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Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

Background: Generative artificial intelligence (AI) represents a significant technological leap, with platforms like OpenAI's ChatGPT and Baidu's Ernie Bot at the forefront of innovation. This technology has seen widespread adoption across various sectors of society and is anticipated to revolutionise the educational landscape, especially in the domain of tertiary education. However, there is a gap in understanding factors influencing university students' behavioural intention to use generative AI, leading to hesitation in its adoption. Objectives: The primary objective of this study was to investigate the factors that influence university students' behavioural intention to engage with and utilise generative AI. The study sought to delve into the fundamental reasons and obstacles that university students encounter when contemplating the adoption of this technology for their academic endeavours. Methods: The study used a quantitative research design, utilising a revised version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Data were collected from a sample of 380 university students in Changsha, the capital city of Hunan in China. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the relationships between the variables of the model, which included performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), learning value, habit and behavioural intention. Results: The analysis revealed that PE and EE have a direct impact on learning value. Additionally, SI and FC were found to directly affect the formation of habit. Among these factors, learning value emerged as the most potent predictor of university students' behavioural intention to use generative AI. Habit also demonstrated a significant, albeit smaller, effect on behavioural intention. Conclusions: The study's findings underscore the importance of learning value in driving the adoption of generative AI among university students. Efforts to enhance the learning value of generative AI could significantly increase its uptake in higher education. Furthermore, the role of habit, while less pronounced, suggests that consistent exposure and use can foster a greater inclination towards generative AI. These insights provide a foundation for targeted interventions aimed at improving the integration and application of generative AI within educational settings. Stakeholders, including educators, policymakers and designers of generative AI, can leverage these findings to create an environment conducive to the adoption and effective use of generative AI in higher education.

Background: The use of social media among students has become debatable concern due to both positive and negative effects on academic performance. Yet, understanding of the diverse patterns of social media use and their influence on actual and perceived academic performance remains limited. Objectives: This study distinguishes between academic and excessive social media usage that predicts academic performance while considering academic motivation as a predictive antecedent variable. Methods: A sample of 887 high school students participated in this study through an online questionnaire. The research model was evaluated using the structural equation modelling approach. Results and Conclusions: The results revealed that academic motivation prompts academic social media usage and reduces excessive use. Additionally, academic usage positively impacts perceived academic performance but has no impact on actual performance. Paradoxically, although excessive use doesn't affect perceived academic performance, there is an observed negative impact on actual academic performance. These findings provide valuable insights for students and educators, illuminating the limitations of academic social media usage and highlighting the detrimental effects of excessive social media use.

Aim: In recent years, the integration of cutting-edge technology into professional sports training (ST) has revolutionized the way athletes prepare for competition. The study aims to quantitatively analyse the impact of cutting-edge technology on enhancing performance, efficiency, and outcomes in professional ST programs. Purpose: The purpose of this study is to investigate how advanced technologies influence training effectiveness in professional sports, with a focus on performance enhancement, injury prevention, and overall athlete development. Methods: This study utilized a quantitative descriptive research design to assess technology's impact on ST. A sample of 450 sports professionals, selected through purposive sampling, completed structured questionnaires. Data were analysed using SPSS to identify correlations between technology use and training outcomes. Findings: The research findings indicate that athletes utilizing virtual reality (VR), AR, and wearable technology (WT) in their training exhibit significant improvements in performance metrics (PM) and a reduction in injury risks compared to those relying on traditional training methods. Result: The study results demonstrate that technology-assisted training improves cognitive skills (CS), decision-making, and psychological aspects like motivation and focus. Additionally, advanced analytics and artificial intelligence (AI) enable more effective, personalized coaching strategies, enhancing overall training outcomes. Originality: This study's contribution lies in its novel approach, demonstrating virtual and augmented reality, wearable tech, and advanced analytics enhance ST by improving performance, CS, and resilience, while also reducing injuries and speeding up recovery. Conclusion: This research significantly advances the sports science domain by offering empirical evidence supporting technology integration, filling prevalent gaps in the current literature.

The cross-sectional study aimed to examine the relationships between motives for smartphone use, family satisfaction, loneliness, grade point average (GPA), and problematic smartphone use (PSU). It included 519 elementary school students aged 12-16 years (M = 13.87, SD = 1.01). The authors used the Smartphone Addiction Scale, the Smartphone Usage Motivation Scale, the Illinois Loneliness and Social Dissatisfaction Questionnaire, and the Satisfaction With Family Life Scale. For girls, the study revealed a significant indirect relationship between loneliness and GPA via social interactions. There was also a significant indirect relationship between loneliness and PSU via relaxing entertainment. For boys, there were significant indirect relationships between loneliness and PSU via escapism and between age and PSU via loneliness. The results may serve as a basis for therapeutic interventions and prevention programs against PSU.

This study aimed to analyze the intrasession reliability of the rate of force development (RFD) in different time windows in squat jumps (SJ) performed at different knee starting angles, and identify the relationship of RFD with vertical jump height (VJH). Twenty male volleyball and basketball players participated. Athletes randomly performed SJ from four different knee-flexion angles. The RFD was analyzed from six different windows, from force onset to instant peak force, in each position using the ground reaction forces. Reliability analysis was performed based on the intraclass correlation coefficient (ICC) and coefficient of variation (CV%); Spearman's rho was used to test the relationship between RFD and VJH. The results demonstrated that RFD[subscript 0-PF] was the only variable assumed to be reliable, demonstrating an ICC > 0.84 and CV < 8.5% in all positions, and significant correlations between RFD metrics and VJH were observed at SJ[subscript 70] and SJ[subscript PREF]. Some variables were underpowered due to the small sample size, as a limitation of the study.

Video feedback is a commonly recommended tool for online physical education (OLPE) instructors. However, there is little evidence to support its effectiveness in motor skill learning. This study investigated the impact of different forms of pedagogical guidance delivered alongside video feedback on the acquisition and retention of two-disc golf skills: the spin putt (SP) and backhand throw (BT). Forty-three college students were randomly assigned to one of the three video feedback groups: visual cue sheet (VCS), self-assessment (SA), or delayed teacher feedback (TF). During four online practice sessions, they trained on the spin putt and backhand throw techniques. Pre-, post-, and retention tests assessed their performance on both skills. The results indicate significant improvements in BT technique at posttest for both SA and VCS groups. All participants exhibited significant gains in SP technique at posttest; however, only the VCS group sustained these improvements for both disc golf skills at the retention test. No significant differences were observed between the groups for both disc golf skills at all three measurements. These findings suggest that video feedback, particularly when combined with in-the-moment guidance like VCS or SA, can effectively enhance motor skill learning in online settings. This result underscores the potential of OLPE to go beyond fitness-based activities and effectively address psychomotor learning standards. Future research should explore the long-term impact of video feedback in OLPE and identify optimal guidance strategies for diverse motor skills and demographics.

This paper is about social class and the teaching profession. While class has long been a core focus in the Sociology of Education, little attention has been paid to how it is conceived and enacted in the context of the professions, including teaching. While research in the area is increasing, we know relatively little about "the daily class work" of teachers, and student teachers, in schools. In the context of drives internationally to diversify the teaching profession, attention is needed to the experiences of those from lower socio-economic groups in their (generally) upwardly mobile trajectories. This paper draws on a constructivist grounded theory study about the social class identities and experiences of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. I present the concept of class chameleoning that was constructed from the data, being "different people" in different contexts, a behaviour that was reported by the participants as being very common, and in which the vast majority recounted participating, in their placement schools. This behaviour was motivated by a strong desire to fit in and to not be looked down upon, but resulted in significant bifurcation of the self. The analysis is interrogated using Goffman's dramaturgical analysis of social life and Bourdieu's habitus clivé (divided habitus), as well as key findings from research in teacher education. I end by pointing to the ethical implications of diversifying the teaching profession for under-represented groups without concomitant adaptation of the culture of the profession and schools.

This review focuses on the nature, influence, and modifiability of academics' mindsets. Synthesising the large, growing, and influential body of adult growth and fixed mindset research with applied research into academia, it documents emerging evidence suggesting an academic's growth mindset can improve their personal performance, career success, and well-being -- and some student, peer, and workplace outcomes. Commencing with a primer to the general research into the nature and effects of mindsets in adults, we recommend that while more and better applied research is needed, and there is sufficient general and research in academics to incorporate growth mindset principles into professional development for individual academics, managers and institutional leaders.

The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency and data management: computer-based tests facilitate more efficient processing of test data and the rate at which feedback can be leveraged for student learning rather than being framed in terms of the direct effects that students experience from engaging with novel learning tools. Whilst potentially beneficial, for some students the outcomes of computer-based tests may be counter-productive. This review considers the cognitive, and often implicit, consequences of testing mode upon students with reference to testing performance and subjective measures of cognitive load. Considerations for teachers, test writers and future research are presented with a view to raising the significance of learners' subjective experiences as a guiding perspective in educational policy making.

Purpose: We investigated the effect of a content knowledge workshop on a teacher's content development in terms of selected task types, task adaptations, and in turn children's task performance during a six-lesson crawl swimming unit in elementary school. Methods: One physical education teacher taught two 6-lesson units of the front crawl before (comparison) and after (experimental) the workshop to different children (n = 88). Task types, task adaptations, and task performance were collected live by trained observers. Results: The number of tasks taught increased from 48 to 61 after the workshop. Informing tasks decreased 28% (p=.005) and applying tasks increased 11% (p=.039). Task adaptations increased from 123 to 211 (p=.021). A significantly higher proportion of tasks was correctly performed by more children in the experimental group. Discussion/ Conclusion: The content knowledge workshop caused a substantial shift in the teacher's content development, which resulted in more children correctly performing the tasks.

In the digital age, handwriting literacy has declined to a worrying degree, especially in non-alphabetic writing systems. In particular, Chinese (and also Japanese) handwriters have suffered from character amnesia ([Chinese characters omitted]), where people cannot correctly produce a character though they can recognize it. Though character amnesia is widespread, there is no diagnostic test for it. In this study, we developed a fast and practical test for an individual's character amnesia rate calibrated for adult native speakers of Mandarin. We made use of a large-scale handwriting database, where 42 native Mandarin speakers each handwrote 1200 characters from dictation prompts (e.g., [Chinese characters omitted], read shui[subscript 3] dao[subscript 4] de[subscript 1]dao[subscript 4] meaning "rice from the word rice-plant"). After handwriting, participants were presented with the target character and reported whether their handwriting was correct, they knew the character but could not fully handwrite it (i.e., character amnesia), or they did not understand the dictation phrase. We used a two-parameter Item Response Theory to model correct handwriting and character amnesia responses, after excluding the don't-know responses. Using item characteristics estimated from this model, we investigate the performance of short-form tests constructed with random, maximum discrimination, and diverse difficulty subsetting strategies. We construct a 30-item test that can be completed in about 15 min, and by repeatedly holding out subsets of participants, estimate that the character amnesia assessments from it can be expected to correlate between r = 0.82 and r = 0.89 with amnesia rates in a comprehensive 1200 item test. We suggest that our short test can be used to provide quick assessment of character amnesia for adult Chinese handwriters and can be straightforwardly re-calibrated to prescreen for developmental dysgraphia in children and neurodegenerative diseases in elderly people.

Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students' peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group's instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, "innovative" responses were positively associated with group learning performance, while "uptake" responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.

Purpose: This study aims to provide a causal framework for teacher burnout (BO) and work engagement (WE) by examining the factors that contribute to it and evaluating how progressive education (PE) affects teachers' performance in Higher education institutions (HEIs). Design/methodology/approach: This study uses a multi-stage sampling technique with the help of computer random generation data from a selected list of teachers. The survey has two sections; the first consisted of a questionnaire of PE, BO, WE and organizational outcomes and the second contained four items to measure the demographic variables. The researcher contacted 745 teachers and asked them to fill up the questionnaire but the authors received only 498 useable responses. Findings: The results of the study confirmed that moderating role PE reduces the BO of the teachers of HEIs and increases WE. The job demand-resource (JD-R) model was also validated in the Indian context and the model was found suitable for the Indian sample. Research limitations/implications: The study has been conducted to manage BO and teachers' engagement in HEIs and the result suggests that the Management of HEIs should value PE characteristics as a crucial component of the educational process. PE encourages academic engagement among professors and students in HEIs. Originality/value: The study tests the moderating role of PE with the JD-R and the JD-R model in the higher education system in India, which is rarely tested. The study's integrated approach to BO and WE, which provide insight into both viewpoints and aids in employees' poor health.

Purpose: Following the Rehabilitation Treatment Specification System (RTSS) framework, the current study investigated the active ingredients in the modified semantic feature analysis (mSFA) targeting either noun or verb retrieval in Mandarin-English bilingual adults with aphasia (BWA). Method: Twelve Mandarin-English BWA completed mSFA treatment for nouns and verbs. Eight of them completed both noun and verb treatment, while four completed either type of treatment. Performance in each step was scored and analyzed using mixed-effects modeling. Then, regression was performed to estimate the effect of treatment performance on the accuracy of naming probes for trained and semantically related items in both treated and untreated languages. Results: Participants demonstrated significant improvements in all treatment steps during both noun and verb treatment, yet the effect varied depending on the trained word category and treatment language. Moreover, all treatment components contributed significantly to the treatment outcomes. Better treatment performance in spontaneous naming was significantly associated with improved naming accuracy of the trained items in noun mSFA, while better treatment performance in spontaneous naming, feature analysis, and sentence production was significantly associated with enhanced naming of the semantically related untrained items in noun mSFA. Importantly, performance in all treatment steps of both noun and verb mSFA significantly predicted naming accuracy in the untreated language. Conclusion: Findings provided strong evidence of the potential active ingredients of semantic-based naming therapy in Mandarin--English BWA and highlighted the importance of examining treatment ingredients within the RTSS framework.

The purpose of this multiple case study was to investigate engagement in the collegiate concert band setting. Research questions were: (1) How do collegiate band students describe their engagement in large ensemble rehearsals? (2) How do collegiate band directors describe engagement in large ensemble rehearsals? and (3) What does rehearsal engagement look like in action? Cross-case analysis suggested that student engagement is related to personal/temporal factors, the repertoire and instructional strategies, and interpersonal factors among students and between the student and director. Directors spoke of the responsibility and pressure they felt to encourage independence and the challenges of establishing a collaborative, agentic environment. Observation field notes reflected variety in body language, liveliness, and hands-on interactions and technology distractions.

Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning strategies. Using a pre-post experimental design with fourth- and fifth-graders, we examined the effect of the intervention on motivation and learning outcomes compared to an active control group. The results revealed that the metacognitive intervention produced a shift toward a more malleable intelligence belief, which in turn led to a more positive conception of effort. It also modified their memory strategies, leading to better memory performance. The paper discusses the effectiveness of metacognitive programs that combine motivational and strategic elements, highlighting their potential to foster academic outcomes. This integrative approach may significantly enhance children's metacognitive capacities, contributing to improved academic achievement.

Using a qualitative case study method, we examined how students talked, acted, and felt in structured inquiry in attempt to understand how students' epistemic emotions interact with their engagement in practices. Participants were four 5th graders, and data included audio recordings of the students' talk in structured inquiry for learning a biology-related unit, the teacher's field notes, and interviews with the students. The data were analysed qualitatively with foci placed on the variations in the students' epistemic emotions and their interactions with practices. It was revealed that the students felt a variety of positive and negative epistemic emotions and shaped their practices in response to these emotions. More specifically, the students' epistemic curiosity and joy facilitated their continuous focus on inquiry tasks and taking a positive attitude towards inquiry. In addition, epistemic confusion and anxiety helped students felt helped them find alternative ways to perform their inquiry and prepare a better presentation of their learning. It was concluded that epistemic emotions and practices interacted with each other to shape students' words and behaviours as they learned science. Additionally, it was also suggested that epistemic emotions can positively contribute to the development of students' conceptual understanding of science.

Purpose: Evaluating emergency preparedness exercises is crucial for assessing enhanced knowledge, facilitating learning and implementing knowledge in organizations. The cognitive process of motivation for action is a precursor for action, coping behavior and individual learning. This study aims to focus on how guided evaluation of emergency preparedness exercises can enhance cognitive motivation and influence the mental readiness of exercise participants. Design/methodology/approach: This is a conceptual paper with a model approach design. The main conceptual contribution is suggesting a model for guided evaluation in emergency preparedness exercises. We present a theoretical background for understanding the increase in motivation based on social cognitive learning theory. In particular, this study discusses how different evaluation steps contribute to enhanced motivation and learning for exercise participants. Findings: Increased motivation and enhanced personal performance standards could be achieved through using processes that lead to self-efficacy in guided exercise evaluation. Specifically, sources of enhanced motivation, such as repeated coping experiences, self-regulation processes, mastery motivation and performance motivation, would proliferate the readiness of individual crisis managers and teams. Practical implications: This article suggests an evaluation model for use in emergency preparedness exercises. This approach combines bottom-up and top-down processes for debriefing, reflection and feedback, both individually and in teams. This approach aims to enhance exercise participants' motivation and utilize exercise evaluation for organizational learning. Originality/value: The conceptual discussion leads to developing implications for evaluation practice, suggesting how to structure evaluation and why. This study is novel for its explanation of how to use evaluation in the learning process.

The imagination effect occurs when learners who imagine a procedure perform better on a subsequent test than learners who study it. The present study explored whether this effect is restricted to short-term learning or whether it also applies when learning is tested after a delay. Forty novices and forty experts learned about a basketball game system and were instructed to either listen and memorize (no-imagination condition) or imagine and memorize (imagination condition) the tactical instructions given orally. The results indicated that experts who imagined the material performed better in both immediate and delayed knowledge tests than experts who simply studied the same material, indicating a robust effect of the imagination in experts. However, the results showed that novices performed well in the immediate knowledge test under the no-imagination condition, but this effect was reversed in the delayed knowledge test, making imagination more beneficial. These findings indicate that the effectiveness of imagination over time depends on the level of expertise of the players.

Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic dataset, a qualitative analysis categorized feedback encounters within this dataset: While most encounters led to "instrumental" impacts without any significant reflections, students also engaged in encounters with more "substantive" impact on learning. The latter took place under two conditions. First, the encounter must "challenge" the student's assumptions about their work, and they must be able and willing to accept this challenge. Second, the encounter must take place at a "time" which is appropriate in relation to whichever task the student is currently working on. This highlights design considerations, such as importance of social interactions, and the instrumental enactments of self-generated feedback.

Purpose: The paper aims to investigate the importance of leadership -- distributed leadership (DL) -- for the relationship between organizational learning (OL) and business sustainability (BS). Design/methodology/approach: Extensive literature research was carried out to investigate the relationship among leadership, OL and BS. Two theoretical frameworks of the relationship among DL, OL and BS were formulated and tested on the basis of the empirical studies conducted in 694 Polish and Danish companies. The moderated multiple regression and mediation analysis were used. Findings: In-depth, critical literature analysis has shown that the theoretical foundation of the relationship between leadership and BS is limited and not empirically verified. However, the empirical study has revealed a positive, statistically significant effect of DL on both OL and BS and the mediating role of OL on the relationship between DL and BS (a partial and complimentary mediation). Research limitations/implications: It would be valuable to simultaneously consider other leadership types (beyond DL) in terms of their impact on OL and BS. Additionally, due to the nature of BS challenges and the specificity of DL, other factors influencing BS should be included for a more profound understanding of the relationships under investigation. Finally, additional contextual factors need to be taken into account. Originality/value: To the best of the authors' knowledge, the paper is one of the first studies that present the relationship between OL and BS with reference to factors influencing BS, i.e. leadership. The value of the paper is the development of two alternative models of the relationship among DL, OL and BS and their verification through large-scale empirical cross-country research. Furthermore, the results obtained in the course of the research open up new research directions with respect to the development of the concept of sustainable leadership and deepen the knowledge of the relationship between leadership types and OL.

The present paper delves into how symbolic boundaries in a school that is undergoing a desegregation process come to shape social boundaries of 'we-ness' and 'otherness'. The theoretical framework of the study starts from an interest in analysing whether symbolic and social boundaries emerge in new encounters during a desegregation process and whether this may produce different modes of incorporation. Peer interactions and schoolwork were observed and interviews with school staff were conducted to investigate school desegregation implementation in a large Swedish town. The town we investigated has formulated a desegregation policy that, over time, has not resulted in desegregation in practice. The results highlight that schools without a coherent pedagogy, idea, or practice for social inclusion face challenges. These challenges, in turn, promote internal micro-segregation and non-incorporation of minority students, despite intentions to promote inclusion.

The purpose of the study was to compare the leadership performance and leadership style of male and female principals in Addis Ababa governmental primary schools. A QUAN-qual research approach with a causal-comparative design was employed. 29 schools led by male principals and 29 schools led by female principals were randomly selected. From these schools, 919 teachers and 113 vice-principals were randomly selected to rate-their principals' leadership performance and leadership style. Besides, 5 Woreda Education Office Heads were purposely selected as key informants. Both descriptive and inferential statistics were employed for data analysis. The study revealed that female principals significantly show superior performance than their male counterparts in four of the five major tasks of principals. No statistically significant difference was observed between the leadership styles that male and female principals dominantly used. However, the democratic leadership style was the most commonly used leadership style by principals.

The COVID-19 pandemic has amplified concerns regarding the lagging proportion of Hispanic Certified Public Accountants (CPAs). This report contrasts the CPA exam success of candidates from the regional branches of one large university system's Hispanic-serving institutions (HSIs) and non-Hispanic-serving institutions. Examination statistics during the first 27 months of the pandemic are compared to the prior 5 years. We find a statistically significant negative impact on candidates from HSIs, which will likely lead to continued underrepresentation of Hispanics within the accounting profession.

The use of linguistic features in school assessments, as well as the impact of these factors on the outcome of assessments have received limited attention in the literature. With this study I aimed to analyse linguistic features of accounting examinations. A quantitative technique, using tests for correlation, was employed to analyse the Grade 12 National Senior Certificate accounting examinations from 2011 until 2021. Advanced textual analysis software was used to identify connections between specific linguistic features and the marks obtained in these examinations. The findings of this study suggest that increasing the levels of linguistic features associated with analytical thinking, emotional tone and big words, which may be assumed to promote comprehension, may in reality be counterproductive, consequently potentially resulting in poorer marks attained in assessments in the future. The findings of this study are important for the creators of assessment to consider when developing accounting assessment. Given the effect of linguistic features on assessment results as identified in this study, it contributes to the debate on the use of certain linguistic features in assessment.

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

Computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation and compares the performance among students who participated in computer quiz games, a paper-based quiz, or neither activity. An assessment of the effectiveness of quiz games in learning is conducted via a proposed novel chemistry achievement test, the Freshman Engineering Chemistry Aptitude Test, and an attitude questionnaire. The findings contribute to our understanding of the role of game-based learning in students' achievement in chemistry and their motivation and attitudes toward learning general chemistry at a university within an ESL environment, while the computer games developed are useful in all English-based chemistry classes.

People's lives tend to the outside world, leading to the waning of cultural preservation values due to the ease with which foreign cultural influences enter and threaten the existence of local culture. To avoid the decline of the younger generation's interest in traditional art, it is necessary to carry out an idea of preservation through education, in this case, social studies subjects at school. This study aims to analyze the relationship between traditional art and social studies as a learning resource. The traditional art discussed in this study is panting music which is traditional arts in South Kalimantan. This is done to get a pattern for preserving traditional arts through social studies subjects. The research method used is qualitative. Data collection is done through observation, interviews, and documentation. Informant this research panting music players, and social studies teachers. The various data obtained are then reduced, presented, and then concluded. The researcher triangulated and extended the observations. The study's results confirmed panting music performance activities could be packaged as social studies learning resources. This is done by integrating class VII textbooks on the theme of cultural and ethnic diversity in the Indonesian traditional musical.

Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students' engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students.

Nearly half of children in China were affected by migration, and more than one-third of rural children had been left at home, classified as rural left-behind children (LBC). Despite numerous studies on migration and LBC, little research has investigated the issues of LBC by connecting their development with family features. This study aimed to identify associations between family features and children's academic performance and social-emotional development, focusing on differences between LBC and non-LBC. A quantitative method was applied, covering 548 primary school children in Shennongjia District, Hubei Province, China. Disparities between LBC and non-LBC were found in their social and emotional development, which disappeared among one-child families. Surprisingly, no significant differences were found in their academic performance, behavioral development, or certain demographic features, including gender, age, and family economic status. Furthermore, family features associated with children's development were found to be family structure, maternal factors such as maternal migration status and mothers' education, fathers' migration status, and the role of caregivers. Indeed, maternal migration status was identified as a vitally influential predictor of children's social-emotional development, while fathers' migration status was another influential predictor of children's emotional development. Drawing from ecological systems theory, this study underscored the importance of family in children's development and highlighted the compensatory function of schools and governments for disadvantaged contexts such as migration through educational policies and practices. Concurrently, it emphasized the imperative for heightened attention to the social and emotional well-being of LBC and comprehensive intervention support for stakeholders.

The digitalization of higher education has brought more opportunities and challenges to private higher education institutions (HEIs). Based on the Chinese private HEIs, this study aims to (1) examine how performance expectancy, effort expectancy, social influence, and facilitating conditions influence the adoption intentions of lecturers, and (2) to analyze the moderating roles of experience and the digital divide, (3) to validate the mediating effect of voluntariness. This research was collected from 750 lecturers in private HEIs across major regions in China within a random sampling method. Structural equation modeling (SEM) was applied to analyze the data, revealing that performance expectancy, effort expectancy, social influence, and facilitating conditions significantly predict OER adoption intentions. Experience positively moderates these relationships by enhancing adoption intentions, whereas the digital divide negatively moderates them, limiting lecturers' adoption intentions. Voluntariness was identified as a significant mediator, particularly strengthening the relationship between social influence, facilitating conditions, and adoption intentions. These findings suggest that addressing digital competency gaps and enhancing support for voluntary OER use could facilitate wider adoption in private HEIs, providing valuable insights for policymakers to develop tailored strategies that promote digital resource integration and educational innovation.

Haiyang Yangge, ancient folk performances hailing from Shandong Province, China, stands as a testament to the resilience of cultural traditions in the face of time and change. This study aims to investigate the education development and transmission of Chinese Haiyang Yangge folk performances since 1949 within the context of education in Shandong Province. The research site is the coastal city of Haiyang, celebrated for its deep-rooted connection to this art form and its proactive approach to cultural preservation and education policy. The investigation engages with six key informants, comprising seasoned scholars, dedicated actors, and long-standing community members. The study reveals three significant leaps in Haiyang Yangge's education development since 1949, driven by government support, adaptation to contemporary themes, and international recognition. These findings underscore the pivotal role of governmental policies in safeguarding and promoting intangible cultural heritage while also revealing challenges related to shifting generational preferences and urbanization. In conclusion, this research offers valuable insights and suggestions for preserving and revitalizing cultural traditions, emphasizing the importance of continued support for their transmission and relevance in education.

Research on the life and work of a Swedish immigrant poet in the early 20th century became the basis for an interdisciplinary collaboration that produced songs based on her poems, informances, recordings, and a curriculum. The story is about history, heritage and how we relate to it, a song tradition, the labor movement and women's place in it, and migration then and now.

Academic achievement shapes future opportunities, and social media significantly influences this. Despite its growing prominence, social media's specific effects on high school students' academic outcomes in Khyber Pakhtunkhwa, Pakistan, remain unexplored. This study fills this gap by examining how social media usage relates to academic performance, study habits, study time, and perceived benefits among 402 high school students (283 males, 118 females) from 12 public and private schools. Employing a quantitative survey design, we used a "Social Media and Academic Achievement of Students" questionnaire adapted from Peter (2015). The findings reveal that sharing academic information with classmates on social media significantly enhances academic performance. However, social media usage showed no statistically significant effects on study habits and time allocation. Additionally, students reported moderate benefits from using social media for academic purposes. These results emphasize integrating social media in education to enhance student engagement and performance, and underscore the need for effective time management to manage distractions. The study's limitations include its regional focus and the self-reported nature of the data. Future research should explore these dynamics in different regions and with varied methodologies to further validate these findings.

This study examines the challenges faced by native English-speaking professors who teach general English courses in Korean universities, specifically focusing on the issue of social marginalization. Data were collected through online surveys and interviews. The findings indicate that these professors view themselves as a non-mainstream group within university faculties, often experiencing exclusion from decision-making processes and professional development opportunities, primarily due to language barriers. Moreover, cultural differences and structural discrimination exacerbate these challenges. Although the respondents did not report significant difficulties related to student education and exhibited a strong sense of efficacy in teaching English, some lacked sufficient understanding of the institutional curriculum. To address these issues, this study suggests that, for foreign professors to fully demonstrate their expertise in English education and foster a sense of belonging within the university community, they should be granted the authority and responsibility to participate in curriculum improvement research, along with administrative assistance.

This research examines the literacy and knowledge transmission of Huaci Yaogu, focusing on educational strategies and practices in Henan, China. The study employed a qualitative research methodology, which entailed conducting interviews and making observations. The study highlights multiple methods teachers' colleges in Henan Province implemented to support this traditional musical art form's research, preservation, and promotion. By integrating Huaci Yaogu into music elective courses and organizing specialized seminars, the curriculum aims to broaden students' understanding and appreciation of regional musical traditions. Additionally, constructing a scientifically sound training curriculum system ensures comprehensive coverage of performance techniques, production technology, traditional technical training, and theoretical courses. The study also emphasizes the importance of extracurricular folk art practice activities, which enhance students' professional quality and foster a proactive learning environment. By participating in these activities, students gain hands-on experience and develop a deeper understanding of Huaci Yaogu, leading to more effective transmission of literacy and knowledge. The research concludes that integrating well-rounded curricula, practical training, and innovative methodologies significantly contributes to the preservation and dissemination of Huaci Yaogu, ensuring future generations appreciate its cultural and historical value.

Mixed-methods research is employed to investigate the implementation of the Stanislavski system in the study of Thai court drama. This study investigates the successful application of the Stanislavski method in Thai Court Theater, focusing on its role in enabling actors to portray emotions with accuracy and conviction. Research methods encompass activities including document and literature analysis, comprehensive interviews, observation of Thai Court Theater performances, data assessment, dissemination of academic findings, and clarification of results. The results illustrate that the utilization of Stanislavski's acting technique amplifies the intensity and genuineness of Thai court dramas learning. Stanislavski enhances the authenticity of a performance. Actors can derive advantages from the act of committing lines and music to memory. Fluid movements and facial gestures. Actors convey emotion by aligning themselves with the tempo and significance of the scene. Understanding character backgrounds and attributes improves performance. It helps to facilitate the process of learning and creating dance choreography. Concentration enables a broad spectrum of focus. The performances take center stage. This method enhances the actors' gestures, interactions, and relationships with the audience. An individual's intrinsic motivation lies in comprehending a character's objectives and employing personal encounters to elicit feelings. "This conveys emotion," states Stanislavski. Players gain a clearer understanding of their roles when they have a vivid mental image. Vision enhances performance, ethics, and emotional intelligence. Physical activity, procreation, and intentional observation influence individuals' existence. The Thai court game involves vigorous physical activity while wearing masks and costumes. Consequently, it is crucial to prioritize relaxation and maintain proper breathing. The implementation of Stanislavski's ideas can aid Thai Court Theater actors in preserving and enhancing their artistic style. These techniques facilitate the discovery of emotional and cultural satisfaction for actors. This study discovered that the utilization of Stanislavski's techniques enhances the emotional expressiveness of Thai court drama performers.

Instructor participation plays a crucial role in asynchronous online discussions, as the approach taken can potentially impact student performance. This study compared two instructor participation approaches: replying to student posts on public discussion boards and commenting on student posts on private grade pages. It examined the impact on both the quantity of student participation and the quality of student posts. The findings revealed more student-student interactions when the instructor replied directly on discussion boards compared to when the instructor commented on private grade pages, despite both approaches leading to an interconnected social network. The number of student posts and the overall quality of student posts did not show a significant difference between the two approaches. Nonetheless, both approaches contributed to a gradual improvement in the quality of student posts over time. Additionally, when the instructor commented on grade pages, students' focus shifted gradually from social communication to knowledge construction in their posts.

In higher education, motivational factors are considered one of "the strongest predictors of academic performance" (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59), as well as accounting for 14% of the variation in academic performance using locus of control, performance self-efficacy, and grade goal as predictors. These f2f results are compelling enough that self-efficacy is often used synonymously with online learning in primary research. However, the results of prior f2f metaanalytic reviews have yet to be extended to online and blended learning contexts. We explored student motivation, specifically subscales for attributional style, self-efficacy, achievement goal orientation, self-determination and task value in relation to student academic performance. Informed by 94 outcomes from 52 studies, our results diverge from f2f findings. The highest correlation was mastery avoidance goals (r = 0.22); academic self-efficacy (r = 0.19) was substantially lower than f2f findings (r = 0.31; r = 0.59) in Richardson et al. (2012). Using a parsimonious model (i.e., delivery mode, learning self-efficacy, and mastery approach goals), students' average academic performance failed to identify statistically significant predictors. These results call into question the assumption that student motivation is a strong predictor of academic performance in online and blended courses. The lack of strong relationships and the lack of predictive power hold clear implications for researchers, practitioners, and policymakers that assume these relationships are stronger.

The present investigation demonstrates the relevance of cooperative components in teacher-student interaction during the assessment of students' vocal performance from a social-behavioural perspective. It is proposed that, during the assessment of this performance, a social-behavioural interaction with cooperative components between teacher and student with the common goal of the occurrence of the theatrical phenomenon is recognized. It is also suggested that they both collaborate in the resolution of the conflict that arises from the acting performance, sharing the emotional development that this produces, and co-constructing that phenomenon. This exploratory study was based on the intersection of conceptualization from relevant literature and significant elements of practical classroom experience in vocal performance. It is concluded that a social-behavioural perspective of analysis allows to critically evaluate the cooperative interaction between teacher and student. This interaction could improve the teaching-learning process and the vocal expressiveness of students, by promoting a formative kind of assessment.

This study investigated the influence of teacher expectations of high- and low-expectancy leaners' learner control performance in the flipped learning online session. Interviews and observations were conducted with 14 elementary learners (age 9) and four teachers from a Malaysian elementary school. Thematic analysis was used to interpret codes, generate categories, and construct themes from the data. The findings revealed that some teacher expectations narrowed the gap between the desired and actual learner control performances of various learners and some teacher expectations unintentionally widen the gap. This study suggests a reassessment of teacher expectations is needed to adjust the postpandemic flipped learning practices.

This paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techniques and the survey method, data was obtained from 128 participants, 79 from the deep-rural school and 49 from the semi-urban school. The semi-urban school exhibited slightly higher percentages in all aspects of cell phone use. Outside of mobile phone ownership and Internet access, all associations were significant. Significant differences were reported in favour of the semi-urban school for all constructs regarding the behavioural intention to use mobile phones for learning. However, the future of m-learning appears to be more promising than reported in earlier research by reporting positive behaviour from students in both schools. Critical stakeholders in education should take note and move from the goals of improving broad access to explicit objectives to implement m-learning in rural schools.

This study aims to evaluate the physical abilities of U15 age category football players in the Turkish Republic of Northern Cyprus. The Functional Movement Screening (FMS) tests and digital goniometer measurement values of the football players who voluntarily participated in the study and did not have any injury history were compared. The findings show that there are statistically significant differences between the angles of movement such as hip flexion, extension, abduction, internal rotation and external rotation in various movement tests (deep squat, high stepping, single line lunge, shoulder mobility, active straight leg lift, trunk stability push-ups, rotation stability). These results reveal that football players may vary in certain movements according to their positions and physical abilities, and these differences may have an impact on their performance. The research provides an important basis for understanding the physical characteristics of young footballers and optimizing their training programs accordingly. Such studies play a critical role in developing more personalized training and rehabilitation strategies for athletes to improve their performance and reduce the risk of injury.

Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact.

High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher's productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.

The formation of environmental literacy in the education system through education for sustainable development (EfSD) experiences many obstacles. The aim of the research is to analyze the impact of interdisciplinary science learning for interdisciplinary oriented education for sustainable development to improve interdisciplinary thinking and environmental literacy of prospective teachers. The experimental method with a quasi-experimental pretest posttest group design was used in this study. The data collection technique used is an environmental literacy questionnaire and an interdisciplinary thinking test. Data analysis technique used independent t test. The results obtained were that the science interdisciplinary learning effective in improving interdisciplinary thinking performance and environmental literacy. The performance of students' interdisciplinary thinking affects environmental literacy of students. The university forms student teacher candidates who have the ability to think interdisciplinary so that they can manage science learning in an interdisciplinary and environmentally literate manner. The implication of this research is the importance of fostering interdisciplinary thinking and environmental literacy at all levels of education.