Where experience makes a difference: teachers' judgment accuracy and diagnostic reasoning regarding student learning characteristics.

The concept of teacher professional vision suggests that experienced teachers, compared to novice teachers, might be better at making accurate judgments of students' learning characteristics, which can be explained by their advanced reasoning in diagnostic situations. This study examines experienced and novice teachers' diagnoses of different student characteristic profiles: three inconsistent profiles (overestimating, uninterested, and underestimating) and two consistent profiles (strong and struggling). We examined both experienced ( = 19 in-service mathematics teachers) and novice teachers ( = 24 pre-service mathematics teachers) to determine the extent of differences in their judgment accuracy and their diagnostic reasoning about observable cues when diagnosing student profiles while watching a lesson video.

Towards Human-Centered Explainable AI: A Survey of User Studies for Model Explanations.

Explainable AI (XAI) is widely viewed as a sine qua non for ever-expanding AI research. A better understanding of the needs of XAI users, as well as human-centered evaluations of explainable models are both a necessity and a challenge. In this paper, we explore how human-computer interaction (HCI) and AI researchers conduct user studies in XAI applications based on a systematic literature review.

Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study.

Background: Case-based group discussions (CBGD) are a specific, interaction-focused format dedicated to fostering medical students' skills in applying basic biomedical knowledge to patient cases. Existing conceptions of CBGD suggest that a gradient towards increased opportunities for students to make elaborative verbal contributions is an important element of such seminars. To verify this assumption, we investigate empirically if clinical teachers progress from more basic, knowledge-oriented questions towards more advanced, elaboration-oriented questions in such seminars.

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance.

Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations.

Determining an Evidence Base for Particular Fields of Educational Practice: A Systematic Review of Meta-Analyses on Effective Mathematics and Science Teaching.

The call for evidence-based practice in education emphasizes the need for research to provide evidence for particular fields of educational practice. With this systematic literature review we summarize and analyze aggregated effectiveness information from 41 meta-analyses published between 2004 and 2019 to inform evidence-based practice in a particular field. In line with target specifications in education that are provided for a certain school subject educational level, we developed and adopted a selection heuristic for filtering aggregated effect sizes specific to both science and mathematics education the secondary student population.

Teacher questions and student responses in case-based learning: outcomes of a video study in medical education.

Background: Case-based learning (CBL) is a highly interactive instructional format widely used in medical education. One goal of CBL is to integrate basic biomedical knowledge and its application to concrete patient cases and their clinical management. In this context, we focus the role of teacher questions as triggers for reproductive vs.

Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University.

Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e.

Comparing teacher and student perspectives on the interplay of cognitive and motivational-affective student characteristics.

For students, cognitive and motivational-affective characteristics are the most powerful prerequisites for successful learning. For teachers, judgments on their students' characteristics shape how they plan and implement instructional activities in order to offer individual learning support. On the student side, research is starting to find out more about the interplay of different characteristics within individual students.

MMP2 and MMP7 at the invasive front of gastric cancer are not associated with mTOR expression.

Background: Regulation of MMP expression by activation of mTOR signalling has been demonstrated for several tumor types, but has thus far not been confirmed in gastric cancer.

Findings: The study compromised 128 patients who underwent gastric resection for cancer (66.4 % male; 86 intestinal, 42 diffuse type).

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

Background: Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision.