and theoretical considerations. The limitations of reviews for describing HL in vulnerable groups became obvious in these three theoretical contributions. Furthermore, the frequent, mostly implicit theoretical orientation of HL as an individual rational-choice model and three alternative models for the description of HL were presented, a difference-deficit model was introduced, and a plea for applying sociological theories, especially the capability approach, was given. Overall, the ethnographic studies revealed the need for further studies of vulnerable groups from a salutogenic perspective, the conceptualization of HL as family HL, and the interwovenness of analog and digital worlds and respective HL.
The third three contributions are from the SCURA research project, which ethnographically explored the role of health and health literacy in language and integration courses and developed appropriate methods for promoting HL in them. The contribution of integration courses to the promotion of HL was presented in detail, the corridor of possible interventions was explored and described, and concrete suggestions were made as to how the knowledge gained from language didactics can be transferred to health promotion and how language-sensitive health promotion can be used as an effective and sustainable method.
Finally, the key strengths and limitations of the studies were highlighted, and the question of 'vulnerability' was revisited in light of the results found. Furthermore, the five aspects of HL as a contextual, situational, and social practice were re-examined with the help of the results obtained, and other studies, recommendations for the promotion of HL through context, acquisition, and targeted support were presented, and the capability approach was applied to the results.
In many ways, this multi-project, multi-method, multi-perspective approach to HL of so-called vulnerable groups highlighted the need to describe HL as a contextual, situational social practice. Since many new, little-trodden paths were taken in this work, this work can serve as an impetus for many other researchers to critically examine the topic. The work unmistakably revealed how relevant a good understanding and targeted, context-sensitive promotion of HL is.