Search

Classifying papers according to the fields of knowledge is critical to clearly understand the dynamics of scientific (sub)fields, their leading questions, and trends. Most studies rely on journal categories defined by popular databases such as WoS or Scopus, but some experts find that those categories may not correctly map the existing subfields nor identify the subfield of a specific article. This study addresses the classification problem using data from each paper (Abstract, Title, Keywords, and the KeyWords Plus) and the help of experts to identify the existing subfields and journals exclusive of each subfield. These "exclusive journals" are critical to obtain, through a pattern detection procedure that uses machine learning techniques (from software NVivo), a list of the frequent terms that are specific to each subfield. With that list of terms and with the help of optimization procedures, we can identify to which subfield each paper most likely belongs. This study can contribute to support scientific policy‐makers, funding, and research institutions—via more accurate academic performance evaluations—, to support editors in their tasks to redefine the scopes of journals, and to support popular databases in their processes of refining categories. [ABSTRACT FROM AUTHOR]

As obesity and physical inactivity rates continue to rise in the United States, Kentucky ranks third in childhood obesity rates (10‐17 year olds) and 50th in physical inactivity. The public school environment is a logical place to examine practices and closely discern how time is spent. Federal legislation over the past 50 years has largely dictated the emphasis and priority of our public education system and how schools are funded and assessed. Recently, new federal legislation, the Every Student Succeeds Act (ESSA) of 2015, moved more power, flexibility, and accountability to the states allowing for additional funding opportunities surrounding not just reading and mathematics standardized test scores. Kentucky made promising steps toward including a well‐rounded education in their accountability plan, however; ultimately removed those measures in their revised submission to the US Education Department. We must reexamine our current priorities and policies based on evidence‐based best practices regarding health, physical activity, and academic achievement. This report outlines history, issues, and policy solutions which will move Kentucky's youth toward better opportunities for quality physical activity in our public schools within our current resources. [ABSTRACT FROM AUTHOR]

In some previous research studies, quite successful results have been obtained in using online tools to increase students' academic achievement. In many fields; the benefits of online formative quizzes have been widely recognized by educators. However, there is little research determining whether weekly formative online exams affect students' academic achievement, especially in engineering courses. In this quasi‐experimental study, it was investigated whether the weekly quiz application method had an effect on students' academic achievement in an engineering course. One hundred and ninety sophomores participated in the study. Although the experimental group (n = 81) used the quizzes prepared on the Course Portal online to learn the Sensors and Transducers Unit, the control group (n = 109) solved the quizzes in the textbook on a paper‐pencil basis. After the online quizzes were solved, the experimental group was given which questions they answered incorrectly and the related video link of these incorrectly answered questions, and the relevant section of the book was given by the Course Portal as feedback. The pretest and posttest data of the students were obtained, and analysis of covariance was utilized as the analysis method to reveal the answer to the study question. The statistical analysis of the students' average achievement scores in the posttest (midterm exam) showed that the experimental group's average achievement score was significantly better than the control group. Results show that online weekly exams have significant effects on students' academic achievement. Weekly online quizzes are recommended to engineering lecturers as they offer students to improve their students' academic success. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: The cohort of students enrolled in the discipline‐specific bioscience paper reflects a structural diversity in that it includes students of multiple ethnicities, varied age groups, differing scholastic and life experiences. These divergent identities of students are known to influence academic performance. The purpose of this retrospective quantitative study was to determine the ability of a set of variables such as age, gender, ethnicity, level of prior education, the place from which prior education was obtained, work experience and prior academic achievement to predict academic performance in the discipline‐specific bioscience paper. Method: The sample for this study was a purposive sample of all oral health students who had enrolled in the paper at the Auckland University of Technology from 2011 to 2014. The desensitised empirical data of 116 students from the University's database were subject to multivariable regression analysis. Pearson's correlation coefficients were calculated. Results: Prior academic achievement was a statistically significant predictor variable (P < 0.001) for the academic performance in the discipline‐specific bioscience paper and was also positively correlated (r = 0.641, P < 0.001) to the grades in the discipline‐specific bioscience paper. Conclusion: Prior academic achievement was the only variable that was demonstrated to be correlated to and predictive of the academic performance in the discipline‐specific bioscience paper. [ABSTRACT FROM AUTHOR]

This research addresses the issue of how to support students' representational fluency—the ability to create, move within, translate across, and derive meaning from external representations of mathematical ideas. The context of solving linear equations in a combined computer algebra system (CAS) and paper‐and‐pencil classroom environment is targeted as a rich and pressing context to study this issue. We report results of a collaborative teaching experiment in which we designed for and tested a functions approach to solving equations with ninth‐grade algebra students, and link to results of semi‐structured interviews with students before and after the experiment. Results of analyzing the five‐week experiment include instructional supports for students' representational fluency in solving linear equations: (a) sequencing the use of graphs, tables, and CAS feedback prior to formal symbolic transpositions, (b) connecting solutions to equations across representations, and (c) encouraging understanding of equations as equivalence relations that are sometimes, always, or never true. While some students' change in sophistication of representational fluency helps substantiate the productive nature of these supports, other students' persistent struggles raise questions of how to address the diverse needs of learners in complex learning environments involving multiple tool‐based representations. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency‐based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency‐based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. Methods: This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency‐based undergraduate education. Results and Discussion: Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency‐based education are: curriculum components and content shaped by societal needs; focused on student‐centred learning; learning achievement; and limited attention to time‐based training and numerical targets. Alongside a competency‐based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Conclusion: Understanding competence, competency‐based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. [ABSTRACT FROM AUTHOR]

Many English Examination Boards will make some use of the differentiated paper method of assessment in the new scheme of 16+ examining, but it is not clear whether problems of comparability have been adequately solved. This article presents an analysis based on well-defined assumptions incorporated into a measurement model and utilising regression. Marks on the paper not taken by a group are estimated from their joint marks on the common paper and the paper specific to their group. The marks are then weighted using the measurement model and combined to produce a rank order over both the groups. In an appendix, the weighting method used is related to the more usual method of weighting adopted when combining scores. [ABSTRACT FROM AUTHOR]

Literature in the United States provides many examples of no difference in student achievement when measured against the mode of test administration i.e., paper–pencil and online versions of the test. However, most of these researches centre on ‘regular’ students who do not require differential teaching methods or different evaluation processes and techniques. This research provides evidence that students who have learning disabilities, like their counterparts in the regular educational programme, do not lag behind in computer adaptation and use. The study, using differential item functioning analysis with an ‘external’ variable and an analysis of covariance, shows that items and tests can be created to have no practical differences in the mode of administration for this special group of students, and as such, is in keeping with the trend for using online testing with its many advantages (cost savings, flexibility in administration, etc.) in lieu of the paper and pencil version of the test. [ABSTRACT FROM PUBLISHER]

In this commentary, we summarize some of the main themes of the NRC report and note ways in which the papers by Mislevy and Haertel, Gorin, and Abedi and Gándara address the Panel's recommendations. We then briefly review and offer reflections on each paper. We see much to applaud here and also in the broader effort to build bridges between the cognitive and measurement sciences. However, much work remains, not only in building bridges, be also in educating the next generation of psychometricians about cognition and the next generation of teachers about psychometrics. Until that day, even the best work here will have little impact on the business of large-scale assessment. [ABSTRACT FROM AUTHOR]

We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. [ABSTRACT FROM AUTHOR]

The article presents a study that compares student performance using web and paper-based homework in college-level physics. Homework is an important component of introductory physics instruction at the college level. Introductory algebra- and calculus-based physics courses at the college level put a great emphasis on the ability to solve problems. Specifically, these are word problems requiring students to find a numerical quantity using given information and applying one or more physics formulas. A switch to Web-based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus- and algebra-based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end-of-the-chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web-based homework could enable exercises with greater pedagogical value are discussed.

The article offers information on the mechanics on how to submit papers and training session proposal for the 2011 National Council on Measurement in Education (NCME) Annual Meeting: Innovations in Assessment. It mentions that the meeting enables one to exchange ideas, results, and concerns with other members of the organization. It mentions guidelines in the submission of proposals such as presentations must be related to some aspect of measurement in education. General information on paper proposals, coordinated session proposals, and training session proposals are discussed.

The article focuses on cognitive workload as a key factor which influence paper-based and computer-based assessment of the academic performance of university undergraduates. Cognitive workload has been defined as the interaction between demands of a task that an individual experiences and a person's ability to cope with theses demand. Cognitive workload can be relatively easily measured using subjective, self-report measures. One of the most widely used measures of cognitive workloads is NASA-TLX. It assesses workload on a number of dimensions and has been shown to be more reliable than other subjective workload scales.

The article focuses on the 2017 Navigating Research Report "How Academic Users Understand, Discover and Utilize Reference Resources" of the Oxford University Press related to student engagement with easily available and library-acquired reference materials. Topics discussed include 75 percent of free library-acquired reference materials used by students, students from English-speaking regions use free available study materials and student behavior.

Background: The use of e‐exams in higher education is increasing. However, the role of student diversity in the acceptance of e‐exams is an under‐researched topic. In the current study, we considered student diversity in terms of three sociodemographic characteristics (age, gender, and second language) and three dispositional student characteristics (computer anxiety, test anxiety, and technology openness). Objectives: The main objective of this study was to investigate the relationship between student diversity and acceptance of e‐exams. Methods: Our research combined cross‐sectional analyses (N = 1639) with data from a natural experiment on the introduction of e‐exams versus the established paper‐pencil exams (N = 626) and used both self‐report and institutional data. Sociodemographic and dispositional characteristics were indirectly related to pre‐exam acceptance via expectancy variables from the Technology Acceptance Model framework. Results and Conclusions: Comparisons of post‐exam acceptance showed that practical experience with the e‐exam led to a significant increase in e‐exam acceptance, and that students with low openness toward technology particularly benefited from this effect. Students' exam performance (i.e., grades) was unrelated to the exam format or their pre‐exam acceptance of the e‐exam format, and this was true across students' sociodemographic and dispositional characteristics. Takeaway: Student diversity plays a role in e‐exam acceptance, but its influence is mitigated by first‐hand experience with e‐exams. The practical implications for higher education institutions aiming to implement e‐exams are discussed. Lay Description: What is already known about this topic: The use of e‐exams in higher education is increasingThe role of student diversity for e‐exam acceptance is unclearTechnology acceptance is predicted by expectancies towards new system What this paper adds: We investigated students' sociodemographic and dispositional diversityDiversity predicted e‐exam acceptance via the expectanciesIn a natural experiment, first‐hand experience increased e‐exam acceptanceNo difference between performance in e‐exams and paper‐pencil‐exams found Implications of the study findings for practitioners: Higher education institutions implementing e‐exams should consider diversitySupport for older students and students with low technology openness neededNo student groups systematically disadvantaged by e‐exam implementationPractice rooms can increase experience with new system before exam [ABSTRACT FROM AUTHOR]

Test providers are increasingly moving toward exclusively administering assessments by computer. Computerized testing is becoming more desirable for test takers because of increased opportunities to test, faster turnaround of individual scores, or perhaps other factors, offering potential benefits for those who may be struggling to pass licensure examinations. This report extends previous research examining 4 years of paper-based Praxis I® test data to its corresponding computerized environment with these goals: (a) determine the extent to which achievement gaps exist on computer-based ( CB) Praxis I tests, (b) examine which test-taker characteristics are most associated with mode, and (c) elicit opinions from previous Praxis I test takers to understand reasons why a particular testing mode was chosen. The results contribute to the literature about Praxis® examinations and reinforce the need to understand their dynamics in the context of evaluating performance and participation gaps by demographic characteristics. [ABSTRACT FROM AUTHOR]

In this article, I outline the reasons why the choice of PhD research topic has important and persistent effects on an economist' s career. Although the issues raised in this article are most acute for those wishing to pursue a career in academia, there are also implications for those working outside academia. While there are many factors that determine whether an economist has a successful career, I argue that the choice of PhD topic is an issue, which deserves more attention. Although primarily targeted at PhD students, the issues raised here resonate throughout an economist' s career. [ABSTRACT FROM AUTHOR]

After a careful review of group or individual scores, faculty can identify specific paper requirements and the associated critical thinking skills where student achievement is acceptable and unacceptable. National exams also provide these types of data, but the capstone paper has several advantages. It is less costly and it eliminates the need to motivate students to perform well on a test that does not count toward a grade. Most important, it validates specific examples where student achievement of critical thinking is unacceptable, such as comparing and contrasting or creating options, and thus facilitates immediate curriculum-planning strategies. This methodology requires work and generates lively faculty discussion, but it derives critical thinking outcomes from an existing valued learning strategy. It is also very flexible and can be individualized to meet the requirements and values of diverse disciplines.

Background: This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students. Methods: A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. Lay Description: What is currently known about this topic: Augmented reality (AR) technology has been increasingly explored in educational settings.Previous research has shown that AR can enhance learning outcomes and engagement among students.AR applications have the potential to serve as concept‐association tools to improve the learning experience. What this paper adds: This paper investigates the effectiveness of using an AR application as a mobile concept‐association tool in school settings.The study demonstrates that the AR‐assisted concept‐association strategy effectively enhances knowledge acquisition, skills outcomes, cognitive load, self‐efficacy, and learning motivation among primary school students.The findings highlight the potential of AR technology in improving learning experiences and engagement for primary school students.The study offers practical implications for integrating AR technology into educational settings, and suggests avenues for future research in this area. Implications for practice and/or policy: Incorporating AR applications as concept‐association tools can enhance learning outcomes and engagement in primary school settings.AR technology can be used to increase cognitive load, and to increase self‐efficacy and motivation among students.Educators and policymakers should consider integrating AR technology into teaching practices to improve the overall learning experience.Future research and exploration should be conducted to understand the full potential and limitations of AR technology in education. [ABSTRACT FROM AUTHOR]

Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary‐assisted listening learning by using two mobile learning tools. Methods: A total of 129 college students with a pre‐intermediate level of English were recruited as participants, and a 10‐week mobile vocabulary‐assisted, listening‐learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial‐least‐squares structural equation modelling. Results: The analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%. Conclusion: The extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper. Lay Description: What is already known about this topic?: TAM was used to study learners' acceptance of mobile‐assisted language learning.TAM incorporates latent variables to explore mobile‐assisted language learning.Investigating factors influencing BI is a primary research focus in extended TAM literature.Mobile tools could improve listening learning and vocabulary retention. What this paper adds to that: Learning performance was considered as a dependent variable in an extended TAM.BI might predict students' learning performance in vocabulary and listening in an extended TAM.Teachers used two mobile tools to design mobile vocabulary‐assisted listening tasks.Pre‐learning the target words facilitate students' listening learning performance. Implications for practice and/or policy: We show the importance of BI on predicting listening learning performance.The impact of BI on other factors became another focus of TAM research.Results highlight pre‐learning target words' importance for better listening performance.Existing mobile tools improve listening performance, avoiding new system development. [ABSTRACT FROM AUTHOR]

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives: This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods: We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions: Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description: What is already known about this topic: Annotation and response behaviours are two primary actions in social annotation.Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience.Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds: This paper revealed students' behavioural patterns in social annotation activities.This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy: The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings.Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours.Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation.Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours. [ABSTRACT FROM AUTHOR]

Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

Several school districts use assignment systems that give students an incentive to misrepresent their preferences. We find evidence consistent with strategic behavior in Cambridge. Such strategizing can complicate preference analysis. This paper develops empirical methods for studying random utility models in a new and large class of school choice mechanisms. We show that preferences are nonparametrically identified under either sufficient variation in choice environments or a preference shifter. We then develop a tractable estimation procedure and apply it to Cambridge. Estimates suggest that while 83% of students are assigned to their stated first choice, only 72% are assigned to their true first choice because students avoid ranking competitive schools. Assuming that students behave optimally, the Immediate Acceptance mechanism is preferred by the average student to the Deferred Acceptance mechanism by an equivalent of 0.08 miles. The estimated difference is smaller if beliefs are biased, and reversed if students report preferences truthfully. [ABSTRACT FROM AUTHOR]

The current set of papers in this special issue capture the range of viewpoints, scientific approaches, and populations needed to illuminate and tackle the issues of school achievement among vulnerable learners. This includes providing a framework for researchers to work from relevant policy findings, and literature reviews to small scale studies. The manuscripts also traverse different aspects of scientific inquiry – from data reported by federal and state programs, thus providing a "bird's eye view" of findings, to more granular neurobiological approaches. Across all papers is the clear theme of needing to shift from where we have been in order to establish a path forward for where we need to go to account for learners that have been relatively neglected in scientific studies. To break down barriers of inequity and increase our understanding of causes and consequences of vulnerable learners, there is a need to re‐think how we establish policies and allocate funds, as well as broadening our lens as we conduct scientific studies. Each piece in this special issue calls for the need to better understand these issues that vulnerable learners face to address inequities in our educational ecosystems. Together they provide a rich set of insights that have significant implications for science and practice. [ABSTRACT FROM AUTHOR]

The successful publication of peer reviewed academic journal articles is an essential achievement for early career researchers (ECRs) seeking to establish themselves in their profession. However, this journey can pose several significant challenges for ECRs. We use an autoethnographic approach that draws deeply on our lived experience as ECRs to capture our recent and current experiences of negotiating the academic journal article publication journey to explore the tensions, contradictions, and benefits encountered in the journey. We critically examine challenges we experienced in choosing a target journal and negotiating the follow‐up process; undertaking revisions; and our experiences of limitations and possibilities in peer review and editorial support. While the peer review journal writing process has played a significant role in supporting us to become more effective ECRs, we also highlight challenges we faced negotiating ethical quandaries in this space, as well as illustrate how our preconceptions of a simple publication journey were confounded by subsequent experience of the complex realities of the space. We also suggest that educational interventions are indicated to provide ECRs support in foundational knowledge about what constitutes valuable revisions, an effective paper, and the scope of issues that can be addressed to make a paper more effective, with reference to the possibility of academic mentoring to support this need. Finally, we explore our findings in light of the tensions imposed by the relative inexperience and lack of power yielded by ECRs. [ABSTRACT FROM AUTHOR]

Introduction: Competency‐based medical education (CBME) led to the widespread adoption of workplace‐based assessment (WBA) with the promise of achieving assessment for learning. Despite this, studies have illustrated tensions between the summative and formative role of WBA which undermine learning goals. Models of workplace‐based learning (WBL) provide insight, however, these models excluded WBA. This scoping review synthesizes the primary literature addressing the role of WBA to guide learning in postgraduate medical education, with the goal of identifying gaps to address in future studies. Methods: The search was applied to OVID Medline, Web of Science, ERIC and CINAHL databases, articles up to September 2020 were included. Titles and abstracts were screened by two reviewers, followed by a full text review. Two members independently extracted and analysed quantitative and qualitative data using a descriptive‐analytic technique rooted in Billett's four premises of WBL. Themes were synthesized and discussed until consensus. Results: All 33 papers focused on the perception of learning through WBA. The majority applied qualitative methodology (70%), and 12 studies (36%) made explicit reference to theory. Aligning with Billett's first premise, results reinforce that learning always occurs in the workplace. WBA helped guide learning goals and enhanced feedback frequency and specificity. Billett's remaining premises provided an important lens to understand how tensions that existed in WBL have been exacerbated with frequent WBA. As individuals engage in both work and WBA, they are slowly transforming the workplace. Culture and context frame individual experiences and the perceived authenticity of WBA. Finally, individuals will have different goals, and learn different things, from the same experience. Conclusion: Analysing WBA literature through the lens of WBL theory allows us to reframe previously described tensions. We propose that future studies attend to learning theory, and demonstrate alignment with philosophical position, to advance our understanding of assessment‐for‐learning in the workplace. The authors' synthesis of literature that focuses on the overlap between workplace learning and workplace assessment highlights gaps and identifies key strategies for enabling "assessment for learning" in the workplace. [ABSTRACT FROM AUTHOR]

This paper reflects on the importance of 'time spent' in understanding the international student experience. Short‐term mobility programmes (involving stays of between 1 week and 2 months) attracting less privileged students, such as the relatively new Turing Scheme in the United Kingdom, have been hailed as a potential 'solution' to the fact that, traditionally, wealthier individuals have been far more likely to engage in study abroad. However, we do not yet know how short‐term and longer duration programmes compare in terms of the value they confer to students (in relation to their experiences and outcomes). How likely is it that short‐term mobility at undergraduate level is as valuable, according to different measures, as mobility lasting 6 months to several years (as with degree mobility)? This paper reviews some of the evidence to date on shorter duration mobility, addressing how value in international study is constructed and conferred and how this relates to 'time spent'. The paper concludes by arguing that the picture is mixed: although short‐term mobility will be beneficial to students, those engaging in longer term exchanges (usually more privileged students) are likely to derive greater benefits. [ABSTRACT FROM AUTHOR]

Performance assessment is ubiquitous and crucial in people analytics. Scientific impact, particularly, plays a significant role in the academia. This paper attempts to understand researchers' career trajectories by considering the research community as a social network, where individuals build ties with each other via coauthorship. The resulting linkage facilitates information flow and affects researchers' future impact. Consequently, we systematically investigate the career trajectories of researchers with respect to research impact using the social capital theory as our theoretical foundation. Specifically, for early‐stage and mid‐career academics, we find that connections with prominent researchers associate with greater impact. Brokerage positions, in addition, are beneficial to a researcher's research impact in the long run. For senior researchers, however, the only social network feature that significantly affects their future impact is the reputation of their recently built ties. Finally, we build predictive models on future research impact which can be leveraged by both organizations and individuals. This paper provides empirical evidence for how social networks provide signals on researchers' career dynamics guided by social capital theory. Our findings have implications for individual researchers to strategically plan and promote their careers and for research institutions to better evaluate current as well as prospective employees. [ABSTRACT FROM AUTHOR]

This paper presents a case study on the adoption and the impact of new modules in a learning analytics dashboard supporting the dialogue between student advisors and students when advising on a study plan for the next academic semester in Escuela Superior Politecnica del Litoral, a higher education institute in Ecuador. The impact and the adoption of the new dashboard modules were assessed using a mixed‐methods approach. The quantitative approach builds on data of 172 advisors in 34 programs and 4481 advising sessions in 2019 (post) and 4747 advising sessions in 2018 (pre) to assess the adoption and use of the dashboard, the level of support experienced by the advisors, the impact of the new dashboard modules on the difference between the advised study plan and the plan students register for, and students' academic achievement. The qualitative approach with observations of 14 staged advising dialogues and semi‐structured interviews with eight advisors was used to assess how the dashboard was used and to get deeper understanding of the perceived usefulness and impact of the dashboard. The results show that an institution‐wide deployment of dashboard modules tailored to the needs of the advisors can be achieved and can increase the level of support perceived by the advisors and significantly decrease the gap between the suggested study plans in advising dialogues and the study plans that students actually register for. On the short‐term, however, no significant changes in academic achievement were observed. Practitioner NotesWhat is already known about this topic? Academic advising can positively impact retention, academic achievement and study completion.Learning analytics dashboards are promising pieces of educational technology for academic advising as they can trigger reflection and sense‐making of educational data.Evaluation of learning analytics dashboards is often still immature and not well‐connected to the actual goals of the dashboards. Large‐scale evaluations looking at impact of dashboards are even scarcer.What this paper adds? This paper adds, to the scarce scientific evidence on academic advising dashboards, a large‐scale case study on a dashboard supporting the advisor student dialogue during the composition of well‐balanced study plans.The paper presents research evidence of the impact of the dashboard on the support advisors experience, the study plans suggested by the advisors and the ones actually registered by the students and students' academic achievement. Evidence is based on a quantitative analysis, using data of 172 advisors from 34 programs representing more than 9000 advising dialogues, and a qualitative analysis using observations and interviews.Implications for practice and/or policy Dashboards to support academic advising dialogues can be realized institution‐wide at scale. Training of student advisors supports a large scale deployment.Well‐designed dashboards that focus on addressing needs of advisors increase the level of support that advisor experience when advising students.Dashboard accommodating the simulation of study plans and the workload associated with them, succeed in decreasing the variance in suggested plans between advisors and reduce the gap between the study plans that advisors suggest to student and the study plans that students actually register for. Short‐term impact on academic achievement was not observed. [ABSTRACT FROM AUTHOR]

Introduction: This study examined relationships of students' access of e‐learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R‐SPQ‐2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods: Two consecutive cohorts of 5th year dental students were asked to complete the R‐SPQ‐2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written‐paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results: Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written‐paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written‐paper question results (β=−0.349; P<.001). Conclusions: Only deep approach to learning appeared to be relevant for the written‐paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e‐learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students. [ABSTRACT FROM AUTHOR]

Background: Brain tumours are the most common and fatal of all solid tumours for children and adolescents. The effects of the tumour and treatment (chemotherapy, radiation, and/or surgery) results in significant disruptions to childhood development and large amounts of missed schooling. Among other challenges for families, this produces obstacles for children and adolescents to achieve and maintain academic performance and experience positive schooling encounters. Aims: We thus aimed to systematically identify and synthesize qualitative evidence on how families experience paediatric brain tumour from diagnosis and beyond with regards to their schooling and education to identify gaps in service delivery, research, and policy. Methods: A protocol for this review was registered with PROSPERO (ID: CRD42020177165). Searches were conducted in Medline, CINAHL, PsycInfo, Embase, and Web of Science, and yielded 22 eligible papers (representing 17 studies). Data were extracted into NVivo12 and analysed by qualitative description. Results: We formed the following domain summaries: academic (perceived failure to keep up with peers and finding success where one could, the importance of encouragement for diagnosed children), social (the importance of friendships and the harm of bullying), and support (the defining factor in overall return‐to‐school experience, often not enough received from educational professionals and clinicians). Our review highlights the need for more comprehensive, individualized, and integrated support for diagnosed children to return to educational institutions, and for the need to address their social experiences, particularly with regards to bullying, potentially through a school‐wide social and emotional learning approach. Conclusion: Funding support, evidence‐based guidelines, staff skill development, and clear communication structures across families, health care facilities, schools, and educational departments are essential to achieving this. [ABSTRACT FROM AUTHOR]

Scholars today are under increasing pressure to publish in A journals, the main role of which consists in certifying that a paper meets traditional academic standards. Consequences of this pressure are multiple authorship, the slicing of ideas, and incentives to deviate from the truth. The overburdened reviewers' evaluations are characterized by selfish efforts to protect their intellectual capital and to avoid risk. The behaviour of editors depends much on whether there are a large or small number of editors. The editors of Kyklos respond to these developments by welcoming innovative papers that go beyond standardized orthodoxy. [ABSTRACT FROM AUTHOR]

Background: Meal pattern is a potential health determinant. Previously, mean values for properties of meal pattern, such as daily meal frequency, have been considered. Means, however, obscure variability between‐day (irregular or chaotic eating). This systematic review aimed to identify and critique published methods used to characterise between‐day variability in meal pattern, and to explore relationships between this and obesity, as well as associated health outcomes. Methods: Using relevant databases, a systematic search was undertaken for studies with adults and children in which between‐day variability in meal pattern was measured, and related to body weight, metabolic syndrome components and cognitive function. Results: In 34 papers identified (28 observational and six intervention studies), between‐day variability in meal pattern was characterised by a variety of methods. These ranged from single questions about intake regularity to more complex methods quantifying the degree of variability. Assumptions were made, such as there being three main meals, resulting in dissociation from the "clock time" of eating. In 24 of the papers, between‐day variability in meal pattern was associated with negative weight and health outcomes including higher weight, reduced thermogenic response to meals and poorer academic achievement. Conclusions: Between‐day variability in meal pattern is a promising research area that might inform low‐cost public health interventions. However, current methods of characterising between‐day variability tend to make assumptions and be inconsistent in the meal pattern properties considered. Well controlled dietary intervention studies are required to confirm causation. Highlights: This systematic review summarised the evidence about associations between day‐to‐day variability in meal pattern and body weight, components of the metabolic syndrome and cognitive function.Four databases were used to conduct an electronic search.Thirty‐four studies were included in this systematic review.Observational and intervention studies were included in this review.Studies included participants who were adults and children of healthy weight and living with overweight and obesity.Most studies demonstrated associations between the degree of meal pattern variability and negative health outcomes.However, different methods were used to characterise meal pattern variability. [ABSTRACT FROM AUTHOR]

The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research‐rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production. [ABSTRACT FROM AUTHOR]

With the collection and availability of data on student academic performance and academic background, higher education institutions have recently stepped up initiatives in and infrastructure for learning analytics, leveraging this deluge of data to inform student success. With definitions of student success varying from analyses of what predicts levels of specific career readiness competencies to degree completion, the environment is a fertile ground for statistical practice and collaboration among a statistically savvy yet diverse clientele of instructors, programme advisors and administrators. In this paper, we discuss our experiences to this end through a consulting project evaluating the impact of writing course class size on students achieving a graduation writing requirement. In detailing the workflow for and challenges in this project, we share aspects of statistical communication and reporting, applications of innovative statistical methodology developed by our research group for handling confounding factors and correlated inputs and training through an interdisciplinary applied institutional research professional development programme. This paper illustrates how instilling an appreciation for statistical inference through each of these components is invaluable for capturing institutional buy‐in for data‐informed decision‐making in general statistical practice. [ABSTRACT FROM AUTHOR]

This phenomenological qualitative study describes students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district. The study uses a critical race perspective to help understand contextual influences on school climate. Data were collected through eight focus group interviews comprised of students conducted in middle and high schools in a large Midwest urban school district. Themes emerged within each school climate domain: teacher support, teacher expectations, safety, and peer social and emotional competence. The study results describe how students experience and understand school climate—perception of safety in schools with a mix of safe and unsafe home‐community climate—and demonstrate how students acknowledge the relationship between school climate and academic achievement. Urban secondary students are observant of the social‐emotional learning of their peers and maintain awareness of group differences as expressed in their counter‐stories. The findings advanced our understanding of school climate in urban contexts where social‐contextual‐struggles experienced by people of color affect their school experiences. The discussion includes practical implications for educators and administrators and directions for future research. Practitioner points: What is the main issue that the paper addresses? Students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district.What are the main insights that the paper provides? Students acknowledge the relationship between school climate and academic achievement. Urban secondary students are observant of the social‐emotional learning of their peers and maintain awareness of group differences as expressed in their counter‐stories. [ABSTRACT FROM AUTHOR]

The significant interest in using of the blockchain technology in higher education for keeping secure student's records storage and retrieval is noted. This paper describes a new system based on blockchain approach to store students' records accumulated in the educational process at the higher institution in extended format. Every block of the records contains four types of information about student: academic activities, research participation, cultural activities and achievements. The system suggests participation of educational institution, student and potential employers in usage of integrated machine learning and blockchain technologies. The novelty of our paper is that the system allows university and student to keep complete and accurate data about the entire student learning process, avoid forgeries of educational records, e‐portfolio inaccuracies and fabricated degrees. Additionally, it could be used by employers to find qualifying potential employees, using large amount of verified and systematically accumulated data. [ABSTRACT FROM AUTHOR]

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ('setting') in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. [ABSTRACT FROM AUTHOR]

Background: Providing adaptive scaffolds to help learners develop effective self‐regulated learning (SRL) behaviours has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open‐ended learning environments (OELE), where novice learners often face difficulties in completing their learning tasks. Objectives: This paper presents a systematic framework for adaptive scaffolding in Betty's Brain, a learning‐by‐teaching OELE for middle school science, where students construct a causal model to teach a virtual agent, generically named Betty. We evaluate the adaptive scaffolding framework and discuss its implications on the development of more effective scaffolds for SRL in OELEs. Methods: We detect key cognitive/metacognitive inflection points, that is, moments where students' behaviours and performance change during learning, often suggesting an inability to apply effective learning strategies. At inflection points, Mr. Davis (a mentor agent in Betty's Brain) or Betty (the teachable agent) provides context‐specific conversational feedback, focusing on strategies to help the student become a more productive learner, or encouragement to support positive emotions. We conduct a classroom study with 98 middle schoolers to analyse the impact of adaptive scaffolds on students' learning behaviours and performance. We analyse how students with differential pre‐to‐post learning outcomes receive and use the scaffolds to support their subsequent learning process in Betty's Brain. Results and Conclusions: Adaptive scaffolding produced mixed results, with some scaffolds (viz., strategic hints that supported debugging and assessment of causal models) being generally more useful to students than others (viz., encouragement prompts). Additionally, there were differences in how students with high versus low learning outcomes responded to some hints, as suggested by the differences in their learning behaviours and performance in the intervals after scaffolding. Overall, our findings suggest how adaptive scaffolding in OELEs like Betty's Brain can be further improved to better support SRL behaviours and narrow the learning outcomes gap between high and low performing students. Implications: This paper contributes to our understanding and impact of adaptive scaffolding in OELEs. The results of our study indicate that successful scaffolding has to combine context‐sensitive inflection points with conversational feedback that is tailored to the students' current proficiency levels and needs. Also, our conceptual framework can be used to design adaptive scaffolds that help students develop and apply SRL behaviours in other computer‐based learning environments. Lay Description: What is already known about this topic: SRL, which involves the regulation of cognitive, affective, metacognitive and motivational (CAMM) processes, is an important construct for effective learning.Novice learners in open‐ended learning environments (OELEs) often engage in sub‐optimal SRL strategies and encounter learning and problem‐solving difficulties.These students are likely to benefit from in‐the‐moment scaffolding, but designing adaptive scaffolds for SRL in OELEs is a challenging task. What this paper adds: The design and implementation of an adaptive scaffolding framework in the Betty's Brain OELE, that (a) detects key cognitive‐metacognitive inflection points during learning, and (b) provides feedback (strategic hints and encouragements) to help students overcome their learning difficulties at the inflection points and develop more effective SRL behaviors.A method to evaluate the adaptive scaffolding framework by analyzing log data collected from a classroom experiment.Findings from the data analysis that provide evidence on scaffold effectiveness and inform future design of adaptive scaffolds in OELEs. Implications of study findings for practitioners: The adaptive scaffolding framework developed in this paper can be extended to other OELEs.The findings from scaffold evaluation can be used to improve the design of the adaptive scaffolding framework in OELEs, for example, by considering affect transitions and cognitive‐affective relationships to build more effective scaffolds for affect regulation. [ABSTRACT FROM AUTHOR]

The article discuses critical engagement with educational ideas, or at least with ideas influencing prominent debates about education. Topics include the history of certain relevant traditions of educational research; root and branch analysis of the research process of the CtP project, and framework for thinking more productively about the future of educational knowledge production in the context of a tradition of educational practice.

Factor analysis of a number of Certificate of Secondary Education (CSE) examinations showed that tests of practical biology loaded significantly on the same factor as biology theory papers. When a fictitious correlation matrix was factored it was necessary for the correlation between tests of practical and theoretical biology to fall to about 0.17 before the two separate tests of biological ability appeared as distinct constructs, it is concluded that the examinations studied were not adequately distinguishing practical biology from theoretical biology. All assessments appeared to be testing a general factor which might be related either to general ability, or to a specific biological ability. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article points to gaps between academic research and the needs of accounting standard‐setters. In part it attributes those gaps to the academic literature seeming to be inaccessible and oriented to ideas apparently unrelated to the policy‐making issues facing standard‐setters. As a means of partially reducing that perceived inaccessibility, the paper provides a way for standard‐setters to identify and classify the various forms of academic accounting research so that they can evaluate their usefulness. Two prominent strands of research (agency theory/costly contracting and value relevance) are, as illustrations, analysed so that standard‐setters can see how they might approach those strands. The paper suggests a users' needs/demand driven approach to improving understanding, rather than a supply (by academics) driven approach. Finally, the paper explains how the performance metrics faced by academics can be inconsistent with the readiness expressed by standard‐setters to have academics assist them. The paper provides a suggestion as to how there could be some alignment of academic performance metrics and standard‐setters' needs. [ABSTRACT FROM AUTHOR]

Background: The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement. Objectives: This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course. Methods: We examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements. Results: Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section. Conclusion: With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses. Lay Description: What is already known about this topic: Leaner dashboards that provide personalized feedback are linked to improved student performance in undergraduate STEM courses. However, students may be reticent to adopt dashboards, especially students in the middle range of the performance distribution, for whom the impact of the dashboard may be most significant.Prior research on gamification in STEM courses suggests that adding gameful elements like progress trackers, badges, and rewards can increase students' engagement in undergraduate coursework.The combination of personalized learning in dashboards and the motivational experience of gamification should boost student engagement, dashboard adoption, and ultimately foster academic achievement. What this paper adds: In this paper, we examine the differences in academic performance between students with and without access to a gamified learning dashboard in an undergraduate Geology course.We observe that students with access to the dashboard (the treatment group), outperform students without access (the control group). The greatest benefit is observed for students who use the dashboard more frequently.Students reported that the progress tracker, the badges, and the rewards all incentivized their use and provided useful feedback about their performance. Students who did not adopt the dashboard expressed a need for more detail about the tool and its purpose. Implications for practice and/or policy: Instructors and instructional designers for large enrollment undergraduate STEM courses should consider the affordances of gamified learner dashboards for increasing engagement and for providing synchronous feedback about learners' strategies in the course.Aligning the dashboard to the content of the curriculum—by ensuring that badges reflect key concepts‐ encouraged participation and helped students identify the utility of the tool. Dashboards should be personalized to individuals and to the course.Adding gameful elements in a low‐cost intervention for increasing adoption and engagement of dashboards in large enrollment introductory courses. [ABSTRACT FROM AUTHOR]

Background: Writing is an important and complex skill, which could be enhanced by teaching students effective writing strategies such as outlining. Electronic outlining ‐ integrated feature in Microsoft® Word – has been shown to enhance students' writing performance. However, little is known about the optimal didactic approach for electronic outlining. Objective: This study examined the effects of learning to use electronic outlining either via observational learning or via learning‐by‐doing on students' argumentative writing performance. Methods: Students (N = 129, 10th‐grade) were assigned with their complete class to one of three conditions: a control (traditional pen and paper outlines via learning‐by‐doing), outline (electronic outlines via learning‐by‐doing) or observation (electronic outlines via observational learning) condition. Students followed an argumentative writing lesson‐series that differed across conditions in terms of planning strategies and didactic approaches used. To examine the influence of the different conditions on students' writing, argumentative texts were used as pre‐ and post‐tests, and the quality was evaluated with an analytic assessment protocol. In addition, data regarding students' perceived mental effort and the organisation of the writing process were collected. Finally, students' attitudes towards electronic outlining were assessed. Results and Conclusion: Although the overall text structure had improved after the lesson series, no significant differences were found between conditions. Electronic outlining increased the total amount of time dedicated to the texts as well as the revision ratio. Students in the observation condition showed a higher pause ratio and a lower fluency on the post‐test as compared to students who learned by doing (both control and outline conditions). With regard to perceived mental effort, students in the outline and control conditions perceived significant decreases over tasks, as opposed to those in the observation condition. In conclusion, the self‐reports indicate that students in the outline condition appropriated electronic outlining significantly better than those in the observation condition, suggesting that practice enhanced students' appropriation of electronic outlining. Lay Description: What is already known about this topic: Planning as a writing strategy helps students organise their writing and reduce mental effort.Electronic outlining is an effective and efficient tool to support a planning strategy.Observational learning is an effective didactic approach in writing education. What this paper adds: Traditional planning and electronic outlining via either observational learning or learning‐by‐doing affect writing products equally.Tool appropriation is greater for students who learned‐by‐doing. Implications for practice: Importance of elaborated and explicit (strategy) instruction.Advantage of video‐based modelling for teacher efficiency. [ABSTRACT FROM AUTHOR]

Background and Objective: Before and after the fandom, the pattern of education has difficulty in accepting the requirements of the MZ generation with very intense changes. Individual differences between students and different educational environments have more difficulties with the addition of practical subjects than general students. In this study of the purpose, after coronavirus disease‐19 (COVID‐19), the change in demand was described for the factors that influence the motivation necessary in current beauty education for diversity in education methods of MZ generation. Methods: These thesis studies are literature reviews, and for this purpose, a narrative review approach was used. A total of 200–300 references were selected and reviewed, and a total of papers were finally selected as of 2010–2022 using the PRISMA flow diagram. Results: With the emergence of diversity in education, online education is showing its power. In beauty education, the need for education of practical subjects has emerged and is the basis for providing more skilled skills in the field. This review paper conducted a comprehensive study on the motivational factors that will be the basis for the improved academic achievement of the MZ generation on the changes in education after COVID‐19. Conclusion: This literature review revealed the needs of the subjects of K‐education to be seen after the post‐COVID era and the factors of learning motivation required in the beauty distance education of the MZ generation. In addition, the global status of K‐beauty workers has confirmed that new changes with beauty and intelligence are being born as well as simple technical, and it is expected to be used as an important material for beauty distance education. [ABSTRACT FROM AUTHOR]

This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective relations in shaping refugee identities in education alongside other factors. The study examines the macro constructs of redistribution, recognition, representation and relational affect, highlighting their impact on refugee children's educational experiences. Further, it considers the micro constructs of safety, sense of belonging and success in integration and attainment in educational environments. The constructs are examined across various levels of Bronfenbrenner's ecological system, demonstrating the complexity of refugees' needs. This model aims to facilitate a holistic, justice‐oriented approach to refugee education, which is crucial given the rise in global displacement. The study has significant implications for refugee education research and policymaking, potentially informing targeted interventions and programmes that foster academic success, overall well‐being, and practice in refugee education. [ABSTRACT FROM AUTHOR]

School absences can negatively impact a child's schooling, including the loss of teacher‐led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long‐term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long‐term associations between school absences in late childhood and individuals' educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals' earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course. [ABSTRACT FROM AUTHOR]