Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts

A community-sourced glossary of open scholarship terms

Supplementary Information: This list of terms represents the ‘Open Scholarship Glossary 1.0’ (available at: https://forrt.org/glossary/. Glossary available under a CC BY NC SA 4.0 license at: https://static-content.springer.com/esm/art%3A10.1038%2Fs41562-021-01269-4/MediaObjects/41562_2021_1269_MOESM1_ESM.pdf).https://static-content.springer.com/esm/art%3A10.1038%2Fs41562-021-01269-4/MediaObjects/41562_2021_1269_MOESM1_ESM.pd

Shared reading for valuing diversity and fostering language acquisition

Aslan, E. (Eds). (2020). Migration, Religion and Early Childhood Education (Wiener Beiträge zur Islamforschung). Wiesbaden: Springer VS, S. 3-22It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language. (Verlag