The workings of multiple principles in student-teacher interactions : Orientations to both mundane interaction and pedagogical context

In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional constraints imposed by students’ requests for assistance. The analysis shows that there are several ways teachers depart from these constraints and that teacher and students do not necessarily show an orientation to this departure as being problematic. Rather, the departure can be related to considerations concerning the pedagogical nature of these interactions. By studying the interactional departures from mundane principles, more insight is provided in the organization of classroom interactions that are started by students’ requests for assistance

Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance

We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teachers mostly seemed to base their judgments on performance cues. Availability of performance cues improved teachers’ judgment accuracy, resulted in higher confidence in their judgment accuracy, and increased awareness of their judgment (in)accuracy

SARS-CoV-2 breakthrough infections after COVID-19 vaccination in patients with inflammatory bowel disease:a systematic review and meta-analysis

Background: Patients with inflammatory bowel disease (IBD) have an attenuated serologic response to COVID-19 vaccination. It is unclear whether an impaired immune response in vaccinated IBD patients impacts the susceptibility to SARS-CoV-2 infection and occurrence of severe COVID-19. Objectives:To evaluate SARS-CoV-2 breakthrough infection rates and the disease course of COVID-19 in vaccinated IBD patients. Design: A systematic literature search and meta-analysis was performed. Data sources and methods: The search was performed in Embase, Medline, Web of Science Core Collection, Cochrane Central Register of Controlled Trials and CINAHIL. The articles were independently screened and selected by two reviewers. A random-effects model was used to calculate the pooled relative risk for breakthrough infections in vaccinated IBD patients and controls. Results: A total of 16 studies were included, with study periods ranging from January 2020 to October 2021 and follow-up time from 3 weeks to 6 months. The breakthrough infection rates range from 0 to 37.4% in vaccinated IBD patients. The disease course of COVID-19 was generally mild, with low hospitalization and mortality rates (0–8.7% and 0–4.3%, respectively). Vaccinated IBD patients had a significantly lower relative risk of breakthrough infection rate compared to unvaccinated controls (risk ratio: 0.07, 95% CI: 0.03–0.18). No difference was observed between IBD patients and non-IBD controls, and between partially and fully vaccinated IBD patients. The impact of immunosuppressive therapy on breakthrough infection rates differs between studies. Most studies showed no impact from immunosuppressive treatment, anti-tumour necrosis factor alpha or corticosteroids and other biologics; one study reported higher rates for patients treated with infliximab versus vedolizumab. Conclusion: Vaccination is effective to prevent COVID-19 infections in patients with IBD. Breakthrough infections do occur, but the disease course is generally mild. Available data seem to suggest a declining trend of breakthrough infections during calendar time. Registration: The protocol was published in the PROSPERO database (CRD42021292853).</p

Comparing the Accuracy of Automatic Scoring Solutions for a Text Comprehension Diagramming Intervention

Students typically have great difficulty monitoring their comprehension of textual materials. Completing diagrams about causal relations in expository texts has been a successful intervention to enhance the accuracy of students’ reading comprehension judgments (ie, monitoring accuracy), although there is still room for improvement. Such judgments play a role in crucial self-regulated learning decisions that students make such as allocating time and effort, selecting content for restudy, and/or consulting additional sources. The automated scoring of students’ diagram content can provide a basis for strengthening the diagramming intervention with individual and simultaneous feedback to a high number of students. Leveraging an existing human-coded (correct and incorrect) dataset of 6000+ diagram answers (completed in Dutch by 700+ secondary students), we compared different automatic scoring solutions in terms of classification accuracy. Four computational linguistic models for Dutch were identified and tested in combination with four popular machine learning classification algorithms. The best solution reached 81% accuracy (ie, four out of five answers matched the human coding). Depending on the accuracy required for different applications, these results could be used for fully-or semiautomated scorings of students’ answers to generative activities used in reading comprehension interventions

Scaffolding in teacher-student interaction: a decade of Research

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made

Judging own and peer performance when using feedback in elementary school

Children find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy is affected by children's age and prior knowledge

Judging own and peer performance when using feedback in elementary school

Children find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy is affected by children's age and prior knowledge