Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the surveyas perceived by the participantoutperforms welldocumented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion. ARTICLE HISTORY

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In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensivereview of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.

Zusammenfassung Das Sprachf?rderpotenzial von Medien h?ngt von den Medieninhalten, aber auch von dem Medienformat ab: Bildlastige Medien (v.?a. TV) werden hier als weniger potent eingestuft als sprachlastige Medien (v.?a. Buch, H?rspiel). Kinder mit Sprachauff?lligkeiten tendieren dazu, sprachlastige Medien zu meiden und daf?r verst?rkt bildlastige Medien zu nutzen. In dieser Studie wurde untersucht, ob sich ein vergleichbarer Befund f?r mehrsprachige im Vergleich zu einsprachig aufwachsenden Kindern ergibt. Hierzu wurde eine Fragebogenstudie durchgef?hrt, f?r die Eltern von insgesamt 276, davon 181 ein- und 95 mehrsprachigen Kindern im Alter zwischen 3 und 6 Jahren gewonnen werden konnten. Alle Familien wurden aus Kinderg?rten und Kinderbetreuungseinrichtungen einer mittelst?dtischen Region in NRW rekrutiert. Die Ergebnisse best?tigen die Hypothese, wonach auch mehrsprachige Kinder im Vergleich zu ihren einsprachigen Peers sich verst?rkt den bildlastigen Medien zuwenden, aber die sprachlastigen und damit potenziell sprachf?rderlichen Medien weniger nutzen.

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.