Teachers’ psychological characteristics : do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review

This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes

2018 Research & Innovation Day Program

A one day showcase of applied research, social innovation, scholarship projects and activities.https://first.fanshawec.ca/cri_cripublications/1005/thumbnail.jp

Development of an international standard set of patient-centred outcome measures for overall paediatric health: a consensus process

Objective: To develop an Overall Pediatric Health Standard Set (OPH-SS) of outcome measures that captures what matters to young people and their families and recognising the biopsychosocial aspects of health for all children and adolescents regardless of health condition. Design: A modified Delphi process. Setting: The International Consortium for Health Outcomes Measurement convened an international Working Group (WG) comprised of 23 international experts from 12 countries in the field of paediatrics, family medicine, psychometrics as well as patient advisors. The WG participated in 11 video-conferences, through a modified Delphi process and 9 surveys between March 2018 and January 2020 consensus was reached on a final recommended health outcome standard set. By a literature review conducted in March 2018, 1136 articles were screened for clinician and patient-reported or proxy-reported outcomes. Further, 4315 clinical trials and 12 paediatric health surveys were scanned. Between November 2019 and January 2020, the final standard set was endorsed by a patient validation (n=270

Minimum Information about a Biosynthetic Gene cluster

A wide variety of enzymatic pathways that produce specialized metabolites in bacteria, fungi and plants are known to be encoded in biosynthetic gene clusters. Information about these clusters, pathways and metabolites is currently dispersed throughout the literature, making it difficult to exploit. To facilitate consistent and systematic deposition and retrieval of data on biosynthetic gene clusters, we propose the Minimum Information about a Biosynthetic Gene cluster (MIBiG) data standard.Chemistry and Chemical Biolog

Teachers’ Psychological Characteristics, Teacher Effectiveness, and Within-Teacher Outcomes: An Integrative Review

This integrative review article aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for teacher effectiveness and important within-teacher outcomes, such as well-being and retention. We first summarize and evaluate the available evidence on relations between psychological characteristics and both teacher effectiveness and within-teacher outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics —self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes

From Sustainable Global Value Chains to Circular Economy:Different Silos, Different Perspectives but Many Opportunities to Build Bridges

A growing interest in the circular economy concept has pushed the discourse in various management-related disciplines beyond established boundaries, with calls to better address how such a model may be developed in a world of global value chains. Still, the conventional linear economy model continues to dominate business, society, and research. While the concept of better connecting physical output and input flows at multiple production or consumption levels is becoming more accepted, it remains unclear how to make this happen while ensuring that sustainability targets are met or exceeded. Multiple scientific communities contribute different perspectives to this discourse, with promising opportunities for research. Circular economy and sustainability from business and economics perspectives are multifaceted. The existing body of knowledge needs to be advanced to assist private individuals, business managers, investors, or policymakers in making informed decisions. In this article for the inaugural issue, we provide a snapshot of the discourses among those who have studied the circular economy and its related topics. We outline conceptual inroads and potential research questions to encourage further circular economy and sustainability research and discourse from business or economics perspectives as well as from the broader transdisciplinary angle. We propose three research pathways: (1) connecting output with input needs in a global circular economy; (2) beyond today’s business logic for a global circular economy; and (3) inclusion of the Global South in North-dominated circular economies. For each, we propose concepts, theories, or methodological approaches and offer various perspectives from the micro, macro, and meso levels

Psychometric Validation of the FACE-Q Craniofacial Module for Facial Nerve Paralysis

Background: Systematic reviews have identified the need for a patient-reported outcome measure for facial nerve paralysis (FNP). The aim of this study was to determine the psychometric properties of FACE-Q Craniofacial module scales when used in a combined sample of children and older adults with FNP. Methods: Data were collected between December 2016 and December 2019. We conducted qualitative interviews with children and adults with FNP. FACE-Q data were collected from patients aged 8 years and older with FNP. Rasch measurement theory analysis was used to examine the reliability and validity of the relevant scales in the FNP sample. Results: Twenty-five patients provided 2052 qualitative codes related to appearance, physical, psychological, and social function. Many patient concerns were common across age. The field-test sample included 235 patients aged 8-81 years. Of the 13 scales examined, all 122 items had ordered thresholds and good item fit to the Rasch model. For 12 scales, person separation index values were ≥0.79 and Cronbach's alpha values were ≥0.82. The 13th scale's reliability values were ≥0.71. Conclusion: The FACE-Q Craniofacial module scales described in this study can be used to collect and compare evidence-based outcome data from children and adults with FNP