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Research shows that there are multiple benefits to giving college students oral rather than written exams. However, studies that examine, describe, and differentiate how students view their oral exams were never found in a literature search. The purpose of this study was to use Q methodology [Q] to describe the divergent student views about taking an oral exam in either Introductory Chemistry or Organic Chemistry. Q was specifically designed to scientifically study subjectivity in a way that allows researchers to both describe and differentiate the multiple views on a topic. Participants sorted 36 statements related to their oral exam experience into a grid with columns that represented a continuum from Most Like My View to Most Unlike My View. Analyses of the 64 Q-sorts revealed two unique viewpoints. One view represented students who felt confident about their test taking skills and knowledge prior to, during, and after the oral exam. View 2 students reported being anxious before and during the oral exam. These students felt unsure about how to prepare for and about what they could bring to the oral exam. Implications for improving oral examinations and decreasing test anxiety, from the perspective of the students, are discussed.

The educational crisis in Northeast Nigeria, deepened by conflict, economic challenges, and the COVID-19 pandemic, has significantly hindered access to quality education for millions of children. In response, EdTech solutions such as the Mavis Talking Books and Pens have shown potential in supporting education in conflict-affected and under-resourced areas. This study examines the implementation of the Mavis Talking Books and Pens within non-formal classrooms in Borno state, focusing on out-of-school children aged 9 to 16 who are part of an ongoing non-formal learning initiative. The research aimed to assess the effectiveness of the Mavis tools and identify the conditions necessary for their successful implementation and scalability using a mixed-methods approach involving surveys, focus groups, interviews, and observations with 70 learning facilitators and 350 students across 70 non-formal learning centers. The study found that the Mavis Talking Books and Pens were largely effectively implemented, which appears to lead to student progress, although some inconsistencies in student engagement and classroom management were noted. Challenges included the need for more frequent use, better student-to-pen ratios, and improvements in the learning environment. Facilitators also highlighted the importance of stronger community engagement and addressing external factors affecting student attendance. To overcome these challenges, the study suggests focusing on strengthening support systems, optimizing resource allocation, and enhancing community engagement. These findings offer important insights into how EdTech tools like Mavis Talking Books and Pens can be effectively integrated into non-formal education settings in crisis-affected regions, helping to improve educational outcomes for marginalized children in similar contexts.

Analysis of strategic planning practices can offer insight into how universities operate and are structured as organisations, both in terms of where importance is placed and what is elided, and through discursive consideration of how strategy texts legitimate certain ways of thinking and acting and seek to produce consent around managerial decisions. This paper applies a strategy-as-practice approach (Jarzabkowski and Whittington in "Journal of Management Inquiry," 17, 282-286, 2008) to explore how the academic workforce in English universities is conceptualised and represented in institutional strategic planning, specifically in the genre of text referred to as a strategic plan or strategy document. Through qualitative content analysis of a sample of eight university strategic plans (following Brandtner et al., in "Urban Studies," 54, 1075-1091, 2016; Hellström in "Policy Futures in Education," 5, 478-490, 2007), we find the academic workforce occupying an uncertain position in the documents, especially in the case of staff with teaching responsibilities, whose position is particularly ambiguous.

The valorization of skills in English higher education policy-making is a long-standing refrain, informing both rhetoric and investment from government and shaping university behaviour. Critiques of the 'skills agenda' are equally established, on grounds of its contested evidence base, manner of implementation and even its very definition. This paper draws on Bacchi's 'What is the Problem Represented to Be?' (WPR) approach (Bacchi, in: Bletsas, Beasley (eds) Engaging with Carol Bacchi: strategic interventions and exchanges, The University of Adelaide Press, Adelaide, 2021a; Bacchi and Goodwin in Poststructural policy analysis: a guide to practice, Palgrave Macmillan, New York, 2016) to examine how the UK Department for Education's nascent Lifelong Loan Entitlement (LLE) policy represents, and therefore in Bacchi's sense produces, problems in the English tertiary education system. Through its WPR analysis of a significant contemporary shift in the English funding system, this paper demonstrates how the LLE policy replicates but also extends certain key features of the skills agenda and the dominant presuppositions of current English higher education policy-making.

Developmental monitoring/screening predict early identified autism spectrum disorders (ASD), but studies have not yet robustly controlled for a key health care service impacting early identification: medical home. National Surveys of Children's Health (NSCH; 2016-2020) were used to determine the relationship between medical home, developmental monitoring/screening, and identified ASD. NSCH overall medical home variable had a minimal relationship with ASD (under 5 years of age, under 5 identified in last year, under 5 identified over a year prior). Usual source of care was positively, and care coordination negatively, associated with ASD identified in last year, suggesting the overall medical home variable may mask variance from subscales. Research is needed to determine how medical home relates to identification in applied settings.

Grant programs that foster the use of open educational resources (OER) significantly reduce undergraduate student spending on textbooks per semester. The Zero-Cost Course Materials (ZCCM) grant program at the University of California, Merced (UC Merced), eliminated text costs and ensured access to course materials by replacing required commercial materials with OER and library licensed e-resources. The present study applies the COUP framework (cost, outcomes, usage, and perceptions) to evaluate the ZCCM program. The ZCCM program resulted in student cost savings and did not negatively impact student outcomes. Students in ZCCM courses demonstrated higher rates of course completion than students enrolled in previous sections. For the outcomes of final course grade, passing with a C- or better, and number of credit hours enrolled in, findings were comparable between the cohorts. Student usage and perception of course materials were gathered using a survey. Though students reported favorable views of zero-cost materials, they reported using them less frequently than commercial texts. This research contributes to a growing body of literature that confirms beneficial cost savings for students using zero-cost materials without jeopardizing students' success.

Faculty mentorship is associated with improved career outcomes, yet only a third of faculty report receiving formal mentoring. A first step in formal mentoring is acknowledging the mentoring relationship; acknowledgment can then lead to delineation of roles and responsibilities. We analyzed the mentoring relationships reported by our faculty in the 2020 Annual Faculty Review (AFR) and found only 24% of relationships were reciprocally reported, i.e., a relationship reported by both mentor and mentee, raising questions about the nature of these relationships. Institutional efforts to improve upon faculty mentoring can focus on relationship acknowledgment as a first critical step.

Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To overcome these barriers, the narrow, traditional idea of the 'brain break' needs to be reconceptualized, where active breaks are viewed as being separate from learning and teaching, and where physical activity is perceived as an interruption to learning. This article presents the TransformUs Active Break (TAB) model, which positions active breaks as part of an overall approach to proactive classroom management and as a key contributor to effective teaching. The TAB model comprises five types of active breaks, each serving a specific educative function-structure, transition, manage, energize and learn. The model demonstrates how active breaks can be integrated meaningfully into lessons to enhance teaching and learning as an effective approach for sustained school-based physical activity.

General chemistry courses serve as foundational curriculum within most STEM undergraduate curricula, and hence, it is essential to assess student knowledge and application of learning outcomes for courses such as Introduction to Chemistry and Organic Chemistry. Within the United States, paper-and-pencil examinations are typical for measuring student understanding of course content. In this project, as an alternative to written examinations, we implemented individual oral examinations. The purpose of this article is to provide guidance on how to implement an oral examination component for student assessment. The example presented took place in two different chemistry courses at two small primarily undergraduate institutions in the Midwest. Here, faculty provide pre-examination information, including preparation for an oral examination in chemistry as well as how to deal with test anxiety in a new testing environment. Students' performances were individually evaluated based on a rubric. Topics of the oral examinations include introductory organic chemistry and infrared (IR) spectroscopy in General Chemistry and intermediate IR spectroscopy, nuclear magnetic resonance (NMR) spectroscopy, and mass spectrometry (MS) in Organic Chemistry I.

This study aimed to assess the vulnerabilities of young Jamaican children in the first few months after the COVID-19 pandemic emerged in Jamaica in March 2020. The study participants (n = 649) were identified from a sub-sample of 1,311 families from an existing national, population-based Jamaican birth cohort of 9,500 children and families. The birth cohort enrolled children and families at children's birth in July to September 2011. Computer-assisted telephone interviews of parents or primary caregivers conducted April to June 2020 inquired about household and family characteristics, socio-economic status, and children's wellbeing prior to and since the pandemic. Data were entered into SPSS and frequency and cross-tabulation analyses conducted. Participants reported increased financial difficulties; reduced access to children's education, particularly for pre-school children; increased parenting demands, particularly for mothers; and increased levels of corporal punishment use. Children and families of lower socio-economic status were more economically vulnerable, and more academically vulnerable due to limited means of access to remote education, but were not at higher risk for harsh discipline. Participants prioritized the need for educational support for children over financial support and physical and mental health support for themselves. The information from this study may be used to inform similar situations of crisis.

Background: Physical literacy (PL) has generated substantial international interest across sport, health and education sectors. Teachers play a crucial role in supporting children's PL growth. Despite PL featuring in several physical education curricular texts, research into teacher understanding and perception of the concept is scarce. This study aimed to explore the understanding and perception of PL among Australian teachers of health and physical education (including generalists and specialists). Methods: Utilizing an explanatory sequential mixed-methods study design, the first phase involved an online survey of 174 Australian teachers. The survey, developed from relevant literature, aimed to elicit an understanding of teachers' awareness, understanding, and perceptions of PL, and comprised a combination of open-ended, yes/no, Likert, and multiple-choice response options. The second phase involved semi-structured telephone interviews with nine survey participants, to build on survey responses. Interviews lasting on average 37 (range 28-58) minutes were digitally recorded and transcribed verbatim. For quantitative data, bivariate comparisons were made using chi-square tests to examine the relationships between teacher training (generalist versus specialist), age group, years of teaching experience, and teacher PL understanding. Interview data were analyzed using an inductive thematic approach to identify emergent theme clusters. Results: Respondents (n = 122, male 48.4%) were mostly specialist trained teachers, with 10-14 years of teaching experience. Quantitative findings revealed that while most teachers were aware of PL, many only partially understood the concept, often interpreting it as an understanding of bodily movements and/or the benefits of physical activity participation. There were no differences in PL understanding by teacher training, age group, or years of teaching experience. Two main themes, identified from qualitative interviews, which provided further explanation of teachers' understanding and perception of PL were: (a) 'physical literacy has been a bit of a buzzword': perceptions of the PL concept and (b) 'It's a concept that needs to be ingrained': implementing PL in schools. Teachers acknowledged the potential importance and applicability of PL, however, expressed scepticism (e.g. buzzword) about the concept. Narrow understanding of the concept persisted during interviews. In terms of its implementation within schools, teachers highlighted the need for curriculum alignment, provision of resources and professional development opportunities, and policy changes. In recognizing these implementation strategies, teachers further noted potential barriers that could hinder PL implementation including time constraints, workload and busyness, and the lack of prioritization of physical education (PE) within schools. Conclusion: Study findings revealed the urgent need to clarify the concept of PL for teachers given their critical role in ensuring effective and successful translation of research into educational practice. Resources, professional dialogue, and continuing professional development opportunities can support teachers' overall understanding and implementation of PL. This is important for potentially maximizing children's PL development across the lifespan.

This study combined data from the National Survey of Children's Health (NSCH; 2016--2019) to develop state-level percentages of Hispanic, non-Hispanic Black, non-Hispanic other race, and non-Hispanic White children receiving developmental screening and/or monitoring and diagnosed with an autism spectrum disorder or developmental delay (ASD/DD). Analyses for the entire sample indicated no significant correlations between state-level screening/monitoring and ASD/DD; stratified analyses indicated correlations between monitoring and ASD/DD for Black populations and conjoint monitoring/screening and ASD/DD for Hispanic populations. Findings are contextualized around the limitations of the NSCH items, scope of community partners engaged in screening and monitoring, the importance of monitoring for identifying Black and Hispanic children with ASD/DD, and the utility of the NSCH's multiyear design.

This qualitative study examines communicative processes associated with graduate students (N = 124) in their struggles with the impostor phenomenon (IP, commonly known as impostor syndrome) and their integration into and experience in graduate programs (aspects of organizational assimilation). We identified two mutually implicative relationships. First, participants described the interplay of their attempts to assimilate into the graduate program and management of IP (internal factors). Second, participants narrated departmental, communicative efforts by others (peers, faculty advisors) and the department culture that communicated expectations (external factor) as strongly interlinked to graduate students' IP management and their organizational assimilation. We offer findings focused on the intersection of communication and instruction, and extend theorizing with an integrated model depicting narrated individual-departmental processes that may shape IP management and organizational assimilation. We conclude with a discussion about theoretical implications and practical applications for training faculty to improve their guidance and mentoring of graduate students to reduce IP.

In 2020, the COVID-19 pandemic affected formal and informal education programs in the USA. The pandemic had a devastating impact on programs that required a dedicated physical space and in-person laboratory research. The distinguishing feature of New Hampshire Academy of Science (NHAS) programs is the participation of secondary school students in STEM research projects that emulate university-level research. Moving to a remote format presented various challenges. In this case study, we describe and discuss our experiences transforming a summer STEM research program for secondary school students from on-site and in-person to a remote platform, providing details of the planning phase, the logistics of maintaining the quality of the students' research, and the results of internal and external evaluations. Of the 33 students who participated, 32 completed all central elements of the program, and 25 went further and submitted summary papers and presented their research at the remote annual meeting of the American Association for the Advancement of Science. External evaluation found that students saw their work as similar to that of professional scientists, and perceived themselves to have gained proficiency in the use of scientific techniques and instrumentation. Students expressed they missed elements of in-person lab work including social interactions.

The present study explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences--teaching, social, and cognitive--this study augments a line of research on a potential fourth presence, "learner presence," by employing a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners' presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction.

Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a university general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem in which each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Mid-semester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses: two viewpoints were positive about the PBL experience (Motivated learners and Committed to my group) and one was negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.

Preparing children and youth for a world of growing complexity, diversity, and mobility requires fresh educational approaches and deliberate pedagogies. In this article, we explore the role of storytelling in making sense of crucial global transformations affecting children's lives. We examine how migrant children and their peers in two classrooms -- in the United States and Greece -- learn to listen to, co-construct, and share stories of migration. The article draws on a comparative case study and action research approach to advance a novel "Collective Stories of Voice and Influence" pedagogy. We find four qualities that render Collective Stories of Voice and Influence pedagogically effective: they are collaboratively constructed, multivoiced, materially grounded, and civically empowering. The proposed pedagogy can inform educators interested in novel teaching designs that use narratives to help children address complex global issues while creating safe conditions to navigate moments of vulnerability.

Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5-12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (X[superscript 2][1, N = 110] = 7.025, p = 0.008). Those who reported assessing PL (also 58%) were more confident to do so (X[superscript 2][2, N = 109] = 10.540, p = 0.005). Teachers considered "movement skills," "engagement and enjoyment," "relationships," and "safety and risk" as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments.

The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study "Growing Up in New Zealand" (https://www.growingup.co.nz) participated in a reminiscing task about a negative event when children were 8 years old. This broader cohort is broadly representative of the New Zealand population in terms of maternal ethnicity and socioeconomic status. Conversations were scored using a revised version of the Elaborative Reminiscing Scale. Child temperament during infancy, but not childhood, uniquely predicted maternal reminiscing style. Maternal extraversion also predicted a more elaborative reminiscing style. Other maternal factors, including education, ethnicity, and age, were also identified as unique predictors of maternal reminiscing style. These findings fit well with an ecological systems view of maternal reminiscing as a function of child, maternal, and cultural factors.

The aim of the present study was to explore how maternal reminiscing relates to socioemotional development during middle childhood. Specifically, analyses explored the link between maternal reminiscing and children's internalizing (emotional problems and peer problems), externalizing (hyperactivity and conduct problems) and prosocial behavior within a large and diverse sample of New Zealand families, after controlling for a range of child and maternal sociodemographic factors. A subset of 1404 mother-child dyads (663 boys) were selected from the longitudinal study "Growing Up in New Zealand's" 8-year data collection wave. Mother-child reminiscing conversations about a past negative emotional event were coded using a scale-based measure of maternal elaboration. After controlling for child and maternal sociodemographic characteristics, regression analyses identified unique associations between maternal reminiscing style and children's concurrent scores on the Strengths and Difficulties Questionnaire. Overall, greater maternal elaboration was associated with fewer child emotional problems and greater child prosocial behavior. This study presents novel data exploring the importance of mother-child reminiscing interactions at a critical and sensitive time in child development. Future research should explore bidirectional influences across time between mothers' elaborative reminiscing and children's socioemotional development.

The recent emergence of microcredentials, short courses leading to accreditation with an emphasis on work-aligned skills, is worthy of note due to its speed, scale and accompanying endorsement from governments and influential non-state actors worldwide. This paper analyses the reasons for this rapid growth which have been proposed in academic literature and policy documents, revealing a set of drivers associated with neoliberalism's impact on higher education systems, such as the increasing demand for universities to offer vocational learning leading to improved employability outcomes. Beyond this, the global microcredentials landscape speaks to a wider conception of modern labour markets as markedly unstable and requiring great flexibility to navigate. The paper concludes with recommendations for higher education management practice in response to the microcredential boom in light of its underlying character.

This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements ("watersheds") in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation.

The prevalence of gendered racism has resulted in the ongoing under-representation of women of color in science careers. Furthermore, organizational strategies enacted through HR policy and training claim to address such inequality, yet often fail to address the impact of both race and gender. As a result, women of color develop their own individual coping and resistance strategies, thus putting the onus for countering gendered racism onto its victims. This paper offers a scoping review of the extant literature, using Floya Anthias' intersectional model of social spaces to identify gaps in the literature. The model organizes the literature into Anthias' four social spaces: organizational, interpersonal, representational, and experiential. In identifying gaps in the literature, the study highlights theoretical pathways for future research. The study finds that strategies relating to gendered racism within organizational policy are over-represented, while strategies addressing intersubjective behaviors and the representation of women of color in organizations are under-represented.

While research on education and conflict has explored how schooling exacerbates or facilitates intergroup relations, fewer studies have examined the role of interpersonal relationships in schools in mitigating larger societal conflicts. This research explores friendship patterns within diverse schools through the case of Federal Unity Colleges (FUCs) in Nigeria, a diverse nation with prominent group categorizations that overlap across ethnic, religious, regional, and socioeconomic lines. This mixed-methods longitudinal research was based on extensive fieldwork in eight secondary schools (six FUCs, two state) over one academic year in Nigeria (2017-18). Through an analysis of social networks, I find that FUC students tend to divide close friendships by religion while state school students divide by ethnicity. Varying school practices shaping this outcome are explored using interview data. The findings contribute to literature and theory related to education in conflict, diverse schools, and school relationship to the nation.

This study aimed to portray insightful problem solvers. Participants solved classic insight problems and rebuses and completed cognitive and creativity tasks. Grouping the participants based on their success in solving insight problems of different modalities revealed that 95% of the spatial problem solvers succeeded in solving verbal ones (spatial verbal solvers) but not vice versa. Verbal problem solvers were not necessarily able to solve spatial ones. A latent class analysis (LCA) based on relationships among the cognitive and creativity variables confirmed these two types of insightful solvers. It portrayed two compatible classes of experts and successful solvers alongside two classes of low-level solvers. The former classes excelled in solving rebuses and verbal problems, yet the experts outperformed the others in spatial problems. Both classes scored higher in spatial divergent thinking measures than the low-level solvers. However, the experts benefited additionally from verbal divergent thinking and associative combination ability. Seemingly, should retrieval of diverse ideas be insufficient to solve the problem, the experts combine ideas by a novel association, thereby generating an insight. Moreover, individual differences in working memory indicated that experts favor associative--automatic strategy, whereas successful solvers utilize analytic strategy. These profiles illuminate "insight" in terms of cognitive and creative styles.

Active participation in the outdoors is beneficial for health and wellbeing. However, the impact of extreme weather, particularly heat, on safe participation is causing concern for organisations who lead these activities. Local mitigation strategies and acute management of heat- and sun-related illness (HSRI) are generally well understood by researchers and medical practitioners, however, cases continue to occur so further understanding of why this happens is required. This study aimed to identify the number, nature and contributory factors of HSRI in Australian led outdoor activities in order to seek opportunities for their prevention. This study presents a descriptive analysis of contributory factors to HSRI occurring during led outdoor activities. Cases were prospectively collected across 3 years (2014-2017) from a national Australian incident reporting system. Cases were included by identification of keywords linked with sun or heat exposure. From 2,015 incident cases, 48 cases were included: 25 termed heat stroke and 23 as "other adverse outcomes related to sun or heat." One in three (35%) cases occurred during outdoor walking or running, and one in four occurred while camping. A total 146 contributory factors were identified. These factors were attributed to the activity participant (e.g. competence, decision making); equipment and resources (e.g. food/drink, dehydration); and environment (e.g. hot weather.). Mild to moderate HSRI was identifiable by signs/symptoms. Contributory factors were linked to the individual participant. Potentially, these factors could be mitigated through system focused approaches. Awareness of wider responsibility for preventing HSRI should be promoted across led outdoor activities.

The paper looks back across dominant ways of delivering Higher Education until the present day and then looks forward. There is an approximate continuum described from Education 1.0 through 2.0 to 3.0. Education is mapped onto the emergence and development of the Web and the revolutions known as 'Industrial' over the last 250 years. Then some foresight is deployed with the particular lens of graduates' employment prospects and contributions to the future -- dubbed 'Education 4.0'. The paper hopes to stimulate dialogue and promote preparedness and innovation for more changes arriving fast over Higher Education's wider horizons.

Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.

We investigated whether selective discussion of autobiographical memory narratives would impact the quality of young people's recall of their nondiscussed memory narratives. Children (ages 8-9 years, n = 65) and adolescents (ages 13-15 years, n = 58) completed an adapted version of the retrieval-induced forgetting (RIF) paradigm for self-generated positively and negatively valenced autobiographical memories. Overall, 54.5% of the sample were female and 63.4% were of European ethnicity (11.4% Pacific Peoples, 8.1% Middle Eastern/Latin American/African, 7.3% Maori, 7.3% Asian, 2.4% Other). We defined narrative qualities as narrative coherence (Reese et al., 2011) and episodic and nonepisodic information (Addis et al., 2008). In light of developmental findings in other domains of autobiographical memory research (e.g., Reese et al., 2011; Willoughby et al., 2012), we hypothesized that selective discussion would result in RIF for children's, but not adolescents', narrative coherence and episodic detail, and that RIF would not occur for nonepisodic details for either children or adolescents. Findings for narrative coherence and nonepisodic detail indicated support for our hypotheses. Findings for episodic detail were in partial support of our hypothesis; RIF for episodic detail was found for both children and adolescents. Our findings not only demonstrate the importance of investigating the wider effects of RIF but also uncovered developmental differences previously overlooked in the field.

Independent school leaders are continually faced with the challenges of declining enrollment and expanding public options and currently lack a mechanism to understand what influences parents' reenrollment choices. The purpose of this study was to develop and validate a theoretical framework for reenrollment decisions in secular and Catholic independent schools. Participants included parents of children currently enrolled in one of six independent elementary/middle schools in the greater metropolitan region of Upstate New York. Results confirmed that affordability, espoused values, individual attention, sense of community, development/growth, and continuity/friendships predicted parents' reenrollment intentions. Our research underscored the importance of understanding parents' motives and demonstrated the efficacy of a valid measure for independent schools to assess and act on parents' perceptions and intentions.

We propose a model of University-linked collaboration for teaching international business as a tool to facilitate equitable learning and cross-border engagement. We extend the collaborative online international learning (COIL) model from student-to-student to student-to-professional by proposing a six-factor model. We set this collaboration across the understudied Global North - Global South context with a particular focus on social innovation-oriented projects. The model provides a framework for structuring immediate and long-term collaborations. Case studies and student evaluations over the course of six semesters show support for this cooperation model as a method of teaching international business skills and tools.

National Surveys of Children's Health (NSCH, 2016-2018) data were analyzed to determine if conjoint monitoring and screening showed stronger associations with children under 5 identified with ASD compared to monitoring alone, screening alone or no monitoring or screening; and investigate relationships between monitoring and screening across racial/ethnic subgroups. 86 of 332 children with ASD received their diagnosis in a timeframe suggesting potential monitoring and screening for identification purposes. Analyses showed that conjoint monitoring and screening and monitoring alone, but not screening alone, was associated with early identified ASD cases across race groups. Caution is warranted as interpreting NSCH monitoring and screening items solely for identification purposes is inaccurate in many cases. More research on monitoring with screening is needed.

Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social). Methods: An expert reference committee with academic and industry representatives from physical education, sport and education was formed to provide input to each stage of the process. Qualitative research methods were used to (a) determine a character that was gender neutral, not representative of a particular race or ethnicity and appealing to children, and (b) the content (i.e. relationship between item images, wording and format with the intended construct) and response processes (i.e. interpretation of items) of the Physical Literacy in Children Questionnaire (PL-C Quest). A total of 17 children aged 4-12 years were interviewed as part of the study. Results: A 'bunny' character was preferred by children. Overall, children interpreted most images as intended by the researchers, and, in many cases, without having to hear the words that went with the images. Some of the image scenarios were amended and redrawn according to the suggestions received from children and the expert reference group. Discussion: This study has provided qualitative evidence based on the content of the PL-C Quest elements and domains, on the ways respondents understand, and interpret the items. This is the first step towards the development and testing of a pictorial instrument to comprehensively measure children's self-perceived physical literacy.

Purpose: Little is known about the experiences of school leaders adopting and implementing real-world, scaled-up physical activity interventions in the Australian educational system. Transform-Us! is a novel physical activity and sedentary behaviour intervention available to all primary schools in Victoria, Australia, since September 2018. This study explored barriers and facilitators experienced by school leaders during the adoption and early implementation phases of Transform-Us!. Design/methodology/approach: Qualitative study involving seven semi-structured telephone interviews with school leaders implementing Transform-Us! in primary schools in Victoria, Australia. Interview schedules were developed based on the theoretical domains framework (TDF). Interviews were coded using a framework analysis approach. Findings: Four key themes emerged relating to ten of the 14 TDF domains. Themes included: knowledge, goals, implementation factors and leadership. School leaders play a central role in creating a positive implementation environment including the delivery setting (classroom) and a supportive culture (knowledge sharing) in the school. The application of the TDF to the study bridges the gap between theory and practice and identifies potential future implementation strategies which may be further tested in professional practice future studies. Recommendations for increased adoption and sustained implementation related to seven core areas: presence of a school/programme champion(s); collaborative knowledge sharing; online training; school-based workshops; promotion of behavioural and mental health outcomes; teacher autonomy in delivery; and a supportive implementation environment. Originality/value: School leaders have a unique scope to influence the adoption and implementation of physical activity and sedentary behaviour interventions. This study outlines specific barriers and facilitators for implementation of a physical activity programme in the Australian educational setting and offers recommendations for programme optimisation.

Objective: Traditional views of exercise motivation emphasize the long-term health benefits of exercise. We investigated whether mindfulness, present-moment awareness, is associated with greater exercise motivation and exercise self-efficacy in college students. Exercise self-efficacy reflects how confident individuals are that they can persist in exercising despite obstacles. Participants: Undergraduate students (N = 188) were recruited from the psychology participant pool in Fall 2017. Methods: Participants completed an online survey assessing trait mindfulness, exercise motivation, exercise self-efficacy, and demographic information. Results: Hierarchical regression analyses revealed positive associations between intrinsic and extrinsic exercise motivation and exercise self-efficacy, mindfulness and intrinsic exercise motivation, and mindfulness and exercise self-efficacy. The latter relationship was partially mediated by intrinsic exercise motivation. Extrinsic exercise motivation was not associated with mindfulness. Conclusions: Both mindfulness and intrinsic exercise motivation independently predict exercise self-efficacy, suggesting that mindfulness may uniquely contribute to positive health behaviors in college students.

Practice-based interprofessional education (IPE), a key feature in developing a collaboration-ready workforce, is poorly integrated in healthcare curriculums. This study aimed to synthesise educator perspectives on implementing practice-based IPE and develop recommendations to inform sustainable practice-based IPE. An ethnographic case study was carried out at a school of allied health. Data collection involved six observations, 11 interviews and a review of eight documents. Reflexive thematic analysis, informed by Normalisation Process Theory, established two key themes. First, we found that strategic planning is needed, with a coherent implementation agenda and planned reflection on activities. Second, building partnerships with placement partners was identified as essential. This can be achieved by supporting and championing practice-based IPE activities developed by placement sites and establishing how university and clinical educators can work collaboratively to deliver sustainable practice-based IPE. These conditions create a favourable environment for normalising practice-based IPE in healthcare curriculums, benefitting students, patients, and the overall healthcare service.

Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical literacy has been associated with a wide variety of positive health outcomes. While research suggests that teachers play a crucial role in fostering children's physical literacy, however, few psychometrically sound measures have been designed for teachers to assess physical literacy in children. A teacher proxy-report instrument that assesses the four physical literacy domains (i.e., physical, psychological, social, and cognitive), along with the comprehensive set of 30 elements proposed by the Australian Physical Literacy Framework, could provide a useful metric for teachers to assess children's physical literacy levels. Accordingly, this article provides a rationale for developing such a tool for physical literacy assessment, focusing on children aged 5-12 years, using Sport Australia's definition and framework for physical literacy.

Freestyle-disco is a relatively new and complex competitive dance style that, to our knowledge, has yet to be researched. Thus, the purpose of this research was to explore two fundamental physiological characteristics of exercise in relation to freestyle-disco as a starting-point for future research into the style. From this, the authors hope to better understand the processes and complexities involved in studying these particular dancers. This study investigated differences in heart rate (HR) and ratings of perceived exertion (RPE) between class and competition in freestyle-disco and slow dance. Five female dancers aged 12 to 16 years, from one freestyle-disco school volunteered to participate in the study. HR data were recorded using heart rate monitors at two classes and two competitions. RPE scores were collected after each competitive performance and each section of the class. No significant differences in HR or RPE were found for freestyle-disco or slow dance performance between class and competition. The methodological limitations that arose in this work means that these findings are merely speculative however they do provide initial insight to an under-researched dance style. As such, we hope this research will be a catalyst for further investigation to learn more about this exciting dance style.

Theoretical frameworks add depth to research and increase the transferability of findings. Unfortunately, theory application within interprofessional research is often ad hoc, superficial and poorly reported. Consequently, there are limited examples for researchers in the field to draw on when selecting and applying theory. In this paper, we explore how a suite of sociomaterial, and sociological theories were selected to guide an ethnographic case study about interprofessional placements. Theory supported development of nuanced data collection tools. This facilitated comprehensive exploration of the factors impacting interprofessional placements, beyond those immediately visible. The use of a combination of theories was well suited to this complex phenomenon. We recommend research methodology training aims to develop researcher facility with theory and more consistent consideration of theory in reporting and quality appraisal tools. This may support more meaningful theory application, generating findings with deeply embedded theoretical foundations in interprofessional research.

Victimization experiences, including traditional forms of bullying, discriminatory harassment, and cyber victimization, are associated with numerous detrimental consequences in adolescence and over the life course. The objective of the current study was to understand the relationships between nine experiences of victimization and mental health outcomes among students in grades 7 to 12 in Manitoba, Canada. Data were drawn from the 2012-2013 Manitoba Youth Health Survey (N = 64,174; response rate = 67%). Mental health outcomes included mental health functioning and emotional well-being, and feelings of sadness and hopelessness. The prevalence of moderate/languishing mental health functioning and emotional well-being ranged from 35.2% (boys in grades 7 to 9) to 51.0% (girls in grades 10 to 12). The prevalence of feeling sad and hopeless ranged from 31.4% (boys in grades 7 to 9) to 57.7% (girls in grades 10 to 12). All nine victimization types were associated with increased odds of having moderate/languishing mental health functioning and emotional well-being and feeling sad and hopeless for both boys and girls in grades 7 to 9 and 10 to 12, although some gender and grade differences were noted. A dose-response trend was found with increased odds of moderate/languishing mental health functioning and emotional well-being corresponding with increased frequency of being victimized. A similar trend was noted for girls only for feeling sad and hopeless. Effective prevention and intervention strategies targeting boys and girls and across grades 7 to 12 are needed to improve mental health functioning and emotional well-being, and reduce feelings of sadness and hopelessness among adolescents with victimization experiences.

Experiencing victimization, such as cyberbullying, discriminatory harassment, or bullying in adolescence is associated with health risk behaviours. However, inconsistent findings in the literature examining the associations between different types of victimization and binge drinking and smoking exist. This study investigated the association between nine types of victimization experiences and (a) binge drinking and (b) smoking among boys and girls in grades 7 to 12. Data were from the 2012/13 Manitoba Youth Health Survey that included 475 participating schools and 64,174 students. Students in grades 7 to 12 completed the survey at school. Logistic regression models were used to examine the relationships between victimization experiences and binge drinking and smoking. All analyses were stratified by gender and grade groups. All nine types of victimization experiences among boys and girls in grades 7 to 12 were significantly associated with binge drinking and smoking. Overall, a dose-response trend was observed with increasing experiences of victimization related to greater odds of binge drinking and smoking for boys and girls in grades 7 to 9. Findings indicate that specific victimization experiences are associated with increased odds of binge drinking and smoking among adolescents. Prevention efforts to reduce victimization and to help those who have experienced victimization need to be addressed at all grade levels as it may be associated with a reduction in risky behaviours such as binge drinking or smoking among adolescents.

Background: Maternal vaccine coverage is suboptimal, and a substantial proportion of parents have concerns about vaccines. Most parents seek out vaccine information during and immediately after their first pregnancy. No study to our knowledge has analyzed survey data to identify homogeneous groups of pregnant women based on their vaccine attitudes and beliefs. Aims: To identify homogeneity among groups of pregnant women based on their vaccine attitudes and beliefs to facilitate audience segmentation and targeting of tailored educational interventions. Method: Between June 2017 and July 2018, we surveyed 2,196 pregnant women recruited from geographically and sociodemographically diverse prenatal care practices in Georgia and Colorado. We then performed a latent class analysis to identify homogeneity among groups of pregnant women. Results: Our latent class analysis produced three groups of pregnant women: vaccine supporters (36% of women), vaccine acceptors (41%), and vaccine skeptics (23%). Discussion: The major difference between the supporters and the acceptors were whether they mostly "strongly agreed" or just "agreed" to Likert-type scale survey items assessing their vaccine attitudes and beliefs. The skeptics most frequently chose "disagree" or "don't know" for items assessing attitudinal constructs such as confidence in vaccine safety and efficacy and disease susceptibility. However, even skeptics often chose "agree" for items assessing constructs such as disease severity and self-efficacy. Conclusions: This article provides useful insight into the homogeneity among groups of pregnant women based on their vaccine attitudes and beliefs. This knowledge should help facilitate audience segmentation and targeting of tailored educational interventions among this population.

Immunization is one of the most effective ways to prevent infectious diseases. However, vaccination rates are suboptimal in the United States. Obstetric providers are critical in influencing vaccine decision making among pregnant women, as trust between a patient and provider may facilitate willingness to accept vaccination. Little is known about how power between a patient and provider affects vaccine acceptance. This study explored pregnant women's trust in obstetric providers within the context of vaccines. Using concepts from the relational theory of power, we conducted 40 in-depth interviews with a purposive sample of pregnant women from four Ob-Gyn practices each in Georgia and Colorado. Results suggest that to enhance trust, providers could gain distributive power by conveying empathy. Designated power through medical experience was associated with both trust and distrust, as some women trusted their providers because of their authority and medical credentials, while others viewed authority and experience as reasons to distrust their provider. To increase acceptance, providers should acknowledge the underlying power dynamics within these interpersonal relationships and strengthen rapport with patients through empathy and dialogue.

The chemistry of metal-organic frameworks (MOFs), a new class of emerging crystalline porous solids with three-dimensional (3D) networks composed of metals and multidentate organic molecules, was introduced by using three differently shaped crystals. We reported new and mild MOF synthesis methods that are simple and devised to be performed in high school or primarily undergraduate school settings. MOF applications were demonstrated by use of our synthesized MOFs in the capture of iodine as a potentially hazardous molecule from solution and as a drug delivery system. These applications can be visually confirmed in minutes. Students can gain knowledge on advanced topics, such as drug delivery systems, through these easy-to-prepare MOFs. Furthermore, students can gain an understanding of powder X-ray analysis and ultraviolet-visible near-infrared spectroscopy. This laboratory experience is practical, including synthesis and application of MOFs. The entire experiment has also been recorded as an educational video posted on YouTube as a free public medium for students to watch and learn. In this paper we first report the steps we took to synthesize and analyze the MOFs, followed by a description of a simple demonstration that we verified to effectively exhibit adsorption by MOFs. We conclude with a description of how the laboratory activity and demonstration were implemented in an undergraduate chemistry laboratory.

Autistic children, characterized by impaired social interactions, impaired communication, repetitive and stereotyped patterns of behaviors, are also entitled to education just like the other children in the society. It is therefore important that primary schools in Kenya get prepared so that the children are able to transit to schools from their homes in order that upon their landing in schools, they find a soft and friendly environment. Transition to school will enable the autistic children also to realize their full potential in life. This study focused on the primary schools preparedness in terms of; infrastructure, specialized curriculum, policy knowhow, stakeholders and trained personnel towards the transition of autistic children in Kenya. The researchers decided to use qualitative research method and a critical analysis design. The literature used was analyzed through thematic analysis and content analysis. The study finally came up with possible recommendations to be undertaken by various educational and school stakeholders as follows; every primary school in Kenya should have the autistic child friendly infrastructure so that the autistic children get their education in the integrated mainstream set-up along with their non-disabled peers and their brothers and sisters. Curriculum developers should come up with enriched curriculum to balance the need of autistic children as it also strives to his/her nondisabled peers. Ministry of education needs to avail new policies specifically for the education of the autistic children. The researchers recommend that parents and caretakers of the autistic children should be given thorough training similar to that given to the teachers to ease the transition as they will be able to handle the autistic children professionally even from home. The researchers are of the opinion that it will be a good thing if all the primary school administrators will be trained in special needs especial on how to handle the autistic children. They recommend that a further research be conducted on other areas of preparedness primary schools need to focus on in order to enhance smooth transition of autistic children from home to school.

Student loan debt in the United States is $1.6 trillion and rising. The public debate concerning the human capital value vs. the social capital value of higher education has been shifting toward the former and away from the latter standpoint in recent years. I observe how the current system of Federal student loans is proving inadequate for a growing number of students. In an era of rising costs, high college enrollment, slower economic growth, and an aging population, the government provision of free college tuition would likely result in lower educational quality and lower accessibility for prospective students. Income Share Agreements offer a market-based alternative for higher education financing that might offer solutions to most of the problems with existing avenues for higher education financing -- the solution involves shifting from relying on debt to finance higher education to financing education as an equity investment. In order to clarify lawfulness, policymakers should instill legal certainty and alleviate the reluctance of investors and prospective students from entering the marketplace.