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Conversational user interfaces (CUI), including voice interfaces, which allow users to converse with computers via voice, are gaining wide popularity. VoiceBots allow users to receive a response in real‐time, regardless of the communication device. VoiceBots have been explored in fields such as customer service to automate repetitive queries and help reduce redundant tasks; however, they have not been widely applied in the classroom. This study aimed to explore the effects of VoiceBot implementation on student learning. A pre‐test–post‐test design was implemented with 65 participating undergraduate students in multimedia programming who were randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data were collected using an academic achievement test and semi‐structured interviews, which allowed for a more in‐depth analysis of the students' experiences with the VoiceBot. The results showed that how the VoiceBot was applied positively influenced student learning in the experimental cohort. Moreover, the focus group data demonstrated that the VoiceBot can be a valuable assistant for students and could be easily replicated in other courses. To the best of our knowledge, this study was the first to use VoiceBot to engage undergraduate students in Ghana, thus contributing to the growing literature stream on the development of VoiceBots to improve student learning experiences. This study elucidates the design process using a zero‐coding technique, which is considered a suitable approach for educational institutions with limited resources. Practitioner notes What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. [ABSTRACT FROM AUTHOR]

Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore and provide an alternative theoretical viewpoint, informed by empirical studies, of the curriculum policy enactment process which spans across different curriculum policy spaces by drawing on figurational sociology. This paper constructs this alternative figurational viewpoint of the policy enactment process by drawing on curriculum policy and policy enactment literature. This viewpoint highlights how a curriculum policy can be (re‐)interpreted, (re‐)translated and (re‐)enacted by multiple, interconnected and interdependent (face‐to‐face and non‐face‐to‐face, recognised and unrecognised, past and present) relationships. We argue the need for agonistic dialogue between the stakeholders of the educational community and how his could lead to these stakeholders working together across curriculum policy spaces (e.g., curriculum development, teacher education, professional development) and on different aspects of 'doing' policy work. We encourage ourselves, and colleagues, to advocate for, support and provide evidence on the centrality of construction and enactment of curriculum policy in effective curriculum change. [ABSTRACT FROM AUTHOR]

New technologies significantly influence the increase in the range of methods and techniques in distance learning. The quality, efficiency and potential of modern communication channels are relevant issues in the current educational paradigm. The authors aimed to evaluate the educational potential of high‐tech means of communication and applications, to reveal their impact on modern communication opportunities during distance learning in the free economic zone. The main methods used during the study were analysis, questionnaire, systematisation and generalisation. The preliminary tests and experiment post‐tests were introduced to determine the technological and communicative readiness of the respondents (42 student‐volunteers). All student‐volunteers passed a test to assess the quantity and quality of high‐tech means of communication in the educational process and a survey on assessing the quality and effectiveness of distance education compared to full‐time education. Questionnaires with the same questions were taken by the students after their training, which involved high‐tech educational tools. The need to attract high‐tech means of communication in the process of distance learning was shown and students' attitude towards it was improved. It was found that the level of communication skills development during distance learning directly depends on the use of high‐tech technical means. The study proved that high‐tech communication tools that were used in the experimental group should be used in the learning process in terms of distance learning. The effectiveness of the use of communicative opportunities in distance learning in order to identify the frequency of their use was described. [ABSTRACT FROM AUTHOR]

Educators usually recognise the value of drama‐in‐education, but hesitate to use it with unpredictable diverse groups that have limited communication and social understanding. This article evaluates a professional development initiative in an all‐age special school (3–19 years) in eastern England as a whole‐school improvement strategy to promote drama for enhancing children's communication through dialogic teaching. The project was the culmination of an action research cycle to refine an original constructivist five‐staged professional developmental model for teaching inclusive groups with children with special educational needs and disabilities. Following a staff training session, the researcher supported each teacher in class once a week for 6 weeks, using collegial mentoring strategies. The model enabled their starting point and priority next step to be accurately identified towards them gradually taking over leading drama sessions. A pedagogical framework for early drama – Prescribed Drama Structures – proved pivotal, enhanced by a flexible model for exploring story and understanding social narrative. [ABSTRACT FROM AUTHOR]

This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children's mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy. [ABSTRACT FROM AUTHOR]

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching.The rapid shift to distance education in schools can be conceptualised as 'emergency remote education' (ERE).Prior ERE research focused on bounded geographic locations where localised emergencies occurred.What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies.This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information.This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations.This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders.This provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies.The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. [ABSTRACT FROM AUTHOR]

Childhood acquired brain injury (ABI) is associated with poorer life outcomes. Increasing numbers of children and young people are surviving severe brain injury and returning to mainstream schools with multiple impairments. It is widely acknowledged that for these children, their school becomes by default their rehabilitation centre. International studies of this transition and a recent UK government report criticize educators' inconsistent implementation of support strategies, lack of educator training and poor communication between clinicians, educators, child and family. The educators' perspectives of the return‐to‐school are, however, not well represented in the literature. This study therefore explored the experiences of educators in the UK (N = 10) who had recently facilitated a return‐to‐school of a child with ABI aged 8–12 (N = 5) using semi‐structured interviews analysed by data‐driven thematic analysis. The findings highlight common experiences: a continuum of intensive problem‐solving with heavy reliance on the Special Educational Needs Coordinator; educators valuing collaboration with clinical specialists in context over general 'training'; uncertainty over the validity of implementing support strategies from prior teaching experience; uncertainty about how to support the child's emotional needs; and frustration with UK statutory processes for Special Educational Needs and Disabilities. Recommendations are made for changes to practice and future research. [ABSTRACT FROM AUTHOR]

As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals' professional leadership in fostering inclusive schools. As a result, this article's significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. [ABSTRACT FROM AUTHOR]

The methods used in engineering education have gained diversity in parallel with rapidly evolving technology. New technological methods along with the traditional methods have been adopted for undergraduate education. Today, Simulink‐based educational materials are used in many fields in engineering education. However, in the literature, the contribution of such educational materials to the learning process has not been measured thoroughly. This study presents a comprehensive measurement method to improve the created course material and show the effectiveness of developed course material in students' success. First, educational material was developed for an undergraduate electrical engineering course: communication systems. A feedback group made up of diverse student learners was employed extensively in the material development phase. Next, the impact of the developed material on the success of the students was examined using both qualitative and quantitative measurement tools including questionnaires, one‐to‐one interviews, and class and university level anonymous surveys. This also included students' performance regarding laboratory quizzes and achievement of course learning outcomes. Overall, the measurement results show that the course material increased students' success in the course. Moreover, students' general perception of the course material was positive. [ABSTRACT FROM AUTHOR]

Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post‐migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3–5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10–17, MtimeinUS = 3.98 years, SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high‐stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family–school partnerships and school‐interventions targeting newcomer immigrant youths' engagement. [ABSTRACT FROM AUTHOR]

Background: Operative management of severe trauma requires excellent communication among team members. The surgeon and anesthesiologist need to interact efficiently, exchanging vital information. The Definitive Surgical Trauma Care (DSTC) and Definitive Anesthesia Trauma Care (DATC) courses provide an excellent opportunity for teamwork training. Our goal was to study the impact of the joint DSTC–DATC courses in candidates' self-reported assessment in communication skills and techniques in a simulated intraoperative trauma scenario. Methods: Study population consists of 93 candidates (67 surgeons and 26 anesthesiologists) participating in four consecutive joint DSTC–DATC courses in May and June 2019 in Brazil (3) and in Portugal (1). Median age was 30 years; 53 (60%) of subjects were male (46 senior residents and 47 specialists). All participants attended joint lectures, case discussions and surgical skills session, emphasizing intraoperative communication. Post-course survey on several aspects of perioperative communication (responses on a Likert scale) was conducted with participants being asked which aspects of intraoperative communication they valued the most. Results: All participants responded to the survey. Results displayed an increase in the self-assessed importance of team briefing and intraoperative communication, particularly routine periodic communication, rather than only at critical moments. Postoperative team debriefing was also valued as highly relevant. Closed-loop and direct, by-name communication were highly rated. Self-reported communication skills improved significantly during the course. Conclusions: Joint training in the DSTC–DATC courses improved candidates' perception and skills on proficient intraoperative communication. Further studies should address both the durability of these changes and the potential impact on patient care. [ABSTRACT FROM AUTHOR]

This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's 'community of practice' theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for young people and families and outcomes. There were indications of shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross‐service communication and co‐ordinated working practices, achieved though service restructuring, co‐location and changed lines of accountability. An increased emphasis on long‐term planning and involving young people in planning and decision‐making was evident with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power. [ABSTRACT FROM AUTHOR]

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students. [ABSTRACT FROM AUTHOR]

This document discusses research on assertive communication at different ages. The study examines the assumptions and possibilities for assertive communication and the concept of assertive duties. The research sample consisted of three groups: juniors, adults, and seniors. The results show that the ability to assert oneself was significantly higher in adults and juniors compared to seniors. The study also explores assertiveness in adolescence, finding that assertive behavior is associated with positive self-attitude, emotional stability, and dominance, while avoidance is linked to negative self-attitude, reactiveness, and submission. Overall, the research highlights the need to adapt communication and educational assertive processes for different age groups. [Extracted from the article]

Collaborative learning in class‐based teaching presents a challenge for a tutor to ensure every group and individual student has the best learning experience. We present Group Tagging, a web application that supports reflection on collaborative, group‐based classroom activities. Group Tagging provides students with an opportunity to record important moments within the class‐based group work and enables reflection on and promotion of professional skills such as communication, collaboration and critical thinking. After class, students use the tagged clips to create short videos showcasing their group work activities, which can later be reviewed by the teacher. We report on a deployment of Group Tagging in an undergraduate Computing Science class with 48 students over a semester. Through our analysis of interviews and log data, we show that Group Tagging helped the students remain attentive and on‐task during group work, and encouraged them to participate more during group activities. [ABSTRACT FROM AUTHOR]

The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt "struggling reader" and "struggling writer" labels. [ABSTRACT FROM AUTHOR]

Within the context of schooling, conceptions of literacy are increasingly being associated with the capacity for learners to engage in disciplinary meaning making through face‐to‐face deliberation and dialogue. In this commentary, the author explores how a conversational infrastructure—meaning routines for talk, norms, scaffolds, and a repertoire of talk moves—can help teachers foster a discourse community in their classrooms. Such an infrastructure can support students of all backgrounds to explore, through discourse, how claims are made by members of a discipline, what counts as evidence, and the ground rules by which members of a knowledge‐building community can engage one another in justifying certain points of view while acknowledging alternatives. This vision is presented as an alternative to the unspoken rules and rituals that sociologists refer to as doing school, which serve to constrain academically productive talk in many classrooms. [ABSTRACT FROM AUTHOR]

Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self‐determination. [ABSTRACT FROM AUTHOR]

In England, eliciting the views, feelings and aspirations of young people with special education needs is central to the Special Education Reforms of 2015. However, there is little guidance on how to do this with young people who have intellectual and communication difficulties. In this research project, a questionnaire was developed and used as part of a structured interview, supported by Augmentative and Alternative Communication (AAC) with 22 young people with Moderate, Severe and Profound and Multiple Learning Disability (PMLD). The interview, which expolored the child's views about their lives at school and at home, was video recorded and clips were played to parents, teachers/and or Speech and Language Therapy (SALT) and NHS Psychology staff. It was hoped that this triangulated, evidence‐based approach to finding out their interpretations of what the child was communicating would provide a valid method. The results were analysed for efficacy and validity of the questionnaire and inter‐assessor reliability of ratings of the videos. Findings showed that by using both conventional and AAC methods, 11 out of the 22 young people were able to indicate responses to 75‐100% of the questions about their lives and preferences and 4 out of the 22 were able to answer 75‐100% of the section about hopes and aspirations for the future. We also found significant differences in ratings of 19 young people by school staff compared to family member and NHS researchers. This shows that it is essential to gather the different views of key people in the young person's environment. We have concluded that using video footage as a technique to elicit the voice of the child is to be recommended. One problem found with our questionnaire is that the young person's preferences are not equivalent to views and it would be essential to ask the young person about their experiences of the education they receive, which could then be fed back to their Education Health Care Plan (EHCP)/Annual review to give meaningful service‐user input. This would have to be done creatively and our questionnaire further adapted for those with more severe/PMLD. [ABSTRACT FROM AUTHOR]

This edited transcript of a roundtable "fishbowl" conversation at a session of the 2018 national conference of the American Academy of Religion brings three teaching scholars together around a shared reading of Jane Fried's book, Education, Fishbowls, and Rabbit Holes: Rethinking Teaching and Liberal Education for an Interconnected World (Stylus, 2016). Fried's concept of student "self‐authorship" quickly emerges as the dominant theme of the conversation, providing fresh perspectives on the purposes and goals of an academic classroom and the place of the study of religion within the liberal arts curriculum. [ABSTRACT FROM AUTHOR]

The article celebrates the 50th anniversary volume of the "British Journal of Educational Technology" in 2019. It discusses the journal's focus on the theory, applications and development of educational technology and communications. The content of the inaugural issue of the journal in January 1970 is discussed, as well as research on the impact of modern technologies on higher education.

The article explores how to increase the efficacy of scientist's science communication. Topics discussed include goals of science communication outlined by the National Academies of Sciences, Engineering and Medicine, importance of improved communication between scientists, evaluators and science communication scholars, and significance of increased scientist engagement with youth. It also mentions strategies to improve K-12 student's science literacy and increase STEM persistence.

Abstract: Combinations of Conventional Studio and Virtual Design Studio (VDS) have created valuable learning environments that take advantage of different instruments of communication and interaction. However, past experiences have reported limitations in regards to student engagement and motivation, especially when the studio projects encourage abstraction or are detached from context or reality. This study proposes a hybrid approach that overcomes these limitations by blending conventional studio, VDS and live projects. This blend aims to foster opportunities from within a real design situation, while promoting different levels of motivation and engagement. Two case studies comprising academic projects between the University of Los Andes, Colombia and the University of Nottingham, UK were used to validate the approach. In these, students interacted with peers, teachers, people from industry and the community to build 1:1 scale projects, with budgets and timeframe constraints. The study proved that students could successfully work collaboratively and build confidence in their own abilities when placed in a real setting, which enabled interactions face‐to‐face and at a distance to solve a challenge and achieve a common goal. The article reports on lessons learnt from these collaborative learning experiences, which reflect on contemporary cross‐cultural design practiced today. [ABSTRACT FROM AUTHOR]

Abstract: In recent years, teachers have turned to online social spaces for peer‐to‐peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as having important implications for teachers' professional learning and development. However, there is a need to move beyond instrumental discourses that simply discuss engagement and technology in terms of costs and benefits, and analyse the complex social contexts in which engagement takes place. Therefore, presenting data from a digital ethnography of three online social spaces used by teachers, this paper uses professional identity as an analytical framework in order to understand teachers' online engagement in holistic terms in a way that acknowledges the messy social realities in which teachers work. It then presents a new theoretical framework for conceptualising teachers' professional identity that develops the concept of embedded ideal identity and takes into account context, social complexity, structure and agency. [ABSTRACT FROM AUTHOR]

Abstract: This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design‐based research. The research activities focused on an inter‐university online course, within which the use of instructor audio feedback was tested, analyzed and developed further. Participants in this study were students (n = 50) from four Finnish universities who enrolled in the 7‐week course. The teaching approach of the course could best be characterized as collaborative case‐based mobile learning. Furthermore, we employed a novel formative audio feedback practice that has been inspired by and follows the peer‐review practices employed by scientific journals. In particular, we wanted to find out how students experienced the use of audio feedback in terms of utility, emotional support and learning. Research data was gathered through a questionnaire to the course students, transcribed audio feedback provided for the students and students' performance results. The study indicates that the novel formative audio feedback practice was successful in promoting the emotional engagement of students and personal connectivity between students and instructors. Furthermore, the audio feedback proved effective in terms of assignment revisions, and also in terms of students' self‐reports of the meaning of the audio feedback for learning. The majority of students welcomed the audio feedback, and also expressed a wish for the integrated use of text and audio. Therefore, in future implementations, we will integrate the audio and written feedback. [ABSTRACT FROM AUTHOR]

This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections. [ABSTRACT FROM AUTHOR]

This study aims to identify students' misconceptions regarding covalent bonds. Seventy-seven graduate students in the middle of Indonesia participated in the study. Data were collected in three stages. First, misconceptions were identified by using the Semi Open Diagnostic Test. Ten students who experienced the worst misconceptions were interviewed. Lastly, textbooks were reviewed. Content analysis was used to analyze the misconception data. We identified eight primary misconceptions, namely: (i) a covalent bond is formed between two atoms with a pair of free electrons; (ii) each atom in a stable molecule must follow the octet rules; (iii) a covalent bond is polar if the electron affinity of two bonded atoms is different; (iv) the form of the molecule depends on the number of atoms bonded to the central atom; (v) nonpolar molecules have a dipole moment µ > 0; (vi) all bonds in polar molecules are polar, while all bonds in non-polar molecules are non-polar; (vii) the number of bonds depends on the electronegativity of the atoms; and (viii) bond length depends on the type of bond. The main causes of student misconceptions are as follows: (i) incomplete information; (ii) difficulty understanding basic concepts regarding covalent bonds; and (iii) lack of effective communication between students and teachers. The results suggested the following implications for teaching: the teacher should identify misconceptions about prior knowledge or concepts prior to teaching the basics, identify reference book learning, and facilitate effective communication so that information received by the student is complete and correct. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 520-537, 2017 [ABSTRACT FROM AUTHOR]

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher-driven transaction with a poem and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students' metacognition in relation to the reading process itself. The article shows how Text World Theory' s status as a socio-cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction. [ABSTRACT FROM AUTHOR]

The article discusses the educational objectives of the Build-a-Business Project and its standard structure. It mentions that the project was an assignment in Legal and Ethical Environment of Business (LEEB) course which aims to help students improve their writing skills and to accomplish university written communication educational objectives and learning outcomes. It notes that the project is a mechanism to offer students with an active learning opportunity.

In this paper, the author reflects on a year-long ethnography to point out contextual factors situated in career and technical education (CTE) and specifically how a CTE teacher and a university researcher shaped learning opportunities to support students' interests in the arts, technology, and multimedia communications. The discussion arched by a metaphor of ripples and breaks suggests the value of seeing dynamic forms of mobility and learning ecologies within classrooms and other educational settings. [ABSTRACT FROM AUTHOR]

Revolving around threats to internal validity, several of which are new, this chapter characterizes how evaluators might want to communicate with stakeholders on problems of student learning outcomes assessment. Seven scenarios from our experience are developed for the evaluator to consider, with each one presenting a different challenge working with faculty members in higher education. Test scores, rubrics, and embedded questions suggest the need for more effective communication when stakeholders need methodological guidance. It is very important for evaluators to work with stakeholders from the beginning of the assessment process to avoid potential pitfalls and erroneous interpretations of data. [ABSTRACT FROM AUTHOR]

Grouping learners in cooperative learning can help interaction and discussion among learners. However two main problems must be settled so as to group learners. The first is how to build the learner model, which describes the attributes of learners. The second is which technique would be appropriate for learners grouping according to the selected learner model. This paper aims to propose a novel cooperative learning approach using a multiple-intelligence based learners grouping technique. This contribution is three folds: (1) a conceptual model of learners' intelligence, (2) a pre-learning process that aims at: (a) acquiring knowledge of individual learners' intelligence according to the conceptual model of learners' intelligence; (b) grouping the learners into balanced groups based on this intelligence; and (c) calculating knowledge of collective intelligence, useful for cooperative learning during the learning process, and (3) a framework architecture, in order to support the new cooperative learning approach and demonstrate its feasibility. [ABSTRACT FROM AUTHOR]

This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction ( FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI occurs separately from communicative activities, whereas integrated FFI occurs during communicative activities. Using this theoretical distinction, the researchers developed teacher and learner questionnaires and validated them as measures of both constructs supported by factor analysis. The questionnaires were administered to explore the views of teachers and learners in two contexts, ESL in Canada and EFL in Brazil. Quantitative and qualitative analyses of the questionnaire data indicate a distinct preference for integrated FFI across groups (i.e., teachers and learners) and contexts (i.e., EFL and ESL). At the same time teachers and learners also acknowledged the value of isolated FFI. These views recognizing the important roles played by both integrated and isolated FFI are consistent with those discussed in the instructed second language acquisition literature. Teachers and learners also drew attention to contextual and individual differences that may have an impact on decisions about the timing of grammatical instruction. [ABSTRACT FROM AUTHOR]

Responses of student affairs leaders to questions about the challenges and obstacles they find in their work are examined and discussed. [ABSTRACT FROM AUTHOR]

Responses of student affairs leaders to questions about the opportunities and joy they find in their work are examined and discussed. [ABSTRACT FROM AUTHOR]

Contexts for identifying and understanding current opportunities and challenges for student affairs leaders are described and a framework for the rest of the sourcebook is offered. [ABSTRACT FROM AUTHOR]

This chapter describes and discusses implications of the experiences of student affairs leaders-the challenges and the opportunities, the obstacles and the joy-for understanding and facilitating student affairs leadership. [ABSTRACT FROM AUTHOR]

Introduction Supervision is a pillar in enhancing the student's learning environment throughout her/his higher education. Multiple studies qualify graduate supervision among the most important contributors to the successful completion of a higher education degree and to graduate students' positive academic experience. The aim of this study was to assess the views of graduate students enrolled in the Dental Sciences and Craniofacial Research Graduate Programs at McGill University ( n = 64) regarding the quality of supervision they are receiving. Methods and materials An online questionnaire composed of 22 open and closed-ended format items was used and covered five domains: student profile, supervisory relationship, conflict resolution, student progress/thesis writing and career development. Descriptive statistics, chi-square tests and interpretative qualitative analysis were used to evaluate students' perspectives. Results Fifty-nine students completed the survey (92.2%). The distribution of sample in regard to the graduate student level was almost identical (M.Sc. level n = 28, Ph.D. n = 31). Overall, most graduate students appeared satisfied with the supervision they received and had similar perspectives about the surveyed domains. There was one statistically significant difference ( P < 0.05) between MSc and PhD students when asked if their supervisors aided them in career development outside the supervisory relationship, where 77.4% ( n = 24) of doctoral students agreed as opposed to 21.4% ( n = 12) of Masters' students. Conclusions Our results showed that McGill graduate students appeared to be overall satisfied with the supervision they received. The main elements contributing to a positive supervision experience were support, guidance, availability and good communication between supervisees and supervisors. [ABSTRACT FROM AUTHOR]

Background Speech and language therapists (SLTs) working in schools worldwide strive to deliver evidence-based services to diverse populations of students. Many suggestions have been made in the international professional literature regarding culturally competent delivery of speech and language services, but there has been limited qualitative investigation of practices school SLTs find to be most useful when modifying their approaches to meet the needs of culturally and linguistically diverse (CLD) students. Aims To examine perceptions of nine school SLTs regarding modifications of usual practices when interacting with CLD students and their families; to compare reported practices with those suggested in professional literature; to draw clinical implications regarding the results; and to suggest future research to build a more extensive evidence base for culturally competent service delivery. Methods & Procedures For this qualitative research study, nine school SLTs in a diverse region of the USA were recruited to participate in a semi-structured interview designed to answer the question: What dominant themes, if any, can be found in SLTs' descriptions of how they modify their approaches, if at all, when interacting with CLD students and their family members? Outcomes & Results Analysis of data revealed the following themes: (1) language-a barrier and a bridge, (2) communicating through interpreters, (3) respect for cultural differences, and (4) positive experiences interacting with CLD family members. Conclusions & Implications Participants reported making many modifications to their usual approaches that have been recommended as best practices in the international literature. However, some practices the SLTs reported to be effective were not emphasized or were not addressed at all in the literature. Practical implications of results are drawn and future research is suggested. [ABSTRACT FROM AUTHOR]

This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry ( CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students' satisfaction with the activities, with the professors' actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good-byes). The data are relevant to the students' satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively. [ABSTRACT FROM AUTHOR]

In the 21st century, the use of information technology in the classroom is advancing rapidly, especially in higher education. The Internet, through social networking, has made it possible for students to learn and teachers to teach outside the classroom walls. Facebook in particular has made it possible for students to interact and communicate with their teachers and among themselves about their progress and about the problems they encounter in learning. Yet, limited research exists on the use of Facebook in education in Sub- Saharan Africa more especially in Botswana. This is in spite of the observation that Sub- Saharan Africa is the fastest growing Internet population with a growth of more than 2500% between 2000 and 2011. This study therefore set out to examine (1) the students' interest in using Facebook to facilitate group work activities in the Advanced Oral Presentation Skills course; (2) whether the students interact and communicate using Facebook on matters relating to the Advanced Oral Presentations course; (3) whether the students benefitted from using Facebook for learning advanced oral presentation skills; and (4) what challenges the students encountered when using Facebook in the Advanced Oral Presentations course. In this trial study, students were allocated groups and assigned to conduct their group activities via Facebook. Although this was optional, more than 80% of the groups opted for Facebook and less than 20% chose to do their group work traditionally. A follow-up evaluation of the experiment was done through a questionnaire and interviews. The findings suggest that Facebook could facilitate student communication and interaction about group assignments. [ABSTRACT FROM AUTHOR]

In this study, I examine how using a writers' workshop model in mathematics creates a space for students to write about their mathematical thinking and problem solving and how their writing impacts instruction. This case study of one classroom with one teacher spanned 6 weeks and included 18 implementations of an adapted version of the Writers' Workshop ( WW) in a fourth-grade mathematics class. On a biweekly basis, the data were reviewed and changes made to the model. The analysis of the students' writing revealed (a) their understandings and misunderstandings of the mathematical content, (b) their readiness for more challenging tasks, and (c) their connections to prior knowledge. Students used writing to demonstrate their understanding of mathematics and show their mathematical processes. In some cases, examining only the numerical work failed to illuminate the students' understanding, their writing provided deeper insight. Students recognized writing as a tool for learning; this was evident in interview responses. [ABSTRACT FROM AUTHOR]

ABSTRACT This article describes a 60-minute classroom activity using LEGO® bricks that demonstrates and reinforces the importance of the managerial process. The activity, Plan Before You Play (PBP), is targeted to introductory business classes, and differs from others in that it requires little investment or up-front planning, is easily scalable, and, with a few minor adjustments, can be altered sufficiently to discourage information drift across multiple class offerings and academic terms. It can also be modified to subject specific discussions. Students can participate in PBP regardless of their level of knowledge or interest in the subject. Participating in PBP provides students with a concrete example of how good communication and a decision framework can result in more efficient use of resources. The activity also encourages creativity and can be used to generate healthy competition between student groups. [ABSTRACT FROM AUTHOR]

Background Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive communication and their learning results when working in small groups. Aims To increase the benefits of cooperation, we developed and tested a module for training students in transactive communication. We assumed that this training would enhance students' transactive communication and also increase their knowledge acquisition during cooperative learning. Further, we distinguished between an actor's transactive communication and a learning partner's transactive communication and expected both to be positively associated with an actor's knowledge acquisition. Sample Participants were 80 university students. Methods In an experiment with pre- and post-test measurements, transactive communication was measured by coding students' communication in a cooperative learning situation before training and in another cooperative learning situation after training. For the post-test cooperative learning situation, knowledge was pre-tested and post-tested. Results Trained students outperformed controls in transactive communication and in knowledge acquisition. Positive training effects on actors' knowledge acquisition were partially mediated by the improved actors' transactive communication. Moreover, actors' knowledge acquisition was positively influenced by learning partners' transactive communication. Conclusions Results show a meaningful increase in the benefits of cooperation through the training in transactive communication. Furthermore, findings indicate that students benefit from both elaborating on their partner's ideas and having their own ideas elaborated on. [ABSTRACT FROM AUTHOR]

The Coordinadora Nacional de Trabajadores de la Educación has developed a strategic plan with three approaches: one political, on legal, and one pedagogical. We Mexican teachers are raising questions about education in our country so that we can build bridges of communication and struggle that might connect us with colleagues in other countries. Our fundamental objective is to defend free public education. The Coordinadora Nacional de Trabajadores de la Educación confirms its promise to participate in the debate and to create viable, relevant proposals in order to achieve social justice in our country. [ABSTRACT FROM AUTHOR]

The aim of the article was to shed light on children's experiences and views of documentation in home-school relations. The study draws on qualitative interviews with 52 pupils in Year 6 in Sweden. The analyses reveal pupils' understanding of documents and documentation and how they form an important part of the communication between home and school. Furthermore, the analyses show that children see themselves positioned as objects and messengers between home and school, but also as subjects who resist and use documents and documentation in their own interests. [ABSTRACT FROM AUTHOR]

This paper examines the effect of a podcasting task on the examination performance of several hundred first-year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of knowledge over time. We attempted to promote such an approach by setting a task that involved student collaboration, contextualisation of content, and communication through new media, specifically creative podcasting. Examination results were used as a source of empirical evidence of changes in understanding and retention that occurred for students who completed this task. In comparing results across 2 years on similar questions related to the podcasting topics, we found a statistically significant improvement after introduction of the podcasting task on the questions related to one of the topics on which students had actively created their own podcasts ('acids & bases'), but not on the other ('oxidisation and reduction'). Improved learning outcomes in the form of better understanding and retention over time in at least one case suggest that under some circumstances creative podcasting may indeed help to promote a deep learning approach. [ABSTRACT FROM AUTHOR]