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ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates (N = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such tools; 15% indicated that they had used them already. Neither personality (conscientiousness, agreeableness, Machiavellianism, narcissism), academic performance, nor study skills self-efficacy could predict future use of AI tools. A novel Degree Apathy Scale was the only significant predictor. Willingness to use AI tools was greater when the risk of getting caught was low, and punishment was light, particularly for those high in degree apathy. Findings suggest that degree apathy is a key risk factor in academic misconduct. Wider research and pedagogical applications of degree apathy are discussed. • Thirty-two percent of students surveyed reported that they would use ChatGPT on future academic assignments. • Future use of AI tools was significantly predicted by a new Degree Apathy Scale. • Big Five and Dark Triad scores were not significant predictors, nor was previous academic performance. • Likelihood of cheating using ChatGPT was reduced with increasing risk of detection or severity of punishment. [ABSTRACT FROM AUTHOR]

Academics have a duty towards peers and scholars alike to engage in research work and to publish their findings. This also assists in establishing personal academic success as well as the attainment of research grants. In the past, authors used to publish their research articles for free but access to these articles was restricted to subscription users only. Recently, open access publishing has gained momentum, whereby such articles are made freely accessible online. However open access publishing comes with a price tag for the author through article processing charges. Open access may also question a journal's credibility within the academic world if improperly implemented. This is particularly so following the unsolicited bombardment of researchers' email accounts with invitations for submissions to predatory open access journals. For these reasons, authors needs to rigorously weigh the pros and cons of whether to choose a subscription based or an open access journal for publication. [ABSTRACT FROM AUTHOR]

Knowledge of core academic vocabulary plays a major role in many gate keeping tests for higher education and is critical to successful academic performance. While researchers have described the linguistic characteristics of academic language use from a variety of perspectives, including the use of academic vocabulary, many of the investigations focus on the texts that students are exposed to or discuss how to teach those words. Yet, relatively few studies explore how students actually use these words in their scholarly papers. The goal of the present study is to investigate academic vocabulary use by non-native English speaker writers situated in a higher educational classroom setting. First, we explore relationships between the amount of academic vocabulary employed and the perceived quality of student writing. Second, we examine differences in the use of academic words across assignments, drafts, and levels of instruction. Results showed significant relationships between academic vocabulary use and essay scores in some text-types, and differences in the way academic vocabulary is used across text-types and levels of instruction, independent of the drafts. A closer analysis showed that rhetorical purposes have a strong impact on the amount of academic vocabulary used. Also, no difference between drafts calls for pedagogical considerations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare student performance on two proctored quizzes and one practice test taken in paper-based or computer-based testing mode using an equal number of algorithmic, conceptual, and definition questions to examine the effect of testing mode when students take multiple tests in class. Data were collected from 221 students enrolled in a general chemistry course at a Midwestern university. After learning the material in lecture, students completed two quizzes: Quiz 1 and Quiz 2. One quiz was delivered on paper and another quiz was taken on computer. Each quiz tested student understanding of different chemistry concepts and the quizzes were proctored on different days. Several days after Quiz 2, students took a practice test that tested the knowledge of Quiz 1 and Quiz 2 with different yet similar questions, and again, the testing mode of the practice test was either paper-and-pencil or computer. After each quiz and the practice test, students received feedback on their performance. Differences in performance between the quizzes and the practice test were measured with normalized gains and the differences between the normalized gains for each condition were analyzed using an Analysis of Variance. The results showed no significant testing mode effects among the four conditions overall, or for algorithmic, conceptual, or definition type of questions. Altogether, the results of the present study do not provide evidence to suggest that instructors need to be concerned about testing mode (paper versus computer) when designing and administering chemistry tests. [ABSTRACT FROM AUTHOR]

• Dynamic academic networks are introduced for predicting future influence of entities. • Every researcher or venue per year is treated as a separate entity. • Seven types of relations among papers, authors, and venues are extracted and used for prediction. • Both publication age and recent citations are considered for a balanced treatment of old and new papers. Performance evaluation and prediction of academic achievements is an essential task for scientists, research organizations, research funding bodies, and government agencies alike. Recently, heterogeneous networks have been used to evaluate or predict performance of multi-entities including papers, researchers, and venues with some success. However, only a minimum of effort has been made to predict the future influence of papers, researchers and venues. In this paper, we propose a new framework WMR-Rank for this purpose. Based on the dynamic and heterogeneous network of multiple entities, we extract seven types of relations among them. The framework supports useful features including the refined granularity of relevant entities such as authors and venues, time awareness for published papers and their citations, differentiating the contribution of multiple coauthors to the same paper, amongst others. By leveraging all seven types of relations and fusing the rich information in a mutually reinforcing style, we are able to predict future influence of papers, authors and venues more precisely. Using the ACL dataset, our experimental results demonstrate that the proposed approach considerably outperforms state-of-the art competitors. [ABSTRACT FROM AUTHOR]

The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students’ performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students’ perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes. [Copyright &y& Elsevier]

We analysed the relationships between paper and pencil speed of processing measures, inspection time and intelligence using confirmatory factor analysis in a sample of 200 secondary school students. Our results show a clear relationship between paper and pencil tests and crystallised intelligence. The relationships between inspection time and intelligence, however are less clear: inspection time is at least related to fluid intelligence and a perceptual speed factor. Paper and pencil measures were also strongly related to scholastic achievement. This is consistent with their high loading in crystallised intelligence. Paper and pencil measures could therefore be used to predict scholastic achievement. [Copyright &y& Elsevier]

Libraries have a significant impact in the attainment of the SDGs. They are considered worldwide as the most reliable information center that acquires processes, organizes stores, retrieves and disseminates information to users. In this context, the study investigates the role of academic libraries in realizing sustainable development goals, with a specific case study on the Mohamed Sekkat University Library and its contribution to the Global Goals for Sustainable Development by the United Nations (SDGs). The paper centers on how this Moroccan library has incorporated the SDGs into its resources, activities, programs, and projects. [ABSTRACT FROM AUTHOR]

This paper explores the effect of own and peer attractiveness on various measures of academic performance. Using data from the National Longitudinal Survey of Adolescent Health (Add Health), we focus on high school students in the United States and exploit random variation within schools across cohorts in adolescents' physical and personality attractiveness as assessed by the interviewer. We find that for girls only own personality attractiveness boosts academic outcomes. For boys instead, both own physical and personality attractiveness positively affect performance and peer characteristics also matter. An increase in the fraction of physically attractive high school peers decreases boys' academic performance in later years. We show that this effect is driven by less physically mature boys and operates through a decrease in self-confidence. • We explore the effect of own and peer attractiveness on academic performance. • We exploit random variation within schools across cohorts using Add Health data. • For girls only own personality attractiveness boosts academic outcomes. • For boys both own and peer attractiveness matter. • Peer attractiveness negatively affects boys performance by lowering self-confidence. [ABSTRACT FROM AUTHOR]

This paper examines the selection mechanism underlying the association between overweight/obesity and educational aspirations of adolescents. This is a cross-sectional study based on a survey conducted in secondary schools in Spain in 2016. We estimate linear probability models to determine the association between adolescents' body mass index (BMI) and their expectations to obtain a university degree, as well as their school choices representing the most usual path towards higher studies. To address the potential endogeneity of BMI, we use the instrumental variables (IV) method. Additionally, we account for potential unobserved heterogeneity by including school fixed-effects and a wide set of individual and family characteristics in our analysis. Our results indicate that adolescents with a higher BMI have lower expectations to obtain a university degree and are less likely to enrol in high school with the intention to pursue higher education in the future. The estimated effect is quite sizable and statistically significant only for girls. We estimate that a five-unit increase in BMI (e.g., the change between healthy weight and overweight) reduces girls' expectations to complete higher education by 19 percentage points and odds of enrolling in high school (vs. vocational training) by 21 percentage points. We provide empirical evidence supporting the selection hypothesis behind the relationship between BMI and adolescents' educational aspirations. That is, unhealthy weight in adolescence is associated with poorer aspirations for further education. Lower educational aspirations during adolescence can lead to lower academic achievement, which in turn, may result in poorer health, labour market outcomes, and well-being during adulthood. [ABSTRACT FROM AUTHOR]

Mobile payment presently leads the fintech market as an alternative tool for daily transactions. Mobile payment research has remained limited to the field of technological research, but the need for research from a social science perspective has burgeoned. Therefore, it is paramount to suggest guidelines for future studies by identifying deficiencies that are yet to be discovered in the existing research. This paper first examines the research trends related to mobile payment by conducting an analysis of relevant literature from 2013 to 2023. Following that, it identifies the gap between the current state of academic research and the mobile payment research required by experts by using the analytic hierarchy process. The results indicate that current research on mobile payment tends to focus on the field of business and utilizes user surveys to provide industrial implications, whereas experts demand policy studies in the field of finance that utilize a more diversified research approach. The findings suggest valuable implications for academic researchers, industries, and governments with respect to mobile payment solutions. • Mobile payment leads the fintech market as an alternative tool for daily transactions. • The need for mobile payment research from a social science perspective has burgeoned. • This paper examines the research trends by conducting an analysis of relevant literature from 2013 to 2023. • Current research tends to focus on the field of business and utilizes user surveys to provide industrial implications. • Experts demand policy studies in the field of finance that utilize a more diversified research approach. [ABSTRACT FROM AUTHOR]

At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions. • An individual adaptive ubiquitous learning paradigm considering the impact of academic emotions is proposed. • The paradigm focuses on academic emotions to adaptively adjust individual learning content. • Academic emotions analysis and adjustment algorithms are designed to improve learning outcomes. [ABSTRACT FROM AUTHOR]

Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren's human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based disparities in house- hold expenditure on children's school education using nationally representative social expenditure data on education from 2007–08 and 2017–18 in India. The paper uses a recentered influence function (RIF) based decomposition analysis to pinpoint the key factors underpinning the disparity in private educational expenditure between disadvantaged caste groups and Others. Further, to overcome the problem of heterogeneity of data the study also employs propensity score matching (PSM) as robustness check for the decomposition analysis. The findings from decomposition and matching approaches reveal that differences in endowments, specifically income differences, between caste groups explain most of the caste-based gap in children's human capital investments. The study has implications for public policy to address educational and economic disparities between disadvantaged caste groups (ST, SC and OBC) and Others in India. [ABSTRACT FROM AUTHOR]

In order to solve the shortage of the traditional educational administration system in the application of student achievement data in Colleges and universities, and on the basis of traditional data query and statistical work, this paper proposes a examination score analysis and application system based on data mining algorithm to deeply explore the internal relationship between examination scores and various factors. Through the construction of performance analysis algorithm model to predict and analyze students' performance more accurately, it is found through model comparison that the improved model has improved the accuracy of performance prediction by 1.89%, the accuracy by 1.1%, and the recall rate of the improved model algorithm by 0.5% compared with the original algorithm, which verifies the availability and value of the model. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

Using 13,584 observations of 4772 undergraduate students enrolled in 523 online classes offered synchronously at a research university in China, and using online-learning platform data and administrative data, this paper examines the impacts of class attendance on academic performance. Based on student-level and course-level fixed effects models with a unique set of student-course level control variables, this paper finds class attendance to have a significantly positive impact on academic performance. This effect is larger for low-performing students and smaller for students in courses with larger class sizes. The above findings survive a number of robustness checks, including a bounding technique, restricting sample to compulsory courses and limiting variation in attendance caused by whole day absence. • This paper represents the first attempt to examine the effects of class attendance on academic performance of college students in synchronous online courses. • Based on 13584 observations of 4772 students enrolled in 523 online classes at a research university in China, this paper uses a larger sample with a diverse range of courses and more accurate indicators of class attendance. • Employing student and course fixed effects, we find that students' class attendance has a significantly positive impact on their academic performance. For a one standard deviation increase in class attendance, academic performance increases by 0.08 standard deviation. • The positive attendance effect is stronger for lower-performing students and students in smaller classes, and remains substantial even for courses without mandatory attendance requirements. [ABSTRACT FROM AUTHOR]

Examination is an effective method for evaluating educational achievements but manually grading is time-consuming and error-prone. According to the characteristics of Chinese, this paper designs an effective and reliable hybrid automatic grading system for medical term interpretation questions, which integrates keyword similarity, semantic similarity and sentence length similarity. This model therefore provides a feasible framework in the sense that automated scoring system can be used reliably in real practice for subjective questions in medical education. In practice, the parameters can be pre-trained for different courses and different levels of students, so as to achieve the best performance of the model. From 15 professional noun explanation questions of 300 medical students in the course of medical psychology, statistics show that the difference between the manual and automatic assessment of all students' answers for each question is less than or equal to 2. Moreover, a comparative study of the automated scoring system is conducted to assess the overall testing performance. The experimental verification shows that the model posed in this paper is effective and robust. To enhance user convenience, a GUI software has been created using the Python "Tkinter" library. This software can be directly applied to different scenarios to demonstrate the expansive application potential of the system. [ABSTRACT FROM AUTHOR]

• Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. • Actions and advocacy associated with Participatory Action Research have benefits for students with foster care experience and can contribute to critical consciousness raising among those within and outside of child welfare and university systems. • Integrating youth voice and perspective to our existing body of knowledge about youth with foster care experience in higher education adds a critical, often missing perspective. • Universities, child welfare system professionals, policymakers, child welfare scholars desiring to create policy and practice more affirming of young people with foster care experience should center the voices and recommendations of youth with foster care experience in their decision making. This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan's Listening Guide. The cluster of findings presented in this paper highlights co-researchers' experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support , connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience. [ABSTRACT FROM AUTHOR]

This article discusses the correlation between first-year students' prior knowledge of programming and their academic achievements. Many students who enroll in the Faculty of Computer Science and Information Technology at Riga Technical University drop out during their first year. Therefore, it is crucial to support first-year students in acquiring programming knowledge successfully. The Faculty of Computer Science and Information Technology provides an additional course called "Algorithmization Practice" for students without prior programming experience. The authors of this paper conducted research to investigate whether this course helps bridge the gap between students with and without prior programming knowledge and whether it improves the academic performance of students without prior knowledge in their first year. The collected data was summarized using descriptive statistics, and the final scores of students from different groups were compared to identify any differences between those who attended the "Algorithmization Practice" course and those who did not. Based on a sample of 1744 introductory programming course students, our analysis indicates that students who attended the additional course demonstrated better academic performance. [ABSTRACT FROM AUTHOR]

In metadiscourse work, what may be called a 'marker' approach vastly outnumbers a 'move' approach. This has led to a research focus on small units of analysis, typically word-based, classifying for example the pronoun I as Self-mention. This paper argues that we also need to develop a 'move' approach in metadiscourse studies, involving a more contextualised analysis of the discourse functions that speakers/writers use metadiscourse to perform. To support such a development, an overview is given of existing functional taxonomies for academic discourse and a specific taxonomy is presented of metadiscursive functions. The taxonomy was originally developed based on academic lectures and student essays, but is further developed as applied to spoken student presentations. The second main contribution of the article is the analysis of student presentations. The material is culled from an MA-level English-language online teaching context and compiled into a corpus of 13 presentations (20,000 words and 169 min of presentation time). The qualitative focus of the study is on the taxonomy for how metadiscourse is performed. Quantitative findings regarding the distribution of different types of metadiscourse functions are also included. Despite the widespread practice of student presentations, they have received very little research attention, but the present study maps their key discourse functions. • Much research on metadiscourse has adopted a 'marker' rather than a 'move' approach. • The unit of meaning is restricted and typically word-based in the marker approach. • The unit of meaning is extended and typically rhetorical in the move approach • It is argued that more metadiscourse research adopting a move approach is needed • A taxonomy of metadiscourse functions/moves is applied to oral student presentations [ABSTRACT FROM AUTHOR]

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The primary objective of the paper is to present the essence of the new paradigm in the management science, which is neuroentrepreneurship. This objective determined the paper's layout. In the first part, the theories of entrepreneurship are presented, including the context of research on entrepreneurship. In the second part, the techniques of cognitive neuroscience are described, which are used to determine the impact of thought processes on the recognition and use of a business opportunity by an entrepreneur. This part also analyses the new paradigm of management sciences, i.e. neuroentrepreneurship. In this respect, the most important achievements of science in diagnosing the impact of neuronal impulses on the entrepreneurial process are presented. [ABSTRACT FROM AUTHOR]

Critique is a primary method of assessment and feedback used in architectural education. It is used extensively at the design studio where students are asked to develop, present, and discuss their interventions. The collaborative typology of design studio adds to the importance of critique as an educational tool. Students are asked to present their work and discuss it with their colleagues and professors. At these cases, critique plays a key role as a tool for assessing and scrutinizing students' achievements and their creativity' potentials. This paper investigates the correlation between the typical stages of the design process and critiques sessions presented at the design studio. It reviews the literature to develop a framework to figure out this relationship. In a further investigation step, this paper discusses the case of the 2nd-year design studio at the Department of Architecture, Faculty of Engineering, Alexandria University to validate its findings. The case study proves the framework's flexibility to be applied in different circumstances effectively based on understandings its detailed configurations. [ABSTRACT FROM AUTHOR]

This paper examines the influence of male peer proportion on a student's academic performance. The sex ratio at 10–14 was 117.16 in 2011, and it has increased to 119.1 in 2019. The sex ratio imbalance at 10–14 tends to expand. This paper uses China Education Panel Survey (CEPS) 2013–14 and 2014–15. Considering the selection bias, this paper restricts the sample to schools that satisfy randomly-assignment conditions. The results highlight that students with a high proportion of male classmates have a lower performance in Mathematics and English but not Chinese. To explain these effects, this paper uses three channels to interpret: (1) cognitive ability, (2) learning effort, and (3) the quality of the classroom environment. It provides implications for policymakers and school administrators to take precautions in advance. [ABSTRACT FROM AUTHOR]

Prader-Willi syndrome (PWS) is a rare neurogenetic syndrome that results in significant challenges in the school setting, often requiring a myriad of academic, social-emotional, and behavioral supports to maintain health and safety and academic success. This paper provides a primer for school psychologists, introducing the physiological, educational, and behavioral differences experienced by children with PWS. As the symptoms of PWS are widespread, the impacts of common physical and neurological differences on specific learning abilities, adaptive skills, and overall functioning in the classroom setting are discussed in detail. While PWS is a spectrum, and each child will experience symptoms and challenges differently, this article aims to provide a foundation for the development and facilitation of support services to assist educators in not only maintaining the health and safety of their students with PWS, but also in capitalizing on their strengths, and building a plan to help them succeed. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) is considered an important skill for not only academic achievement, but also second language (L2) development. Proficient L2 speakers often display more developed SRL skills than novices, and it has been shown that SRL instruction can improve L2 learning results. In Japan, the context of this paper, little research had been done on SRL in online L2 learning environments prior to the emergency remote teaching (ERT) period during COVID-19, and the effects of that period are still forthcoming. This study aims to fill the gap by conducting a factor analysis of the SRL of 498 EFL learners across 12 Japanese universities at the end of the first year of ERT in 2021. The results from exploratory factor analysis (EFA) indicated that four factors (goal setting, task strategies, environmental structuring, and classmate communication) were important with classmate communication being a new combined factor of help seeking and self-evaluation. Additional analysis based on prior online learning experience indicated that experience played a role in SRL in online L2 learning contexts. These findings suggest that instruction of SRL and carefully cultivated classroom environments could be beneficial for online L2 learning success. • EFA revealed four factors for SRL in online L2 learning: goal setting, task strategies, environmental structuring, and classmate communication. • Classmate communication was a new factor, combining self-evaluation and help seeking. • Prior online learning experience has an impact on the online SRL factorial structure. [ABSTRACT FROM AUTHOR]

Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers' feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes. • Teachers primarily lectured and used formative assessment without feedback. • This assessment was not effective for helping students learn content material from text. • Use of small groups and active engagement in social learning may improve outcomes. • Professional development should encourage peer-to-peer feedback, how to monitor progress. [ABSTRACT FROM AUTHOR]

This paper studies the impact of the introduction of fiber broadband in North Carolina, through the lens of student achievement. I link granular data on new fiber construction and advertised download speeds with administrative test score data and local labor market data. Exploiting variation in fiber availability at the census block group level, I implement a difference-in-differences design and find modest effects on educational outcomes, roughly equivalent to lowering class sizes by one student. I show fiber increases local employment and search intensity for supplementary educational materials. Last, I show that increased competition from fiber providers drives quality improvements in other available technology. • Fiber broadband availability increases both math and student standardized test scores • Fiber availability applies competitive pressure on other technologies to raise speeds • Fiber availability improves test scores through increased employment • Limited evidence that fiber increases usage of supplementary education materials [ABSTRACT FROM AUTHOR]

• This systematic review examines the impact of digital divide on efforts to promote technology integration in rural schools. • The review identified 29 challenges related to the promotion of technology integration in rural schools. • The review identified the proposed solutions to these challenges. • The review proposes what constitutes good practice when integrating technology in rural schools. The digital divide between urban and rural schools challenges efforts to promote technology integration in education, and contributes to growing educational inequity in many contexts. Using the most current version of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA 2020), we identified and extracted 36 articles and conference papers on the use of technology in rural schools from the Scopus and Web of Science databases. We used Critical Interpretive Synthesis to identify the challenges and solutions involved in integrating technology in rural schools. The analysis revealed 29 challenges, which were categorized using the framework of the ecological perspective into macro level, meso level, and micro level challenges. The analysis also identified solutions to the challenges discussed in these studies. By focusing on the challenges and proposed solutions at different contextual levels, this review is intended to identify what constitutes good practices when integrating technology in rural schools. Future research should focus on factors which facilitate the use of technology and how the integration of technology impacts students' learning experiences and achievement in rural schools. [ABSTRACT FROM AUTHOR]

This paper analyses the influences of parental expectation on middle school students' cognitive development, a subject that is seldom touched in Educational Data Mining (EDM) studies. Despite its anonymity in EDM literature, parental expectation plays a significant role in education. Even though parental expectation is widely studied in the domains of education and psychology, present models are too simple to specify its working path. As the influence of parental expectations is difficult to quantify, we conducted our investigation in one middle school in the city of Hangzhou by applying a set of questionnaires and cognitive assessments. Through the investigation, we verify an inverted-U-shaped relationship between parental expectation and cognitive performance under the moderation of family function. This result extends the EDM study by analyzing the family's contribution and provides a superior model of the impact of parental expectation. [ABSTRACT FROM AUTHOR]

This paper analyzes multiple factors from current university students' high school experiences, including demographic, educational, and economic factors, and current standing and grade point average (GPA), to evaluate the students' information literacy skills associated with a 1000 level course on information literacy which is part of the university's general education requirement. The pre-test indicates that students lack sufficient skills needed to do college-level research. Results of regression analyses demonstrate that only current university GPA and standardized test scores have any influence on information literacy test scores. [ABSTRACT FROM AUTHOR]

Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. • A systematic review of the concept of coherence in teacher professional development. • Three categories emerged: External coherence; Internal coherence; Create coherence. • Few papers contain empirical evidence of coherence, especially regarding student achievement. • Most conceptualizations of coherence position teachers as implementers of reforms. [ABSTRACT FROM AUTHOR]

Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed. [ABSTRACT FROM AUTHOR]

Highlights • This paper contributes to the literature by examining the impact of classroom peer ability, race & gender, and instructor gender on grades earned and major persistence. • Increasing the percentage of female students in the classroom improves persistence past the first year in engineering, but does not impact grades. • An increase in the percentage of peers that are underrepresented minority students increases grades for underrepresented minority students. • Peer ability effects are non-linear. Students from the bottom of the class have negative impacts, while increasing the number of students from the top of the ability distribution have positive impacts. • Peer ability can impact longer term outcomes like major choice. Abstract Understanding how peers and instructors can impact students' outcomes and choice of major after taking the first class in the field is important for promoting persistence in STEM fields. This paper uses data on first-year engineering students at a large, selective engineering school to investigate how peer gender, race, and ability, as well as instructor gender, can impact grades and persistence in engineering. Our findings indicate that gender diversity in the classroom improves all students' propensity to continue in engineering, and an increase in underrepresented minorities improves grades for minority students. Peer ability also has a strong impact, with an increase in lower-ability students pulling down achievement and persistence in engineering of the bottom of the ability distribution, and an increase in high-ability students improving achievement for all. Finally, our results suggest students benefit from a more diverse ability grouping of their peers in the classroom. We find some evidence that male students are more sensitive to peer ability than are female students. [ABSTRACT FROM AUTHOR]

Highlights • We provide some guidelines for practitioners combining data from TALIS and PISA in empirical analyses. • We stress that teacherś data need to be aggregated, thus finding causal relationships is complex. • We find that students whose teachers focus on a few instructional practices obtain better results. Abstract This paper focuses on the potential uses and misuses that can be made with the so-called TALIS-PISA link created by the OECD. This is a recently developed instrument that allows for connecting data about teachers collected in TALIS with studentś data available in PISA. However, the statistical and technical aspects regarding this link between both surveys are far from straightforward. In this paper we explore the main problematic issues of the data fusion process and provide some guidelines for researchers interested in performing empirical analyses using the resulting dataset. Likewise, we illustrate some potential utilities of this dataset through the estimation of different models with the aim of exploring the relationships between teaching practices and student achievement in Spain. Our results indicate that students whose teachers concentrate on a few instructional practices obtain better results than those who have teachers using many different activities within the classroom. [ABSTRACT FROM AUTHOR]

Abstract The recent launch of several important international education initiatives designates a future for education that moves away from educational achievements largely based on access and attainment and advances a more qualitative and transformational approach. With this change, the debate on developing tools and approaches to measure quality education that is framed more holistically and capable of offering practical solutions (as found in education for sustainability) is gaining traction. This paper presents the identification of important learning elements and corresponding characteristics that support effective sustainability learning performance and presents the sustainability learning performance framework (SLPF) as a contributing tool for qualitative assessment and guidance and for enhancement of especially sustainability-based quality education/learning. The SLPF was developed from the findings of a study - presented in this paper - to identify the key educational and learning characteristics that lead to effective achievement of education for sustainable development. This research utilised an action-reflection cycle that incorporated examining exemplars of learning performance in combination with a dynamic review of educational/learning theories. The theoretical review was based primarily on a literature review, while the "action" component was collected in the form of case studies from several regional centres of expertise in Asia. The aim was to establish the efficacy of the present practice cases and simultaneously differentiate the essential constituents of education for sustainability that bring about effective learning performance and for future implementation. Furthermore, the SLPF elucidates its contribution to education policy formulation including its linkage with important educational goals across the formal education sector in the implementation and strengthening of sustainability-based quality education. The framework thus serves as a practical approach to contributing to the strategic translation of the 2030 Education Agenda and into effective education and teaching for tangible learning performance outcomes. Highlights • Education needs new tools/approaches to measure qualitative, student-centred progressive education. • The SLPF is a qualitative tool for identifying the key learning characteristics for effectiveachievement of ESD. • It was developed by action-reflection cycle between sustainability education theory and practice. • It aims to contribute to establishing the efficacy of learning performance of present and future practice cases. • It elucidates its contribution to education policy and links with important educational goals. [ABSTRACT FROM AUTHOR]

Teacher labor markets have strong implications for learning outcomes and equity for students, and yet schools that need teachers the most often face high turnover. Using repeated cross-sectional nationally representative data, this study examines the relationships between school organizational characteristics and teacher turnover and identifies what may be done to positively influence the teacher workforce. I find school organizational characteristics may indeed reduce teacher turnover, but this varies based on the type of organizational characteristic as well as the specific form of turnover. Policy and practical implications from the study are discussed. • Some school organizational characteristics can potentially influence teacher turnover. • Better administrative support, stronger teacher cooperation and more effective principals may help to retain teachers. • School factors have a more pronounced relationship with turnover in low-income schools than more affluent schools. • These results are robust to a variety of modeling choices. [ABSTRACT FROM AUTHOR]

The study sought to determine if students academic integrity during examinations, age and gender predict their academic performance and examine its implications for adopting preventive actions against cheating in examinations. It was based on the Modified Theory of Planned Behaviour. Analysis of data collected with the aid of Academic Integrity Measurement Instrument (AIMI) led to significant findings that Academic Integrity during examinations and Age significantly predict Academic Performance. There was significant predictive relationship between Age and Academic Integrity during examinations as well as between Age and Academic Performance. Also, there was a statistically significant difference between male and female students in the Academic Integrity during examinations as well as in their Academic Performances. Whereas mean Academic Integrity score of female students were slightly higher than that of the males; the mean Academic Performance of male students was higher than that of the female students. These findings have implications for test development, administration and students' academic integrity policies and practices. Test developers and administrators should consider inclusion of a segment in the question papers that assess students' academic integrity especially in developing countries like Nigeria. The essence of such inclusion is to determine the relationship between students academic integrity quotient and their academic performance. In other words, the authors strongly recommend to the examination bodies and stakeholders to consider the possibility of determining the proportion of a student's academic performance attributable to academic dishonesty or honesty. • Academic Integrity and Age significantly predict Academic Performance. • There was significant relationship between Age and Academic Integrity. • There was a statistically significant difference between male and female students in Academic Integrity. • Test developers and administrators should consider inclusion of a segment in the question papers that assess students' academic integrity especially in developing countries like Nigeria. • The essence of such inclusion is to determine the relationship between students academic integrity quotient and their academic performance. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) is playing an important role in the development of cars, smart homes and schools. Schools are using IoT technology to enhance student learning, digitize traditional learning and improve academic performance. IoT is rapidly replacing the traditional school system with a modern, smart and safe school system. Several modern education systems are presented in the literature. The difficulty of choosing a smart and safe school system while evaluating the respective merits of different school systems has long been a concern for educators. In this study we proposed a hybrid multi-criteria decision-making method (MCDM) to address the selection Problem. To rank the different smart school systems and evaluate the value of the required parameter, two MCDM-based methods are used: Entropy and TOPSIS (Technique for Preference Ordering by Similarity to an Ideal Solution). Twelve beneficial features were considered that represent the fundamental positive characteristics required to create an intelligent education system. Ten different educational systems are considered as alternatives in order to carry out an evaluation. Entropy is used to measure the importance of each criterion and TOPSIS is used to rank the school systems. In this paper, we propose how the concepts of Entropy and TOPSIS can be used to address the challenge of selecting a safe and smart school system based on IoT. Our investigation selected the IoT-based school system that was found to be the smartest and safest out of a set of schools. Finally, we discuss the evaluation of the proposed research. • Review IoT applications in education and transform traditional schools into smart, secure systems. • Apply hybrid techniques to select a smart and secure school system. • Determine key components of IoT-based school systems via literature analysis. • Use entropy to measure criteria importance and TOPSIS for ranking alternatives. • Identify and prioritize a smart, secure school system in this research. [ABSTRACT FROM AUTHOR]

Cabell Publishing Co. (herein Cabells), a private Texas-based US company, filled a void left after the shutdown of Jeffrey Beall's blacklists or watchlists that categorized open access "predatory publishing". In addition to a journal whitelist or safelist product, Journalytics, Cabells markets a product (Predatory Reports) for post-secondary institutions that lists journals' infractions and poor practices, and thus acts as a warning system for academics to determine if they might be dealing with a scholarly entity, or not. Predatory Reports consists of three levels of criteria, or "infractions" (severe, moderate, and minor), that correspond to eight categories. In this paper, we critically examined the Predatory Reports' 74 criteria to determine which of them are clear and useful, and which might be ambiguous or not entirely meaningful. We identified seven criteria that could be accepted as they are, 28 criteria that required clarification and revision, and 39 criteria that we believe should be eliminated. Our expectation is that once this and additional publishing-related criteria have been fully and carefully assessed, validated and parsed, that a community-based set of criteria will eventually become established to better guide academics about safe or risky publishing venues. [ABSTRACT FROM AUTHOR]

Highlights • The supply-side of the art market comprises conceptual, production and distribution actors. • Supply-side actors engage in reciprocal sharing of activities, skills and resources. • Supply-side actors engage in networked interactions that serve as bases for value creation. Abstract This paper presents an analysis of the supply-side of the arts market with a focus on how the actors therein interact as a network in the art production process. Through the adoption of a qualitative semi-structured interview methodology, the paper provides insight into how professional and established visual artists (in conjunction with third-party support) conceptualise, produce and distribute their art works in the art market. Results indicate that the art product and the art production process is reliant on a range of mutually beneficial and reciprocal interactions that serve as bases for value creation in the art market. The paper concludes with a range of research opportunities for both academics and practitioners in the arts marketing context. [ABSTRACT FROM AUTHOR]

Assessing the scholarly impact of academic institutions has become increasingly important. The achievements of editorial board members can create benchmarks for research excellence and can be used to evaluate both individual and institutional performance. This paper proposes a new method based on journal editor data for assessing an institution’s scholarly impact. In this paper, a journal editorship index (JEI) that simultaneously accounts for the journal rating (JR), editor title (ET), and board size (BS) is constructed. We assess the scholarly impact of economics institutions based on the editorial boards of 211 economics journals (which include 8640 editorial board members) in the ABS Academic Journal Guide. Three indices (JEI/ET, JEI/JR, and JEI/BS) are also used to rank the institutions. It was found that there was only a slight change in the relative institutional rankings using the JEI/ET and JEI/BS compared to the JEI. The BS and ET weight factors did not have a substantial influence on the ranking of institutions. It was also found that the journal rating weight factor had a large effect on the ranking of institutions. This paper presents an alternative approach to using editorial board memberships as the basis for assessing the scholarly impact of economics institutions. [ABSTRACT FROM AUTHOR]

This paper investigates the influence of social, cultural and economic background on students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL investigation has focused primarily on language attainment in the L2 and the L1, but students' socio-economic status (SES) has been largely ignored, and its influence on performance in content-subjects remains unexplored. Competence in Science in the L1 (Spanish) is analysed by comparing pupils enrolled in mainstream schools with students in the so-called bilingual streams offering CLIL-based approaches. The paper analyses a sample of 709 6th grade Primary Education students from diverse social backgrounds and enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' social, economic, and cultural background) were designed and validated. Inferential statistics were applied with one-way ANOVAs and inter-subject analyses. The main finding is that students from less favoured socio-economic backgrounds obtain significant lower scores than those coming from more privileged settings. Results suggest students’ context influences the teaching-learning process in bilingual education. The determining factors for these findings are discussed in the paper together with prospective research lines. [ABSTRACT FROM AUTHOR]

Since the early 2000 s, average standardized test scores of Brazilian public primary and middle school students in both reading and mathematics on the national test, the SAEB, have risen substantially. Although the increases cut across all race and socioeconomic groups, the increases were unequal across groups and varied greatly across states and municipalities/school districts. In this paper, we describe student achievement gains in Brazil among municipalities in 2007–2017, with the goal of understanding the variation in these gains and the socioeconomic, race, and school resource correlates of that variation. Our results suggest that student social class and race were highly correlated with municipal test score gains: those municipalities with higher social class and proportionately more White students made significantly larger gains. However, municipalities with greater social class inequality made smaller gains. Certain average characteristics of teachers in a municipality and the incidence of school violence were also significantly related to student performance gains. Thus, our estimates suggest that it may be possible to soften the effects of social structural inequality among and within districts by increasing the quality of teacher resources and reducing school violence in lower academically gaining districts. • Student test score gains in 2007–2017 were large but varied greatly across districts. • Districts with higher average SES and lower proportions of Blacks made larger gains. • Controlling for SES and race, districts with lower SES inequality made larger gains. • Better-educated teachers and less school violence were also related to higher gains. • SES and race are closely related to school learning gains in an unequal society. [ABSTRACT FROM AUTHOR]

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers' experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. [ABSTRACT FROM AUTHOR]

Research emphasizes the relevance of mindsets for SRL and academic achievement. This paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students' SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. Participants were N total = 633 university students, with N Study1 = 254, N Study2 = 187, and N Study3 = 192. LPAs were run to identify mindset profiles, and Mplus' auxiliary (BCH) function was applied to examine mean differences across profiles. All three studies identified the mindset profiles "Entity-Theory", "Balanced-Theory", and "SRL-Theory". The analyses revealed an SRL-Theory advantage regarding SRL, study-related beliefs, and academic achievement. These are the first studies to explore mindset profiles based on mindsets about SRL and intelligence. The identified mindset-based meaning systems provide diagnostic information for teaching and tailored interventions and stimulate the advancement of SRL and mindset theories. • Our studies are the first to explore profiles of SRL and intelligence mindsets. • Three profiles were identified: Entity-Theory, Balanced-Theory, and SRL-Theory. • The analyses revealed an SRL-Theory advantage in SRL and achievement. • The replication in two further studies highlights the significance of the results. • Our findings stimulate the advancement of theory and have practical implications. [ABSTRACT FROM AUTHOR]

This paper quantifies learning losses related to delaying the return to in presence school activities after the peak of the Covid-19 pandemic, for children of low socioeconomic background in Mexico by exploiting a unique data set constructed for such purpose. Data on math and reading comprehension learning outcomes for a panel of children aged 10–15 were collected between April and December 2021 in two geographically adjacent and similar states in the southern region of the country, with significant between and within state variability in the school reopening and school return process. We use alternative estimation techniques to measure changes in learning outcomes in relation to the exposure to in-presence education during a 6-month period and find that children that returned to school earlier had higher achievement scores of at least 0.27 standard deviations, and these were greater for older children. These findings highlight the potential learning losses associated with remote education. [ABSTRACT FROM AUTHOR]

This systematic review evaluates current literature on the impact vision impairment has on reading and literacy levels within education. Six databases were searched with inclusion criteria of trials or studies involving children who are blind or vision impaired, and impact on academic or school performance – including reading and literacy. 1262 articles were identified, with 61 papers undergoing full screening. Quality appraisal was performed using Critical Appraisal Skills Program (CASP) and seven articles deemed eligible for inclusion. Included articles achieved a quality score of over 70 % using the CASP checklists. Direct comparison of articles was not possible due to methodological differences in assessing reading and literacy levels. All seven studies investigated aspects of reading speed, with additional measures of reading performance, such as reading reserve, comprehension, and reading accuracy. Underlying trends highlighted students with a vision impairment do not perform at same level as their normally sighted peers with respect to reading performance - in terms of speed, but not ability. Additionally, early intervention to enhance literacy skills may help improve educational outcomes. Future direction should be aimed at identifying specific obstacles to learning these students face and providing interventions to improve academic outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to propose a multiple approaches to explaining and predicting individual differences in learning. First, this article briefly reviews critical problems with learning styles. Three major concepts are discussed: lack of a clear, explanatory framework, problems of measurement, and a failure to link learning styles to achievement. Next, this paper presents several alternative approaches to learning styles that do a better job of explaining how learning styles might predict achievement. Alternatives to learning styles include individual differences in verbal and visual skills, expertise and domain knowledge, self-regulation and inhibition, and perfectionism. For expertise and domain knowledge, knowledge representation and fluency are specifically discussed. It is recommended that the new approach that focuses on individual differences in learning be used by teachers. [ABSTRACT FROM AUTHOR]

Employability of graduates has become an issue that is not easy to be ignored in the global economy. It is a necessity to have a right set of employability skills. The purpose of this paper is to find out the required skill set for enhancing the employability of graduates and employees majorly focusing on information technology (IT) sector. The paper explores the theoretical concepts and models of employability to ascertain gaps between the knowledge and skills imparted by academia, as well as knowledge and skills considered as important by employers while hiring. This paper proposed the set of skills important for employability of IT professionals in this sector. We have majorly focused upon six skills: technical skills, higher order thinking skills, personal skills, social skills, generic skills, and selfperceived employability skills. On the basis of above-mentioned skills a checklist has been proposed which has been verified by Industry experts. The implications of this study will be helpful in guiding both industry and academia in incorporating and enhancing these skills among professionals. [ABSTRACT FROM AUTHOR]