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The purpose of this paper is to discuss the technical aspects of using the Edventure Builder platform to create UC San Diego’s scalable, interactive, online library orientation activity, which was designed for the university’s new First Year Experience program.

This paper examines a case study using a successive approximation model for the build process of a mobile library scavenger hunt.

The Edventure Builder software is intuitive, scalable and provides a variety of options to users, including flexibility in question format, a WYSIWYG interface, and branching logic. The main limitation is that analytics is still in beta testing and users must request that data be sent in an Excel spreadsheet via e-mail.

This paper is of interest to information professionals who would like to create a mobile library orientation activity using the Edventure Builder platform.

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

Men are often considered by the health care system to be a disengaged accessory when it comes to family planning. In reality they act as an equal part in the reproductive equation. Despite qualitative research suggesting some men currently do take primary responsibility for family planning, men are further marginalised being classed as an irrational variable in large national datasets. Reports ignore men in general by failing to record basic demographics, for example, age is not captured and ethnicity has two options: white and non-white. This leaves little ability to analyse men's family planning knowledge, attitudes and beliefs. Technological advancements have resulted in new forms of male contraceptive methods reaching phase III testing (from pills to gels), and the market is moving towards diversified options that will allow even more men to take primary contraceptive responsibility. Other advancements include the sexual enhancement product Viagra becoming available over the counter, and reproductive wellbeing apps have been created to allow men to test their fertility at home. Without research to understand the ever-changing landscape for men we are ill-prepared to understand what these new products and advancements mean for men's role. Using various forms of publicly available online data and previous empirical research, this chapter will review men's response to new contraceptives, sexual enhancement products, and reproductive wellbeing apps. The results will be discussed in relation to updating the Subjective Expected Utility (SEU) Theory, the Theory of Planned Behaviour and the integrated developmental and decision-making contraceptive models used by health psychologists.

Much analysis considering the putative political challenges of the European Union (EU) has focussed on the (lack of) participation and identifications of European citizens. But what about the bureaucrats working on their behalf? This contribution will address the issue of representative bureaucracy and identification in the EU, specifically in the European Commission. While the literature on representativeness of public administration has focussed on issues of social class, ethnicity and gender, it is also important to consider geographical representativeness. This is particularly important when region (in this case of the EU nations) is relevant. As the authors point out, this question is all the more relevant given the assumption that individuals who join the Commission will identify with Europe more than their home country. Yet, at a time of ongoing discussions about a crisis of the EU and in the midst of populist governments, such an assumption is at least questionable. While it is difficult to assess the extent to which decision-making may be influenced by nationality, at least understanding patterns of representation can be important for understanding how passive – if not active – representation functions. The formal emphasis on representative bureaucracy within the EU raises several potential conflicts with other important principles of public management. It also creates a conflict with the fundamental commitment to creating transnational personnel who eschew strong attachments to nation states.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.