20 research outputs found
Effects of theta transcranial alternating current stimulation (tACS) on exploration and exploitation during uncertain decision-making
No full textExploring ones surroundings may yield unexpected rewards, but is associated with uncertainty and risk. Alternatively, exploitation of certain outcomes is related to low risk, yet potentially better outcomes remain unexamined. As such, risk-taking behavior depends on perceived uncertainty and a trade-off between exploration-exploitation. Previously, it has been suggested that risk-taking may relate to theta activity in the prefrontal cortex. Furthermore, previous studies hinted at a relationship between a right-hemispheric bias in frontal theta asymmetry and risky behavior. In the present double-blind sham-controlled within-subject study, we applied bifrontal transcranial alternating current stimulation (tACS) at the theta frequency (5 Hz) on eighteen healthy volunteers during a gambling task. Two tACS montages with either left-right or posterior-anterior current flow were employed at an intensity of 1 mA. Results showed that, compared to sham, theta tACS increased perceived uncertainty irrespective of current flow direction. Despite this observation, no direct effect of tACS on exploration behavior and general risk-taking was observed. Furthermore, frontal theta asymmetry was more right-hemispherically biased after posterior-anterior tACS, compared to sham. Finally, we used electric field simulation to identify which regions were targeted by the tACS montages as an overlap in regions may explain why the two montages resulted in comparable outcomes. Our findings provide a first step towards understanding the relationship between frontal theta oscillations and different features of risk-taking.</p
Making sure the penny drops : an evaluation of implementation strategies intended to enhance the effectiveness of financial literacy education
No full textAbstract: Abstract not available
Collaborative Curriculum Design in the Context of Financial Literacy Education
No full textsponsorship: This research was funded by the Research Foundation Flanders (FWO), grant number S000617N. (Research Foundation Flanders (FWO)|S000617N)status: Publishe
The role of external and internal team caches in teacher design teams : a mixed methods study
No full textAbstract: Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory's outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory's outcomes
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education
Full text linksponsorship: We thank Lieve Lammens and Johan Mestdagh for developing the educational materials. We thank Koen Declercq, Daniele Vander Espt, Els Lagrou, Kaat Iterbeke, Joana Elisa Maldonado and LEER workshop participants (Leuven) for their valuable suggestions. This work was supported by the Research Foundation Flanders (FWO) through the "Financial Literacy @ School" programme (grant number S000617N) and is registered in the AEA RCT Registry: AEARCTR-0004447. (Research Foundation Flanders (FWO) through the "Financial Literacy @ School" programme|S000617N, Research Foundation Flanders (FWO) through the "Financial Literacy @ School" programme|AEARCTR-0004447)status: Publishe
The capabilities of secondary school teachers to provide financial education
No full textAbstract: This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers\u2019 financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here
Frontal Beta Transcranial Alternating Current Stimulation Improves Reversal Learning
No full textElectroencephalogram (EEG) studies suggest an association between beta (13-30 Hz) power and reversal learning performance. In search for direct evidence concerning the involvement of beta oscillations in reversal learning, transcranial alternating current stimulation (tACS) was applied in a double-blind, sham-controlled and between-subjects design. Exogenous oscillatory currents were administered bilaterally to the frontal cortex at 20 Hz with an intensity of 1 mA peak-to-peak and the effects on reward-punishment based reversal learning were evaluated in hundred-and-eight healthy volunteers. Pre- and post-tACS resting state EEG recordings were analyzed. Results showed that beta-tACS improved rule implementation during reversal learning and decreases left and right resting-state frontal theta/beta EEG ratios following tACS. Our findings provide the first behavioral and electrophysiological evidence for exogenous 20 Hz oscillatory electric field potentials administered over to the frontal cortex to improve reversal learning.status: Publishe
The role of teacher professional development in financial literacy education : a systematic literature review
Full text linkAbstract: This paper examines the elements essential to effective teacher professional development (TPD) in financial literacy education by means of a systematic literature review. We provide a theoretical underpinning for the literature review by proposing a revised presentation of an existing general TPD model. Our results provide insight into the student learning goals in financial literacy education, the desirable teaching behaviour, the required teacher quality and the contextual factors that play a role. However, our findings also suggest a lack of studies that systematically investigate whether and how TPD initiatives enhance the effect of financial education on students' financial literacy. Furthermore, existing literature fails to provide insight in how the six key features of TPD should be implemented to optimize its effectiveness
Improving students\u2019 financial literacy by training teachers using an online professional development module
No full textAbstract: We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students\u2019 financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students\u2019 financial knowledge, but did not improve financial behaviour. Regarding the OTPD effects, we observed that students\u2019 knowledge scores did not significantly improve, but that behaviour scores were enhanced relative to students whose teachers did not receive access to the OTPD module. In comparison with students in the control condition, behaviour scores improved with 0.39 SD
Whose home is it anyway? Performing multiple selves while doing organizational ethnography
No full text
Purpose
The purpose of this paper is to nuance the idea of natural access proposed by Mats Alvesson in his description of at-home ethnography, and to offer a performative view of Alvesson’s suggestion that, in at-home ethnography, the ethnographer must work with “the processual nature of the researcher’s self.”
Design/methodology/approach
The author offers a reflection on the several years of ethnographic research the author conducted, of which some parts were done in a living community of which the author was part. Being literally at home, as well as being very familiar in the other research settings the author describes, allows for a critical reflection on what “at-homeness” means.
Findings
Using Butler’s notion of performativity, the author argues that “the processual nature of the researcher’s self” Alvesson speaks of, can best be understood as multiple selves, of which some emerge during the research process. The author furthermore problematizes Alvesson’s use of the term “natural access,” by arguing that this kind of access is neither easy, nor devoid of power relations.
Originality/value
This paper uses an experience of conducting research in the home, as well as an experience conducting research in a setting where the researcher arguably blent in well, to question what the “at-home” in at-home ethnography means, and how the researcher can deal with it.
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