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Children are unique humans and experience varied development even though they are of the same gene or the same sex but grow and develop according to their respective characteristics. Of course, this condition also demands adjustments in providing appropriate and varied stimuli and responses. This study aims to observe the growth and development of children to explore the growth and development of children and see the reactions generated by children if given a specific stimulus. This research method uses longitudinal case studies. The respondents of this study were three children. The study found that children's cognitive, psychosocial and moral development can be developed by conditioning the child and the child's environment. Children's health and a conducive environment play an essential role in determining children's growth and development. Maternal health and parental cooperation also determine the growth and development of the child.

Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in responses; and 3) Uncover moves and steps in composing reviews and responses. Data was collected from the Top 25 Hotels in the World in 2022 according to Tripadvisor.com. Six distinct corpora were formed, comprising positive, negative, and mixed reviews, along with corresponding responses, resulting in 87,973 tokens. Findings show reviewers leaned towards casual language (85.87%), while respondents used a consultative style (82.67%) in their responses. The shift from casual to consultative occurred most frequently (70.67%). For politeness, admiration (73.07%) and expressions of complaints/reprimands (64.53%) were common in reviews. In responses, strategies like offering, promising, or giving gifts (72.00%) and apologising and begging for forgiveness (50.40%) were prevalent. Reviews used three moves and ten steps, while responses employed six moves and 16 steps. These insights can be integrated into ESP classrooms to enhance review and response writing skills effectively.

This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.

Despite reasons to believe that paternal incarceration has heterogeneous consequences for children, little research explores the processes underlying variation in children's responses to this adverse event. We use data from the Jail and Family Life Study, an in-depth interview study of incarcerated fathers and their family members (including their children), to understand the heterogeneous processes linking paternal incarceration to children's well-being. Children commonly reported that their father's incarceration restructured their lives by altering their emotional and instrumental responsibilities. Within each of these domains, though, children expressed considerable variation in their responses, with some children seamlessly stepping into new responsibilities stemming from paternal incarceration and other children, especially older children who had witnessed their fathers' frequent entanglements with the criminal legal system, consciously stepping away from these responsibilities. These findings illustrate the range of responses that children have to paternal incarceration, shedding light on processes that have not been observed in survey research.

Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a geopolitical rationale governs institutional responses in a context where widely shared democratic values are under attack.

The relationship between tutoring and teaching has been a recurrent topic of interest among writing center directors and writing program administrators. While scholarship agrees tutoring experience aids composition teachers with implementing process pedagogy and fostering a collaborative classroom, the relationship between tutoring and assessment of student writing is less clear. This qualitative study uses interviews with eight graduate teaching assistants with tutoring experience to examine how they transfer and juxtapose knowledge, practices, and values for response between the writing center and the classroom. Like previous scholarship, this research finds writing center tutoring contributes to teachers' enactment of constructivist, student-centered pedagogy and enhances their understanding of students' relationship to writing and feedback, standard language ideology, and systemic inequities in education. However, evaluation led these instructors to experience tension between their values and preferred respondent roles, with many reporting anxious grading processes and some experimenting with alternatives to traditional grading. The article concludes with suggestions to build bridges between tutoring and teaching contexts, particularly through explicit attention to antiracist pedagogy and alternative assessment practices.

In response to COVID-19, post-secondary institutions went through a widespread transition to online and remote learning to address the immediate effects of disruption in the teaching and learning environment. This study aims to map the changes and challenges in the areas of responses to students' psychological needs, responses to students' academic needs, and responses to minoritized students' needs from institutional leaders', teaching faculties', and teaching assistants' perspectives via a qualitative approach. The results suggest that institutional leaders and instructors perceived a decrease in academic motivation and increase in social isolation among students during COVID-19 especially from minoritized backgrounds. Implications and guidance on future university policies and programs to help preserve educational quality of instruction and mitigate educational inequities are discussed. [Note: The page range (1-24) shown on the PDF is incorrect. The correct page range is 18-41.]

Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Gemini are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.

This article uses the Stephen Crane story "The Open Boat" (freely available on the American English website) as an anchor text to demonstrate how teachers can apply Raphael's Question-Answer Relationship (QAR) technique to a text that students might be assigned to read. The article includes numerous examples and tips that teachers can use to adapt the technique to other texts as a way to enhance student engagement and interest in reading.

White backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures. [Note: The publication year (2026) shown in the header on the PDF is incorrect. The correct publication year is 2024.]

Using a mixed methods design we quantitively examined how case-based instruction (CBI) influenced preservice teachers' (PSTs) cultural responsiveness teacher efficacy development across three classroom case studies. Qualitatively, we examined how PSTs were able to engage in self-insertion when writing about their reactions to the classroom cases. Specifically, PSTs were randomly assigned to one of two conditions; one group received a content-based text excerpt prior to reading and responding to two classroom cases (Text-Case). Another group was given a series of three classroom cases (Case-Case) that contained similar information to the Text-Case group. The Text-Case group maintained their cultural responsiveness teacher efficacy compared to the Case-Case group, which showed a significant decline (p < 0.05). The Text-Case group also showed greater selfinsertion in their responses to the cases. These findings provide evidence that CBI paired with foundational knowledge was more effective than CBI alone.

This study argues that the works of philosopher Jürgen Habermas can provide useful directions for mathematics education research on statistical literacy. Recent studies on the critical demands posed by statistical information in media highlight the importance of the communicative component of statistical literacy, which involves students' ability to react to statistical information. By adapting Habermas' construct of communicative rationality into a framework for statistical literacy, a novel analytical tool is presented that can provide theoretical insights as well as in-depth empirical insights into students' communication about statistical information. Central to the framework are the four validity claims of comprehensibility, truth, truthfulness, and rightness which interlocutors need to address to engage in statistical communication. The empirical usefulness of the framework is shown by presenting the results of a study that examined Grade 5 students' responses to fictional arguments about the decline of Arctic sea ice. The Habermas-based framework not only reveals that complex evaluations of statistical arguments can take place even in Grade 5 but also shows that students' evaluations vary greatly. Empirical results include a content-specific differentiation of validity claims through inductively identified sub-categories as well as a description of differences in the students' uses of validity claims.

Grouped and right-censored (GRC) counts have been used in a wide range of attitudinal and behavioural surveys yet they cannot be readily analyzed or assessed by conventional statistical models. This study develops a unified regression framework for the design and optimality of GRC counts in surveys. To process infinitely many grouping schemes for the optimum design, we propose a new two-stage algorithm, the Fisher Information Maximizer (FIM), which utilizes estimates from generalized linear models to find a global optimal grouping scheme among all possible N-group schemes. After we define, decompose, and calculate different types of regressor-specific design errors, our analyses from both simulation and empirical examples suggest that: 1) the optimum design of GRC counts is able to reduce the grouping error to zero, 2) the performance of modified Poisson estimators using GRC counts can be comparable to that of Poisson regression, and 3) the optimum design is usually able to achieve the same estimation efficiency with a smaller sample size.

Missing data are a pervasive problem in data analysis. Three common methods for addressing the problem are (a) complete-case analysis, where only units that are complete on the variables in an analysis are included; (b) weighting, where the complete cases are weighted by the inverse of an estimate of the probability of being complete; and (c) multiple imputation (MI), where missing values of the variables in the analysis are imputed as draws from their predictive distribution under an implicit or explicit statistical model, the imputation process is repeated to create multiple filled-in data sets, and analysis is carried out using simple MI combining rules. This article provides a non-technical discussion of the strengths and weakness of these approaches, and when each of the methods might be adopted over the others. The methods are illustrated on data from the Youth Cohort (Time) Series (YCS) for England, Wales and Scotland, 1984-2002.

A general framework of latent trait item response models for continuous responses is given. In contrast to classical test theory (CTT) models, which traditionally distinguish between true scores and error scores, the responses are clearly linked to latent traits. It is shown that CTT models can be derived as special cases, but the model class is much wider. It provides, in particular, appropriate modeling of responses that are restricted in some way, for example, if responses are positive or are restricted to an interval. Restrictions of this sort are easily incorporated in the modeling framework. Restriction to an interval is typically ignored in common models yielding inappropriate models, for example, when modeling Likert-type data. The model also extends common response time models, which can be treated as special cases. The properties of the model class are derived and the role of the total score is investigated, which leads to a modified total score. Several applications illustrate the use of the model including an example, in which covariates that may modify the response are taken into account.

Sensory Over-Responsivity (SOR) is an increasingly recognized challenge among children with neurodevelopmental concerns (NDC). To investigate, we characterized the incidence of auditory and tactile over-responsivity (AOR, TOR) among 82 children with NDC. We found that 70% of caregivers reported concern for their child's sensory reactions. Direct assessment further revealed that 54% of the NDC population expressed AOR, TOR, or both -- which persisted regardless of autism spectrum disorder (ASD) diagnosis. These findings support the high prevalence of SOR as well as its lack of specificity to ASD. Additionally, AOR is revealed to be over twice as prevalent as TOR. These conclusions present several avenues for further exploration, including deeper analysis of the neural mechanisms and genetic contributors to sensory processing challenges.

Thurstonian forced-choice modeling is considered to be a powerful new tool to estimate item and person parameters while simultaneously testing the model fit. This assessment approach is associated with the aim of reducing faking and other response tendencies that plague traditional self-report trait assessments. As a result of major recent methodological developments, the estimation of normative trait scores has become possible in addition to the computation of only ipsative scores. This opened up the important possibility of comparisons between individuals with forced-choice assessment procedures. With item response theory (IRT) methods, a multidimensional forced-choice (MFC) format has also been proposed to estimate individual scores. Customarily, items to assess different traits are presented in blocks, often triplets, in applications of the MFC, which is an efficient form of item presentation but also a simplification of the original models. The present study provides a comprehensive review of the present status of Thurstonian forced-choice models and their variants. Critical features of the current models, especially the block models, are identified and discussed. It is concluded that MFC modeling with item blocks is highly problematic and yields biased results. In particular, the often-recommended presentation of blocks with items that are keyed in different directions of a trait proves to be counterproductive considering the goal to reduce response tendencies. The consequences and implications of the highlighted issues are further discussed.

This study analyzes the consequences of item nonresponse to the question about a household's total net income in the European Social Survey (2008-2018). We recognize two mechanisms in avoiding answering the income question: task complexity and question sensitivity, and apply multilevel logistic regressions to predict the probability of refusals or "Do not know" across respondents of different income levels. We find that the refusal to answer the income question is the highest for respondents with lower incomes, while the probability of selecting "Do not know" answers or refusal to answer is the same among respondents with higher incomes. The bias resulting from the correlation between response propensities and household income affects the accuracy of estimates for several attitudinal measures when income is included as an explanatory variable. We recommend reducing the risk of bias by limiting the complexity and sensitivity of the income question and accounting for nonresponse bias.

This article analyzes whether response patterns in surveys differ between the general population, regular immigrants, and recent refugees. Analyses show that the address quality of refugees contacted in the first wave of a panel study is worse than that of the general population, but of a similar quality to that of other recent immigrants. Once contacted, people in refugee households are more willing than others to participate in the first wave. In subsequent waves, this pattern changes. Address quality remains relatively low, and the motivation to participate deteriorates and is worse in comparison with other populations. However, Cox regression models of individual response behaviour reveal that this is mostly a composition effect. When socio-demographic and interviewer characteristics are taken into account, refugees have a lower risk of attrition than other immigrants, but they have a similar risk as the general population. This article provides important insights for the implementation of research about recent immigrants and refugees into ongoing panel studies.

This study utilised the Early Growth and Development Study (N = 561 adoptive children; 57.2% male, 55.3% White), a study of children adopted at birth, to examine heritable (birth parent psychopathology) and prenatal risk (prenatal maternal distress and smoking during pregnancy), infant negative affectivity, adoptive parent over-reactivity and warmth as independent predictors of childhood externalising symptoms. The current study evaluated if: (1) infant negative affectivity and over-reactive parenting are candidate mediators for the effects of heritable and prenatal risk on externalising symptoms and (2) parental warmth weakens the influence of heritable risk, prenatal risk, negative affectivity and over-reactive parenting on externalising symptoms. There were main effects of heritable risk, infant negative affectivity and over-reactive parenting on child externalising symptoms. The study found no support for the hypothesised mediation and moderation effects, suggesting that targeting parental over-reactivity rather than warmth would be more effective in reducing the risk for childhood externalising symptoms.

When forensic interviewers reject children's "Don't know" responses, either by repeating questions or pressuring the children to provide different responses, children may change their subsequent responses. The primary objective of the current study was to examine interviewer reactions following preschool-aged alleged abuse victims' "Don't know" responses in 114 forensic interviews and the children's responses to these rejections. Interviewer reactions were dichotomously coded as either interviewer acceptance (i.e., transitioning to the next logical question or formulating questions focusing on previously mentioned details) or interviewer rejection (i.e., repeating questions or making negative remarks about recall ability). The results showed that the interviewers accepted the children's "Don't know" responses 75.3% of the time and rejected them 24.7% of the time. When interviewers rejected the children's "Don't know" responses, 75.9% of the subsequent responses contradicted the children's initial responses. These results suggest that interviewer rejections following preschool-aged children's "Don't know" responses may be suggestive.

Childhood adversity can lead to cognitive deficits or enhancements, depending on many factors. Though progress has been made, two challenges prevent us from integrating and better understanding these patterns. First, studies commonly use and interpret raw performance differences, such as response times, which conflate different stages of cognitive processing. Second, most studies either isolate or aggregate abilities, obscuring the degree to which individual differences reflect task-general (shared) or task-specific (unique) processes. We addressed these challenges using Drift Diffusion Modeling (DDM) and structural equation modeling (SEM). Leveraging a large, representative sample of 9--10 year-olds from the Adolescent Brain Cognitive Development (ABCD) study, we examined how two forms of adversity--material deprivation and household threat--were associated with performance on tasks measuring processing speed, inhibition, attention shifting, and mental rotation. Using DDM, we decomposed performance on each task into three distinct stages of processing: speed of information uptake, response caution, and stimulus encoding/response execution. Using SEM, we isolated task-general and task-specific variances in each processing stage and estimated their associations with the two forms of adversity. Youth with more exposure to household threat (but not material deprivation) showed slower task-general processing speed, but showed intact task-specific abilities. In addition, youth with more exposure to household threat tended to respond more cautiously in general. These findings suggest that traditional assessments might overestimate the extent to which childhood adversity reduces specific abilities. By combining DDM and SEM approaches, we can develop a more nuanced understanding of how adversity affects different aspects of youth's cognitive performance.

Imitation and emulation are both important response modalities when learning new tasks. The current study tested the effects of establishing generalized imitation (GI) across missing topographies (gross motor, fine motor, multiple-step motor) on number of sessions-to-criterion for four preschoolers with developmental delays who were learning novel dressing skills. We also recorded participants' response modalities (imitative or emulative) during instruction. We used a pre- and postintervention design with a nested multiple probe design across participants. Intervention involved establishing the missing topographies using a mirror while modeling. Postintervention probes involving learning a new dressing skill from demonstration showed that the establishment of GI across multiple topographies resulted in a decrease in the number of sessions-to-criterion as well as a shift in responding during instruction from emulation to imitation for all four participants. Findings suggest that the establishment of GI across multiple topographies resulted in a new and more efficient way of learning multiple-step chained responses by observing a model in a mirror. Our results provide empirical evidence that GI meets the definition of a behavioral developmental cusp.

After George Floyd was murdered by police, teachers, alongside the leaders of their unions and professional associations, confronted urgent calls to address racism in their communities, schools, and classrooms, just as they were concluding an academic year rendered chaotic by COVID-19. This article leverages four waves of semistructured interviews with teachers' union and association leaders embedded in 14 states and 45 school districts to investigate how and why teachers' unions responded to those calls during 2020 and 2021. Local leaders were more likely to have taken concrete steps if they were serving urban or suburban and predominantly Democratic communities. Most commonly, unions offered symbolic gestures of support or sought to develop their capacity to recognize and understand bias.

According to faking models, personality variables and faking are related. Most prominently, people's tendency to try to make an appropriate impression (impression management; IM) and their tendency to adjust the impression they make (self-monitoring; SM) have been suggested to be associated with faking. Nevertheless, empirical findings connecting these personality variables to faking have been contradictory, partly because different studies have given individuals different tests to fake and different faking directions (to fake low vs. high scores). Importantly, whereas past research has focused on faking by examining test scores, recent advances have suggested that the faking process could be better understood by analyzing individuals' responses at the item level (response pattern). Using machine learning (elastic net and random forest regression), we reanalyzed a data set (N = 260) to investigate whether individuals' faked response patterns on extraversion (features; i.e., input variables) could reveal their IM and SM scores. We found that individuals had similar response patterns when they faked, irrespective of their IM scores (excluding the faking of high scores when random forest regression was used). Elastic net and random forest regression converged in revealing that individuals higher on SM differed from individuals lower on SM in how they faked. Thus, response patterns were able to reveal individuals' SM, but not IM. Feature importance analyses showed that whereas some items were faked differently by individuals with higher versus lower SM scores, others were faked similarly. Our results imply that analyses of response patterns offer valuable new insights into the faking process.

In recent years, some models for binary and graded format responses have been proposed to assess unipolar variables or "quasi-traits." These studies have mainly focused on clinical variables that have traditionally been treated as bipolar traits. In the present study, we have made a proposal for unipolar traits measured with continuous response items. The proposed log-logistic continuous unipolar model (LL-C) is remarkably simple and is more similar to the original binary formulation than the graded extensions, which is an advantage. Furthermore, considering that irrational, extreme, or polarizing beliefs could be another domain of unipolar variables, we have applied this proposal to an empirical example of superstitious beliefs. The results suggest that, in certain cases, the standard linear model can be a good approximation to the LL-C model in terms of parameter estimation and goodness of fit, but not trait estimates and their accuracy. The results also show the importance of considering the unipolar nature of this kind of trait when predicting criterion variables, since the validity results were clearly different.

The forced-choice response format is often considered superior to the standard Likert-type format for controlling social desirability in personality inventories. We performed simulations and found that the trait information based on the two formats converges when the number of items is high and forced-choice items are mixed with regard to positively and negatively keyed items. Given that forced-choice items extract the same personality information as Likert-type items do, including socially desirable responding, other means are needed to counteract social desirability. We propose using evaluatively neutralized items in personality measurement, as they can counteract social desirability regardless of response format.

In the current study, eight college students were exposed to a successive matching-to-sample (S-MTS) procedure utilizing non-verbal auditory stimuli consisting of common sounds. During emergent relations tests, participants were asked to talk aloud, and their vocal-verbal statements were transcribed and categorized as class-consistent, class-inconsistent, or irrelevant. All participants met emergence criterion for symmetry and four did so for transitivity/equivalence. Analysis of vocal-verbal statements showed a positive correlation between class-consistent statements emitted by participants and correct selection responses during S-MTS tasks. Such results suggest possible verbal mediation during emergent relations tests.

Post-secondary data literacy education is critical to students' academic and career success. However, the literature has not adequately addressed the conceptualization and assessment of data literacy for post-secondary students. In this study, we introduced a novel digital performance-based assessment for teaching and evaluating post-secondary students' data literacy skills. The purpose of this study is to validate the assessment and identify problematic items for later modifications using the argument-based approach to validation. We analyzed students' item responses and eye movements using psychometric and eye-tracking analyses to collect two types of validity evidence: internal structure and response processes. Descriptive and psychometric results showed that the nine example items measuring basic data analysis were of acceptable psychometric quality. The eye-tracking analysis of two representative items indicated that most students first attended to and processed expected item areas when the items were available. In addition, the critical item regions for task success were associated with students' highest cognitive effort. These results rejected our alternative score interpretation that the developed assessment questions evaluate students' abilities that are weakly connected to the skill of basic data analysis. Possible explanations of the findings and theoretical and pedagogical implications of our study were discussed.

This study tested for the emergence of listener discriminations and intraverbal vocal responses following tact training with four autistic children. All participants were trained to tact the name and the favorite food of two contrived cartoon monsters in the presence of a picture of the monster (e.g., "What is the name of this monster?" -- "Max" and "What food does the monster eat?" -- "Sweets") to evaluate the effects of emergent listener discriminations and emergent intraverbal vocal responses. Once criterion was met on the tact training, participants were tested for emergent listener discriminations (e.g., "Who eats sweets?" And "Who is Max?") and emergent intraverbal vocal responses (e.g., "What food does Max eat?" -- "Sweets" and "Who eats sweets?" -- "Max" in the absence of the picture). After training, all four participants engaged in emergent listener responding but only one participant engaged in emergent intraverbal responding. Multiple exemplar instruction (MEI) was used to teach those who could not engage in emergent intraverbal responding, and it was demonstrated to be effective. These findings are educationally significant because efficiency of instruction is important to maximize instructional impact, and to reduce the time and resource-intensive nature of behavior-analytic programming.

According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher educators with activities and strategies used in classes to engage online students in their learning, aiming for quick and easy implementation into future online special education teacher preparation courses.

This study aimed to determine the relationship between narcissism and team cohesion of transformational leadership and individual sports athletes interactions. In particular, individual sports can present a model to verify the level of perception of team cohesion according to the type of record sports and martial arts sports. Transformational leadership, narcissism, and team cohesion were measured among 225 college athletes. SPSS 24.0, Amos 24.0, PROCESS Macro programs (Model No. 5) were used for data analysis. The analysis includes frequency analysis, Cronbach's alpha values, confirmatory factor analysis (CFA), Pearson's correlation, and moderating effect. Transformational leadership significantly positively affected team cohesion and narcissism. Non-narcissism also significantly positively affected team cohesion. The interaction between transformational leadership and individual athletes was significantly higher for martial arts sports. Team cohesion was also important for athletes in individual sports, thus expanding the boundaries of transformational leadership theory. To cultivate a sports team (organization), strategic sports management will be necessary to enhance team cohesion.

Surveys are typical for student evaluation of teaching (SET). Survey research consistently confirms the negative impacts of careless responses on research validity, including low data quality and invalid research inferences. SET literature seldom addresses if careless responses are present and how to improve. To improve evaluation practices and validity, the current study proposed a three-step procedure to screen SET data for quantifying careless responses, delete and justify the removal of careless responses, and assess if removing careless responses improved the internal structure of the SET data. For these purposes, a convenience sample was taken from a Chinese university. A web-based survey was administered using a revised version of the Students' Evaluation of Education Quality. One hundred ninety-nine students evaluated 11 courses with 295 responses. Longstring and Rasch outlier analyses identified 49% of nonrandom and random careless responses. The careless responses impacted evaluation results substantively and were deleted. The subsequent study demonstrated that removal improved data validity, using reliability, separation, and inter-rater agreement from the multi-facet Rasch model and G- and D-coefficients, signal-noise ratios, and error variance from generalizability theory. Removing careless responses improved the data validity in terms of true score variance and discrimination power of the data. Data screening should be a prerequisite to validating SET data based on the research results. Data removal is necessary to improve the research validity only if there is a noticeable change in the estimated teaching abilities. Suggestions and implications were discussed, including developing sound evaluation practices and formative use of SET.

Purpose: The purpose of this study was to identify commonalities and differences between content components in stuttering treatment programs for preschool-age children. Method: In this document analysis, a thematic analysis of the content was conducted of handbooks and manuals describing Early Childhood Stuttering Therapy, the Lidcombe Program, Mini-KIDS, Palin Parent--Child Interaction Therapy, RESTART Demands and Capacities Model Method, and the Westmead Program. First, a theoretical framework defining a content component in treatment was developed. Second, we coded and categorized the data following the procedure of reflexive thematic analysis. In addition, the first authors of the treatment documents have reviewed the findings in this study, and their feedback has been analyzed and taken into consideration. Results: Sixty-one content components within the seven themes--"interaction, coping, reactions, everyday life, information, language, and speech"--were identified across the treatment programs. The content component "SLP providing information about the child's stuttering" was identified across all treatment programs. All programs are multithematic, and no treatment program has a single focus on speech, language, or parent-child interaction. A comparison of the programs with equal treatment goals highlighted more commonalities in content components across the programs. The differences between the treatment programs were evident in both the number of content components that varied from seven to 39 and the content included in each treatment program. Conclusions: Only one common content component was identified across programs, and the number and types of components vary widely. The role that the common content component plays in treatment effects is discussed, alongside implications for research and clinical practice.

Objective: To compare neurofunctional responses in emotional and attentional networks of psychostimulant-free ADHD youth with and without familial risk for bipolar I disorder (BD). Methods: ADHD youth with (high-risk, HR, n = 48) and without (low-risk, LR, n = 50) a first-degree relative with BD and healthy controls (n = 46) underwent functional magnetic resonance imaging while performing a continuous performance task with emotional distracters. Region-of-interest analyses were performed for bilateral amygdala (AMY), ventrolateral (VLPFC) and dorsolateral (DLPFC) prefrontal cortex, and anterior (ACC) and posterior cingulate cortex (PCC). Results: Compared with HC, HR, but not LR, exhibited predominantly left-lateralized AMY, VLPFC, DLPFC, PCC, and rostral ACC hyperactivation to emotional distractors, whereas LR exhibited right VLPFC and bilateral dorsal ACC hypoactivation to attentional targets. Regional responses correlated with emotional and attention symptoms. Conclusion: Aberrant neurofunctional responses during emotional and attentional processing differentiate ADHD youth with and without a family history of BD and correlate with relevant symptoms ratings.

Statistical process control (SPC) charts have been widely used in the field of educational measurement. The cumulative sum (CUSUM) is an established SPC method to detect aberrant responses for educational assessments. There are many studies that investigated the performance of CUSUM in different test settings. This paper describes the CUSUM procedure and shows how it can be used to monitor the testtaking process and detect aberrant responses. It aims to provide an accessible guide for the CUSUM control chart.

In the United States, higher education institutions must be authorized as postsecondary education providers -- through a process known as state authorization -- to be eligible to receive federal student financial aid funds. Through state authorization policies, state governments play a key role in maintaining accountability for higher education. Since 2010, the federal government has issued a series of significant reforms on postsecondary state authorization; yet little is known about how state-level officials implement these policies. The purpose of this multi-case study was to analyze the experiences of five states (California, Illinois, Massachusetts, North Carolina, and Pennsylvania) responding to federal policy on postsecondary state authorization. Through semi-structured interviews with 25 officials across the five states and analysis of policy-relevant documents, this study found much consistency in the ways policy actors responded to federal state authorization policies. This study also found that states' implementation of these policies was challenged by insufficient staff capacity, limited communications with the federal department of education, complexity of federal policies, and high compliance costs. Intermediary organizations and policy actors' networks played important roles in many aspects of states' responses to the policies.

The present research emphasizes the role of learning in response changes to infection threats and suggests a new instrument. This preliminary study aims to develop a brief tool (SITS: Sensitivity to Infection Threats Scale) that measures individuals' health sensitivity to infection threats. The present research utilized the Brief Symptom Inventory-phobic anxiety and hostility subscales and the newly developed SITS. The reliability and validity of SITS were examined through construct, divergent, and convergent validity as well as internal consistency and test-retest reliability. The underlying dimensions were explored through an exploratory factor analysis (EFA N = 142; Mage = 20.29, SDage = 2.34), and the EFA dimensions were confirmed through a confirmatory factor analysis (CFA N = 236; Mage = 20.36, SDage = 2.24). The EFA and CFA results supported a correlated four-factor model and the 20-item structure of the SITS. These four factors included Preoccupied, Avoidant, Physiological, and Cautionary Sensitivities. The overall scale and subscales had good internal consistency, test-retest reliability, and convergent and divergent validity. The SITS is a reliable scale and has the potential to deepen our understanding of human behaviour in responding to infection threats.

Despite their growing presence, student members of school boards remain relatively neglected in extant research. Drawing on notions of situational and institutional power, this study examines how seven U.S. student members of the board enacted their roles during the challenging 2020-21 school year and how adults responded. Findings highlight not only the seriousness of purpose with which students worked to elevate concerns and act in the best interest of their peers, but also the various suppression tactics adults used to undermine or silence their voices. We identify five commonly experienced suppression tactics, each of which reflects the pervasiveness of adultism.

A main goal of academic courses is to help students acquire knowledge and skills that they can transfer to multiple contexts. In this article, we (i) examine students' responses to test question templates (TQTs), a framework intended to facilitate transfer, and (ii) determine whether similar transfer-promoting strategies are commonly embedded in published biology lessons. In study 1, in surveys administered over several academic quarters, students consistently reported that TQTs helped them transfer course content to exams and the real world; that multiple (two to five) examples were generally needed to understand a given TQT, leading >40% students to create their own additional examples; and that TQTs would be helpful in other science courses. In study 2, among 100 peer-reviewed lessons published by CourseSource or the National Center for Case Study Teaching in Science (NCCSTS), less than 5% of lessons gave students advice about exams or helped students create additional practice problems. The latter finding is not meant as criticism of these excellent lessons, which are a boon to the biology education community. However, with TQT-like prescriptions generally absent from peer-reviewed lessons, biology instructors may wish to supplement the lessons with TQT-like strategies to explicitly connect the material to subsequent exams.