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Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were collected and analyzed from 265 undergraduate students. Students engaged in a technology-based multitasking perceptions survey, a video + survey multitasking task or a video-only non-multitasking task, and a technology-based self-efficacy survey. An analysis of student perceptions indicated that students understood that different tasks required different levels of mental effort to complete successfully and that multitasking across high-mental effort tasks required greater effort than multitasking across low-mental effort tasks. In addition, students in the video + survey multitasking group significantly underperformed students in the video-only non-multitasking group. Finally, the relationship between technology-based multitasking and self-efficacy was addressed in a correlational analysis between student technology-based multitasking scores and technology-based self-efficacy scores, yielding no significant relationship. The study findings indicate that most students have an understanding and awareness of multitasking, but ultimately, whether they believed they could multitask or not, multitasking significantly impeded performance.

Drawing from the concepts of Critical Race Theory and the Theory of Nigrescence, we report the results of a grounded theory study to explain why a sample of 28 Black counselors chose their profession. Findings suggest that the contributors to this study were motivated to become counselors because of their inspiration to challenge cultural mandates (i.e., grounding motivator), to disrupt Black underrepresentation (i.e., secondary motivator), and to live out their personal and professional convictions (i.e., secondary motivator). Recommendations for counselor education, counseling practice, and counseling research are included.

The purpose of this paper is to describe teacher outcomes from participating in an intensive science, technology, engineering, and mathematics (STEM) professional learning (PL) initiative for middle school science teachers in the United States. The initiative included intensive summer coursework and ongoing support (e.g., individual coaching, professional learning communities), and focused on enhancing teachers' STEM instruction and their pedagogical content knowledge (PCK), with the ultimate goal of improving student outcomes. In this mixed method study, we examine change across time in teachers' beliefs, use of STEM instruction, and PCK. In general, we did not observe statistically significant change in teachers' beliefs, use of STEM instruction, or PCK from the beginning to the end of Year 1. In follow-up focus groups, ten teachers described their perceptions of student outcomes of STEM instruction and identified tensions related to implementation. We offer implications intended to inform future work in the area of STEM PL.

This article draws on a teacher survey (n = 789) to examine the relationship between teacher vitality and two conversational approaches--transformative leadership conversation and controlling conversation. The analyses use latent structural equation modelling. The sample is restricted to teachers in schools with an accountability rating of "low performing" so that principal/teacher conversations can be examined in schools that potentially have the most to gain from strong teacher vitality. Results indicate that the use of transformative leadership conversation had a direct positive relationship with teacher vitality ([beta] = 0.26) and an indirect relationship ([beta] = 0.22) with it through teacher need satisfaction. Controlling conversation had a negative relationship with teacher vitality, but it did not have a statistically significant relationship with need satisfaction.

The proverbial clock is ticking for many Kansas school buildings, whether due to implications of a complete slowdown due to code compliance, or due to failure of critical systems. Regardless of the reasons, millions of square footage of learning spaces are in jeopardy of no longer being able to serve students in adequate teaching and learning environments. For those school facilities that remain in operation, their effectiveness continues to wane with each year of age and usage. Ultimately, as more classrooms and other learning spaces continue to become uncomfortable, ineffective, or unusable, the greater the detriment to student learning. The funding mechanisms made available through current Kansas school finance law place significant revenue limitations on school districts through mill levy maximums. These taxing limitations--in nearly all instances--do not provide enough funding to adequately meet the capital infrastructure needs of schools. Yet, alternatives could be viable through state policy changes that would lead to greater revenue and educational opportunity.

English education in Japan has traditionally focused on grammar over communication, and the country has struggled to compete internationally in terms of English proficiency scores. As the country works toward the internationalization of higher education, improving English education is an important issue. One potential solution is the use of topics that elicit students' interest and make them feel like part of the international community. This paper explored the use of the Sustainable Development Goals (SDGs) as a topic due to their global importance and position, along with English, as a key to furthering the global citizenship of Japan's youth. Because of the substantial number of SDGs, not all goals can be realistically addressed in a single course. Therefore, to find topics tailored to students' interests in sustainability, this study examined the relationship between student interest in sustainability, International Posture (IP), and personal connection to SDGs. A survey was given to 266 first-year university students in general education English classes. A separate multiple regression analysis was conducted for the target variable, "Topic Interest" within English class for each goal, to determine how the effects and significance of variables differed for each SDG. Results showed that the IP subscale, "Intergroup Approach Tendency," was significant for 14 and "Personal Value" was significant for 16 of the goals. For internationally minded students engaged in the study of English as a foreign language, the SDGs could be a useful motivational tool.

In response to continued calls for research centering community perspectives in service-learning and community engagement, this mixed-methods article examines the experiences of community fellows who were a part of a university service-learning development program. The purpose of the program was to train faculty and community partners in service-learning pedagogy and implementation practices. We analyzed self-reported data from 25 community partners over eight cohorts of the program. In the article, we find that community fellows grew their knowledge of service-learning terms and practices. At the same time, they identified logistic and equity challenges in service-learning implementation and partnerships. Amid these experiences, community fellows highlighted the formation of a shared community among all fellows as the strongest outcome of the program. The shared community afforded them space to build meaningful relationships, collectively plan, and problem-solve together as they practiced servicelearning.

There continues to be a call for research focused on better understanding and supporting the needs of students with minoritized identities. A review of school psychology research reveals that while the field has made strides, there still is an underrepresentation of research in this area. The trend toward centering diversity in research demonstrate efforts within the field to include more representation of minoritized groups despite the lack of diversity plaguing the profession. It is, therefore, vital for researchers to determine whether their practices cause undue harm to students in ways that fail to understand their strengths, muting their voices, and de-centering their experiences. As such, researchers must intentionally and iteratively examine their research aims and methodology to more equitably incorporate diverse student groups in their studies. In this paper, we discuss the significance of how minoritized groups are included (e.g., aggregated) and methodological considerations for advancing singular research methods. We propose the integration of mixed methods research to mitigate the shortcomings of a single method and obtain a more holistic view of students. Together, this is a call of action for researchers to intentionally and more consistently include minoritized students in research in ways that authentically affirm their identities.

Anxiety, depression, and suicidality are major concerns among college students, though less is known about these constructs in autistic college students. Given the rising number of autistic individuals entering post-secondary education, adequate measurement and diagnosis of anxiety, depression, and suicidality is necessary to provide clinical care to this population. While the Generalized Anxiety Disorder--7 (GAD-7) and Patient Health Questionnaire--9 (PHQ-9) are commonly used in university settings, these instruments have not been psychometrically evaluated in autistic college students. The current study examines the differential psychometric properties of the GAD-7 and PHQ-9 utilizing invariance testing via structural equation modeling in a sample of self-identified autistic (n = 477) and non-autistic (n = 429) university students. Results showed that although the GAD-7 is invariant, the PHQ-9 was mostly invariant, with one item displaying non-invariance. Specifically, the PHQ-9 item assessing suicidality was found to be non-invariant at the metric level, indicating that autistic and non-autistic college students interpret this question differently. Future investigators should continue to assess the appropriateness of using common screening measures, originally created for non-autistic people, in autistic populations.

Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17 years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes.

Caregivers of children with autism spectrum disorder (ASD) often report higher rates of depression and the related negative thought patterns that may precede a clinical diagnosis. These negative thought patterns are referred to as depressive cognitions. Depressive cognitions are exacerbated by child problem behaviors (CPB) but may be impacted by parental resilience. The current study examines relations between CPB and depressive cognitions and the role of resilience as a moderator among caregivers of children with ASD (n = 287) and a sample of caregivers of children who are typically developing (n = 207). Significant positive associations were found between CPB and depressive cognitions for caregivers of children with ASD and who are typically developing. A moderation analysis revealed that, among the ASD sample, the model accounted for 33% of the variance in caregiver depressive cognitions (R2 = 0.33, SE = 35.52, p < 0.001). The interaction of child problem behaviors and caregiver resilience on caregiver depressive cognitions was statistically significant (B = - 0.016, SE = 0.007, p = 0.037), thus resilience was a significant moderator, for caregivers of children with ASD. Resilience serves as a protective factor in the relationship between child problem behavior and caregiver depressive cognitions for caregivers of children with ASD only. This finding highlights the importance of assessing and supporting resilience among caregivers of children with ASD. Interventions addressing child behavior would benefit from additional components to bolster caregiver resilience to enhance caregiver mental health and protect against depressive cognitions.

Physical health habits including physical activity and nutrition are essential for numerous health benefits. However, beginning in childhood, individuals with intellectual disability engage in lower levels of physical activity and healthy nutrition habits compared to individuals without intellectual disability, a trend that carries on into adulthood. Researchers continue to examine the effectiveness of interventions to increase engagement in physical health habits and improve health outcomes for individuals with intellectual disability, with an increased focus on technology-based interventions. This scoping review aimed to describe how technology was being utilized within interventions to improve health-related outcomes for adults with intellectual disability. We described the technology being used, who used the technology, and the feasibility of the interventions. Forty-one studies met criteria, with a total of 698 adult participants with an intellectual disability. While no studies on nutrition were located, technology was used in various physical activity interventions, with the most common being preferred stimulus access, exergaming, and video-based instruction. Most studies took place at day or rehabilitation centers, were implemented by research teams, and either did not discuss cost or were vague in their description related to cost. Implications, limitations, and future research directions are discussed.

The purpose of this phenomenological study was to explore the "lived experience" of choral music teacher educators (MTEs) in hybrid positions at tier 1 research universities. After interviews with eight choral MTEs from across the United States, three themes emerged from our data: inseparable identity components, reciprocity of selves, and externally derived tension. Inseparable identity components described the ways in which participants sought to align the components of their job with their holistic teacher-researcher-conductor identities. Reciprocity of selves referred to how participants' teacher, researcher, and conductor selves informed and were informed by each other. Finally, participants maintained security in their own holistic sense of self but experienced externally derived tension as they navigated the structural divide of performance and education in higher education.

The purpose of this intrinsic case study was to examine how preservice music teachers' participation in a 4-year lab choir setting contributed to their teacher identity construction. This lab choir represents an uncommon case of peer teaching because preservice teachers enroll in the course each semester of their undergraduate career and participate as singers for multiple semesters before taking on the teacher role, at which point they are teaching an ensemble made up largely of younger students. The eight participants in this study were choral music education majors who had been members of the lab choir since their first semester at the university. Three themes emerged from the data: "culture of identity construction", "evolution through coursework", and "peers as future selves." Participants felt the lab choir experience contributed positively to their identity construction and skill acquisition. Implications for music teacher education are discussed.

Enzyme kinetics and inhibition studies are crucial in biochemistry education and research. Conventional methods often require expensive equipment and reagents, potentially limiting their accessibility in limited resource settings. Our approach sought to develop a cost-effective experimental design for studying enzyme kinetics and inhibition. Lactase was chosen as a protein model and its activity was investigated by measuring glucose production from lactose hydrolysis. In the study, commercially available lactase pills were used as an enzyme source, while milk was used as a substrate. Instead of scientific equipment, glucometers were used to measure lactase activity. Enzyme kinetics were evaluated using Michaelis-Menten and Lineweaver-Burk plots. In the study, the effects of temperature, pH, and inhibitors were also investigated. The results of our study aligned with established enzyme kinetics theories and previous studies. Lactase showed temperature and pH-dependent activity, with decreased activity observed at both low and high extremes. Results also showed that galactose acts as a competitive inhibitor of lactase. The approach presented here offers a cost-effective procedure for studying enzyme kinetics and inhibition. It can act as a valuable tool for educational purposes and for preliminary research in settings with limited resources.

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning--providing physiological context to anatomical structures--increases the anatomical content retention and academic achievement overall.

This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.

Growing evidence has come to suggest that model-based inquiry can improve student learning outcomes and attitudes toward STEM in the biological sciences and beyond. In our introductory biology laboratory course that focuses on cellular and molecular biology, we introduced model-based inquiry (MBI) labs to create a more student-focused course that provides a robust opportunity for students to learn about the research process itself. Prior to the intervention, our laboratory course was designed as a set of traditional lab classes. From 2019 to 2022, we implemented three iterations of the MBI lab structure. In order to assess learning and changes in attitudes toward science, we implemented a pre-course and post-course test that assessed knowledge of experimental design and graph analysis as well as students' attitudes toward science. Our data indicate that the modifications to the course maintained the level of learning gains seen in the traditional labs. One of the major challenges we encountered was the onset of the COVID-19 pandemic during 2020, in the middle of the data collection period, just after our first iteration of the MBI labs. Upon return to regular room capacity and teaching schedules, we continued with further iterations of the MBI lab approach, however, impacts of COVID-19 to student learning likely persisted (and may continue to persist in the coming years). Despite the challenges to student learning, we did not find evidence of a decrease in learning gains. While further data are needed to fully assess the impact of MBI, our results suggest that the MBI labs may hold promise as a resilient structure on which to build student learning. Interviews with students also showed that feelings were overwhelmingly positive about the labs and the teamwork, but there was added stress when lab activities did not go according to plan. Altogether, our findings suggest that MBI may support laboratory and critical thinking skills while promoting self-efficacy in undergraduate students.

The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings.

Challenging behavior (CB) is a common occurrence in early childhood and frequently occurs in young children with disabilities. CB is also culturally perceived and includes differences in how caregivers understand and define the topography of CB. Despite the cultural interpretation, CB is known to impact the child and their family but there has been little exploration of what marginalized caregivers perceive as the impact of the CB that their young children with disabilities exhibit. We used semi-structured interviews to explore the perceptions of 24 caregivers, who identified as Black, Mexican American, and White, about the impact of their child's CB. Caregivers shared how the CB impacted themselves, their families, their child, and others. Although much of the impact was similar among caregivers, we discuss nuanced differences across ethnic groups.

In order to create and foster learning spaces that build upon children's knowledge and experiences, we must respect and value their ways of knowing and being, including their play. Accordingly, this study highlights the ways that young children (re)imagined spaces, materials, and identities through their digital play in an analog (containing no physical, digital-based toys/materials) preschool classroom. This qualitative study utilized a framework of children's play as murmuration (a transmodal assemblage), to analyze and discuss the children's various digital play engagements. Three main themes were identified within/across these engagements, including the ways the children: (re)imagined the digital, drew from popular digital culture and media to make connections and construct meaning, and composed digital identities. Insights highlight the ways the children set aside perceived rules for materials, objects, spaces, and identities and created space for critically (re)envisioned ideas, concepts, realities, and futures to emerge. We encourage educators to continue to create and foster classroom spaces that value and build upon children's playful ways of knowing, being, and becoming in the digital world.

This study was designed to inform the renaming of a credit-bearing information literacy course. Researchers surveyed librarians to gather existing information literacy course titles. They also surveyed and held focus groups with students to learn what students consider when choosing electives, to understand how well the researchers' current information literacy course title fits the course content, and to procure suggestions for a new title. Findings indicate that course titles are one of many elements that students look at when selecting courses. Some librarian and student participants indicated that the term information literacy may not be familiar to most students, but that wording is often used in information literacy course titles. Librarians can use the results of this study to create course titles that are descriptive of course content and that appeal to students.

Background: The National Federation of State High School Associations provides recommendations regarding health and safety policies; however, policy development is governed at the state level. Given interstate differences in governance, the primary purpose was to describe processes that State High School Athletic Associations (SHSAAs) utilize to develop a new policy. The secondary objective was to determine what methods associations use to implement new policies. Methods: A cross-sectional survey requested SHSAA (n = 51) representatives to report how athlete health and safety policies are introduced, revised, approved, and implemented within their state. The 22-question survey was developed to gather variables for the aims of the study. Descriptive statistics were calculated for each survey item. Results: Of states who responded (n = 33), most reported a 2-committee (n = 24, 72.7%) process for developing and vetting policies, with initiation from the Sports Medicine Advisory Committee (n = 27, 81.8%), followed by an executive-level committee (n = 18, 66.7%). States reported total time from policy initiation to final approval ranged from 2 weeks to over 12 months. When a new policy was approved, most states indicated implementation began with an e-mail (n = 24, 72.7%) sent to Athletic Directors (n = 26, 78.8%). School principal or district superintendent were reported as the position in charge of compliance (36.4%, n = 12). Conclusions: Most SHSAAs use a 2-step process to write and review an athlete health and safety policy before approval. SHSAAs that require a longer policy development time could delay the implementation of important health measures. SHSAAs could consider additional communication methods to ensure information reaches all stakeholders.

Although clinical reporting is critical to infectious disease surveillance, it is limited to the interaction of individual patients with the healthcare system. Wastewater surveillance (WWS) has a history of detecting [...]

Lyme disease is the most reported vectorborne disease affecting humans in Canada, and incidence continues to increase (1). In eastern North America, the blacklegged tick (Ixodes scapularis) is the primary [...]