Preschool Teachers’ Perspectives About the Engagement of Immigrant and Non-Immigrant Parents in Their Children’s Early Education

The present study explores the perceptions of teachers about the engagement of immigrant and non-immigrant parents in preschool. Data were drawn from a larger evaluation study of a government initiative for preschools in Germany, which was designed to foster inclusive pedagogy and parent cooperation. In these analyses, teachers’ perceptions of the engagement of immigrant parents and non-immigrant parents were rated for each parent group, on a 10-item measure, to identify how teacher ratings varied for the different parent groups. Data from 1397 preschool teachers, employed across 203 preschools, were analyzed using multilevel modeling. This statistical approach takes account of the clustered nature of the data. Teacher ratings of engagement for immigrant and non-immigrant parent groups differed between preschools. Most variability in the ratings could be ascribed to preschool characteristics. In preschools, in which staff held a shared understanding of dealing with cultural diversity and in which the director of the preschool had a multicultural mindset, teachers perceived engagement of parents more positively, especially for immigrant parents. Overall, the findings identified the importance of self-efficacy for inclusion and more positive beliefs about multiculturalism among preschool teachers. Such qualities are important for working with all parents. However, unfavorable social structures, such as those found in disadvantaged areas, may present major challenges for parent cooperation and engagement

Guidelines for Designing Social Robots as Second Language Tutors

In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human–human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors

Induction chemotherapy followed by chemoradiotherapy versus chemoradiotherapy alone as neoadjuvant treatment for locally recurrent rectal cancer: study protocol of a multicentre, open-label, parallel-arms, randomized controlled study (PelvEx II)

Background A resection with clear margins (R0 resection) is the most important prognostic factor in patients with locally recurrent rectal cancer (LRRC). However, this is achieved in only 60 per cent of patients. The aim of this study is to investigate whether the addition of induction chemotherapy to neoadjuvant chemo(re)irradiation improves the R0 resection rate in LRRC. Methods This multicentre, international, open-label, phase III, parallel-arms study will enrol 364 patients with resectable LRRC after previous partial or total mesorectal resection without synchronous distant metastases or recent chemo- and/or radiotherapy treatment. Patients will be randomized to receive either induction chemotherapy (three 3-week cycles of CAPOX (capecitabine, oxaliplatin), four 2-week cycles of FOLFOX (5-fluorouracil, leucovorin, oxaliplatin) or FOLFORI (5-fluorouracil, leucovorin, irinotecan)) followed by neoadjuvant chemoradiotherapy and surgery (experimental arm) or neoadjuvant chemoradiotherapy and surgery alone (control arm). Tumours will be restaged using MRI and, in the experimental arm, a further cycle of CAPOX or two cycles of FOLFOX/FOLFIRI will be administered before chemoradiotherapy in case of stable or responsive disease. The radiotherapy dose will be 25 × 2.0 Gy or 28 × 1.8 Gy in radiotherapy-naive patients, and 15 × 2.0 Gy in previously irradiated patients. The concomitant chemotherapy agent will be capecitabine administered twice daily at a dose of 825 mg/m2 on radiotherapy days. The primary endpoint of the study is the R0 resection rate. Secondary endpoints are long-term oncological outcomes, radiological and pathological response, toxicity, postoperative complications, costs, and quality of life. Discussion This trial protocol describes the PelvEx II study. PelvEx II, designed as a multicentre, open-label, phase III, parallel-arms study, is the first randomized study to compare induction chemotherapy followed by neoadjuvant chemo(re)irradiation and surgery with neoadjuvant chemo(re)irradiation and surgery alone in patients with locally recurrent rectal cancer, with the aim of improving the number of R0 resections