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AI-generated paraphrasing tools, especially QuillBot and Paraphrasing Tool, play a crucial role in preventing plagiarism in academic writing. However, their effectiveness and proficiency have been questioned, particularly regarding the adequacy of their strategies. This qualitative study analyzed the paraphrasing strategies and proficiency levels of QuillBot and Paraphrase Tool. Using a purposive sampling technique, all 30 abstracts from one issue of the "Journal of Second Language Writing" were paraphrased using the two paraphrasing tools in their standard modes, and the results were analyzed using the frameworks of Keck (2014) and Nabhan et al. (2021). The results of the study indicated that both tools primarily used synonym substitution, with QuillBot favoring word-level changes and Paraphrase Tool emphasizing sentence restructuring. QuillBot tended to show minimal revision, followed by moderate revision, while Paraphrase Tool exhibited more moderate revision, followed by minimal and substantial revision. Paraphrase Tool exhibited broader paraphrasing capability than QuillBot, but both tools show some paraphrasing limitations. Overall, while these tools may enhance some writing, writers should thoroughly review the core concepts of the original texts and grammatical structures in specific contexts. For novice writers, paraphrasing practice in classrooms should be conducted under teachers' guidance. AIgenerated tools should be secondary.

The purpose of this current study is to explore the move structure presented in abstracts of the research articles from Thai Scopus Journals (TSJ) and Top-Ranked Scopus Journals (TRSJ) in Applied Linguistics and English Language Teaching. Ninety abstracts were analyzed and separated equally between those two journals. The five-move framework established by Hyland (2000) was used to analyze the move pattern, showing different dominant patterns: I-P-M-Pr-C in Thai Scopus Journals and P-M-Pr-C in Top-Ranked Scopus Journals respectively. In Thai Scopus Journal, the results indicated that the introduction is optional, the conclusion, purpose, and method are considered conventional, and the product is obligatory. Similarly, in Top-Ranked Scopus Journals, the product is obligatory, while the purpose, method, and conclusion are conventional. These findings could offer practical insights into abstract structures and hold importance for educational purposes, offering guidance for the effective writing of abstracts in research articles.

This study employed a qualitative research design to investigate the utilization of soft pedagogical documents among twelve mathematics teachers in five purposively sampled public secondary schools. Data was collected through interviews and analyzed thematically. The study, rooted in social constructivism theory, discovered a mixed pattern in the implementation of soft pedagogical documents. Scheme of works and notes summary were widely acknowledged as a guide for structuring the academic year, but only a minority of teachers consistently applied it. Lesson plans, crucial for effective teaching, faced challenges in adherence due to time constraints and heavy workloads. Tools like class diary and attendance register were considered essential, yet compliance varied. Marks records and evaluation records, vital for assessing student progress, proved challenging for half of the teachers. Unit assessment records and homework records suffered from inconsistent implementation. While exercises records and formative records were recognized for tracking student learning, their effective use remained infrequent. Despite disparities, the soft pedagogical documents played a crucial role in shaping the educational setting. The study highlighted the need for targeted interventions and support mechanisms to enhance consistent implementation across all documents.

Policy implementation has presented the Nigerian educational system with countless obstacles cum problems. This research explored the principles and problems of policy implementation reconsiderations for effective secondary school administration. The study adopted a descriptive research design. The study population was 286 principals. The study sample was 229 principals drawn through a simple random sampling, representing 80% of the population. An instrument, principles and problems of policy implementation for effective secondary school administration was utilized for data collection. Cronbach alpha established a reliability coefficient of 0.89. Mean and standard deviation were used for data collection, while a t-test was utilized to test the hypotheses at a 0.05 significance level. The researchers found that the principles of policy implementation for effective secondary school administration are founded on ensuring a positive and clear policy statement, flexibility in the policy statement, fact-based policy statement, effectiveness in policy statement communication, openness to review, and properly documented in writing. It was recommended that school principals provide copies of the school policy to all the teachers. The principals should not be subjective in implementing policy for effective school administration. The implication of the study is that principals should adopt effective principles for policy implementation.

In the era of remote learning courses, the humanities instructor struggled more than most to translate the many familiar techniques of close reading to the unfamiliar realm of technology. Oftentimes instructors have depended on facsimiles of traditional methods: a shared passage annotated by the class digitally, or small groups sent to individual breakout rooms which will eventually rejoin the class and share their findings. This article offers a methodology which incorporates the beneficial technologies which were necessary in remote classrooms into the traditional classroom, encouraging students to collaborate and debate through the shared digital annotation of primary texts.

"Affordances in the third space" is a concept that can improve teacher education and inspires supervisory innovations that can be empirically studied. An intentionally designed hyperdocument workspace fostered collaboration among the university supervisor and classroom mentor teacher and shifted the clinical environment in favor of increased teacher candidate growth.

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely (i) collaborating with colleagues and implementing student-centered collaborative learning, (ii) developing a culture of literacy and numeracy through training and discussions, (iii) seeking out learning resources and media that supported literacy and numeracy, and (iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

This study retrospectively examines teaching practice within Israeli teacher education programs. A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the COVID-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE). Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program's potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.

Scholarly writing for academic publication follows discipline-specific constraints where alpha-numeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper, we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peer-reviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peer-reviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.

The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity - listing and ranking documentation's perceived values. Through our analysis, we developed and validated a robust codebook for students' values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration.

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children's developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.

Researchers' investment in reader engagement includes the construction of an appealing abstract. While numerous studies have been conducted on abstracts' rhetorical features, scant empirical attention has been paid to negation use in academic writing. The current study seeks to narrow the research gap from a general and diachronic perspective by adopting an interpersonal model of negation. We found that while "not, no," and "little" tend to be the commonly used negative markers in "Science" abstracts, "little" increased diachronically but decreased for "not" and "no." Functionally, writers prefer to use "interactive negations" and employ relatively more negative markers that function as "consequence" (interactive dimension) and "hedging" (interactional dimension) in their abstracts. Finally, we discuss the possible reasons for such results as well as their pedagogical implications.

Social annotation plays a crucial role in nurturing and sustaining a collaborative reading community, offering the potential to enhance students' motivation and performance within socially supportive learning environments. Nonetheless, research on the dynamic changes in student engagement in social annotation remains limited. This study aims to unveil the temporal changes in students' behavioral, cognitive, affective, and social engagement within the context of social annotation. In addition, it examines the disparities in social annotation behaviors between students with different engagement profiles. Using a multivariate time series clustering approach to analyze a dataset comprising 91 undergraduate students interacting with 29 reading materials, this study identified two distinct engagement profiles. Both profiles revealed a decline in behavioral engagement as the number of reading activities increased. However, students' cognitive, affective, and social engagement levels in social annotation remained relatively stable across these activities. Subsequent analyses showed that students exhibiting a declining engagement profile displayed higher levels of aggregated behavioral, cognitive, and social engagement. Furthermore, they posted a significantly greater number of annotations and responses to peers' annotations compared to students characterized by a low engagement profile. Potential explanations and pedagogical implications of these findings were discussed.

Argumentative writing is a fundamental aspect of undergraduate students' academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study aims to improve the argumentative writing skills of undergraduate students by integrating computer-supported argumentative writing tools, such as annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. The researchers divided sixty participants into the experimental group (N = 30) and the control group (N = 30). The results showed that the experimental group's writing achievements outperformed the control group, and the three tools effectively improved the five elements of argumentative writing, including claims, grounds, warrants, backings, and rebuttal. Furthermore, a deep analysis found that the number of annotations, valid CAs' responses, and argument nodes on collaborative concept maps can significantly predict students' argumentative writing development. Moreover, students perceived that the incorporated tools could effectively improve their argumentative writing skills.

In 2012, the southern African country of Eswatini ratified the United Nation's Convention on the Rights of Persons with Disabilities (CRPD), and in 2013 developed the national disability policy reform documents to implement the CRPD across different domains, including health care. The current study aimed to analyze these policy reform documents for the actors, context, and processes involved in the development and implementation of the national disability policy reform documents. It also examined the provisions made for access to health care for persons with disabilities by utilizing a novel disability policy analysis framework. In-depth interviews with key informants were conducted to substantiate the findings obtained from document reviews. Focus group discussions were then conducted with persons with disabilities, caregivers of persons with disabilities, and health care professionals as the end users of the policy documents. The goal was to establish their knowledge of these documents and to ascertain how effective they perceived these documents to be. Findings indicated that while the content of the policy documents mirror most of the CRPD's principles, certain aspects related to geographical and financial accessibility should be reconsidered. There is evidence to suggest a gap in policy implementation, owing to the lack of disability conscientization in general and among policymakers in particular, and manifested through political, financial, and attitudinal factors. This implies a need for disability sensitivity programs, as well as clearer implementation guidelines and government's commitment to disability rights and the process of implementing the national disability policy reform documents.

We examined the characteristics of video annotations frequently discussed during debriefing conversations as part of video-assisted coaching cycles. We also analyzed how mathematics coaches used written annotations to inject ideas into debriefing conversations when supporting teachers to reflect on important classroom events. Coaches and teachers asynchronously created the annotations based on what they noticed while watching video of an implemented lesson. Findings revealed annotations that were coach-created, focused on the teacher, contained content about goals and discourse, or contained connections were most frequently taken up during the debriefing conversation. In addition, we identified four unique ways coaches used annotation references to inject new ideas into the conversations. We present a rationale for continued research on the relationship between noticing artifacts from a lesson (i.e., video annotations) and subsequent reflective conversation between a coach and teacher.

Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text-mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high-upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation-based collaborative reading.

Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an "Activity Model Hypothesis" that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.

Purpose: There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word level samples of signed languages in real time. Fluent sign language users can document the expressive sign productions of children to gather data on sign use and accuracy. Method: The HART was developed to document children's productions in Australian Sign Language (Auslan) in a bilingual-bicultural educational program for the Deaf in Australia. This written method was piloted with a group of fluent signing Deaf educational staff in 2014-2016, then used in 2022-2023 with a group of fluent signing professionals to examine inter- and intrarater reliability when coding parameters of sign accuracy. Results: Interrater reliability measured by Gwet's Agreement Coefficient, was "good" to "very good" across the four phonological parameters that are components of every sign: location, movement, handshape, and orientation. Conclusions: The findings of this study indicate that the HART can be a reliable tool for coding the accuracy of location, orientation, movement, and handshape parameters of Auslan phonology when used by professionals fluent in Auslan. The HART can be utilized with any sign language to gather word level sign language samples in a written form and document the phonological accuracy of signed productions.

Researchers seeking to engage in projects related to Tribal communities and their citizens, lands, and non-human relatives are responsible for understanding and abiding by each Tribal nation's research laws and review processes. Few studies, however, have described the many diverse forms of Tribal research review systems across the United States (US). This study provides one of the most comprehensive examinations of research review processes administered by Tribal Research Review Boards (TRRBs) in the US. Through a systematic analysis, we consider TRRBs' online presence, online documentation, and themes across documents, for five entity types: Tribal nations and Tribal consortiums, Tribal colleges and universities, Tribal health organizations, Indian Health Services, and other Tribal organizations. Results include an assessment of online presence for 98 potential TRRBs, identification of 118 publicly available online documents, and analysis of 41 themes across four document types: Tribal research codes and TRRBs' guidelines, applications, and post-approval documents. Altogether, this research provides a macro-level analysis of the most common types of TRRBs in the US in an effort to increase researchers' understanding of these important processes as they prepare to ethically engage Tribal communities in research. These results aim to empower Tribal decision makers as they align their TRRBs' online visibility and documentation with community priorities and strengthen their protections for the rights and wellbeing of their citizens and community. Ultimately, by expanding our knowledge of TRRBs across the US, this contribution seeks to uphold Tribal sovereignty in research and promote ethical approaches to research with Indigenous communities.

Academic genres are not static, but they may change according to the values and demands of the particular discourse communities that shape them. This paper explores the research article (RA) abstract, a relevant informative and promotional genre that exhibits the prevalent rhetorical practices of a specific disciplinary community. From a diachronic perspective, our purpose is to examine how these practices have evolved over time. To this end, using a genre-based approach, we have analysed the rhetorical moves and steps of 180 RA abstracts published in the "Journal of Experimental Medicine," over a period of nine decades (1940-2022). The findings revealed that the abstracts have increasingly become more promotional in terms of the persuasive rhetorical strategies that the authors use to enhance the contribution of their research. This is seen in the fact that the texts of more recent decades present a growing number of promotional communicative functions, mainly the moves/steps that claim the importance of the research topic and state the implications or significance of research. This study can have pedagogical implications for English for research publication purposes (ERPP) practitioners and early career researchers who seek to publish in international medical journals.

Systematic reviews are vital for guiding practice, research and policy, although they are often slow and labour-intensive. Large language models (LLMs) could speed up and automate systematic reviews, but their performance in such tasks has yet to be comprehensively evaluated against humans, and no study has tested Generative Pre-Trained Transformer (GPT)-4, the biggest LLM so far. This pre-registered study uses a "human-out-of-the-loop" approach to evaluate GPT-4's capability in title/abstract screening, full-text review and data extraction across various literature types and languages. Although GPT-4 had accuracy on par with human performance in some tasks, results were skewed by chance agreement and dataset imbalance. Adjusting for these caused performance scores to drop across all stages: for data extraction, performance was moderate, and for screening, it ranged from none in highly balanced literature datasets (~1:1) to moderate in those datasets where the ratio of inclusion to exclusion in studies was imbalanced (~1:3). When screening full-text literature using highly reliable prompts, GPT-4's performance was more robust, reaching "human-like" levels. Although our findings indicate that, currently, substantial caution should be exercised if LLMs are being used to conduct systematic reviews, they also offer preliminary evidence that, for certain review tasks delivered under specific conditions, LLMs can rival human performance.

While numerous studies have investigated teachers' professional learning through their interaction with resources, the question of how teachers' knowledge evolves at different stages of the instructional process remains underexplored. To address this gap, this article builds on the documentational approach to didactics (DAD) and the theory of instrumental orchestration to investigate teachers' professional learning in terms of document development through their interaction with resources in and out of class. To this end, the paper proposes a theoretical and methodological model to analyze the evolution of a document, focusing on the joint evolution of utilization schemes and professional situations. This model provides analytical tools to track the development of teachers' professional knowledge. The theoretical and methodological model was applied to a case study involving a Tunisian primary school teacher who used the technological resource GeoGebra for the first time to introduce the properties of parallelograms to 6th grade students (aged 11-12). Findings suggest the relevance and operationality of the proposed model, through a short-term analysis of documentational genesis, to track the evolution of the teacher's professional knowledge related to the use of GeoGebra in class. This model can be considered as a theoretical and methodological contribution, deepening the understanding of teachers' professional learning when using technological resources and providing insights into the dynamic nature of teachers' professional knowledge development.

Gifted education has been recognised as a fractured field that can be categorised using varying paradigmatic approaches. Over the past thirty years, Gagne's Differentiated Model of Giftedness and Talents (DMGT) has maintained a strong influence in Australia, which means that the paradigmatic assumptions that are present in this model have shaped the Australian policy landscape. With recent changes in the gifted education policy and guidance space in many Australian states and territories, it is appropriate to explore whether there is a paradigmatic shift occurring. This research adopted a document study methodology, and found that the DMGT is still a favoured model, which means that an essentialist vein continues to flow through many of the Australian state and territory gifted education approaches. At the same time, most states and territories are attempting to embrace more dynamic approaches to supporting giftedness, which leads to paradigmatic confusion at the policy and guidance level.

Web annotation environments are widely used in education based on the premise that student interaction in these environments benefits individual and group learning. However, there is little research on factors driving student interaction in web annotation activities. In this study we asked: What dynamics could explain social interaction among students in web annotation activities in college classrooms? Recognizing the mediated nature of social interaction in web annotation, we hypothesized that student interaction is driven by multiple factors including previous relational events and semantic features of annotation content. Following a novel network analysis method named relational event modeling, we analyzed a rich dataset from four online classes. Results indicated annotation popularity was initially predictive of student replies, meaning popular annotation threads were more likely to attract new replies. However, this effect nearly diminished when adding thread-level semantic cohesion to the model, indicating an significant role played by semantic cohesion in attracting new responses. This paper makes important progress towards modeling social interaction in digital environments as a dynamic, mediated phenomenon. This study contributes empirical insights into web annotation and calls for future work to investigate social interaction as a dynamic network phenomenon.

The aim of this study is to analyse the effects of the multimodal texts created from print texts through the addition of digital mode on the students's summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh-grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. In the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results show that the use of the multimodal texts has positive effects on the participants' summarizing skills. [Note: The page range (21-37) shown on the PDF is incorrect. The correct page range is 20-37.]

As the number of articles on postsecondary topics expands, new methods are required to quantitatively understand the literature. Previous scholars looking at the higher education literature use manual coding, which limits the number of years that can be studied, or network analysis of citations and words, which does not yield groupings of articles by topic area. Instead, we use topic modeling to understand the subject areas that scholars investigate, as well as changes in these subject areas over time. Topic modeling assumes that a group of abstracts contains a mix of topics that are hidden (or latent) because we can only observe abstracts and the words that appear within abstracts, but not the underlying topics. Each abstract and word are then viewed as having a probability of belonging to a topic or subject area. Our data consist of abstracts from the set of articles published in "The Journal of Higher Education," "Research in Higher Education," and "Review of Higher Education" between 1991 and 2020. We find 24 main topics in the postsecondary literature in the past three decades. The most common topics in the literature during the past three decades are research usage and research methodology (18%), followed by college access (9%), identities and experiences (9%), student engagement (9%), and academic careers (8%). The research topics that became more popular over time are all student related: identities and experiences, college access, financial aid, student experiences with diversity, and student success. Topics that became less popular over time include academic misconduct, research usage and research methodology, and academic careers.

The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector.

The "Memorandum on Lifelong Learning" was launched in October 2000 by the European Commission and has been debated ever since in all member states of the European Union, leading to the publication of a follow-up document in 2001 which promoted a "European area of lifelong learning". The "Memorandum" was a unique document in terms of both form and content, and its outcome and immediate impact were remarkable. But what is the long-term effect of this document, considering policymaking processes and scholarly debates in various EU member states and beyond? The authors of this article aim to answer this question by highlighting the "Memorandum's" "key messages" and analysing how it is referenced in academic papers and publications. Their main findings confirm the "Memorandum's" significant impact, including a long-term one, particularly in raising awareness of the importance of adult education in the political debate. Despite a decrease in explicit references to the document in policy papers over the past ten years, other more recent references to the "Memorandum" can still be identified in the latest policy documents and academic debates. Scholarly papers are particularly interested in critical content analysis, pointing out the strengths and limitations of the "Memorandum" and its follow-up document. During the past decade, the academic debate has become more active than in the first ten years since the "Memorandum's" publication, demonstrating its long-term impact on various sectors in the field of lifelong learning, even outside Europe.

Higher education is awash with data that, when refined, facilitates data-informed decisions. Such decision-making is much more prevalent in support of undergraduate education given the much larger number of undergraduates pursuing higher education in contrast to the much smaller proportion of graduate students. A simple extension of current undergraduate-focused tools to the population of graduate students risks ignoring large differences in the students, processes, and policies that are unique to graduate education. Graduate education is more decentralized, less grade-focused and more milestone-focused (e.g., passing preliminary exams, defending a thesis), graduate admissions is driven by department-level processes and criteria, expected products vary across programs (e.g., performances, journal articles, books), and curricular specialization is the norm. Consequently, local contextual variables predominate. This article describes the development of a milestones dashboard to support programs in their pursuit of graduate education excellence by creating data transparency at the student level, visualizing student progress through milestones, allowing benchmarking against other programs at the university, and empowering college and university administrators to identify trends and to ask questions when unusual data arise.

This study investigated coded data retrieved from clinical dashboards, which are decision-support tools that include a graphical display of clinical progress and clinical activities. Data were extracted from clinical dashboards representing 256 youth (M age = 11.9) from 128 practitioners who were trained in the Managing and Adapting Practice (MAP) system (Chorpita & Daleiden in BF Chorpita EL Daleiden 2014 Structuring the collaboration of science and service in pursuit of a shared vision. 43(2):323 338. 2014, Chorpita & Daleiden in BF Chorpita EL Daleiden 2018 Coordinated strategic action: Aspiring to wisdom in mental health service systems. 25(4):e12264. 2018) in 55 agencies across 5 regional mental health systems. Practitioners labeled up to 35 fields (i.e., descriptions of clinical activities), with the options of drawing from a controlled vocabulary or writing in a client-specific activity. Practitioners then noted when certain activities occurred during the episode of care. Fields from the extracted data were coded and reliability was assessed for Field Type, Practice Element Type, Target Area, and Audience (e.g., "Caregiver Psychoeducation: Anxiety" would be coded as Field Type = Practice Element; Practice Element Type = Psychoeducation; Target Area = Anxiety; Audience = Caregiver). Coders demonstrated moderate to almost perfect interrater reliability. On average, practitioners recorded two activities per session, and clients had 10 unique activities across all their sessions. Results from multilevel models showed that clinical activity characteristics and sessions accounted for the most variance in the occurrence, recurrence, and co-occurrence of clinical activities, with relatively less variance accounted for by practitioners, clients, and regional systems. Findings are consistent with patterns of practice reported in other studies and suggest that clinical dashboards may be a useful source of clinical information. More generally, the use of a controlled vocabulary for clinical activities appears to increase the retrievability and actionability of healthcare information and thus sets the stage for advancing the utility of clinical documentation.

While student satisfaction with online courses is generally high, these courses are not without problems. Perusall is a learning tool that aims to solve some of these problems and increase student satisfaction. The current study sought to determine whether the application of Perusall would improve students' feelings of connectedness, their reading assignment completion, and their satisfaction with reasonable textbook costs. Our analysis of students' survey responses and course evaluations suggests that Perusall is a useful resource for both university faculty and students to improve feelings of connectedness, reading of assigned textbooks and course materials, and satisfaction with the course textbook. Perusall may increase overall student satisfaction with online coursework.

Obtaining and submitting documentation related to disabilities to instructors is a known barrier to students accessing necessary accommodations. We assessed whether the implementation of a universal course design procedure, an automatic re-weight for students who missed a midterm exam without requiring documentation, was associated with differences in midterm examination attendance relative to a previous course offering when documentation was required for such an absence. In 2018, a large (n = 1897) first-year course introduced a fall midterm examination that required documentation for assessment reweights resulting from a missed exam, and in 2019 (n = 1795) assessments were automatically (i.e., no documentation required) re-weighted for students who missed the exam. We expected that the midterm attendance rate for the 2019 (no documentation required) exam would be significantly lower than the 2018 fall midterm exam attendance rate. However, our results revealed that removing the requirement for documentation was not associated with an increase in exam absences. These findings indicate that flexible practices can be effective in promoting accessibility while not significantly affecting student engagement and completion of summative assessments. However, we did not assess for any differences in learning because of this missed testing practice, and there are limitations such that these findings may not generalize to other student populations. We call for further discussion and research with respect to the learning-related consequences of re-weighting assessments.

Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.

This study aims to reveal the similarities and differences between the documentational genesis processes of the teachers during their pre-service education in the last year of the education faculty and at the beginning of their professional teaching lives. Reflective investigation research design was used in this study. The data collection tools used during the pre-service and in-service lives are their lesson plans, their diaries, their lesson scenarios, the observations and video recordings of their lessons, the self-evaluation form, and the peer evaluation form. Three main categories were determined for the resources that affect the documentation process of teachers: resources from university education, resources from professional experience, and resources related to their personal learning inferences during their student years.

Background/purpose: ChatGPT is an artificial intelligence program released in November 2022, but even now, many studies have expressed excitement or concern about its introduction into academia and education. While there are many questions to be asked, the current study reviews the literature in order to reveal the potential effects of ChatGPT on education as a whole. The potential implications, possibilities, and concerns about the use of ChatGPT in education are disclosed as mentioned in the literature. Materials/methods: The data of the study were collected and then subjected to a systematic review. Research findings were analyzed according to the themes and categories identified. Results: The results of this research were examined under themes according to the positive and negative aspects of ChatGPT. The positive categories and sub-categories of ChatGPT's integration into education were determined, and the relationship between education and artificial intelligence determined. Similarly, the negative category highlighted the potential negative impact of artificial intelligence on educational processes. Conclusion: The reviewed research evaluated and discussed the impact of AI on education and training processes. In conclusion, this review revealed the critical applications of ChatGPT for educational settings and the potential negative impact of its application. The findings established how ChatGPT and its derivatives would create a new paradigm in education as a whole.

In recent years, an array of studies has focused on 'translationese' (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.

In this study, the aim is to explore what genres can be found in applications used in preschool as a way to facilitate preschool teachers' informed choices and raise awareness concerning the importance of choosing digital content carefully. In particular, applications that facilitate communication beyond a verbal majority language are in focus in this study. The research questions concern what the affordances are of applications used in preschool in relation to children's agency and multilingual competencies and which kinds of genres that emerge from the applications' affordances. Analyses of the applications were based on a social semiotic approach, in combination with the notion of translanguaging, taking into account many modes of communication, as well as different languages. The results illustrate how affordances include possibilities to listen to several spoken languages, opportunities to create documentation and produce stories in many different modes, including the verbal language of choice, but also restraints such as lack of opportunities for children's agency in some applications with more closed composition. 10 genres are proposed which consist of three monolingual app-genres: talking picture books, storytelling and games, and seven app-genres that allow for several languages: talking picture books in more languages, multilingual storytelling, storytelling with recording possibilities, boardgames with recording possibilities, communication apps, draw-and-record apps and documentation apps. Conclusions highlight the importance of careful selection when choosing digital content in educational settings for younger children and that some of the app-genres proposed could be seen as facilitating digital pedagogical translanguaging.

Authors should attract readers to read their articles from the very beginning of the article; this is important because readers will stop reading an article if they are not sure that they will obtain new, interesting and important information from the article. This study aims to investigate the rhetorical moves found in a research article abstract (henceforth RAA) published in high-impact international journals and how authors employ a research gap strategy (henceforth RGS) in their article abstracts. One hundred abstracts were chosen from ten highimpact international journals in language-related fields (henceforth LRF) for this study. The results showed that the RAAs have at least 4 moves (Moves 2, 3, 4, and 5) while only 55 or 55% of them have an RGS in the abstracts. The most frequent RGS used by the authors was Strategy 2 and the least employed strategies were Strategy 1 and Strategy 4. This implies that, although publishing in high-impact international journals, authors in LRF tend not to use Strategy 1 (nonexistence or absence of research on a particular topic or aspect) and Strategy 4 (contrasting or conflicting previous research findings) in their RAAs but they may address these strategies in their article introductions.