bluuebunny/crossref_metadata_2025_split huggingface dataset:
Microbially induced calcium carbonate precipitation in broiler litter and its effect on soil pH
Authors: DeMontigny Wesley , Burt Christopher Daniel , Stidston Jaiden , Siggers Jordan , Weese David , Cabrera Miguel 
Published: June 2023

AbstractUreolytic microbes are abundant in broiler litter (BL), and previous research indicates that microbially induced calcium carbonate precipitation via urea hydrolysis occurs in gypsum‐amended litters. Given that calcium carbonate (CaCO3) is used to correct soil acidity, we hypothesized that the soil‐liming potential of BL + gypsum is greater than that of unamended litter. First, an experiment was conducted to isolate ureolytic bacteria from BL and confirm their ability to precipitate CaCO3. To determine the effects of calcium on urea hydrolysis, six isolates were identified from screenings of 30 colonies collected from different BL sources. Calcium increased the ureolytic rate by 29%–160% and the precipitation of CaCO3by ~1500% in solution. The 16S rRNA of the isolate with the greatest rate of urea hydrolysis was sequenced and belong toLysinibacillus macroides. Broiler litter amended with gypsum was inoculated withL. macroidesand found to precipitate significantly more CaCO3than inoculated litter without gypsum. Finally, over the course of a 28‐day incubation, the pH and inorganic‐N of soil, soil + BL, and soil + BL + gypsum were measured. Surprisingly, soil + BL + gypsum was found to have a significantly lower pH than soil + BL for the first 21 days. We propose that the decreased liming ability of BL + gypsum is due to a combination of pH buffering mechanisms and increased nitrification. Although gypsum is a useful litter amendment, it cannot be used to increase the liming ability of litter, despite the fact that gypsum‐amended litter has more CaCO3.
Decoupling the role of renewable energy, green finance and political stability in achieving the sustainable development goal 13: Empirical insight from emerging economies
Authors: Behera Biswanath , Behera Puspanjali , Sethi Narayan 
Published: June 2023

AbstractThe quest for attaining ‘sustainable development goals (SDGs)’, especially ‘SDG‐13’, which addresses the policy towards lessening the risk of climate change, is impossible without abating CO2 emissions, which are a major contributor to climate change globally. Thus, this study inspects the decisive role played by renewable energy use, green finance, and political stability in achieving SDG‐13 by abating CO2 emissions for 14 emerging economies from 1990 to 2021. We have used the cross‐sectional autoregressive distributed lag and method of moments quantile regression estimators to analyse the impact of explanatory variables on the dependent variable, considering the probable endogeneity issue in the model. The outcome of the study signifies that renewable energy consumption and green finance substantially reduce CO2 emissions, whereas political stability is observed to have a positive impact on CO2 emissions. Moreover, the moderation effect of political stability and green finance is found to substantially reducing carbon emissions. This study thus suggests that emerging economies need a stronger political system to promote green financing and renewable energy consumption to attain SDGs by addressing climate change policy.
Atrioventricular septal defect: An extended approach to prenatal sonographic imaging of the atrioventricular valves
Authors: Quinton Ann E. , Kennedy Narelle , Gooi Alex 
Published: June 2023

AbstractAn atrioventricular septal defect (AVSD) is diagnosed with prenatal sonography using the 4‐chamber view (4CV) of the fetal heart. Prenatal 2D sonographic imaging of normal and AVSD short axis (SAX) atrioventricular (AV) valve views have not been well described. The aim is to describe the 2D sonographic 4‐chamber and SAX view of the AV valves when an AVSD is present compared to normal AV valves. The 4CV AVSD heart demonstrates no offset of AV valves due to the abnormal valve structure. Complete and intermediate AVSD has a septum primum defect and inlet ventricular septal defect (VSD). The partial AVSDs have either a septum primum defect or just an inlet VSD with an intact primum septum. The SAX view of AVSD demonstrates the common AV junction and the bridging leaflets. In ventricular diastole valves have a “figure 8” and “dumbbell” shape in partial and complete AVSD, respectively. These appearances are not seen in the normal heart in SAX as both tricuspid and mitral valve are separate valves. The SAX view can be obtained by locating a sagittal aortic arch view and then scanning slightly towards the left side of the fetus, near the base of the heart and the AV valves. An in‐depth interrogation of the abnormal fetal heart is obtained without specialised 4D capable ultrasound machines providing information to assist in counselling during the pregnancy and for postnatal surgical planning. Future research to assess the feasibility of incorporating the SAX view into routine practice and by general sonographers is suggested.
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning
Authors: Son Seung‐Hee Claire , Opatz Margaret Osgood , Rush Elisabeth Dibble 
Published: June 2023

AbstractGiven the emerging evidence on the importance of learning content‐specific vocabulary in the early years, many early childhood teachers try to incorporate science vocabulary teaching as part of classroom activities. In this article, the authors argue for the importance of teaching science vocabulary in engaging ways using read‐aloud and the usefulness of narrative informational storybooks as an engaging tool to introduce and build science concept knowledge and vocabulary. The authors show how to evaluate and select texts that can be effectively used for explicit and embedded teaching of science vocabulary, based on an engagement‐focused framework. The framework targets four aspects of engagement: concept learning engagement, word learning engagement, emotional engagement, and social engagement. The engagement framework empowers teachers to determine which science storybooks are appropriate and how to use them to teach science concepts and vocabulary.
The “LED‐version” of the electron gun
Authors: Bachmann M. , Düsberg F. , Pahlke A. , Edler S. , Schels A. , Herdl F. , Hausladen M. , Buchner P. , Schreiner R. 
Published: June 2023

SummaryWe report on our progress to develop and optimize electron sources for practical applications. A simple fabrication process is introduced based on a wafer dicing saw and a wet chemical etch step without the need for a clean room. Due to the formation of crystal facets the samples show a homogeneous geometry throughout the array. Characterization techniques are developed to systematically compare various arrays. A very defined measurement procedure based on current controlled IV‐sweeps as well as lifetime measurements at various currents is proposed. To investigate the current distribution in the array a commercial CMOS detector is used and shows the potential for in depth analysis of the arrays. Finally, a compact hermetically sealed housing is presented enabling electron generation in atmospheric pressure environments.
Prologue
Authors: Maulana Ridwan , Helms-Lorenz Michelle , Klassen Robert M. 
Published: June 2023

AbstractThere is a growing desire to improve the quality and the equity of education around the world. Educational improvement requires understanding that the chief actors in the education system – teachers and students – and the educational context in which they operate, are indispensable in this pursuit. This book contributes to understanding educational systems and personal factors that influence teaching behaviour and student learning and engagement. Particularly, the book focuses on the work of teachers – in terms of effective teaching – as key players in education. Effective teaching refers to classroom processes or instructional practices related to student learning (Wagner et al., 2013). This broad definition encompasses various terms used in the literature on teaching to refer to similar constructs and ideas. It is therefore important to note that the scope of this book represents various strands of research on teaching.
Teaching Quality in Indonesia: What Needs to Be Improved?
Authors: Irnidayanti Yulia , Fadhilah Nurul 
Published: June 2023

AbstractBased on international testing results (e.g., PISA, 2015; TIMSS, 2015), the performance of Indonesian students remains poor. The low quality of education in Indonesia is determined by many factors, including the teacher’s quality. Teachers have a very strategic role in the learning process. Effective teaching behavior is used as an indicator of teaching quality and is the main target of this study, which is needed to improve the teaching quality of teachers in Indonesia. Research on effective, evidence-based, teaching behavior has identified six domains of effective teaching behavior, which are relevant to the Indonesian context. In this chapter, we will describe Indonesian secondary school teachers’ teaching behavior based on trained observers’ and students’ reports. The ICALT and My Teacher Questionnaire were used to gather data across 13 provinces in Indonesia, covering about 375 teachers and 6410 students. The quality level of effective teaching behavior was examined, and similarities and differences between observers and student reports were discussed. This study result shows the profile of teacher teaching quality in Indonesia that can be used as a basis for policy making related to improving teaching and professional development of teachers in Indonesia.
An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level
Authors: Gupta Adit , Sharma Priya 
Published: June 2023

AbstractThe Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI). The data was collected from 150 student teachers from a teacher education college studying in the third and fourth semester of the two-year B.Ed./B.Ed. Special Education programme. The results show that student teachers positively perceived their classroom learning environments. They expressed a lot of student cohesiveness, teacher support for the students, task orientation and involvement of students in the classroom activities. Students perceived an environment that promotes innovation, equity and a high level of cooperation. Results for teacher interpersonal behaviour show that student teachers perceived their teacher educators as good leaders who understand their needs. They are helpful and friendly and provided ample opportunities for students to express themselves freely. They also give responsibility to accomplish different tasks. The negative aspects of teacher interpersonal behaviour like uncertainty, admonishing and dissatisfied behaviour were given a low rating by the student teachers. They, however, felt that the teacher educators were strict in the class. Data analysis reveals that no significant associations exist between academic achievement and classroom learning environments and teacher interpersonal behaviour. Results also show that there were no significant gender differences in the learning environments. However, there were significant gender differences in the teacher interpersonal behaviour in favour of female student teachers. Also, no semester and programme based differences in the classroom learning environments and teacher interpersonal behaviour exist at the teacher education level.
Teaching Effectiveness in Spain: Towards an Evidence–Based Approach for Informing Policymakers
Authors: Fernández-García Carmen-María , Inda-Caro Mercedes , Viñuela-Hernández María-Paulina 
Published: June 2023

AbstractThis chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities.The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement.Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.
Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures
Authors: Hofkens Tara , Pianta Robert C. , Hamre Bridget 
Published: June 2023

AbstractAcross the globe, strategies and investments to strengthen teacher effectiveness are increasingly a core component of countries’ efforts to improve educational outcomes for their citizens and, for many, to elevate standards of living. In this chapter, we present evidence demonstrating the role of teacher-student interactions in teachers’ ability to positively influence student development and learning across countries and cultures. We conceptualize teacher-student interactions as proximal processes that drive students’ engagement and learning. Evidence clearly demonstrates that interactions can be assessed through observation and improved through professional development interventions. Drawing on our experience and data available on tens of thousands of classroom observations across different countries and cultures, we present a framework that describes core features of effective teacher-student interactions that appear in common across these highly varied settings and cultural contexts. We review research that evaluates this framework in different contexts to examine the effects of interaction quality on student outcomes across the globe. We discuss the cross-cultural applicability of the framework and outline suggestions for education policy and practice and future directions for research.
Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective
Authors: Smale-Jacobse Annemieke , Moorer Peter , Maulana Ridwan , Helms-Lorenz Michelle , Fernández-García Carmen-María , Inda-Caro Mercedes , Chun Seyeoung , Shahzad Abid , Lee Okhwa , Adiyasuren Amarjargal , Irnidayanti Yulia , Galindev Ulziisaikhan , Fadhilah Nurul 
Published: June 2023

AbstractInternationally, differentiated instruction (DI) is suggested as a teaching approach that can help teachers to meet the varying learning needs of students in the classroom. However, not all teachers reach a high level of implementation. Personal characteristics of the teacher as well as teaching quality may affect the degree and quality of DI. In addition, several classroom-, school-, and country characteristics may affect DI practices. In this chapter, literature is reviewed about personal factors, teaching characteristics and contextual factors influencing DI. Findings from the literature are connected to analyses of classroom observation-data collected in six countries including Indonesia, the Netherlands, Mongolia, Pakistan, South Korea and Spain. The chapter aims to contribute to insights into factors related to DI and into differences in these associations between the six countries. This chapter concludes by discussing scientific and practical implications.
Teachers’ Intrinsic Orientation, Self-Efficacy, Background Characteristics, and Effective Teaching: A Multilevel Moderated Mediation Modeling
Authors: Feng Xiangyuan , Helms-Lorenz Michelle , Maulana Ridwan 
Published: June 2023

AbstractTeachers’ intrinsic orientation for the profession (TIOP) refers to a compound trait derived from the meaningfulness and positive affect teachers attribute to the profession. It can be validly measured by three conceptually correlated yet empirically separable factors of autonomous motivation, enthusiasm for teaching, and enthusiasm for the subject. Grounded in the previous findings of non-significant direct relationships between TIOP and effective teaching, the present study further tested the hypothesized indirect relationships between the two constructs. To better understand the underlying relational mechanisms, the potential mediating role of self-efficacy and the moderating effects of both teacher- and school-level background factors were addressed in single- and multi-level models. A total of 239 beginning teachers from 32 Dutch secondary schools responded to the questionnaires at the beginning of the first career year. Actual teaching behaviour was observed by means of classroom observations. The results of lower-level mediation analysis confirm the mediating effect of self-efficacy on the relationship between TIOP and activating teaching behaviour at career entry. The results of single- and cross-level moderated mediation analysis show that self-efficacy significantly mediates the links between TIOP and three specific teaching behaviour domains: providing safe and stimulating learning climate, classroom management, and clarity of instruction. These effects were respectively moderated by teachers’ qualification, age, and gender. The present study makes a unique contribution to understanding the importance of TIOP for beginning teachers’ well-being and effective teaching, providing insights for both teacher educators and mentors.
Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research
Authors: Opdenakker Marie-Christine 
Published: June 2023

AbstractIn this chapter, (a selection of) current conceptualizations, theories, measurements, and instruments of (quality of) teacher and teaching behaviour from a variety of perspectives, namely educational and teacher effectiveness research, learning environments research and research on motivational teaching are discussed. Furthermore, attention is paid to topics such as the dimensionality of teacher and teaching behaviour, and of teaching skills, as well as the existence of teaching styles and stages in teaching skill development. In addition, context, antecedents, informant as well as (in)stability issues concerning teacher and teaching behaviour are addressed. Relevant empirical findings concerning the already mentioned issues as well as empirical findings with regard to teacher and teaching effectiveness in relation to student motivational outcomes are reviewed and discussed. Attention is paid to unique and joint effects of teacher and teaching behaviour dimensions and relative sizes of effects. In addition, differential effectiveness of teacher and teaching behaviour in relation to student background characteristics such as gender, social-economic status, cognitive ability, race and ethnicity, and prior engagement is discussed. The chapter ends with conclusions, reflections, implications and suggestions for future research directions and practice related to effective teacher and teaching behaviour based on the findings discussed before.
Teacher Recruitment in Sweden Over the Last Two Decades: How Has Entering Teachers’ GPA Changed Over Time?
Authors: Johansson Stefan 
Published: June 2023

AbstractThe question about what constitutes teaching quality is widely discussed in many countries and Sweden is no exception. Teaching quality has been linked to individual characteristics assumed to be related to student learning that are not necessarily associated with specialised training for the craft of teaching. One of these are the standards for entry to the profession. This chapter highlights teachers’ academic performances. More specifically, it explores newly recruited teachers’ grade point average over a period of over 20 years. The findings are based on register data and are analysed with descriptive statistics. The findings demonstrate how newly recruited teachers’ school grade point average (GPA) has decreased the past decades but also that some quite striking differences exists depending on teachers’ certification status. Implications of the results are discussed in relation to the possible effects on student achievement.
Effective Teaching: Linking Outcomes of Active Citizenship to Learning Environments
Authors: Sturrock Gordon , Zandvliet David 
Published: June 2023

AbstractThis chapter discusses the use of a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) in an environmental studies program that operated out of British Columbia, Canada. In order to access information about students’ perceptions, the instrument was implemented in an Integrated Environmental Studies program called Experiential Studies 10 (ES 10) as part of a range of evaluation methods. The study was retrospective in nature utilizing a mixed method approach to determine the long-term effects of the program on participants’ citizenship activities. Our findings demonstrate that learning environment and citizenship outcomes were linked, and key learning environment features were identified as being important for long term outcomes of active citizenship. This chapter will provide a brief overview of the study and shed light on how paying close attention to the learning environment created within environmental education programming can contribute to long-term outcomes of active citizenship.