A Retrospective Appraisal of Teacher Induction

A Retrospective Appraisal of Teacher Induction Abstract Examination of an induction program for new teachers was undertaken from the viewpoint of induction graduates three years after participation. Their retrospective perspectives were investigated as to their satisfaction with assimilation in school in the induction year, their attitudes towards organizational aspects of the program, and the program\u27s contribution to their professional development. Comparisons were made to beginning teachers in the midst of their induction year. Data were collected from 98 induction graduates and 390 induction participants using questionnaires. Compared to induction participants, graduates retrospectively remembered the induction year at school less positively and more often recommended extending induction support. The graduates ascribed only moderate contribution to the induction program. In general retrospective appraisals of active teachers and non-teaching graduates were similar. Implications for the use of retrospective evaluations are discussed

Predictors of Teacher Educators\u27 Research Productivity

This study examined the relationship between teacher educators\u27 research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five variables for predicting RP: academic degree, rank, administrative position, desire to develop new knowledge and learn from research findings and perceived insufficient research competence and self-confidence. These variables account for 37.2% of the variance in RP. The results from this study provide useful information for teacher education institutions and policy makers regarding variables significantly related to RP. These variables should be addressed when recruiting teacher educators, assigning administrative duties and designing professional development programs, particularly for new career faculty

Developing and validating tests of reading and listening comprehension for fifth and sixth grade students in Portugal

An efficient assessment of reading and linguistic abilities in school children requires reliable and valid measures. Moreover, measures which include specific test forms for different academic grade levels, that are vertically equated, allow the direct comparison of results across multiple time points and avoid floor and ceiling effects. Two studies were conducted to achieve these goals. The purpose of the first study was to develop tests of reading and listening comprehension in European Portuguese, with vertically scaled test forms for students in the fifth and sixth grades, using Rasch model analyses. The purpose of the second study was to collect evidence for the validity of these tests based on the relationships of test scores with other variables. The samples included 454 and 179 students for the first and second study, respectively. The data from both studies provided evidence for good psychometric characteristics for the test forms: unidimensionality and local independence, as well as adequate reliability and evidence of validity. The developed test forms are an important contribution in the Portuguese educational context as they allow for the assessment of students’ performance in these skills across multiple time points and can be used both in research and practice.This work was financially supported by the Portuguese Foundation for Science (FCT) and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds within the framework of the Psychology Research Centre (UIDB/PSI/01662/2020), and the Research Centre on Child Studies (UIDB/CED/00317/2020). Bruna Rodrigues’s work is also supported by a grant from FCT (SFRH/BD/129582/2017) through the Operational Programme Human Capital (POCH)

Exploring the quality of life of cosmetic users: A cross-sectional analysis from eight Arab countries in the Middle East

Background The use of cosmetic products is growing in dominance in the Arab population, making it essential to measure its effects on users. The production of cosmetics has been largely driven by consumerism and a bid to keep abreast with the latest trends in the beauty industry with less attention on how the users' quality of life (QoL) is affected. Aims This study aims to investigate the effect of cosmetic products on users' quality of life in eight Arab countries. Methods A cross-sectional study was carried out using an online data collection approach. A validated and specialist instrument tool called BeautyQoL, which consists of five domains and a total of 52 questions, was distributed to a sample of 2219 cosmetic users. Descriptive and inferential statistical analysis was done using SPSS® version 26.0. Results The mean age of participants was 34 ± 11.25 years, and more women were represented in the sample (71%) than men. The majority of respondents had oily skin type (39.6%) and tan skin tone (30.4%). QoL through cosmetic use is computed with a mean score of 51 out of 100. The users' mean score satisfaction from cosmetic use is centred on attractiveness (56.1), followed by self-confidence (51.8). Cosmetics have a statistically significant effect on participants who are young adults, women, single, and employed with high income. As the respondents' skin tone deepens from very fair to dark, the mean score for each domain significantly increases, whereas when skin type changes from very oily to dry, the mean score for each domain decreases. Conclusion The effect of cosmetics on the users' QoL is limited, contrary to the narrative commonly portrayed in cosmetics' advertisements. Therefore, the use of cosmetics among the Arab population should be from an informed perspective of their specific needs instead of conforming to the viral trends pedaled by influencers and bloggers on social media, which might be irrelevant for them.Open access publishing facilitated by Monash University, as part of the Wiley - Monash University agreement via the Council of Australian University Librarians. [Correction added on 5 July 2022, after first online publication: CAUL funding statement has been added.]Scopu