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Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process. [ABSTRACT FROM AUTHOR]

The National Joint Committee on Learning Disabilities (NJCLD)1 strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may include standardized tests, informal measures, observations, student self-reports, parent reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005). Reliance on any single criterion for assessment or evaluation is not comprehensive, nor is a group assessment, such as universal screening or statewide academic assessment tests, sufficient for comprehensive assessment or evaluation. This paper is intended to inform administrators, educators, parents, and others concerned about the effective identification and education of students with learning disabilities about the components, processes, and participants necessary for comprehensive assessment and evaluation, as well as optimal practices that should further enhance the education of students with learning disabilities. The NJCLD has long recognized that inappropriate assessment and evaluation practices may result in questionable incidence rates for learning disabilities (NJCLD, 2001a). Similarly, the NJCLD (2001a, 2001b) has provided a solid foundation for addressing the issues of assessment, evaluation, identification, and eligibility of students with learning disabilities. [ABSTRACT FROM AUTHOR]

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life. [ABSTRACT FROM AUTHOR]

The aim of this paper is to systematic literature review (SLR) of the research of Born Global (BG) and Social Capital (SC). This study aims to fill gaps in the literature by discussing scientific contributions and highlighting the main issues with previous research findings regarding the role of SC as antecedents and consequences in BG. This research is SLR from the 94 reputable journals that have discussed BG and SC in Scopus journals published from 2003 to 2020 based on a topic limitation search. This study found a growing body of research on BG and SC, with heterogeneity in methodology, antecedent, and unit analysis. Most BG research has discussed the role of network, capital, and SC as antecedents to the BG performance. This paper found that there were individual firm-level SC resources that could be used as potential tools to encourage BG performance. The literature on BG associated with SC is limited, and there is still no generally accepted model linking the two. On the other hand, for academics and practitioners, this study also offers an opportunity for further empirical studies of BG and SC with multilevel. [ABSTRACT FROM AUTHOR]

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms. [ABSTRACT FROM AUTHOR]

This paper proposed an approach to enhance students performance and smoothen their integration in the university academic life. A social media forum is also proposed to ongoing communication to ease the life of the students and provide them with an exceptional opportunity to seek assistance and suppoirt from their peers and teachers. The research results exhibit that the majority of the students support and are eager to see this idea live and willing to play an active role and show full commitment. The cosortuion as a platform prepares the students, fosters and enables them to a smoothen transition to university, as well as improving their communication skills and academic performance by using mentoring, tutoring, and coaching techniques. Facebook was used as a communication and interactive tool among group members. The theme behind this platform is to construct academic group from final year school students, first year university students, school teachers, and university teachers. Each group has a mentor, coach, and tutor. Each member will play a specific role throughout the group, which will be highlighted in this paper. The outcomes were promising and interesting for both students, and their parents, also the teachers involved. It is recommended to dissiminate this experience and publicise it. [ABSTRACT FROM AUTHOR]

Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants' perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking. [ABSTRACT FROM AUTHOR]

Statistical knowledge is widely used in academia; however, statistics teachers struggle with the issue of how to reduce students' statistics anxiety and enhance students' statistics learning. This study assesses the effectiveness of a "one-minute paper strategy" in reducing students' statistics-related anxiety and in improving students' statistics-related achievement. Participants were 77 undergraduates from two classes enrolled in applied statistics courses. An experiment was implemented according to a pretest/posttest comparison group design. The quasi-experimental design showed that the one-minute paper strategy significantly reduced students' statistics anxiety and improved students' statistics learning achievement. The strategy was a better instructional tool than the textbook exercise for reducing students' statistics anxiety and improving students' statistics achievement. [ABSTRACT FROM AUTHOR]

This paper presents a Systematic Literature Review (SLR) of fifty-seven studies on Distributed Pair Programming (DPP) in higher education, identifying which studies investigated factors on the effectiveness of DPP as a method for learning programming, factors related to mediating and stimulating interactions between students, the measures/instruments used for exploring these factors, as well as the tools and their features. As DPP effectiveness is very promising as regards code quality and academic performance, the findings can contribute to a better understanding of how communication, collaboration and coordination are investigated. It was found that there are very few studies concerning compatibility, pair formation, and role contribution, the majority of which did not use data derived from students’ actions. Only a small number of studies used DPP tools with logging capabilities. Even though several IDEs and Eclipse plugins have been designed for DPP and offer specialized features, there are still studies which use a combination that include video conferencing and remote sharing tools along with various IDEs and auxiliary tools. This SLR can be of interest to educators that aim to apply DPP in educational settings, researchers designing informed empirical studies, as well as designers of DPP tools. [ABSTRACT FROM AUTHOR]

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners. [ABSTRACT FROM AUTHOR]

Though the relationship between mobile learning and academic achievement has increasingly gained attention by some researchers, the meta-analysis studies have yet to definitively conclude the overall impact of mobile learning on academic achievement. In order to synthesize the findings of 22 meta-analyses that are directly pertinent to the research question, encompassing papers that have been published, we examine to what extent publication year, subject category, and grade level moderate the influences of mobile learning on academic achievement as well as the moderating effect of methodological quality of first-order meta-analyses. There is the positive overall effect with significance (g =.665 p <.001, 95% CI =.443–.887) of mobile learning on students' academic achievement compared to traditional learning. Moreover, the results confirmed that meta-analyses published in 2019–2020 had a significantly larger effect size than the ones published in 2014–2018, and the results were stable regardless of subject category, grade level, and methodological quality of first-order meta-analyses. Finally, insight and limitations were discussed. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap. [ABSTRACT FROM AUTHOR]

This article describes the empirical evaluation of the reliability and validity of a grading rubric for grading APA-style introductions of undergraduate students. Levels of interrater agreement and intrarater agreement were not extremely high but were similar to values reported in the literature for comparably structured rubrics. Rank-order correlations between graders who used the rubric and an experienced instructor who ranked the papers separately and holistically provided evidence for the rubric's validity. Although this rubric has utility as an instructional tool, the data underscore the seemingly unavoidable subjectivity inherent in grading student writing. Instructors are cautioned that merely using an explicit, carefully developed rubric does not guarantee high reliability. [ABSTRACT FROM AUTHOR]

Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. Graduation projects and senior projects have been endorsed by practitioners and researchers for their rigor, content-area depth, and promise to engage students in advanced academic work. This study explores whether or not International Baccalaureate's extended essay realizes this promise and whether its effectiveness as a vehicle for engaging students is influenced by school or programmatic factors. A phenomenon called "cohort culture" helps to explain differences in students' engagement levels. Cohort culture refers to the attitudes, values, and practices that students in a particular group negotiate through interaction with one another and in reaction to the requirements and expectations placed on them by their institutional context. For the students in this study, it was not only the characteristics of the task, the expectations of their teachers, and the features of the program and school that promoted or impeded engagement; it was also their peers' reactions and responses to the assignment. Teachers and administrators who are interested in promoting engagement should consider the ways in which they either reinforce or challenge a cohort's culture: examining the assumptions they make about certain cohorts or classes, how they communicate and convey these understandings to their students, and how these messages may in turn influence student attitudes and behaviors. [ABSTRACT FROM AUTHOR]

This article presents research of the author on intelligence of school students. Much of the author's research starts by convincing teachers and principals in elementary schools to experiment with the hypothesis that all students have substantial potential for academic growth, even though they differ enormously in their experiences before they enter school. The author suggests a few reasons to distrust the generality of measured intelligence and propose a few alternatives for assessing intellectual potential in school settings. There are three reasons to distrust verbal aptitude and achievement (VAA) as typically assessed in elementary school settings. First, the validity of the VAA construct depends on the interrelatedness of similar tasks and assessment conditions, which all rely on formal language usage, performance in decontextualized situations, and capacity to solve strange problems in isolation, with no clear purpose and neither advice nor tutoring. Second, the VAA construct is affected by schooling. It is teachable. Third, expertise is not the same as VAA. The two have seldom been empirically correlated, but they certainly follow different cognitive principles.

The COVID-19 pandemic has had a significant impact on students' educational achievement, leading to a need for robust formative assessments to improve outcomes. The Journal of Educational and Behavioral Statistics is publishing a special issue focused on statistical methods for enhancing educational and behavioral outcomes. The issue includes papers on diagnostic models and restricted latent class models, as well as factor analytic models for identifying and detecting beneficial educational interventions. The goal is to provide decision-makers and users with fine-grained information to support diagnostic educational decisions. [Extracted from the article]

One-minute papers allow students to process what they learned during class and improve student performance. However, this activity can become monotonous and takes significantly longer than the name implies. The research described here tests the effectiveness of a briefer, more flexible version of this technique to increase the perceived relevance of the material and, in turn, performance. Students were randomly assigned to either self-generate a reflective response or answer a content-specific question generated by the instructor at the end of class. Students positively evaluated the brief reflective response activity. Moreover, answering the self-generated reflective responses was associated with greater perceived relevancy of course material to students' daily lives compared to answering the content-specific questions. Perceived relevancy, in turn, was associated with higher examination grades. Thus, brief reflective responses are a useful tool to increase meaningful connections to course material which enhances examination performance. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-expectations component of parental –involvement and its relationship with the student outcomes of urban students. Special attention is paid to parental expectations, because in many past studies, parental expectations has been the most salient component of parental involvement. This meta-analysis includes 54 quantitative studies that examined the relationship between the parental expectations component of parental involvement and the academic achievement of students. The results indicated that statistically significant effects emerged across students of different age groups, races, genders, and nationalities. The results were also substantial in the highest quality studies. [ABSTRACT FROM AUTHOR]

The main goal of the current paper was to determine the effects of perceived school climate dimensions (leadership, relationships, professional learning-teaching climate, safety, and physical environment) on students' learning performance in upper primary schools. Correlational design consisted of structural equation modeling with mediation analysis was applied. Three hundred twenty-eight randomly chosen teachers and pupils from upper primary schools of Injibara and Chagni, Awi zone of Ethiopia participated. The 16-item school climate scale that was employed had an internal consistency score of 0.91 according to Cronbach's alpha. To create a well-fitting measurement model, as well as to ascertain the convergent and discriminant validities and the composite reliability of school climate domains, confirmatory factor analysis was carried out. Together, the five school climate factors explained 19% variation on student academic performance. Academic achievement of students was directly and significantly influenced by school leadership and the professional learning-teaching environment. Pupils' academic success was significantly and favorably directly impacted by the overall perceived favorable school climate. Positive professional learning-teaching environment fully mediated effect of physical setting and safety on learning achievement, even though it partially mediated the effect of leadership practice of school. Contribution of positive school climate elements to student's learning achievement should also be further investigated using longitudinal multilevel structural equation models. [ABSTRACT FROM AUTHOR]

Objective: Vertical community college transfer has become an essential pathway for many students who hope to attain bachelor's degrees. Prior literature indicates that institutional supports, like transfer articulation agreements and transfer advising, have a positive influence on transfer success. Yet, spatial inequality theory indicates that these resources may be distributed unevenly over geographic context. The purpose of this paper is to understand the relationship between spatial context and transfer student success. Methods: Using data from the University of North Carolina System, we estimate a series of regression models, to determine the relationship between county-level measures of rurality, economic distress, and access to broadband internet and the number of credits transferred from the community college to the 4-year institution, excess credits at graduation, and number of major changes at 4-year colleges. Results: The results of our analyses indicate that that the spatial context in which colleges are situated has a relationship to transfer student success. In particular, students transferring from counties that are more rural and economically distressed and have less access to broadband internet may experience worse transfer outcomes. Conclusions: The results of our study indicate that spatial inequality is complex and can be defined in many ways, which has implications for those who use geographic boundaries to identify areas for inquiry or intervention. Additionally, this study highlights the importance of considering variation in resources across spatial context when addressing educational inequality. Further study is necessary to understand the mechanisms driving our results, as well as other ways to measure spatial inequality. [ABSTRACT FROM AUTHOR]

This article addresses low retention and graduation rates among historically marginalized students in nursing programs at Historically Black Colleges and Universities (HBCUs). Mentoring is a proven success strategy to support systems for historically marginalized students, helping them navigate challenges, improving academic outcomes, and increasing the diversity of the nursing workforce. The article highlights the mentoring initiative of AARP's Center for Health Equity through Nursing and the Future of Nursing: Campaign for Action, an initiative of AARP Foundation, AARP, and the Robert Wood Johnson Foundation, and the outcomes of this collaboration. The paper details the implementation of a mentoring initiative to enhance graduation rates and National Council Licensure Examination (NCLEX) success among historically marginalized students and emphasizes collaboration among institutions and organizations, as well as strategies for funding, mentor recruitment, and NCLEX preparation. Recommendations include promoting robust mentoring programs, preparing mentors, and conducting further research on the effects of mentoring on student outcomes in HBCUs. [ABSTRACT FROM AUTHOR]

This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals' leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals' leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed. [ABSTRACT FROM AUTHOR]

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development. [ABSTRACT FROM AUTHOR]

A call for papers for a special issue that will publish a selection of timely and rigorously executed critical reviews is presented.

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 virus outbreak, there has been a dramatic change in the educational landscape, and traditional classroom instruction has shifted to the online environment. Previous research has yielded contradictory results regarding the effect of different instructional modalities on student achievement. This study aimed to examine the impact of teaching mode (online vs. face-to-face) on academic outcomes in the context of Spanish as a foreign language in China. A comparative analysis was conducted between two cohorts of students, one receiving online courses and the other undergoing in-person instruction, and their respective scores for Spanish tests are reported. Additionally, a questionnaire was administered to the online cohort to gain insight into their learning motivation. The results showed that students who received online instruction outperformed those who received face-to-face instruction. Regarding the potential factors underlying the superior academic outcomes of online learners, examination of questionnaire responses pertaining to their learning experience reveals that students' motivation, learning strategies, self-regulation, and self-efficacy are crucial factors of successful learning results and may have positively contributed to such outcomes. Plain Language Summary: How do online and f2f learning differ in SFL students' academic achievements and experience? The paper examines the effect of learning modality (online vs. face-to-face) on SFL student's academic achievements during COVID-19. Previous research indicated mixed findings on the effects of learning modality on student achievement. Few previous studies have focused on the effect of teaching mode in a Spanish as a foreign language setting. Based on naturalistic data, we compared two groups concerning academic achievement. The online group also answered a questionnaire about their attitude toward learning modes, motivation, strategies, and self-reported skills. The study is a mixed design; academic achievements were measured with two exam scores on both groups (before and after the implementation of online teaching), and the answers from the questionnaire also provide some insight into possible reasons for the difference. The main findings are: (1) The online group outperformed the face-to-face group after online learning. (2) Results of the questionnaire are discussed related to the literature. (3) Possible explanations for online learners' success include learners' motivation, learning strategies, self-regulation, and self-efficacy; multiple activities in the online course that can improve learners' participation and provide them instant feedback; students, instructors, and universities' preparedness for online teaching. [ABSTRACT FROM AUTHOR]

Shadow education helps students become academically competitive. Currently, little is known about whether shadow education can effectively fulfill either remedial or enrichment purposes in China. Using the nationally representative data from the China Education Panel Survey (CEPS) collected in 2013 and 2014, this paper explored the opportunity gap in shadow education and its impact on Chinese eighth-grade students' mathematics and English reading performance. This study further examined how this effect differs by students' prior performance and school ranks by hierarchical linear modeling (HLM). The results show that affluent socioeconomic resources and parental pressure predicted larger chances of students using shadow education. On average, supplementary tutoring had a positive effect on academic achievement. After re-estimating the effect by groups, this study found that students disadvantaged by prior knowledge and quality of schooling benefited more from supplementary tutoring. The findings suggest that the expansion of shadow education may contribute to social reproduction within the current education system. [ABSTRACT FROM AUTHOR]

To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With current practices criticized as limiting and biased, a fitting alternative is the use of holistic frameworks of success aligned with Indigenous peoples' perspectives on lifelong learning. This paper details a community-led process to define success for Indigenous youth in Aklavik, Northwest Territories inspired by the Canadian Council on Learning Inuit Holistic Lifelong Learning Model. Several key lessons, including the need for ensemble mentorship, emerged from this community-led and strengths-based project that can inform school psychologists seeking to better Indigenize their practice and work toward culturally aligned practices. [ABSTRACT FROM AUTHOR]

Background: Social Media Fatigue (SMF) has seen a significant increase through the COVID-19 pandemic. It refers to high levels of information overload experienced due to extensive usage of social media. Aim: To understand the causes and consequences for mitigating social media fatigue. Methods: PRISMA model was followed, and 20 papers were consolidated from the years 2014 to 2021. Seven papers were screened out due to duplication and exclusion criteria. Results: The studies found implicated the existence of four umbrella factors, like Cognitive Factors, Self and Personality Factors, Environmental Factors and Social Factors. Self and Personality Factors include personal and intrinsic factors that make one susceptible to developing SMF more easily, whereas aspects like increased boredom and information overload include cognitive factors that increase susceptibility to SMF. Environmental and Social Factors include aspects like parenting and social media role conflict respectively. Conclusions: The current findings have implications to promote research to assess the levels of social media fatigue among the individuals and to evolve psychotherapeutic interventions and digital literacy programs to manage social media fatigue among the community. [ABSTRACT FROM AUTHOR]

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe. [ABSTRACT FROM AUTHOR]

While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice. [ABSTRACT FROM AUTHOR]

This paper explores the context of a Kindergarten team in a suburban P-3 school in Wisconsin developing literacy coaching support. Facing recent neoliberal accountability reforms that have greatly expanded teacher competition, dismantled teachers' unions, and added the role of the coach to the school, "confidence" is an issue that the coach and teachers struggle with as they seek to improve minority student achievement. Using a case study design and feminist sociological framework highlighting emotional labour, the affective economy, and the psychosocial possibilities of the work of Pierre Bourdieu , this research examines professional capital as a form of educators' experience. Ultimately, we see that the landscape of power and emotions is complex as it divides "good" and "bad" White and middle-class teachers. Possibilities for extending the uses of feminist sociological theory in early childhood literacy are discussed. [ABSTRACT FROM AUTHOR]

Grounded in 'expectancy-value' theory, this paper reports on the psychometric properties of an instrument intended to measure students' motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the 'expectancy-value' theory framework and students' age. [ABSTRACT FROM AUTHOR]

Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members' perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main components of policy alienation—related to the passage of SB 1720, with some reported opportunities for discretion and innovation at a local level. Despite feelings of alienation, faculty worked hard to facilitate student success through the changes. [ABSTRACT FROM AUTHOR]

Although higher education has become more accessible to people from lower socioeconomic backgrounds, the transition to university is more difficult for first- compared to continuing-generation students. Previous research showed that social identity processes are key to understand differences between first- and continuing-generation students' experiences at university. In the present paper, we argue that social background identity concealment may occur as a coping process among first-generation students. A longitudinal study among 829 first-year university students showed that first-generation students indeed concealed their social background at university more than continuing-generation students. This was especially the case when they had experienced concerns about their social belonging at university, indicating that identity concealment resulted from concerns to fit in at university. Finally, social background concealment was related to a decrease in well-being, suggesting that concealment is a costly social identity management strategy. Instead, universities should put in efforts to increase first-generation students' sense of belonging. [ABSTRACT FROM AUTHOR]

OBJECTIVE: We, therefore, aim to conduct a systematic review to assess the academic potential of ChatGPT-3.5, along with its strengths and limitations when giving medical exams. METHOD: Following PRISMA guidelines, a systemic search of the literature was performed using electronic databases PUBMED/MEDLINE, Google Scholar, and Cochrane. Articles from their inception till April 4, 2023, were queried. A formal narrative analysis was conducted by systematically arranging similarities and differences between individual findings together. RESULTS: After rigorous screening, 12 articles underwent this review. All the selected papers assessed the academic performance of ChatGPT-3.5. One study compared the performance of ChatGPT-3.5 with the performance of ChatGPT-4 when giving a medical exam. Overall, ChatGPT performed well in 4 tests, averaged in 4 tests, and performed badly in 4 tests. ChatGPT's performance was directly proportional to the level of the questions' difficulty but was unremarkable on whether the questions were binary, descriptive, or MCQ-based. ChatGPT's explanation, reasoning, memory, and accuracy were remarkably good, whereas it failed to understand image-based questions, and lacked insight and critical thinking. CONCLUSION: ChatGPT-3.5 performed satisfactorily in the exams it took as an examinee. However, there is a need for future related studies to fully explore the potential of ChatGPT in medical education. [ABSTRACT FROM AUTHOR]

This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning method helps students improve grades regardless of their individual differences. Specifically, we test how the implementation of a face-to-face instructor-student performance review at midterm can be beneficial for performance improvement by allowing students who would otherwise not seek additional feedback or clarity to discuss performance completely. Structural equation modeling and mean difference tests are used to test empirical relationships between personality, behavior, and performance. Comparisons between groups that did and did not include a midterm review supports the hypothesis that interactive mid-term performance reviews improve class grades. Regression analysis supports that performance reviews improve grades even after controlling for individual differences. This active learning technique has both immediate and long-term benefits. In addition to grade improvement, mid-term reviews allow students to experience how to conduct professional performance reviews and receive and use feedback more effectively. The discussion offers simple advice on how midterm reviews can occur even within remote classes. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine principals' instructional actions in rural, high-poverty schools and the perceived impact on student achievement. For this qualitative case study, research questions were: What principals' instructional leadership practices are being demonstrated in rural, high-poverty schools based on the literature and findings? How do these practices impact academic achievement in rural Title 1 schools, as reported by principals, assistant principals (AP), instructional coaches, and teachers? To examine principalship impact on schoolwide student achievement in rural, low-income contexts, an elementary (grades K–5) and middle (grades 6–8) Title I school were enlisted. Following a demographic survey, perspectives on principalship influence were shared via Zoom by 13 participants from the schools: 2 principals, 1 AP, and 2 instructional coaches were interviewed one-on-one, and 8 teachers in focus groups. Principalship practices were analyzed based on perceived influence on student learning outcomes. Seven findings revealed impactful principal practices that align with extant research. The evidence-based strategies that promote instructional leadership and the desired effect on achievement in low-income, rural schools can improve learning outcomes and build capacity for success schoolwide. Stakeholder data indicated direct impact of the principals' practices on student achievement, which furthers the capacity of principals to make more of a difference on learning. This investigation contributes to knowledge, empowers principals within rural areas to lead in poverty conditions, and concerns the work of schools and principal preparation programs. Vulnerable students gaining from the very best principals and their teams have to offer is a takeaway. [ABSTRACT FROM AUTHOR]

The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters. [ABSTRACT FROM AUTHOR]

Sexual assault continues to be a prevalent and consequential experience for university students. The aim of this systematic review was to synthesize the literature on the academic consequences of the sexual assault for university students. There is currently no comprehensive review of the literature focusing on the academic consequences for university students who experienced sexual assault. This review was conducted based on searches from five databases including Academic Search Complete, Education Search Complete, Education Resources Information Center (ERIC), PsycINFO, and Google Scholar. We identified 13 articles that examined academic consequences of sexual assault during university. Across all studies, sexual assault was associated with more academic problems including lower grade point average, dropping out of university, and self-regulated learning problems. Although the number of articles is small, the results are consistent. Practically, this means that universities, those providing psychological services, and victims themselves need to understand that the consequences are not just physical and psychological but can also negatively impact academic achievement. Our review also identifies limitations in the literature regarding this topic such as methodological concerns, diversity and inclusion concerns, and the need for future work to investigate mediators of the relationship between sexual assault and academic outcomes. We offer recommendations for future research to combat the concerns identified. Development of interventions to support those who experience sexual assault during university necessitates overcoming the limitations identified. [ABSTRACT FROM AUTHOR]

The implementation of China's Education Modernization Plan 2035 has signified the Chinese government's commitment to advancing the quality of education. Recent studies have shown that the prioritization of instructor continuous professional development (CPD) through the Ministry of Education mandates has positively affected talent development and student achievement at the K12 level; however, examination of the reform's impact on Chinese higher education is limited. This paper explored the effect academic optimism, institutional policy and support, and instructor self-efficacy had on instructors' CPD within Chinese higher education institutions. This study collected data from 456 Chinese higher education instructors, employing a structural equation model to examine the relationship between the independent and dependent variables. Findings indicate academic optimism and institutional policy and support have a significant positive effect on CPD, β =.645 and.2, respectively, while instructor self-efficacy has nearly no effect on CPD, β = −.031. Institutional policy and support have a significant, influential effect on academic optimism, β =.652; however, there is nearly zero impact on instructor self-efficacy, β =.032. The implications of the findings indicate that institutional leadership is crucial in developing an academic culture that promotes and supports continuous professional development; however, individual drive to pursue CPD is limited. [ABSTRACT FROM AUTHOR]

Game-Based Learning (GBL) is increasingly widespread as a learning technique in the engineering studies. However, this innovative methodology may be difficult to incorporate in some subjects due to their complex contents. This paper aims at combining traditional learning methodologies with game mechanics by using an ad-hoc gaming web environment and mobile devices to analyse the academic performance and motivation in engineering studies. A comparative study was carried out with 96 first-year engineering students. In this experience, the students were randomly divided into two groups: Control Group (CG) and Experimental Group (EG). The first group made use of the traditional learning methodology used, whilst the second group combined the traditional methodology with GBL and Information and Communication Technologies (ICT). The obtained results show that EG students significantly improve their academic performance and motivation, expressing a succinctly greater interest in the studied subject. Therefore, the integration of GBL in the teaching methodology could have a very positive impact as well as it could greatly ease the teaching-learning process in engineering studies. [ABSTRACT FROM AUTHOR]

As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the AppleVR iPadVR tablet. IPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet's usability. Students indicated that they would like to use the tool in the future. [ABSTRACT FROM AUTHOR]

Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including "black hubs," may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated. [ABSTRACT FROM AUTHOR]

Executive functions refer to the neurocognitive processes that enable conscious control of goal-directed behaviour. Executive functions lay the neural and cognitive foundation for civilisation and culture with its far reaching effects in day-to-day planning, problem-solving, creativity, self-regulation, empathy and cooperative social behaviour. Though a celebrated area of research for cognitive scientists, contemporary studies find that most of the interventions that target executive functions promote academic achievement in children, but fail to transfer to real-life interpersonal situations. This suggests the need for breaking its cognitive shell and conceiving executive function development in the larger sociocultural context. Thus, the present paper inquires into the cultural space that provides collaborative learning experiences for young children to become efficient problem-solvers and empathetic social beings. After reviewing certain theoretical perspectives and research findings, it is concluded that the early experiences of scaffolding by more competent individuals, specific to the social context and culture, are the crucial determinant of positive executive function development and its expression in everyday situations. The process of such sociocultural influences seems to be mediated by learning appropriate rules that guide executive functions. The paper puts forth the need for culture-specific value-based training for children that can potentially improve the internally motivated execution of control in practical situations. Revival of activities inherent in cultures is also found to be a promising option for devising effective training methods. [ABSTRACT FROM AUTHOR]

How can a bonus program affect the performance of teachers in classrooms? This paper collected data from teachers employed in Brazilian state-run schools to examine the key mechanisms through which a teacher bonus scheme can have a causal effect on the academic achievements of students. Using mixed-methods research and data triangulation from questionnaires and semi-structured interviews with teachers, this study finds limited empirical evidence supporting the bonus program of the state of São Paulo. The bonus program created no additional incentive for educators to start/continue working in state schools, and it was not responsible for the improvement of teaching activities. [ABSTRACT FROM AUTHOR]

Background: Health literacy (HL) is an important determinant for maintaining and improving health throughout the lifespan. This underlines the need to monitor HL, including among adolescents, and to understand the factors explaining HL, with a view to decreasing differences in HL. The aim of this study was to objectively measure HL, and the relationship between HL and socio-demographic factors (gender, language of instruction, pupils' educational aspirations, parents' educational background and pupils' school achievement) among pupils (n = 3652) at the end of basic education in Finland. Methods: A nationally representative assessment, which included 55 items on HL, was conducted as a traditional paper-and-pencil test in schools. The data were analysed via descriptive statistics and a two-level hierarchical linear model to determine how the socio-demographic factors affected HL. Results: The pupils' average score on the HL test items was 58.9%, indicating a satisfactory HL level. A two-level hierarchical linear model showed that the variables (gender, language of instruction, pupils' educational aspirations, parents' educational background and pupils' school achievement) predicting the HL level had statistically significant effects. Conclusions: Among ninth graders (15–16 years old), almost one third of the boys and 8% of the girls exhibited an unsatisfactory HL level. The study also confirmed the importance of school-related factors in explaining HL differences. Since low HL has been linked to several unfavourable health indicators and has been viewed as an underestimated problem in times of pandemic and other health crises, the findings suggest that the HL level of Finnish ninth graders is a clear public-health issue. [ABSTRACT FROM AUTHOR]

In a large-scale quantitative study that adopted a learning analytics approach, we searched for associations between students' activity in a game-based online mathematics learning environment and their mathematics achievements on a national standardized test. Students were active in the environment throughout the school year, and particularly during an online National Mathematics Olympiad (N = 239 schools). Overall, our findings point to a positive association between online game-based activity during the Olympiad and mathematics test scores. This association remained even after controlling for socioeconomic factors, which are known to contribute to academic achievements. The paper discusses these findings and suggests evidence for causality, in particular cognitive, meta-cognitive, and affective effects of the online activity that may have positively affected test scores. [ABSTRACT FROM AUTHOR]