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This paper describes methods and findings from student cognitive labs, teacher cognitive labs, and test administration observations as evidence evaluated in a validity argument for a computer-based alternate assessment for students with significant cognitive disabilities. Validity of score interpretations and uses for alternate assessments based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities require nontraditional sources of evidence about student-item interactions and the influences teachers have on those interactions. Our findings provide evidence that the assessment has been designed so students can show what they know and can do on multiple choice, technology-enhanced, and teacher administered item types and that teachers administer the assessments in a way that allows students to respond as intended. We conclude with a discussion on how the findings inform future test development, limitations, and implications for the use of these research methods for gathering validity evidence for an AA-AAAS.

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.

In Spring 2020, colleges across the nation swiftly transitioned their operations--including both classes and student support services--to remote delivery on an emergency basis in response to the crisis posed by the COVID-19 pandemic. While prior research has documented that the transition was associated with decrements in student outcomes, there remains limited understanding of the organizational factors that might have mitigated these negative associations during the pandemic. Drawing on administrative data from the California Community College system, along with a novel survey conducted among distance education leaders, our study reveals that the degree of declines in course completion and course passing rates varied based on pre-COVID online education resources (such as the ratio of distance education personnel to students and the availability of pre-COVID professional development programs in online learning): Colleges with greater pre-COVID online resources experienced more modest declines in student performance. To a lesser extent, we also found that declines in student performance during the onset of the pandemic varied depending on the responses implemented in reaction to the pandemic, such as the extent of technology delivery to students. The implications of our findings extend to the realm of planning for the continuity of operations in potential future crises.

Objective: The objective of this study was threefold: (a) to create a rubric for response complexity (RC), defined as an admixture of response length, grammatical diversity, categorisation, and sophistication; (b) to measure behavioural and cognitive engagement through students' written responses on a school-based written activity, and (c) to study if RC in writing can lead to mindset alteration compared to self-report engagement. Design: The study used a randomised control-group pre-test-post-test design with college students. The experimental group participated in mindset activities, while the control group read an article. After each activity, both groups answered open-ended questions. Data were analysed using two models: one with RC and one with self-report engagement as a mediator between group assignment and mindset post-test scores. Results: Using RC as a mediator and controlling for the mindset pre-test, participants in the experimental condition demonstrated a change in mindset at post-test. This did not occur for self-report engagement. Conclusion: Our findings suggest that RC can be used as a measure of engagement through writing that could then lead to learning and knowledge changes. Implications for RC is that teachers may find it as a useful and easily implemented measure of writing and student engagement.

This ethnographic, qualitative case study empirically explores how six youth from refugee backgrounds positioned their identities through design choices in producing reaction videos--a popular YouTube genre--at school in their settlement context. Through reflexive thematic analysis, we identified three ways in which youth took ownership of how they were to be perceived by their classmates and teachers, establishing their identities in the classroom through: (a) knowledge brokering; (b) navigating gaze; and (c) playfully disrupting cohesion. The study makes a timely contribution to helping language and literacy researchers, educators, and teacher-educators better understand how digitally composing in YouTube genres such as reaction videos can be used to affirm the identities of youth from refugee backgrounds in school settings.

Although there is a growing body of research on teachers' responses to bullying, the question of how teachers decide to respond is still under-researched. The present paper investigates participants' intended responses to a case of relational bullying, the structure of the proposed intervention, the implicit aims of that intervention and the teachers' reasoning. The study is based on a qualitative vignette study with open-ended questions. The sample comprised 38 secondary school teachers (58% female, 42% male). Qualitative content analysis and type formation were used to analyse the data. Ten different (sub)types of teachers' responses were constructed based on patterns in the way teachers responded regarding things they would do, things they would avoid, and their reasoning: the relaxed, the cautious, the investigator, the impartial, the enlightened, the situation-oriented, the principle-oriented, the responsible, the experienced and the personally-affected type. The findings are interpreted in the light of previous research, and practical implications as well as implications for teacher education are discussed.

Background: School-based mental health services, particularly when integrated into multi-tiered systems of support (MTSS), offer an evidence-based strategy for primary and secondary prevention and targeted intervention for students' mental health challenges. Team-based decision-making is at the center of successful MTSS, but the mental health literacy of school staff on these teams is unknown. Purpose: The current study aims to describe the state of MTSS team members' mental health literacy and evaluate how mental health literacy components are related to one another. Methods: We measured the mental health literacy of MTSS team members (N = 58; 59% White; 92% female) from nine elementary schools, including their understanding of students' mental health in the school context and their willingness to promote it. Results: MTSS team members reported more positive than negative mental health literacy, and mental health literacy constructs were predictably and positively interrelated. Discussion: Overall, the group appeared to favor approaches aligned with school-based mental health and social, emotional, and behavioral MTSS. Future research should replicate study results with a larger sample in order to increase the precision of the estimates and confirm the pattern of findings. Translation to Health Education Practice: MTSS team members typically demonstrate an understanding of students' underlying mental health needs in the context of school and a personal and organizational willingness to address those needs. Staff training and system-level changes would likely further improve mental health literacy, with anticipated positive impacts on school-based mental health and MTSS outcomes.

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.

Eye-tracking procedures generate copious process data that could be valuable in establishing the response processes component of modern validity theory. However, there is a lack of tools for assessing and visualizing response processes using process data such as eye-tracking fixation sequences, especially those suitable for young children. This study, which explored student responses to a spatial reasoning task, employed eye tracking and social network analysis to model, examine, and visualize students' visual transition patterns while solving spatial problems to begin to elucidate these processes. Fifty students in Grades 2-8 completed a spatial reasoning task as eye movements were recorded. Areas of interest (AoIs) were defined within the task for each spatial reasoning question. Transition networks between AoIs were constructed and analyzed using selected network measures. Results revealed shared transition sequences across students as well as strategic differences between high and low performers. High performers demonstrated more integrated transitions between AoIs, while low performers considered information more in isolation. Additionally, age and the interaction of age and performance did not significantly impact these measures. The study demonstrates a novel modeling approach for investigating visual processing and provides initial evidence that high-performing students more deeply engage with visual information in solving these types of questions.

Compliance is an important skill of social competence for young children as it reflects children's ability to understand others' expectations and to display cooperative behaviors. Existing research has shown that parental responsiveness and child executive functioning separately make contributions to child compliance, but less is known about the relationships among these three variables. Therefore, this study tested a theoretical model by investigating the direct and indirect relationships among parental responsiveness, compliance, and executive functioning in preschoolers. This study utilized the data of parental self-reports from Kids in Taiwan: National Longitudinal Study of Child Development & Care (KIT), a nationwide longitudinal study designed to collect data on the development and care of children in Taiwan. 1,747 four-year-old preschoolers (857 boys, 890 girls, mean age 48.77 months) and their parents (either father or mother) were included in this study for analysis. The results from the structural equation model revealed that parental responsiveness was directly and indirectly (via child executive functioning) related to child compliance. For preschoolers, responsive parenting was associated with better executive functioning skills, which, in turn, led to increased compliant behaviors. Our findings highlighted the need to enhance parental responsiveness and child executive functioning when addressing compliance in young children.

Bystanders play an essential role in school bullying prevention. This study examines student bystanders' perceptions of severity and willingness to intervene in scenarios involving physical, verbal, relational, and cyberbullying. It focuses on five distinct victim reactions: pretending nothing happened, seeking help, fighting back, crying, and no description as a control group. Using a combination of four bullying types and five victim reaction forms, a survey experiment comprising 20 scenarios (4 × 5) was designed and conducted among primary, middle, and high school students in China (N = 5,075), aged between 8 and 19 years (M = 14.07; SD = 2.10) in 2019. The reactions of victims significantly influenced how bystanders perceived the severity of bullying events and their willingness to intervene. Overall, victims who responded with "crying" evoked a greater intention to intervene among bystanders, while those who "fighting back" or "pretending nothing happened" were seen as less severe. These findings enhance our understanding of bystanders' perspectives on victim responses across different types of school bullying. The outcomes of this study can contribute to the development of more specific antibullying program strategies in practical applications.

We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.

In this mixed-methods experiment, we examined the impacts of an externally provided rationale and teachers' own beliefs on cognitive, emotional, and behavioral responses to student misbehavior. Teachers (N = 120) viewed a video describing three instances of a student's misbehavior, then were randomly assigned to receive one of three explanatory rationales for the misbehaviors, including intentionality, cognitive deficits, adverse childhood experiences, or a comparison condition that offered no new information. Teachers reported causal attributions, emotional responses, perceived self-efficacy, and disciplinary strategy. Results suggest that teachers' attributions are independently predicted by their own beliefs about the student's misbehavior and the provided rationale. Further, both sources of information predicted teachers' feelings, self-efficacy, and disciplinary strategies. We discuss implications for changing teachers' attributions of misbehavior and increasing the use of positive behavior management strategies.

Medical simulations allow trainees to work within teams to develop their self-regulated learning (SRL) and socially-shared regulated learning (SSRL) skills (Bransen et al., 2022). Both skillsets help to better prepare medical trainees for the multifaceted challenges inherent in clinical practice. SRL skills are imperative in empowering learners to optimize their performance and become autonomous guiders of their own learning (Jarvela & Hadwin, 2013), while SSRL skills are needed to ensure that teams can work collectively to regulate their behaviors and to regulate their own learning to make decisions (Hadwin & Oshige, 2011). Questions remain about not only how medical trainees' behaviors, regulation strategies, and physiological responses vary while they participate in a high-fidelity medical simulation, but how additional data channels to measure human response can provide indicators of teams' regulation strategies. Using a mixed-methods convergence design incorporating multimodal data (Azevedo & Gaševic, 2019), including behavioral, SRL and SSRL codes, and electrodermal activity, researchers studied twenty-nine (N = 29) 1st to 3rd year medical residents as they engaged in high-fidelity simulation scenarios. Results suggest that the mean-level of psychophysiological activation increase as simulations progress, in conjunction with an increase in team-regulated learning strategies to manage the effective provision of patient care from initial contact through to the delivery of critical procedures. These results provide valuable insights into the advancement of a team regulation-based framework within a high-fidelity medical simulation environment, leveraging multimodal data to reach an understanding of medical trainees' adoption of team-based approaches to team-regulation during simulation scenarios.

The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.

We aimed to explore the most and least used strategies of apology responses, as well as the differences between native and non-native speakers of English in formulating such responses. Additionally, we investigated the role of gender in the formulation of apology responses. The participants were 100 native and non-native speakers of English at an American university, who had to respond to two volunteers' apologies for blocking their path. The results regarding both genders indicate that the acceptance strategy was used the most frequently, while the evasion strategy was least used. Moreover, native speakers used more words than their non-native speaker counterparts. Furthermore, the syntactic structures of non-native speakers' apology responses were less sophisticated than those of native speakers. In terms of gender differences, men utilized the acceptance strategy more frequently than did women, whereas women showed a higher tendency to use the rejection strategy. Finally, the average number of words used by women in apology responses aimed at non-native and native speakers differed significantly, whereas this was not significant in the case of men. Based on our results, teachers and students should pay more attention to pragmatic competency learning in addition to conventional learning.

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.

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.]

In this study, I investigate how the rhetoric used in university responses to anti-Asian violence maintained institutional status quos to protect whiteness in higher education. Using whiteness as futurity as a theoretical framework, I employed document analysis to analyze 54 statements in response to the tragic mass shooting in Atlanta in March of 2021 from university presidents of institutions from the Association of American Universities. The findings illuminate how presential rhetoric deployed a malleable history, urgency in the present, and an imagined equitable future. Further, the statements analyzed in this study implicated the three components of whiteness of futurity: whiteness as aspiration, whiteness as investment, and whiteness as malleable. Implications for research and practice are discussed.

A number of assessment methods are used to improve teaching which accelerates students' achievement. This study investigates the effect of two assessment methods (Think - Pair - Share and Choral Response) on academic achievement of prospective science teachers in a public sector university in Lahore, Pakistan. It employed a quasi-experimental pretest-posttest control group design which was conducted on two already existing intact groups i.e. control group (n=51) and experimental group (n=36). The pre-test was administered to both the groups, and then the participants were exposed to the treatment after which the post-test was administered. The two tests, which had been devised based on Bloom's Taxonomy of Educational Objectives, were the same for both groups. The validity of the tests was ensured by five relevant experts; the reliability was established as 0.832 through a pilot study on 200 prospective teachers. Those items in the test were selected that had difficulty ratings of 0.2-0.8 and discrimination ratings of 0.2-0.6. The collected data were analysed using independent sample t-test. Results revealed that the students who were assessed through chosen methods of assessment showed better performance than those who were assessed traditionally. It was also found that students showed better performance while applying Think-Pair-Share than Choral Response. Hence, the study recommended to use these methods of assessment during teaching in order to improve students' achievement.

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.

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.]

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.

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.

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.

Infant pointing is predictive of later language development, but little is known about factors enhancing the development of pointing. The current study investigated two possible social learning mechanisms in the development of pointing. Given that infants observe their caregivers' pointing gestures from early on, one possibility is learning via imitation. A second possibility is that caregivers' contingent reactions to infant communication promote communicative exchange, including pointing. To test which of these behaviours influences infants' pointing frequency, we manipulated parents' pointing frequency and their responsive behaviour via instructions in a cross-sectional 2 × 3 design. We randomly assigned 12-months-old infants (N = 131, 65 females) and one of their parents to six different experimental groups. Participants were predominantly central Europeans from middle to high socioeconomic backgrounds. Data were collected with an online remote adaption of the decorated-room paradigm. Parents successfully adapted their behaviours to the instructions. Parents' increased responsiveness, but not their increased pointing in general, significantly enhanced infants' pointing frequency (d = 0.36). Regression results further revealed that parents' responsive pointing positively predicted infants' pointing frequency. Findings question direct imitation accounts of pointing and identify responsive social interactions, including responsive pointing, as factors enhancing the occurrence of pointing in infancy.

Background: Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals. Aims: To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs. Methods & Procedures: A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish. Main Contribution: Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy. Conclusions & Implications: The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients.

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers' antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers' professional development to target bullying attitudes are discussed.

Topic models are mathematical and statistical models used to analyze textual data. The objective of topic models is to gain information about the latent semantic space of a set of related textual data. The semantic space of a set of textual data contains the relationship between documents and words and how they are used. Topic models are becoming more common in educational measurement research as a method for analyzing students' responses to constructed-response items. Two popular topic models are latent semantic analysis (LSA) and latent Dirichlet allocation (LDA). LSA uses linear algebra techniques, whereas LDA uses an assumed statistical model and generative process. In educational measurement, LSA is often used in algorithmic scoring of essays due to its high reliability and agreement with human raters. LDA is often used as a supplemental analysis to gain additional information about students, such as their thinking and reasoning. This article reviews and compares the LSA and LDA topic models. This article also introduces a methodology for comparing the semantic spaces obtained by the two models and uses a simulation study to investigate their similarities.

Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring--as embedded in an undergraduate research experience program--related to four-year college students' self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students' sense of self-efficacy and science identity, but it did not have an independent, direct relationship with self-assessed ability to respond to racism. However, the intervention indirectly supports students' preparedness to respond to racism through its positive relationship with self-efficacy. As state legislatures around the country work to ban CRT, this paper offers empirical evidence that embedding CRT in university programs can support student development in multiple related ways.

Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.

High rates of active student responding and opportunities to respond are considered best-practice instructional strategies for learning. Many educators in higher education have shifted from teaching primarily in-person to either a hybrid or an online format over the past decade. The global pandemic hastened further shifts from in-person to online learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate evidence-based teaching practices in online formats. Although there is a robust body of literature that supports the effectiveness of embedding opportunities to respond and active student responding during in-person instruction, to date, there is limited research that evaluates the effects of increased opportunities to respond during synchronous online courses in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities on response accuracy for seventeen students enrolled in a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written active student responses compared to responds cards. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed.

The current research examines Grade 2 student responsiveness to teacher implementation of text structure lessons after an online professional development event. We trained 39 teachers on text structure knowledge and implementation fidelity using massively open online virtual learning platforms. The teachers were later given access to text structure lesson materials to deliver the lessons to their Grade 2 students. A total of 929 Grade 2 students' reading comprehension knowledge at the pre- and post-teacher-implementation was examined. Latent class analysis (LCA) suggested that nearly 60% percent of students had a high possibility of scoring at a higher level on main idea questions on the post-test test than at the pretest. The classification of these three students was not associated with teacher fidelity after controlling for prior reading comprehension and signaling words knowledge, perhaps because the implementation itself can benefit student reading comprehension irrespective of fidelity. We suggest that the text structure professional development is associated with reading comprehension knowledge improvement for most students and offered suggestions for differentiating text structure instruction for students at different reading levels.

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.

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.

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.