Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships:A narrative review

One of the most important competencies to become a life-long learner is considered to be self-regulated learning (SRL). In this narrative review study, we describe research on the relationships between classroom- and dyad-level student-teacher interactions and the components of elementary students’ SRL. These components include metacognition and the regulation of cognition, motivation, behavior, and emotions. Three electronic databases were examined, which resulted in 30 studies that met our eligibility criteria. The results suggest that both well-organized and emotionally supportive classroom climates, in addition to high-quality instructional support, are associated with students’ metacognition. Results also show that associations between classroom-level interactions and the components of SRL that tap students’ behaviors and motivation are mixed. In contrast, at the dyad-level, higher quality teacher-student interactions were consistently found to be related to the motivational component of SRL. We also found a positive relationship with metacognition, but at the dyad level studies on the other components of SRL were hardly available. The review revealed a number of gaps in research on SRL, such as the paucity of studies on the regulation of cognitions and emotions, the overreliance on self-reports in the measurement of SRL, and the absence of cross-cultural research

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Introduction: Studies pinpoint the importance of exploring factors in theclassroom environment that might foster students’ SRL-skills in various domains.This study explored specific teacher and classroom factors, including self-efficacyfor SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, andbehavioral). Additionally, the moderating role of teacher–student interactions inthe relationship between TSE and SRL-skills was examined.Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63classrooms of Dutch elementary schools completed reports about theirmetacognitive, motivational, and behavioral SRL-skills. Teachers reported ontheir TSE for eight randomly selected students from their classes. In addition,the Classroom Assessment Scoring System was used to observe the quality ofteacher–student interactions.Results: Multilevel analyses generally revealed that individual students reportedbetter metacognitive, motivational, and behavioral SRL-skills when their teachersfelt efficacious in teaching SRL-skills. However, none of the associations atthe class level were significant. Moreover, when high-quality teacher–studentinteractions were observed, students reported lower levels of metacognitive,motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.Discussion: These findings show that specific measures of TSE at the appropriatelevel of analysis may help to better explain variation in TSE and students’ SRL-skills

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Introduction: Studies pinpoint the importance of exploring factors in theclassroom environment that might foster students’ SRL-skills in various domains.This study explored specific teacher and classroom factors, including self-efficacyfor SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, andbehavioral). Additionally, the moderating role of teacher–student interactions inthe relationship between TSE and SRL-skills was examined.Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63classrooms of Dutch elementary schools completed reports about theirmetacognitive, motivational, and behavioral SRL-skills. Teachers reported ontheir TSE for eight randomly selected students from their classes. In addition,the Classroom Assessment Scoring System was used to observe the quality ofteacher–student interactions.Results: Multilevel analyses generally revealed that individual students reportedbetter metacognitive, motivational, and behavioral SRL-skills when their teachersfelt efficacious in teaching SRL-skills. However, none of the associations atthe class level were significant. Moreover, when high-quality teacher–studentinteractions were observed, students reported lower levels of metacognitive,motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.Discussion: These findings show that specific measures of TSE at the appropriatelevel of analysis may help to better explain variation in TSE and students’ SRL-skills

Monstervoorbehandeling

De "monstervoorbehandeling" is een weinig spectaculair maar tegelijk uiterst belangrijk deel van een analyseprocedure. De keuze omtrent de wijze van monstervoorbehandeling is sterk afhankelijk van het doel van het onderzoek: karakterisering van een produkt of van een situatie. Er wordt achtereenvolgens aandacht geschonken aan een reeks opeenvolgende stappen van monstervoorbehandeling: monsterneming, transport, ontvangst, bewaring, analysemonster, ontsluiting en extractie, reiniging en scheiding. Als algemene opmerkingen worden besproken: controle op een juiste analyse, eenvoud van de analyse, hulpmiddelen, direkte bepaling zonder monstervoorbereiding, automatisering. Tekst voor een lezing, gehouden op de Studiedag "Trends in de levensmiddelenanalyse'', gehouden te Antwerpen op 1982-10-12 door de Vlaamse Chemische Vereniging en de Nederlandse Vereniging voor Voedingsleer en Levensmiddelentechnologie

Method of analysis for the determination of lead and cadmium in fresh meat

This report comprises the result of the RIKILT of an intercomparison on the determination of lead and cadmium in bovine liver and bovine kidney. The aim of this round robbin was to check a wet ashing procedure followed by a flame AAS determination as described too in EEC doc. 2266/VI/77. Special attention has been given to the latest version of this method, i.e. "Revision 3". In the tables 1a-3a and 1b-3b (a for Pb, b for Cd) all measuring data, including absorbances and blank values have been collected. In tables 4a (Pb) and 4b (Cd) the results of the various analyses have been given. The EEC Scientific Veterinary Commission needs a method of analysis for the determination of lead and cadmium in fresh meat, to control the Directive for import from third countries. In a meeting at 1979-10-18 the experts of the ad-hoc subgroup IV in principle have adopted two methods: a dry ashing method, doc. 3027/VI/79 and a wet ashing method. The wet ashing method was originating from the Netherlands National Institute of Public Health (Schuller, Vaessen), doc. 2266/VI/77. This method was redrafted by Andersen, doc. 2266/VI/77 Rev. 1 and Rev. 2. Recently at a meeting on 1980-05-08 Andersen, De Ruig, Schulier and Wolf redrafted the method again, doc. 2266/VI/77 Rev. 3. To check the method, in the meeting on 1979-10-18 the experts decided to a small intercomparison, with two samples: - bovine kidney (NIPH 71 601), - bovine liver (NIPH 74 228)

Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships:A narrative review

One of the most important competencies to become a life-long learner is considered to be self-regulated learning (SRL). In this narrative review study, we describe research on the relationships between classroom- and dyad-level student-teacher interactions and the components of elementary students’ SRL. These components include metacognition and the regulation of cognition, motivation, behavior, and emotions. Three electronic databases were examined, which resulted in 30 studies that met our eligibility criteria. The results suggest that both well-organized and emotionally supportive classroom climates, in addition to high-quality instructional support, are associated with students’ metacognition. Results also show that associations between classroom-level interactions and the components of SRL that tap students’ behaviors and motivation are mixed. In contrast, at the dyad-level, higher quality teacher-student interactions were consistently found to be related to the motivational component of SRL. We also found a positive relationship with metacognition, but at the dyad level studies on the other components of SRL were hardly available. The review revealed a number of gaps in research on SRL, such as the paucity of studies on the regulation of cognitions and emotions, the overreliance on self-reports in the measurement of SRL, and the absence of cross-cultural research

Toepassing ICP-AES op het RIKILT

Rapportage over de toepassing van ICP-AES op het RIKILT. Bij ICP-AES worden twee manieren van lichtemissie detectie toegepast nl. simultaan en sequentieel. De voor- en nadelen van ICP-AES t.o.v. AAS worden op een rij gezet

Migratie van natamycine in Goudse en Edammer kaas, behandeld met "loog-natamycine" in het pekelbad

Bij DHV-Campina wordt kaas behandeld met natamycine door aan het pekelbad natamycine toe te voegen. Om uitzakken te voorkomen wordt de natamycine vooraf in loog gesuspendeerd, waardoor een veel fijnere deeltjesgrootte verkregen wordt. Tijdens het rijpingsproces wordt de kaas niet met een (natamycine bevattende) kaasplastic behandeld. De tot nu toe bekende migratiegegevens zijn niet zonder meer toepasbaar op deze nieuwe technologie. Er zijn daarom een aantal Goudse en Edammer kazen onderzocht op het gehalte aan natamycine en de indringdiepte. De analyseresultaten zijn vermeld in Tabel 1 voor de Goudse en in Tabel 2 voor de Edammer kazen. Het hoogste gehalte dat gevonden is bedraagt 1,13 mg/dm2, de grootste indringing tot in een laag van 2,25 tot 3,75 mm vanaf de buitenkant