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In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

Neoliberal ideology and an overemphasis on generating quick results dehumanizes higher education community engagement by overlooking the multiple roles and identities of boundary spanners, individuals engaged in community-based scholarship. If university-community partnerships are to prosper and be sustained, their human aspect deserves more attention. We contribute to the literature by framing this research project as the collective stories of our research team, nine community-engaged scholars who have established a partnership with a public elementary school's Korean-English Dual Language Bilingual Education program in the U.S. Southeast for the last 3 years. By drawing on pertinent literature about boundary spanners in higher education community engagement, we construct our narratives around how our fluid identities as females, immigrants, multilinguals, mothers, and professors have intersected with our boundary-spanning roles. Our nuanced stories provide insights and lessons to other boundary spanners in different partnership contexts.

With increased public awareness of developmental disabilities such as Autism Spectrum Disorder, there are more and more available diagnosis and therapy options for them. It is obvious that services on improving functionality of these children are beneficial. However, there are challenges existing in diagnosis, therapy and intervention service delivery for children with Autism Spectrum Disorder from culturally, linguistically diverse backgrounds due to language barriers as well as cultural differences. In this research synthesis barriers that children from culturally linguistically diverse backgrounds with ASD experienced were examined with discussions and recommendations to combat these challenges and further improve services provision for these children and their families.

Dental anatomy education for dental technology students should be developed in alignment with digital dental laboratory practices. We hypothesized that a virtually assisted sketching-based dental anatomy teaching module could improve students' acquisition of skills essential for digital restoration design. The second-year dental technology curriculum included a novel virtual technology-assisted sketching-based module for dental anatomy education. Pre- and post-course assessments evaluated students' skill sets and knowledge bases. Computer-aided design (CAD) scores were analyzed after one year to assess how the skills students developed through this module impacted their subsequent CAD performance. Participants who undertook the dental sketching-based teaching module demonstrated significantly improved theoretical knowledge of dental anatomy, dental aesthetic perception, and spatial reasoning skills. A partial least squares structural equation model indicated that the positive effects of this module on subsequent CAD performance were indirectly mediated by dental aesthetic perception, spatial reasoning, and practice time. A virtually assisted sketching-based dental anatomy teaching module significantly improved students' acquisition of skills and knowledge and positively mediated dental technology students' CAD performance.

School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy-skills training (DBT-ST) in improving teacher outcomes. This study aimed to assess the effects of a five-session, Malay-translated DBT-ST on psychological symptoms (anxiety, depression, stress, burnout), social-emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty-three participants were recruited and assigned into DBT-ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT-ST participants reported greater decreases in student-related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre- to post-intervention. There were no between-condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT-ST condition. Analyses of post-intervention feedback indicated that brief DBT-ST was deemed acceptable and feasible among the research participants. In conclusion, DBT-ST holds promise as an intervention to lower student-related burnout and facilitate adaptive coping among school teachers.

Physical activity (PA) benefits children with autism spectrum disorder (ASD). Evidence suggests that some barriers impede parents from providing PA support for their children with ASD. Parental perceived stigma is one of these barriers. However, few studies have explored how parental perceived stigma influences parental PA support. This study aimed to investigate the relationship between parental perceived stigma and parental PA support, the mediating role of parental self-efficacy, and the moderating effect of having other typically developing children or not. A total of 274 participants were recruited to participate in the study. The results showed that parental self-efficacy mediated the association between parental perceived stigma and parental PA support and the moderating effect of having other typically developing children or not.

Screening for autism in childhood has been advocated as a part of standard care. Challenges exist with screening implementation and performance of screening tools in clinical practice. This study aimed to examine the validity and feasibility of using the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) for screening of autism in Singapore. Caregivers completed the M-CHAT-R/F as a part of the routine 18-month well-child visit in seven primary care clinics. Screening and follow-up interviews were administered by trained nursing staff. Children screened positive and a subset of those screened negative underwent diagnostic assessments for autism, which included an Autism Diagnostic Observation Schedule, Second Edition. Participants were 5336 multiethnic children (mean age 18.6 ± 0.9 months, 51.3% male gender). In total, 113 (2.1%) were screened positive, of which 54 (1.0%) were classified to have autism after their diagnostic assessment. Sensitivity of the M-CHAT-R/F was 88.6%, specificity 71.4%, and positive predictive value 90.7% for an autism diagnosis. The majority of respondents rated the screening process as feasible within the clinic setting. The M-CHAT-R/F had acceptable psychometric properties and high feasibility when used in primary care settings in Singapore. Recommendations for implementation of systematic screening and future research are presented.

In this study, the levels of knowledge, awareness, and acceptance of research misconduct were investigated among the Pharmacy academics and students in Malaysia. A cross-sectional study using an online questionnaire was carried out. A total of 393 pharmacy academics and students in Malaysia were involved. Perceived research misconduct, as defined in this study as the perception of any research misconduct performed or observed by the respondents at their institution, was captured and further analyzed. The data was analysed using PLS-SEM to assess the hypotheses which were formulated prior to the survey. The findings show that there is a statistically significant positive relationship between the awareness of terminologies regarding research misconduct and perceived research misconduct in the workplace of respondents. However, the acceptance of unethical practices in research demonstrates a negative correlation with perceived research misconduct. Knowledge and awareness regarding research misconduct have no statistically significant relationship with perceived research misconduct in this study. Both awareness of terminologies and acceptance of unethical practices explained a 10.8% variance in perceived research misconduct. Therefore, our study indicates that the awareness, knowledge, and acceptance of research misconduct might not be the main predictors of questionable conduct of research among pharmacy academics and students. Future study on the relationship between other factors which might contribute to research misconduct is highly recommended to investigate the significant contributing factors of irresponsible conduct of research among the Pharmacy academics and students in Malaysia.

Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in Knowledge Building inquiries with facilitation through analytics-supported reflective assessment, while the comparison class (n = 38) pursued Knowledge Building inquiries facilitated by portfolio-supported reflective assessment. This study found that analytics-supported reflective assessment positively and significantly influenced undergraduates' collective knowledge advancement. Path analysis revealed the mechanisms of analytics-supported reflective assessment for supporting undergraduates' collective knowledge advancement--the undergraduates' metacognitive engagement and cognitive engagement influenced each other, further influencing their contribution to collective knowledge advancement and domain understanding. This study holds significant practical implications for fostering students' knowledge building, inquiry, and metacognition by designing technology-enhanced learning environments as collaborative and metacognitive tools. Additionally, the study offers insights into the processes and mechanisms of reflective assessment, contributing to an understanding of how it enhances students' development of higher-order skills.

Despite the proliferation of massive open online courses (MOOCs) and the impressive levels of enrolment they attract, many participants do not complete these courses. High drop-out has been identified as one of the major problems with existing MOOC formats. Our work addresses two factors relating to non-completion. Firstly, MOOCs require a high degree of self-regulated learning (SRL) skills but most do not adequately develop such skills, thus making them inaccessible in practice to many. Related to this is the inflexibility and passivity of many current MOOC formats, preventing individuals from setting their own learning objectives and directing their own learning. This paper presents preliminary findings from an investigation into MOOC learners' SRL skills and the relationship to how participants learn. Following a design science methodology, we have developed a novel MOOC platform to support learner choice and to assist participants in defining learning goals and developing individual study paths. This paper describes the architecture of the system and presents findings from a pilot MOOC developed on the platform. Our results indicate that there is a high demand for more flexible, self-directed learning but that MOOC learners exhibit deficiencies in specific SRL skills including help seeking and task strategies. The contextualised nature of SRL skills means that even learners with a strong background of formal education may not deploy the best strategies for MOOC learning. This work is of significance to MOOC development in general as it highlights the need for targeted strategies to encourage SRL in MOOC platforms and innovation.

K-12 artificial intelligence (AI) education requires cultivating students' computational thinking in the school curriculum so as to transfer their computational thinking to diverse problems and authentic contexts. However, students may be limited by traditional computational thinking development activities because they may have a lower degree of computational thinking efficacy for persistent learning of AI when encountering difficulties (computational thinking efficacy in learning AI). Accordingly, this study aimed to explore the relationships among Chinese secondary school students' computational thinking efficacy in learning AI, their AI literacy, and approaches to learning AI. Structural equation modeling was adopted to examine the mediation effect. Data were gathered from 509 Chinese secondary school students, and the confirmatory factor analyses showed that the measures had high reliability and validity. The results revealed that AI literacy was positively related to students' computational thinking efficacy in learning AI, which was mediated by more sophisticated approaches to learning AI, contributing to the current understanding of learning AI. It is crucial to focus on students' AI literacy and deep approaches (e.g., engaging in authentic AI contexts with systematic learning activities for in-depth understanding of AI knowledge) rather than surface approaches (e.g., memorizing AI knowledge) to develop their high-level computational thinking efficacy in learning AI. Implications for designing the AI curriculum are discussed.

Educators constantly need to make adjustments to their pedagogy and learning activities to reflect the fast changes in society, the economy and industry. This has been clearly demonstrated throughout the world in the response to the COVID-19 pandemic required fully remote delivery of tertiary education. The aim of this study was comparing the experiences and perceptions of tertiary students in a fully online and a blended delivery mode, particularly in response to their laboratory skills and development of graduate attributes. Pedagogical aspects were kept consistent across delivery modes to minimise the differences in learning activities across cohorts. A comparison was made between the 2020 fully online cohort and the 2021 blended delivery cohort. The students were asked about their perceptions of how well they thought the course developed their graduate attributes; how authentic they thought the course was; and how easy the content was to navigate and understand. A mixed methods approach was used, where both quantitative and qualitative data was gathered. The blended delivery mode students appeared to benefit from having a specific reflective task, which allowed them to see their learning in a broader context. The paper discusses the blending and online learning from the students' perspectives of developing graduate attributes and experiential learning. Specifically, where hands on skills are required, students need further guidance in "learning how to learn" or metacognition. A key challenge for future blended learning is getting the balance right between achieving efficiency in online learning and lack of social and dynamic interactions aspect of the online community.

Purpose: This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning (AfL) strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms. Design/Approach/Methods: The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project. School Development Officers (SDOs) were assigned to conduct class observations in the schools, in which they recorded whether the teachers had used the AfL strategies in teaching. The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions. Findings: The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching. Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness. Originality/Value: We propose that reflective practices can generate a "reflective spiral" of planning, acting, observing, and then reflecting. The study shows that reflective practitioners become professional experts who are able to assure the quality of teaching by self-enhancement and self-improvement.

While test anxiety is a problem in asynchronous online courses, few studies have systematically investigated learning factors influencing test anxiety in asynchronous online courses. Additionally, emotional engagement has been identified as a mediator between learning factors and test anxiety. Therefore, this study clarified the mediating role of emotional engagement between learning factors (i.e., self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease-of-use, and perceived usefulness) and test anxiety in college-level asynchronous online courses. Overall, 316 college students participated in this study. Structural equation modeling analysis examined the relationships between learning factors and test anxiety. Self-efficacy, instructor-learner interaction, and perceived ease of use had direct and significant negative influences on test anxiety. Self-efficacy, instructor-learner interaction, learner-learner interaction and perceived usefulness had indirect negative effects on test anxiety mediated by emotional engagement. The current findings indicated that instructors should consider self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease of use, and perceived usefulness when designing and conducting asynchronous online courses to reduce college students' test anxiety.

This article examines the construction of femininity and sexuality, specifically as trans* intersect with race/ethnicity, in sport. The third author (S.F.'s) lived experiences as a Hong Kong Chinese gender-fluid bodybuilder who competes in international women's bodybuilding contests serve as an impetus to examine cultural norming and marginalization in professional sport. Narrative analysis and autobiographical memory are used to understand SF's construction of identities in relation to her sociocultural environment and as a political process that alerts us to the power structures that permit certain stories to be told while silencing others. Specifically, this article problematizes how professional women bodybuilders are being constructed as objects that are expected to embody Whiteness and 'authentic heightened femininity'. It highlights how the intersection of genderfluidity, race/ethnicity and bodybuilding defy dominant understandings of what is aesthetically, experientially and physically acceptable within the 'norm' in both 'Eastern' and 'Western', and masculine and feminine worlds. The discussion aims to provide implications to moving beyond the enduring binary gendered, racialized and sexual assumptions in women sport.

Purpose: The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period. Design/methodology/approach: This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim. Findings: Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning. Originality/value: Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.

Whilst other sporting narratives of girls and women from the Global North have been well explored, there is limited research about girls from a Fijian background. Furthermore, within this ethnic/cultural group, their diverse voices are not well understood. Indo-Fijian girls who are of a South Asian background, and were born and reside in Fiji, are marginalised to a triple degree in the country's sporting platforms: they face gender inequalities emanating from a patriarchal society; secondly, they are marginalised in terms of race and ethnicity, thus not having access to the same sporting opportunities that their iTaukei (Fijian natives) counterparts do, especially in mixed-race team sports. Finally, Indo-Fijian girls are economically disenfranchised, living in the peripheries of the Global South, where they struggle with a lack of funding, inequitable policies and an unstable political climate. This triple layer of marginalisation deprives Indo-Fijian girls/young women of real opportunities and rights in the sporting fields to play sports for better health and fitness as equal Fijian citizens. This study reports on a one-year ethnographic research and presents sporting narratives of young Indo-Fijian women aged between 16 and 25 years from the capital city of Fiji. The data was collected employing photo-elicitation interviews aiming to illuminate the experiences and trajectories within formal and recreational sport and physical activity of Indo-Fijian girls. The paper draws upon critical, intersectional and poststructuralist theories to thematically analyse the data. The young women's narratives reveal that many times their athletic pursuits and passion disrupt the Fijian gender, racial and class orders as they consistently exercise their daily and sporting agency; sometimes these girls also find themselves complying with the hegemonic gender/racial order. This study amplifies local and marginalised voices of Indo-Fijian girls and emphasises the urgent need for inclusive and innovative educational pathways for Indo-Fijian girls in Fiji's schools, thus fulfilling the country's ratification of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).

Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

An autism spectrum condition is considered a lifelong condition. Affected individuals typically experience poorer psychosocial outcomes compared to non-autistic individuals. However, in Southeast Asian countries such as Malaysia, research about autism spectrum conditions beyond the early childhood context is scarce, and therefore, the prevalence and psychosocial outcomes of young adults with autism spectrum conditions remain largely unknown. This study aims to explore self-reported autistic traits among university students in Malaysia, and their relation to emotion regulation, stress, self-efficacy and quality of life. Data from 2732 students revealed that 0.3% of the students reported having an autism spectrum condition diagnosis, while 2.5% reported that they suspected having an autism spectrum condition, but did not obtain a formal diagnosis. This indicates that an estimated 2.8% of students might have a diagnosed or suspected autism spectrum condition. These two categories of students were found to have poorer self-efficacy, higher perceived stress and poorer quality of life, as compared to their peers. However, these students were not significantly different from their peers in emotion regulation. Overall, the findings pointed to negative psychosocial outcomes associated with autism spectrum condition and culture-specific associations between autistic traits and psychosocial outcomes.

Although problematic mobile app usage and its correlated negative consequences have become increasingly prevalent, little detailed attention was specially paid to the antecedents of problematic mobile app use and declined educational attainment. This current research employs the stress-strain-outcome (SSO) theoretical framework to thoroughly and systematically explore pathways through which depressive mood and self-disclosure lead to university students' perceived information and social overload, and ultimately, declined educational attainment. Methodologically, the article employed a cross-sectional research approach to collect data from university students (N = 898) and analyzed data through structural equation modeling. The findings reveal that university students' depressive mood and self-disclosure significantly affect information overload, social overload and problematic mobile app use. In addition, problematic mobile app use can directly result in students' declined educational attainment. Furthermore, the study confirms that social overload can mediate the linkage between self-disclosure and problematic mobile app use. This research may add to the existing literature on the possible negative aspects of mobile technologies by providing a framework for further understanding problematic usage and providing insight into various factors that lead to and are affected by such use. The findings also imply that future researchers should delve more into the ways in which university students' personalities and environmental circumstances, such cognitive overload, shape their mobile app use experiences.

Background: The COVID-19 pandemic has brought significant changes to medical education, particularly for procedural and surgical skills, which inherently require face-to-face education. The utility of adding an instructional video remains uncertain. To guide future curricula, our aim was to assess whether the addition of an optional instructional video improves the acquisition and retention of one-handed surgical knot-tying. Methods: Naïve year one medical students were randomised to video before face-to-face instruction versus face-to-face instruction only. Blinded surgeons assessed their performance at the end of a workshop and 4 weeks later by counting the number of knots tied in 1 min and a global Likert score assessing knot quality. The students also completed surveys for qualitative assessment and feedback. Results: Students with access to the video tied significantly more knots in 1 min than the control group (median ± IQR: 15 ± 4 N = 14, vs 12.5 ± 10 N = 15, p = 0.012). After 4 weeks, the intervention group showed a non-significant trend towards being able to tie more knots (16.5 ± 6 N = 6, vs 3.5 ± 16 N = 8, p = 0.069), and the knots tied were of significantly better quality (global score: 3 ± 1.4 vs 1 ± 1.8, p = 0.027). Compared to the control group, the intervention group expressed greater confidence in their ability to retain their skills after the workshop and at follow-up (p = 0.04). Additionally, they experienced significantly less stress during the workshop (p = 0.028). Conclusion: A non-interactive video can improve learning and retention of single-handed knot tying. As medical education continues to evolve, supplementary videos should be considered an important part of new surgical skill curricula.

This study explores how Korean short-term stayers in the U.S. manage their language practices at home. We focus on the newly formed families who came to the U.S. for a parent's education or a new job. Drawing on the data from self-recorded family interactions, researchers' ethnographic observation, and interviews with the parents, this study analyzes translanguaging use among Korean families. The qualitative analysis draws attention to the translanguaging patterns, family members' roles in translanguaging practices, and changes of language use over time. The findings indicate that families' interactions created a translanguaging space at home for (1) strategically rehearsing children's language use; (2) adopting and negotiating family language policy (FLP) reflecting language use contexts; and (3) collaborative and creative language practices. This study suggests the importance of understanding temporary immigrants' language use and attitude towards bilingualism.

This study investigated the application of an artificial intelligence (AI) coach for second language (L2) learning in a primary school involving 327 participants. In line with Community of Inquiry, learners were expected to perceive social, cognitive, and teaching presences when interacting with the AI coach, which was considered a humanized agent. To examine how learners' perceived AI presences were related to their language learning, this study drew on AI usage data, actual learning outcomes, and attitudinal data. Results from hierarchical regression analyses suggest that cognitive presence and learners' affection for AI's appearance were significant predictors of L2 enjoyment, which also positively predicted learning outcomes. The score of English shadowing (representing the quality of AI usage) positively predicted learning outcomes. Contrary to intuition, teaching presence was found to negatively predict learning outcomes. Based on cluster analysis and subsequent MANOVA results, this study indicates that the learners perceiving higher social and cognitive presences via interacting with AI and showing greater affection for AI's appearance tended to use the AI coach more frequently, demonstrate higher L2 enjoyment, and achieve higher learning outcomes. The present study contributes to the limited but increasing knowledge of human-AI interaction in educational settings and carries implications for future efforts on the use of AI for L2 learning.

Purpose: The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic. Design/methodology/approach: Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns - newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns' experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely. Findings: Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace. Originality/value: This study provides insight into interns' experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.

Informed by Family Language Policy (FLP) and Community of Practice (CoP) as the main theoretical frameworks, this study explores the characteristics of language practices at the home of a Korean-English bilingual family. In particular, this study examines how a mother creates educational discourse at home and promotes the construction of knowledge with her eight-year-old child. Data was collected throughout one year, and interviews with the mother, recordings of the family interactions, and ethnographic information were analyzed. The analysis focuses on the bilingual interactions between the mother and the child, how the collaborative process of constructing knowledge impacts family dynamics, and what resources family members draw upon. The findings reveal that the family members construct home as a space for collaborative learning by sharing their bilingual resources. In this process, maintaining Korean serves as a tool to access Korean resources for academic support. Discussion of bilingualism in the newly arrived immigrant family and how they negotiate and establish their FLP to maximize knowledge construction in the home as a bilingual and bicultural space will follow.

Online conferencing platforms such as Zoom and Microsoft Teams have been widely adopted as substitutes for physical classes during the COVID-19 pandemic. This dramatic change is accompanied by many challenges for educators to keep their students engaged online and promote live interactions to mimic a real classroom environment. While progress has been made in teaching theoretical concepts in the online setting, teaching laboratory skills online remains challenging. Such skills are usually taught and learned and require a high level of human interaction. Here, we share our experience in designing Gather.town as an online learning space for a laboratory course to facilitate social interactions during the COVID-19 pandemic. Gather.town is a video conferencing platform that allows educators to construct individualized 2D spaces and interact with other people through their avatars. The use of avatars is hypothesized to be the key difference that distinguishes it from traditional video conferencing platforms. Gather.town has also been explored by researchers from other fields to be able to enhance online learning through improved interaction between students but not yet in the chemistry education space. Empirical evidence shows that students agree that the designed Gather.town has increased social interaction in the time of online learning.

The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to examine parents' perspectives of family engagement with ECEC services during the pandemic. Primary caregivers in Victoria at the time of recruitment (September-November 2020) were invited to participate. Of the 66 participants who completed an online survey, 25 also took part in semi-structured video call or phone interviews; qualitative findings from these interviews are reported in this paper. Four key themes were conceptualised using a reflexive thematic approach: (1) disruptions to ECEC access and attendance impacting on family routines and relationships, and child development; (2) barriers to family engagement; (3) ECEC educators' support of families and children during the pandemic; and (4) increased parental appreciation of the ECEC profession. Findings revealed that disruptions to ECEC access and routines during the pandemic adversely impacted family engagement, and child learning and social-emotional wellbeing for some families. These were aggravated by other stressors, including increased parental responsibilities in the home, financial and health concerns, and changed work conditions. Findings also demonstrated successful methods used by educators to maintain communication and connections with families. Importantly, parents expressed increasing appreciation of the profession and an increased awareness of the value of family involvement in children's learning. Learnings regarding strategies for effective and alternative ways of engaging families are discussed.

There is ongoing interest in developing rigorous and accurate assessment methods in higher education, particularly in the use of assessment rubrics and in providing more useful feedback to students rather than a simple grade. However, there has been little used of reliable assessment rubrics that provide feedback to individual students on their teamwork participation and skills, and which assist academic staff in assessing teamwork among students. This paper reports on the second phase of a study that aimed to evaluate a rubric to assess skills and processes in teamwork, and whether a rubric facilitated a better learning experience than a simple marking scheme. The second phase focused on the implementation of a revised assessment rubric designed to assist students and staff in understanding what was expected in the assessment process, and in particular the creation of efficient tools and metrics to measure both teamwork and individual performance during collaborative team design projects. Findings from two surveys of students provided the dataset for this second phase of the study. The findings demonstrate that assessment rubrics provide an important adjunct in improving students' teamwork performance and their understanding of their learning activities. This study will also contribute to ongoing discussions on higher education assessment methods.

The purpose of the study was to explore how contents related to sustainable development were presented in Japanese, Korean, and Singaporean elementary mathematics textbooks. For this purpose, the contents in the textbooks were analyzed at both macro and micro levels through a mixed method research. The results showed that the sustainability-related contents were included from the third or fourth grade in all the textbooks. The related contents were involved to mathematics content domains of Numbers and Operations, Pattern, and Data and Possibilities. The sustainability-related contents were used both to introduce and to apply mathematical concepts or principles. Most of the sustainable development activities led students to solve problems by using the mathematical contents they had learned, while some other activities induced students to consider sustainability as well as to solve problems. This study is expected to give implications for textbook developers and teachers to connect sustainable development meaningfully to elementary mathematics education.

Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students' continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students' continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students' continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students' continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students' continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students' continuous usage intention of asynchronous online courses.

There are known issues in authentic assessment design practices in digital education, which include the lack of freedom-of-choice, lack of focus on the multimodal nature of the digital process, and shortage of effective feedbacks. This study looks to identify an assessment design construct that overcomes these issues. Specifically, this study introduces an authentic assessment that combines gamification (G) with heutagogy (H) and multimodality (M) of assessments, building upon rich pool of multimodal data and learning analytics (A), known as GHMA. This is a skills-oriented assessment approach, where learners determine their own goals and create individualized multimodal artefacts, receive cognitive challenge through cognitively complex tasks structured in gamified non-linear learning paths, while reflecting on personal growth through personalized feedback derived from learning analytics. This pilot research looks to: (i) establish validity of all elements within the assessment design, and (ii) identify if application of assessment design leads to improved learner satisfaction. Results showed positive validations of all key elements of the GHMA assessment model, as beneficial factors tied to positive learner satisfaction on assessment delivery. There existed statistically significant post- and pre-treatment differences between experimental and control group satisfaction levels, indicating positive receptivity of GHMA authentic assessment design in digital education.

Existing studies on L2 motivation have established a significant association between ideal self, learning engagement, and academic achievement, but few have examined the internal relationships between these variables in the L2 writing domain. In addition, students' linguistic competence, a fundamental element of writing achievement, remains underrepresented in most research on L2 integrated writing (IW). Considering that learner motivation and engagement may vary across different tasks, this study invited 589 Chinese secondary school students to complete tasks of story continuation (as an IW task) and linguistic competence, as well as a questionnaire relating to ideal writing self and engagement. Structural equation modeling results showed that: (1) linguistic competence was a significant direct predictor not only of students' writing achievement but also of their ideal L2 writing selves; and (2) despite the significant contribution of ideal L2 writing selves to the three kinds of learning engagement, only behavioral engagement was a distinctive and unique mediator that materialized students' inner psychological drive towards writing performance. The pedagogical implications are discussed.

Purpose: Given the unclear relationship between cognition and affect, this article reports on a study exploring how the conative variable of values may provide some explanation for students with excellent performance despite a negative attitude toward mathematics. Design/Approach/Methods: The study reported in this article represents Korea's participation in the international "What I Find Important (in my mathematics learning)" [WIFI] study, which assesses the attributes of mathematics learning and teaching that are valued by students. The participants of this study were 816 Korean students who responded to the WIFI questionnaire. Findings: The results of principal component analysis indicated that the following five attributes about mathematics and mathematics pedagogy were valued by Korean students: "understanding," "connections," "fun," "accuracy," and "efficiency." These attributes were further analyzed with relation to student gender, school system, and student confidence. Originality/Value: Korean students' valuing of "understanding" and "connections" is noteworthy. It is hoped that the findings of this study might explain Korean students' exceptional performance despite a generally low affective mode, and extending this further, how values in mathematics education might be a useful construct to help us make sense of the observed mismatch globally between high performance and low affect.

From the perspective of "suzhi" education, this study analyses the historical development of the undergraduate educational model at Beijing Institute of Technology (BIT). It could be argued that BIT's talent-cultivating system's transformations from 1940 to 2020 echo Chinese higher education's reform and development. This study concludes that BIT has experienced four phases: (1) from advocacy for general-specialized education's integration to general education's disappearance; (2) from the rectification of specialized education to the germination of "suzhi" and general education; (3) the flourishing of "suzhi" education and general education; and (4) the establishment of the Shuyuan System. The case of BIT reflects Chinese higher education's development and the process of transforming from meritocracy to popularization. Chinese universities have changed their paradigm from emphasizing specialized education to highlighting "suzhi" education, as well as from focusing on training students into specialists to stressing students' holistic development.

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in education funds, strengthening the construction of school standardization; improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; strengthening the role of family education and sharing the responsibilities of vulnerable groups; improving the quality of education and creating local characteristic courses; vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

Modern text-to-speech voices can convey social cues ideal for narrating multimedia learning materials. Amazon Alexa has a unique feature among modern text-to-speech vocalizers as she can infuse enthusiasm cues into her synthetic voice. In this first study examining modern text-to-speech voice enthusiasm effects in a multimedia learning environment, a between-subjects online experiment was conducted where learners from a large Asian university (n = 244) listened to either Alexa's: (1) neutral voice, (2) low-enthusiastic voice, (3) medium-enthusiastic voice, or (4) high-enthusiastic voice, narrating a multimedia lesson on distributed denial-of-service attack. While Alexa's enthusiastic voices did not enhance persona ratings compared to Alexa's neutral voice, learners could infer more enthusiasm expressed by Alexa's medium-and high-enthusiastic voices than Alexa's neutral voice. Regarding cognitive load, Alexa's low-and high-enthusiastic voices decreased intrinsic and extraneous cognitive load ratings compared to Alexa's neutral voice. While Alexa's enthusiastic voices did not impact affective-motivational ratings differently from Alexa's neutral voice, learners reported a significant increase of positive emotions from their baseline positive emotions after listening to Alexa's medium-enthusiastic voice. Finally, Alexa's enthusiastic voices did not enhance the learning performance on immediate retention and transfer tests compared to Alexa's neutral voice. This study demonstrates that a modern text-to-speech voice enthusiasm can positively affect learners' emotions and cognitive load during multimedia learning. Theoretical and practical implications are discussed through the lens of the Cognitive Affective Model of E-learning, Integrated-Cognitive Affective Model of Learning with Multimedia, and Cognitive Load Theory. We further outline this study's limitations and recommendations for extending and widening the text-to-speech voice emotions research.

Previous studies have indicated that mobile social apps have crucial implications for social connectedness among college students, the specific patterns of WeChat usage that facilitate freshmen's college adjustment and academic performance still remain unclear. To fulfil this identified study gap, the current research thoroughly examined the dynamic associations between distinct patterns of WeChat interactions, school connectedness, college adjustment, and perceived academic performance among freshmen. Anonymous self-report online survey data from college students in mainland China supported the conceptual model, revealing that habitual use of WeChat and time spend on WeChat have positive associations with school connectedness. Additionally, habitual use and time spend on WeChat were directly correlated with academic performance and college adjustment. Furthermore, the association between WeChat usage, college adjustment, and academic performance was moderated by school connectedness. Obtained results may offer a more comprehensive portrait of how newly emerging mobile social apps could foster college adjustment and academic performance in contemporary mobile media-saturated settings.

Background: Inquiry-based learning is a salient instructional approach to cultivate students' higher order thinking skills (HOTS). With the presence and advancement of new technologies, their usage for inquiry learning in university context is increasingly ubiquitous. However, in most circumstances, college students cannot integrate technologies to their inquiry learning in efficient ways or their abilities to use technologies are not good enough. Previous studies found that intrinsic motivation (IM), peer interaction (PI) and classroom connectedness (CC) were key factors to influence students' approaches to using technologies from the personal, behavioural and environmental perspectives. Objectives: This study investigated the influence of these three essential learning factors (IM, PI and CC) on students' HOTS and the mediate influence of deep approach to using technologies (DAUT) between these learning factors and HOTS in the technology-enhanced open inquiry-based learning context. Methods: A questionnaire was administered to 80 university students who had studied with the technology-enhanced open inquiry-based learning approach. The partial least squares method was employed to investigate the relationships among learning factors, DAUT and HOTS. Results and Conclusions: Results showed that CC and PI were positively directly related to HOTS. DAUT was a significant mediator between two (i.e., IM and PI) of the three learning factors and HOTS. The findings of the study have practical implications for instructors, indicating that they should pay attention to students' IM and PI in deepening their approach to using technologies as well as to improve students' HOTS in technology-enhanced open inquiry-based learning.

It is important for students to develop a relational understanding of the equal sign, but students often have simultaneous operational and relational conceptions (i.e., SOR conceptions). This case study carefully explored how a student's conception of the equal sign changed during a classroom teaching experiment and analyzed the possibilities and difficulties in developing the student's conception of the equal sign. At first, the student demonstrated her understanding of only those equations in the form a ± b = c by using the operational conception of the equal sign. Given an unfamiliar equation in the form a ± b = c ± d = e, the student revealed the relational conception but still evaluated an incorrect equation as correct using the operational conception. Her SOR conception did not change easily despite considerable classroom discussion. When the teacher explained the meaning of the equal sign and connected it with a pan balance, the student understood the meaning of quantitative sameness of the equal sign and showed a stable relational conception. Later, in equations of the form a ± b = c ± d, the student's conception progressed to the comparative relational conception. Given the progression, this study focused on the noticeable shifts in the student's conceptions of the equal sign, and this article discusses both theoretical and pedagogical implications regarding students' conceptions of the equal sign.

The three-dimensional (i.e. affective, behavioural, and cognitive) conceptualisation of student engagement has been the prevalent framework for understanding student engagement, but most existing research has focussed on general, rather than subject-specific, student engagement. The present study tested the psychometric properties of a measure of student engagement for two language-relevant subject areas (Chinese and English) developed from general student engagement measures using a structural equation modelling approach. The sample consisted of 778 students (M = 10.43 years, SD = 0.99) from grades 4 to 6 in Shanghai, China. This study adapted the general student engagement scales to develop measures of student engagement in the subject areas of Chinese and English language for Chinese students within the three-dimensional engagement framework. Confirmatory factor analysis (CFA) supported the three-factor model, showing adequate fit for each subject area. In addition, the model showed configural, metric, and scalar invariance across both gender and grade groups. There were also some latent mean differences in the subject-specific student engagement constructs between gender and age groups. These results indicate that the student engagement measure for the two subject areas has acceptable psychometric properties.

Online learning during the COVID-19 pandemic has received a lot of research attention since the start of the pandemic. Drawing on survey data from 1,024 Cambodian university students (60% were females), this study aims to contribute to an understanding of the challenges and opportunities associated with this mode of learning and explore university students' attitudes towards it. The study revealed key challenges related to the expense of purchasing Internet data, connectivity issues, disruptive environments for learning, reduced learning interactions, and psychological issues, among other challenges. On the other hand, major opportunities presented by online learning included, among others, improvements in digital knowledge and skills, greater readiness for blended/hybrid learning, enhanced preparedness for future crises, and exposure to greater integration of information and communication technology. The study also revealed that half (50.7%) of the students preferred blended/hybrid learning after the pandemic. Moreover, about one-third (34.8%) of them did not want to continue online learning, while only 14.6% preferred online learning moving forward. The study highlighted reasons behind these preferences and discussed implications for both policy and practice as well as for future research.

Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and "good learning," recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra-rational perspectives in the assessment of TL.

With the advent of the big data internet era, the corresponding multimedia technology is also developing. At the same time, as an important place for students to improve their cognitive level and expand their knowledge coverage, the construction of knowledge and information in university libraries will have an important impact on the growth of students and the development of the library itself. Big data not only brings specific challenges to the intelligent information construction of libraries, but also provides opportunities for the further development of intelligent information construction. Therefore, this paper aims to analyze the intelligent informatization construction of university libraries in the multimedia big data environment, make suggestions for the further development of library intelligent informatization construction, and provide reference materials for library intelligent informatization construction.

The 2019 science results from the National Assessment of Educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development.