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The purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology‐enhanced learning in an ill‐structured domain.

The study conditions were the same for all the students in the four learning style groups. Student learning style was the independent variable, while students' attitudes and task performance were the dependent variables of the study. Pre‐test treatment post‐test method was used. Students studied in a web‐based learning environment during treatment.

The integration of question prompts as student supporting tool in technology‐enhanced learning environments might not improve learning for all students alike independent of their learning styles.

Small uneven groups because the researcher has no control over the student distribution across the different learning style profiles.

The suggestion for designers is to consider combining prompting with other scaffolding methods, in order to effectively support all students independent of their learning styles.

The paper combines learning in ill‐structured domains through cases and a scaffolding method based on question prompts focusing on contextual elements. The results of the study inform the designers of TELEs that although prompting can be generally helpful, parameters such as the students' learning style are able to limit the cognitive benefit emerging from the prompting intervention.

This paper aims to describe the web‐based scaffold dynamic simulation system (PRES‐on) designed for pre‐service teachers.

The paper describes the initial design of a web‐based scaffold dynamic simulation system (PRES‐on) as a cognitive tool for learners to represent problems. For the widespread use of the PRES‐on, the authors adopt the design experiment methodology to advance pre‐service teachers' pedagogical applications of such engine for effective teaching and learning through the integration of PRES‐on into the existing pre‐service course.

A proto‐type of the system has been completed and the authors are in the process of enhancing its features. Ultimately, they will build in all the features stated in the literature review and integrate it into pre‐service teachers' curriculum where the aim is to seek to understand its pedagogical applications. The current design only incorporated a quantitative component. The authors are in the process of embedding features that will allow users to build in qualitative representation and different level of question prompts that will facilitate users' cognitive processes.

This study contributes to the growing interests among researchers and educators in using web‐based technologies to foster deep learning. Being one of the first initiatives to develop a web‐based scaffold dynamic simulation system for problem solving purpose, PRES‐on will inform the understanding on how new technological developments could enhance learning in environments that involve multidisciplinary problem solving.

The National Centre for Clinical Audit (NCCA) has worked with a wide range of practitioners and specialist audit staff to develop consensus criteria for good audit. These have recently been distributed as part of an Audit Action Pack. Submissions to the NCCA's audit database are now invited. The paper answers common questions prompted by the Pack. Feedback on the Pack will also help to inform the second version, due to be published in Spring 1997.

Serious case reviews (SCRs) are one means of learning the lessons arising from adverse, salient incidents and tragedies. Adult Safeguarding Boards in England are expected to have an SCR policy and procedure, to commission SCRs, to abstract and act on the learning, and to monitor the resulting action plans.

Since SCRs reflect a wide range of processes, the authors undertook a general review, drawing on their experiences of conducting and contributing to SCRs. They chose to pose sets of question‐prompts regarding the commissioning process, the management of the process, the appointment of a chair and author, the terms of reference, information‐sharing, confidentiality, involving relatives and making findings public. The compliance of the process with human rights legislation is also considered.

Whilst the authors acknowledge the responsibility of organisations to promote continuous and cumulative professional learning, they do not promote SCRs as the sole means of learning about the ways in which professionals and agencies work together to safeguard adults at risk of abuse.

The paper challenges the perception that SCR can be streamlined, structured, codified, and constrained.

The penultimate chapter pulls together pieces of the previous eight chapters to support you in building a career-level impact plan. While the other chapters are a mix of foundational knowledge and practical approaches, this chapter is more philosophical in nature and intended to motivate the reader to bring their impact journey to life. You are encouraged to reflect on your own journey and consider what steps you might take to achieve a career that is consistent with your values and own belief in the importance of the work you do. Contributions from impactful researchers from the University of Auckland help to illustrate how diverse career pathways can be, emphasising there is no one-size-fits-all approach and that career-level impact plans need to consider personal motives and values, intersectionality, as well as disciplinary, institutional, national and international contexts. Plans need to focus on identifying opportunities to hone impact skills, finding people who can be part of your broader impact support team and working out how to strategically balance the teaching, research and service expectations placed on you as an academic. Throughout this chapter, questions prompt you to start building your own understanding of impact in the context of your career or to strategically reflect on your impact journey up to now.

This study aims to identify the predictors of public support for police accreditation under four different scenarios that vary based upon whether or not accreditation requires a property tax increase and whether or not local police support accreditation.

This study draws upon survey data from 998 US adults. Four binary logistic models are employed to assess support for accreditation under four different scenarios.

Individual-level factors, including age, education, race, region, generalized trust, political ideology, and volunteer experience, are important predictors of support for police accreditation depending on the scenario presented. Community-level factors including perceptions of police performance and perceptions of property taxes are also important predictors of support for police accreditation depending on the scenario presented. Support for police accreditation is highest when police accreditation does not require a property tax increase and when local police support accreditation. Sixty-six percent of respondents support police accreditation under this scenario.

This article represents the first published study on the predictors of support for police accreditation. The findings from this study have important implications for implementing police reform given recent calls by activists to both reform the police and to defund them.

The aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.

The qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).

The results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.

We collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.

We have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.

It is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

The use of natural resources by organizations has a significant impact on society, resulting in business firms playing a vital role in developing sustainable development. As a result, corporate sustainability has become an integral aspect of a company’s vision and policy in the modern days. Companies issue sustainability reports based on various criteria and metrics, thereby attempting to gain a competitive edge. This study aims to assess and prioritize the numerous factors that influence corporate sustainability performance.

The analytic hierarchy process (AHP) is used to prioritize the identified determinants of corporate sustainability performance based on the literature. Several experts from business and academia were engaged to build a comparison matrix for assessing the various aspects of corporate sustainability performance. As a result, various corporate sustainability determinants were determined and prioritized following an extensive literature review using the AHP.

The most critical component for companies is an economic indicator. Developing environmentally and socially responsible suggestions must be a priority for the organization’s economic performance. Economic performance is believed to be most heavily influenced by innovation and in the other category like environmental and social performance are highly influenced by environment management policies and shareholder responsibility, respectively. Researchers’ findings suggest that to promote sustainability, top executives should devote all of their attention to innovation, environment management policies and shareholder responsibility.

These studies are primarily concerned with developed countries. And, the other fundamental constraint of the AHP study is that the rating scale adopted in the analysis is conceptual. Therefore, pairwise comparisons with a variety of indicators have the potential to introduce bias into the results.

This paper proposes a methodical and operational technique for selecting the ultimate priority of sustainability indicators when it comes to exploiting competitive information on business performance. The paper also recommended sustainability rating technique might be carried out once every six months to improve the overall quality and performance of the organization.

The advantages of adopting and executing corporate sustainability are enormous, and managers must determine whether sustainability is profitable or not. This question prompts further inquiries. For example, what are the numerous critical determinants of corporate sustainability performance? Several scholars throughout the world are looking at it for this reason. As a result, it is essential to comprehend and prioritize the various determinants of corporate sustainability performance.

The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.

Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).

Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.

Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.

This chapter examines adolescent metacognitive knowledge in a fresh light and answers some methodological questions related to the investigation of the deepest layers of thinking during the information search. It does so by presenting a study that used an ethnographic approach to investigate the metacognitive knowledge of 10 adolescents, aged 16 to 18, over the course of four months, and in a variety of settings –– home, school, public libraries –– as they searched for, collected, and then used information for a school project. The study was framed by Flavel's model of metacognition (1977) and Kuhlthau's information search process (ISP) model, a six-stage, multidimensional model of information problem solving (1991, 2004). The chapter begins with a discussion about the ISP, metacognitive knowledge, and its potential for information seeking. The chapter then presents the findings of the study as a set of gaps and strengths of adolescent metacognitive knowledge, and concludes with commentary about the challenges and rewards related to conducting research with young people and suggestions for future areas of research.