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This study compared syntactic complexity between undergraduate students' research papers and published research papers. A 2 (Groups: experts, students) × 4 (Sections: introduction, methods, results, discussions) mixed factorial analysis of variance (ANOVA) was conducted on each of the following variables: T-unit length, clause density, the frequencies of adverbial clauses, relative clauses, and nominal clauses. The analyses showed there were longer T-units and fewer adverbial clauses in the published papers than in the student papers. Section effects were robust. Qualitative analyses were further conducted to reveal how the student research paper is different from the published papers syntactically. Implications for education were discussed. [ABSTRACT FROM AUTHOR]

A growing body of research is focusing on integrating artificial intelligence (AI) and computational thinking (CT) to enhance student learning outcomes. Many researchers have designed instructional activities to achieve various learning goals within this field. Despite the prevalence of studies focusing on instructional design and student learning outcomes, how instructional efforts result in the integration of AI and CT in students' learning processes remains unclear. To address this research gap, we conducted a systematic literature review of empirical studies that have integrated AI and CT for student development. We collected 18 papers from four prominent research databases in the fields of education and AI technology: Web of Science, Scopus, IEEE, and ACM. We coded the collected studies, highlighting the students' learning processes in terms of research methodology and context, learning tools and instructional design, student learning outcomes, and the interaction between AI and CT. The integration of AI and CT occurs in two ways: the integration of disciplinary knowledge and leveraging AI tools to learn CT. Specifically, we discovered that AI- and CT-related tools, projects, and problems facilitated student-centered instructional designs, resulting in productive AI and CT learning outcomes. [ABSTRACT FROM AUTHOR]

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Historically fitness testing has been identified as a common but controversial physical education (PE)-for-health practice across the globe. Despite this, little is known about the current prevalence and implementation of fitness testing. This paper therefore reports on findings from a survey which gathered both quantitative and qualitative data to explore the 'if?', 'why?' and 'how?' of fitness testing and provide new insights into teachers' learning intentions, pedagogical practices, and attitudes towards it. The survey was distributed to PE departments in secondary schools across the UK, and responses were analysed and reported descriptively and thematically. Responses from 260 schools highlighted that fitness testing remains a common practice in PE, with 80% of PE teachers reporting it to feature in their curriculum. There was less consensus surrounding the 'why?' and 'how?' of testing, with variation evident in teachers' stated learning intentions, pedagogical practices, and attitudes. Despite its prevalence, PE teachers expressed concerns over negative pupil outcomes potentially arising from fitness testing, and over 60% of teachers were uncertain or agreed that fitness testing can have a negative impact on pupils' psychological health. Given the findings and the reported widespread prevalence of fitness testing, further research should explore pupils' perspectives, responses, and outcomes of fitness testing, including their motivational and emotional responses to testing. Working with teachers and encouraging them to critically reflect on the 'if?', 'why?' and 'how?' of fitness testing is recommended and will hopefully help to bridge the gap between research and practice. [ABSTRACT FROM AUTHOR]

The present paper explores all the cultural references (CRs) and sensitive elements (SEs) found in the English and Arabic subtitles of the two films available on Netflix, entitled: "عسل أسود" (Bittersweet) and "Holidate," examining the subtitling strategies adopted for translating them and analyzing the translation issues associated with their translations. The paper uses a mixed method, conducting both quantitative and qualitative analyses. The paper claims that different CRs and SEs found in the two films under study have been translated, using diverse subtitling strategies. Their translations in both the two films have caused translation loss, particularly in the cultural references attached thereto. Such loss is mainly due to the inappropriate use of the subtitling strategies adopted for the translation of CRs and SEs. Certain translations of CRs and SEs are justifiable due to different factors, such as multimodality, time and space restrictions, cultural religious sensitivity, translator ethics, and so on. [ABSTRACT FROM AUTHOR]

This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates (SueSee et al., 2021), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most central aspects of The Spectrum and explain fundamental characteristics that warrant its representation with existing pedagogical models. The paper demonstrates for teachers how The Spectrum details the 'how', 'when' and 'why' of their pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is The Spectrum is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes. [ABSTRACT FROM AUTHOR]

Given public perceptions about those who have sexually offended, there tends to be a focus on offence-specific intervention programs in a bid to address re-offending risk. With a significant portion of the literature on sexual offending focused on the development and evaluation of interventions targeting this behavior, there is little that considers community maintenance programs (CMPs) or those programs in the community where those who are released from prison are attempting to reintegrate. Further, there is no known research considering the theoretical underpinnings of or a framework for delivering CMPs. This paper offers Transformative Learning Theory as a potential framework for the delivery of CMPs and offers that adult learning theory needs to be considered in the delivery of offending interventions. [ABSTRACT FROM AUTHOR]

The complexities involved in HyFlex teaching and learning prompt us to consider what we know about university students' experiences as they transition into this new pedagogical approach post-pandemic. As part of a larger mixed-methods study, this paper focuses on the qualitative phase, which investigated HyFlex learning (HL) experiences of 17 students from six higher education institutions to gain a more comprehensive understanding of how HL is viewed, the challenges faced and what competencies shaped their engagement with HL. The results show that students' experience is influenced by instructors' HL competence in synchronous and asynchronous aspects of the classroom and students' e-learning self-efficacy. Students' agentic competence, developed and augmented during the pandemic, was illustrated in their reported strategies (i.e., problem-solving, decision-making, self-regulation, and adaptability) engaging within the HL environment. The findings lead to practical implications and identify the need to improve HL delivery. Suggestions for future research are also provided. [ABSTRACT FROM AUTHOR]

The paper introduces the Special Issue on Language Contact and Speaker Accommodation, which originates from the conference Phonetics and Phonology in Europe (PaPE) held at the University of Lecce, Italy, in 2019. It discusses the topics of language contact and speaker accommodation, summarizing the contributions included in the Special Issue, and arguing explicitly in favour of a unitary view of how both temporary and stable changes happen in (part of) the linguistic systems. Accommodation is seen as the same gradual and non-homogeneous process at play in different contact settings. In the introductory sections, a discussion is offered on various situations in which linguistic systems are in contact and on the main factors that may be at play; the following sections offer an overview of the papers included in the Special Issue, which focus on accommodation in L2 and heritage speakers as well as on the time dimension of dialect or language societal contact. Finally, accommodation is discussed as the same process that is at work in any interaction, that may modify temporarily or long-term the system of L2 learners and bilinguals (e.g., immigrants), that usually affects in the long-term the heritage speakers' system, and that only in the long term can lead to language changes involving entire communities. [ABSTRACT FROM AUTHOR]

This paper presents the investigation and analysis of speech accommodation effects in data obtained from Spanish learners of German with varying proficiency levels. The production data were recorded during a collaborative map task of the Spanish learners of German among each other and with a native speaker of German. The map task was designed to target words and phrases with specific segmental and suprasegmental characteristics. These characteristics were derived from contrastive analyses of Spanish and German. The main objectives of the paper were to investigate whether segmental and suprasegmental characteristics of the target language German are affected by phonetic accommodation to varying degrees and whether these differences depend on the proficiency level of the speaker or the interlocutor. The statistical analysis, using regression analyses, revealed inconsistent accommodation effects across learners of different proficiency levels as well as different linguistic phenomena. In line with previous findings the results can best be accounted for by an adaptation of a dynamic system approach. [ABSTRACT FROM AUTHOR]

This paper investigates the preparation of Australian undergraduate university arts students for a life challenging arts-teaching and creative experience in Timor-Leste. It explores university teaching practice and how we may achieve better student experiences in preparation for their futures as teaching artists. This narrative inquiry research hears the voices of the students through their individual, personal stories. The emerging teaching artists articulate challenges, identify shifts in beliefs and values, and confirm skills that are transferable to cultural arts teaching contexts in the future. In all, the research has resulted in 46 recommendations, some minor, and some requiring more significant structural changes that affect course delivery. For the purposes of this paper, we reflect on and discuss three of the major findings and recommendations in the pedagogical, cultural, and artistic areas of the project implementation. As such, this paper represents a reflective analysis of some of the findings regarding curriculum design within this project. [ABSTRACT FROM AUTHOR]

Complex verbs with the same preverb/prefix/particle that is both linguistically productive and analyzable can be compositional as well as non-compositional in meaning. For example, the English on has compositional spatial uses (put a hat on) but also a non-spatial "continuative" use, where its semantic contribution is consistent with multiple verbs (we played / worked / talked on despite the interruption). Comparable examples can be given with German preverbs or Russian prefixes, which are the main data analyzed in the present paper. The preverbs/prefixes/particles that encode non-compositional, construction-specific senses have been extensively studied; however, it is still far from clear how their semantic idiosyncrasies arise. Even when one can identify the contribution of the base, it is counterintuitive to assign the remaining sememes to the preverb/prefix/particle part. Therefore, on one hand, there seems to be an element without meaning, and on the other, there is a word sense that apparently comes from nowhere. In this article, I suggest analyzing compositional and non-compositional complex verbs as instantiations of two different types of constructions: one with an open slot for the preverb/prefix/particle and a fixed base verb and another with a fixed preverb/prefix/particle and an open slot for the base verb. Both experimental and corpus evidence supporting this decision is provided for Russian data. I argue that each construction implies its own meaning-processing model and that the actual choice between the two can be predicted by taking into account the discrepancy in probabilities of transition from preverb/prefix/particle to base and from base to preverb/prefix/particle. [ABSTRACT FROM AUTHOR]

The increase in international migration and the global number of students learning mathematics through a language other than their home language makes migrants' educational pathways a particularly urgent issue. The current paper focuses on the German context as Germany is currently one of the major immigration countries in the Western context. Because German is widely perceived as the language of opportunity for migrants in the German school system, it is overwhelmingly the selected language of learning and teaching in the broader school system and within migrant classes. The article is based on qualitative interviews with mathematics teachers teaching migrant classes; and the data analysis followed the Grounded theory tradition. The central phenomenon that seemed to preoccupy all teachers was how to adapt mathematics teaching to the language- and mathematics-related diversity of their students while simultaneously helping them to transfer smoothly to the mainstream classes or pass the final examinations successfully. Due to the lack of institutional support for teaching in migrant classes and problems in dealing with multilingualism and mathematics-related diversity in mathematics lessons, they were generally frustrated with the situation despite being strongly motivated at first. Using three examples from the data, we illustrate teachers' strategies in relation to multilingualism and mathematics-related diversity. Overall, the study points to the necessity of supporting teachers in their mathematical practices in migrant classes to contribute to more inclusive mathematics education. [ABSTRACT FROM AUTHOR]

Bradach and Eccles (1989) identified three distinct forms of plural governance that prevail in business practice: franchising, dual distribution, and concurrent sourcing. Despite the underlying commonality of these forms—organizing an economic activity through multiple governance modes—each form has spawned its own stream of theoretical and empirical research, with relatively little cross-stream knowledge exchange. In this paper, we argue that, given the fragmented nature of these literatures, unexplored opportunities exist for scholars to pursue new research opportunities by importing theoretical predictions, causal mechanisms, and methods from the other streams in theoretically appropriate ways. To highlight what is possible, we first take stock of the distinctive characteristics, conceptual foundations, and dominant methodologies associated with the three literatures. We then identify four key governance challenges—monitoring, cooperation, learning, and competition—that were common across the streams and use these challenges to isolate theoretical and methodological blind spots that merit further research consideration. Our research agenda addresses these blind spots, proposes specific avenues for theory development within each stream of plural governance research, and helps scholars of the franchising, dual distribution, and concurrent sourcing literatures to connect and contribute to research in the intellectual core of plural governance. [ABSTRACT FROM AUTHOR]

This paper examines the written reflections of 30 Canadian undergraduate students who participated in an international field course focusing on migration and human rights in Mexico. It endeavors to understand how the students reconciled their thoughts and feelings about trauma and oppression in an intercultural setting. Borrowing Foucault's 'ethic of discomfort', which emphasizes the proactive and transformative potential of discomfort in education, the paper extends existing scholarship in teaching and learning around study abroad and social justice by focusing on ethically complex situations in the field. The findings reveal that while preparation for unprecedented and unforeseeable scenarios during an international field course was challenging for faculty, exposing students to the realities of migration ultimately facilitated learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explain and describe the use of presuppositional interviews as means of the researcher being able to expose their own, often unknown, assumptions about the phenomena of interest. Within this, we provide a philosophical and practical account for the development and use of a presuppositional interview from an insider perspective to expose insights which influence researcher reflexivity and directly impact on the research process. Author A's hermeneutic phenomenological study seeks to gain insights into the lived experience of children learning mathematics in outdoor environments, such as forests and woodland. The paper describes how the reflexive method of presuppositional interviewing helped him to understand more about his research position and find a clearing in his 'Being in the Wood.' A template for a presupposition interview schedule is presented. [ABSTRACT FROM AUTHOR]

This paper discusses the factors affecting the behaviours for coping with fake news among young people. The data were collected from a survey conducted in late 2019, which sampled 2112 secondary school students from 21 partnering schools. This study aims to understand the opinions and behaviours of teenagers towards disinformation when fake news was prevalent during the anti-extradition bill protests in Hong Kong. It finds that awareness of the problem alone had limited influence in facilitating coping strategies. Civic awareness and interaction with social media were useful predictors of internal and external coping behaviours, respectively. Confidence about one's ability to detect fake news was a crucial factor, yet a concern for the value of truth stood out as the strongest predictor of fake news coping behaviours. [ABSTRACT FROM AUTHOR]

In the broader discussion on how to organize protection in the future of work, social partners sought to tackle the question of whether on-location platform workers are employees or freelancers. Extant literature investigating responses to platform work concentrates on institutions as main explanatory factor. While this provides valuable insights, it overlooks actors' creativity and motivation as factors that allow to break away with existing constraints. This paper tackles such a shortcoming by developing a theoretical angle that looks at how uncertain actors actively shape institutions through learning processes. Using a qualitative methodology, it compares Danish and Dutch social partners' responses to the question of platform workers' contract classification. It finds that Danish social partners agreed on the need to shelter the centrality of collective bargaining for labour market regulation, while their Dutch functional equivalent stressed the urgency to re-think the way flexibility and protection are linked. Positions of Dutch social partners were considerably more polarized than in the Danish case. This work contributes to the i) scholarship on social partners and non-standard work in contemporary capitalist economies and ii) understanding of how the relationship between protection and flexibility is being re-defined in view of the future of work. [ABSTRACT FROM AUTHOR]

High-performance sport is still not appropriately addressing issues that perpetuate women's underrepresentation in elite sport coaching and leadership. Therefore, it is also unlikely representation for other minority groups in high-performance sport will be achieved any time soon. For high-performance sport to progress, there is an opportunity to create environments that foster a variety of coaching styles with diverse racial, ethnic and gender identities. This paper points to statistics from elite football and Olympic sports to highlight the issue of the underrepresentation of women coaches in high-performance sport and draws upon a range of literature to inform an evidence-based and strategic approach to designing development in the context of increasing coach and leader gender diversity in these settings. It explores leadership in high-performance sport, learning and development, and high-performance sport environments. We argue future focused development should prepare high-performance sport leaders to intervene at an environmental level where they provide leadership, facilitate performance enablers, and engage athletes and performance staff to shape cultural change [ABSTRACT FROM AUTHOR]

In recent years, the fusion of Artificial Intelligence (AI) with traditional sectors has catalyzed a paradigm shift that extends beyond technological advancements and reaches into the core of human learning and development. One such domain undergoing significant transformation is mental health education. This short conceptual paper seeks to examine the intricate relationship between AI and education in the context of mental health studies, shedding light on the challenges, opportunities, and ethical considerations that arise as teaching evolves in the Age of AI. This paper is not intended to serve as THE definitive solution to inquiries regarding the integration of AI/ChatGPT in mental health education. Rather, its purpose is to provide AN approach to contemplating this matter and to initiate further discussions within mental health-related fields about the utilization of AI and ChatGPT in education, given the persistent prominence of AI. [ABSTRACT FROM AUTHOR]

In this paper, we dig deeper into the reflexive learning that fuels collaborative inquiry by examining the unique ways in which changing itself takes place. We draw on two examples of collaborative inquiry, offering autoethnographic insights from our own lived experiences of changing change. These insights are underpinned by reflexive learning which we capture in textual form to show how learning in collaborative inquiry involves "impacting with" rather than "impacting on." Our analysis reveals that reflexivity is not a homogenous or static experience but consists of several dynamically changing entangled "dimensions" of practice. Through dimensions relating to the process, content, and impact of reflexive learning, collaborators can arrive at a "stance"—a fluid, loosely shared basis for action that enables organizational practices to be reconfigured or preserve key principles. [ABSTRACT FROM AUTHOR]

We propose that phenomenography is well-suited to research about nursing, given its focus on identifying variation in individuals' experiences, and inclusion of diverse voices and perspectives. Phenomenography explores qualitatively different ways in which a group of people experience a phenomenon, often using semi-structured interviews. The use of phenomenography is especially relevant in research about nursing which provides accounts of the experiences of nurses and patients within complex practice settings. We consider the tenets of phenomenography and examine phenomenography's relationship to and differences from phenomenology. We review literature published about phenomenographic research in nursing and reflect on the potential benefits of phenomenographic research about nursing. This paper adds to knowledge about use of phenomenography in research about nursing. [ABSTRACT FROM AUTHOR]

In today's world, it is unavoidable for older adults to use technology, which causes some challenges for them. In this qualitative study, we used grounded theory to evaluate information and communication technology (ICT) adoption strategies among Iranian older adults. The participants included 18 older adults, five experts, and five family members of older adults. The data collection method included conducting semi-structured interviews, taking field notes, and observation. The data were analyzed using the Corbin and Strauss approach. Three main themes were extracted as follows: support from others, effort for learning, and smart choice. The subthemes of support from others included creativity in educating older adults; having access to an educational supporter; and receiving informational, emotional, and financial support. The subthemes of effort for learning included utilizing aids, adaptive measures, shortcut techniques, and self-learning. The subthemes of smart choice included physical characteristics, technical features, price sensitivity, and availability of an active sales representative. Accordingly, it is essential to teach older adults to increase their ICT adoption rate and continued use of technology. In this respect, developing a standard ICT manual for older adults can be beneficial. [ABSTRACT FROM AUTHOR]

This paper describes the process of designing, setting up and conducting a pioneering series of workshops to introduce Patrick de Maré's thinking and practice, often referred to as the 'Large Group Course'. Although described in this way, the pattern of lectures, seminars and supervision alongside either therapy or experiential groups, in discrete sessions, usually associated with group analytic training is not followed. Instead, the workshops are conducted entirely as a Median Group in various forms including a seminar, two group consultations and several experiential sessions with the addition of two sessions of social dreaming each weekend. As the learning is intended to be experiential, apart from an extensive reading list, the curriculum is not specified in advance and there is a very limited didactic component. The 'course' was designed with the 'Matching Principle' in mind: an approach I encountered and worked with on the MA in Therapeutic Child Care at the University of Reading, (Ward, 1998:77). Elements of practice are imported by participants, to reduce the usual gap between training and practice so that the role of the unconscious is more directly brought to light. As the intention is to encourage 'outsight' into the socio-cultural forces that have invisibly shaped us, as opposed to insight (de Maré, 2012: 129), participants are given the opportunity to embody connections between their personal experience and the socio-political context as a step towards visualizing and working experientially with the social processes they encounter every day: the 'Larger Group in the mind'. Always implicit in the work of the Larger Group is learning to notice and reveal hidden discourses, the voices of those with usually excluded histories: 'subalterns' or the indigenous and dispossessed in society, particularly people from or in colonized societies, who are excluded through hegemonic structures (Spivak, 1988). This is a key element of the work that needs to be experienced to be understood. As people join from across the world from many backgrounds and cultures, the inevitability of being faced with completely different perspectives and world views challenge those of us from the western world to question our privilege and thinking. [ABSTRACT FROM AUTHOR]

The ability to effectively identify students for advanced learning opportunities has been an ongoing issue within the field of gifted education. Common criteria to guide the design and evaluation of identification systems has been essentially non-existent. In this article we provide a practical guide for evaluating and reflecting on the effectiveness of identification criteria, namely: CASA (Cost, Alignment, Sensitivity, and Access). To demonstrate their use, the CASA criteria are described and the criteria are applied to a hypothetical district with discussion about decisions and changes to support more equitable identification and services alignment. A checklist is also provided to guide district leaders with applying the CASA criteria to their own identification systems. This article builds upon previous descriptions of CASA that have been published. [ABSTRACT FROM AUTHOR]

Abstract This article has three main objectives: (1) to present Monique Aubry’s professional trajectory, (2) to describe her intellectual legacy, and (3) to reveal her craft and work values. The first two sections are narrated by Monique in her own voice. The third part is based on conversations between Monique and Viviane Sergi, her colleague, collaborator, and friend, which took place in May and June 2023, while writing the other parts of this article. [ABSTRACT FROM AUTHOR]

Educators worldwide are engaged in efforts to improve teaching and learning through teachers' collaborations in learning communities and networks. Teacher leadership has played a crucial role in such communities or networks. This study focused on a teacher professional development program in mainland China, the Master Teacher Studio, in which a group of teachers from different schools learn from a master teacher. The study explored how the master teacher enacted leadership strategies to facilitate participants' professional development and how the community can develop sustainably. Through a qualitative case study analysis, the study summarizes five major strategies, namely, establishing a shared value and specific goals, structuring through rules and collaboration, developing people by scaffolding and allocating resources, bridging internal and external social capital, and sustaining the community through leadership virtues and role modeling. The results show that teacher leaders in Chinese contexts adopt a combination of multiple strategies to achieve a dynamic balance depending on the developmental stage of the community and members' dynamic needs. Teachers lead the community through an integration of their administrative, professional, and moral leadership. Implications for teacher leadership in communities are further discussed. [ABSTRACT FROM AUTHOR]

This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement. [ABSTRACT FROM AUTHOR]

Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students' achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students' attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students' motivation and involvement in the class increased. [ABSTRACT FROM AUTHOR]

Background and aims: Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than two-thirds of the words are learned, even with the assistance of spaced retrieval during the learning activities. In this article we identify details of spaced retrieval that are less well understood in an effort to promote more effective learning through retrieval practice. Main contribution: We discuss the importance of factors such as: (a) integrating immediate retrieval with spaced retrieval trials; (b) determining whether gradual increases in spacing have more than short-term benefits relative to equal spacing; (c) discovering the number of successful retrievals sufficient to ensure later recall; (d) using spaced retrieval to avoid erosion of phonetic details on later recall tests; and (e) whether the well-documented difficulties with learning word forms might be tied to a particular subgroup of children with DLD. We also speculate on some of the possible reasons why spaced retrieval is beneficial in the first place. Conclusions: Although many children with DLD make gains in word learning through procedures that incorporate spaced retrieval, there are numerous details involved in the process that can alter its success. Until we have a better understanding of the boundaries of spaced retrieval's effectiveness, we will not be taking full advantage of this promising addition to word learning procedures. Implications: Spaced retrieval activities can be an important addition to the resources that clinicians and educators have available to assist children in their word learning. With a deeper understanding of the issues discussed here, we should be able to put spaced retrieval to even greater use. [ABSTRACT FROM AUTHOR]

Background: An acknowledged conundrum which exists for designers of simulation-based learning exercises centres on how much fidelity is required to aid transfer of learning from the classroom to the field of application and what is the influence of the learner's practitioner experience. This article presents the findings from a study which explored the way in which fidelity influences the sense of immersion and learning transfer experienced by novice and experienced practitioners in technology-assisted simulation-based learning exercises. Methods: Two different technology-assisted simulation-based learning exercises were explored employing participant surveys and interviews. The central aim of the exercises, conducted by an Australian police agency was the development of decision-making skills for high-risk and high-stakes situations. Case one centred on public order management for highly experienced senior police and Case Two was a judgmental use-of-force simulation for novice police recruits with limited or nil operational experience. Results: The findings indicate experienced practitioners did not suggest a need to actually see a replicated site of the incident with the human and environmental elements and sounds. They relied on their policing experience to build their own visualization of the situation. It is the combination of this personal visualization with the psychological factors of the simulated incident which created a realistic environment for these experienced practitioners. For the novice practitioners – they relied on the simulation exercise and environmental features to be as realistic and extensive as possible in order to experience immersion and presence. Conclusion: This study supports the suggestion that measuring how much fidelity is enough or too much is complex, and a unit of measurement could reasonably be identified as determining the balance of physical and psychological fidelity, informed by the field-based experience of the participants, which will support learning transfer from the classroom (or simulated environment) to the field of operation. [ABSTRACT FROM AUTHOR]

This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article's research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education's cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation. [ABSTRACT FROM AUTHOR]

We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a clear positive effect of additional time on student achievement typically of small to medium magnitude depending on dosage, use, and context. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase instructional time within existing constraints. [ABSTRACT FROM AUTHOR]

This paper presents an interactive episode analysis which was resulted from a music lesson for children. The idea was to point out the attentional process, in a perspective of Vygotsky and Luria. The study involved a group of three children who weekly had participated in Group Piano lessons at a social project developed in São Paulo State, Brazil. The data were documented by means of a field diary and the transcription of a video recording, and the analyzes were based on studies of historical-cultural approach. It is emphasized that the attention process happens depending on the apparently individual volitional acts but notoriously established during social relationship. Social genesis and perceptions which are expressed in gestures, looks, and speeches point to a complex construction perception of oneself, of the other and of the music in teaching relationships. [ABSTRACT FROM AUTHOR]

Understanding student interaction in learning spaces is an ongoing challenge. The move away from didactic lecture delivery towards more active and hybrid learning renders this challenge ever more difficult. Researching pedagogic use of informal learning space, which is not formally timetabled or controlled, is always challenging because it is interacted with only transiently by both students and teachers. This paper introduces a mixed methods, phenomenological approach used in recent research to investigate campus learning spaces in face-to-face learning contexts. The full mixed methods approach combined space occupancy monitoring data with naturalistic ethnographic observation, field interviews and, where appropriate, more formal in-depth interviews to provide an effective way of understanding student and teacher engagement with learning spaces. Convergent use of these qualitative and quantitative methods yielded data which informed the application of subsequent methods, and the investment of researcher, pedagogic and infrastructural resource. In this paper we argue that as learning outside of formal teaching spaces increases, these mixed methods enable better, more efficient monitoring of pedagogic use of informal learning spaces. The mixed method can be adapted depending on the question being addressed and has the potential to inform resource allocation and investment into pedagogic and infrastructural change. [ABSTRACT FROM AUTHOR]

The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) was developed to briefly measure a broad range of cognitive abilities, but it initially lacked a scale to evaluate executive functioning. Robert Spencer and colleagues recently created an Executive Errors scale (RBANS-EE) that quantified executive functioning (EF) errors committed during four RBANS subtests: List Learning, Semantic Fluency, Coding, and List Recall. In the present paper we cross-validated the RBANS-EE with a sample of 234 U.S. military veterans (M AGE = 67.2, SD = 11.5 years; M EDUCATION = 13.3, SD = 2.4 years) who completed the RBANS and various EF criterion measures as part of neuropsychological assessments they underwent during their clinical care. We found the RBANS-EE to be significantly correlated with most of the criterion EF measures. The RBANS-EE scale demonstrated modest ability to classify EF impairment at mild and severe levels; and, similarly, the RBANS-EE was modestly capable of accurately classifying those veteran respondents who were determined to have or to not have a neurocognitive disorder. Overall, the RBANS-EE can be quickly calculated, adds no administration time to an RBANS assessment, and yields useful scores to screen for EF dysfunction without replacing standalone EF tests. [ABSTRACT FROM AUTHOR]

Increasingly, a compassionate and curious approach to patient safety recognises the importance of recognising local rationality, asking why decisions made sense at the time they were made. This approach enables increased learning and removes the potential judgement resultant from hindsight bias. The guidance from safety science literature as to how to most effectively learn from this perspective, however, is lacking. Ecological dynamics is a methodology utilised in high-performance environments, where they seek to understand decision making in dynamic, complex environments. This paper explores how ecological dynamics can provide a method to enable organisations to learn more effectively from patient safety events when understanding local rationality. A framework is provided to enable organisations to shift from a response that invokes blame to one that generates rich learning and improvement opportunities, which could be used alongside or incorporated within other systemic methodologies currently used such as SIEPS 2.0. [ABSTRACT FROM AUTHOR]

The present paper introduces a general multidimensional model to measure individual differences in learning within a single administration of a test. Learning is assumed to result from practicing the operations involved in solving the items. The model accounts for the possibility that the ability to learn may manifest differently for correct and incorrect responses, which allows for distinguishing different types of learning effects in the data. Model estimation and evaluation is based on a Bayesian framework. A simulation study is presented that examines the performance of the estimation and evaluation methods. The results show accuracy in parameter recovery as well as good performance in model evaluation and selection. An empirical study illustrates the applicability of the model to data from a logical ability test. [ABSTRACT FROM AUTHOR]

What happens to old competences in organizations when new competences are acquired? In this paper, we propose a competence attrition theory to explain the effects of acquiring new competences on previously acquired ones. While the presumed positive role of available competences for the acquisition of new competences has been the subject of extensive research, the potentially negative effect of the acquisition of external competences on the availability and use of existing competences has not been sufficiently theorized. We aim to do so by extending existing learning and absorptive capacity theories with insights from linguistics on competence attrition. Specifically, informed by parallel patterns in language acquisition and attrition, we develop a set of focused propositions on competence acquisition and attrition in organizations. We end the paper by discussing the implications of our theorizing for existing theory and research. [ABSTRACT FROM AUTHOR]

Objectives: Incorporating the perspectives of patients and public into the conduct of research has the potential to make scientific research more democratic. This paper explores how being a patient partner on an arthritis patient advisory board shapes the patienthood of a person living with arthritis. Methods: An analysis was undertaken of the narratives of 22 patient research partners interviewed about their experiences on the Arthritis Patient Advisory Board (APAB), based in Vancouver, Canada. Results: Participants' motivations to become involved in APAB stemmed largely from their desire to change their relationship with their condition. APAB was a living collective project in which participants invested their hope, both for their own lives as patients and for others with the disease. Conclusions: Our findings highlight how the journeys of patient partners connect and integrate seemingly disparate conceptions of what it means to be a patient. One's experience as a clinical 'patient' transforms into the broader notion of civic patienthood. [ABSTRACT FROM AUTHOR]

In this paper, the authors review extant natural language processing models in the context of undergraduate mechanical engineering education. These models have advanced to a stage where it has become increasingly more difficult to discern computer vs. human-produced material, and as a result, have understandably raised questions about their impact on academic integrity. As part of our review, we perform two sets of tests with OpenAI's natural language processing model (1) using GPT-3 to generate text for a mechanical engineering laboratory report and (2) using Codex to generate code for an automation and control systems laboratory. Our results show that natural language processing is a potentially powerful assistive technology for engineering students. However, it is a technology that must be used with care, given its potential to enable cheating and plagiarism behaviours given how the technology challenges traditional assessment practices and traditional notions of authorship. [ABSTRACT FROM AUTHOR]

Research findings indicate an age-related decline in worker's growth and learning. In this paper, we investigate to what extent these results may be affected by measures (e.g., growth need strength scale) that are influenced by educational approaches to workplace learning, framing learning as intentional processes of knowledge acquisition guided by educators. Based on Human Resource Development (HRD) and non-HRD literature, we propose that these measures may not fully capture learning processes of older workers who seemingly prefer learning outside of formal educational contexts (e.g., spontaneous, strengths-based, and collaborative forms of learning). We examine measures of growth motives and learning behaviors and conclude that these are strongly influenced by an educational perspective, encouraging inaccurate conclusions regarding older workers' learning interest and activity. We provide suggestions for the development of new measures inspired by a noneducational perspective on work-related learning, for instance by tapping into spontaneous, strengths-based, and collaborative forms of learning. [ABSTRACT FROM AUTHOR]

Learning analytics (LA) is considered a promising field of study as it's helping to improve learning and the context in which it occurs. A learner's performance can be defined as how well students are learning in terms of knowledge and skills development and can be analyzed based on students' outcomes and engagement in the course. We have consolidated the work carried out from 2011 to 2022 to improve learners' performance using LA, describe criteria that define learners' performance, discuss parameters that impact learners' performance, and how predictive models can be created to forecast learners' performance using these parameters. Results showed that the data collected from log files of the Learning Management System (LMS) had been used to get insights into the learner's performance in online platforms and LA could bring incredible benefits in the field of the education sector, such as improvement of learners' involvement with learning activities as well as learning outcomes, identification of students at risk, providing real-time feedback, and personalization of learning. Hence, we can say usage of LA significantly helps learners' performance improvement in learning portals. But we can get better results if we augment data from log files of LMS with the learner's personal data from his birth to the current moment, which is a bit challenging with respect to data collection i.e., huge and from multiple sources. [ABSTRACT FROM AUTHOR]

This study's purpose is to extend our understanding of school leadership for student learning by identifying high-leverage teacher evaluation practices that improve teaching. A partnership with a state education agency administered a teacher questionnaire regarding evaluation practices multiple times in one semester, then linked teacher responses to their next within-semester observation score. Broadly, teachers reported on scoring practices, the facilitation of post-observation conferences, feedback characteristics, and post-conference supports for evaluation-informed professional learning. Fixed effect regressions effectively compare observation scores and teacher-reported evaluation practices within the same teacher or teacher-by-evaluator pairing over four months while controlling for month-to-month influences on performance. The methods remove several serious confounders plausibly affecting related estimates in prior work. The analysis identifies six high-leverage teacher-reported evaluation practices, most of which apply to post-conference practices linking evaluation to professional learning. The evidence refines the academic understanding of leadership for student learning and implies that leadership preparation and in-service programs might emphasize the six high-leverage evaluation practices to promote active use among practicing leaders. Policymakers might ensure that aspiring and in-service leaders can develop these practices and that there are strong links between teacher evaluation and professional learning systems for school leaders to use. [ABSTRACT FROM AUTHOR]

Three experiments explored whether weakening temporal contiguity between auditory cues and an aversive outcome attenuated cue competition in an avoidance learning task with human participants. Overall, with strong temporal contiguity between auditory cues and the outcome during training (the offset of the predictive auditory signals concurred with the onset of the outcome), the target cue trained as part of a compound yielded less avoidance behaviour than the control cue trained alone, an instance of overshadowing. However, weakening temporal contiguity during training (inserting a 5-s trace) attenuated overshadowing, resulting in similar avoidance behaviour in response to the control and target cues. These results provide evidence that, as predicted by a recent modification of Pearce's configural theory, temporal contiguity is critical for determining cue competition. [ABSTRACT FROM AUTHOR]

Objective: Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Methods: Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform's usability. Other outcomes included staff and students' user experience. Result: Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. Conclusion: The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning. [ABSTRACT FROM AUTHOR]

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In multimedia learning, there is a lot of new information that learners are exposed to, making it a cognitively intensive process. Poorly-designed multimedia lessons can introduce distractions that must be dealt with by the learner. However, learners do not all share the same skill at managing incoming information or holding capacity, which could create individual differences in the impact of multimedia lessons on learning and lead to inequity in learning. In three experiments, learners saw a multimedia lesson varying in the amount of distracting material included: high (Experiment 1), moderate (Experiment 2), or low (Experiment 3). Learners took a posttest and completed tasks to assess individual differences in managing incoming information (executive function) and holding capacity (working memory capacity). When distractions were present (Experiment 1 and Experiment 2), executive function was related to posttest performance such that as executive functioning increased, performance on the posttest increased. However, when distractions were not present (Experiment 3), executive function was not related to posttest performance. Individual differences in working memory capacity were not related to posttest performance at any level of distraction. This indicates the importance of considering individual differences in learners' executive functioning in the design of multimedia lessons. [ABSTRACT FROM AUTHOR]

This study examined the identity resources available to Black and Brown students who play football across space in their school, and how the resources were used to navigate situations of race, racism and identity. Natural conversations and participant observations detailed experiences, identities, and resistance as they moved through spaces within their school environment. Sociocultural learning theories frame their experiences through composite space narratives. Reframing what constitutes learning, who's considered an educator and what are considered educational spaces is necessary. Findings provide implications for identities being supported across space and the role of football coaches in facilitating learning. [ABSTRACT FROM AUTHOR]

Evolving from its instructional design origins and directly related to contemporary learning experience design (LXD), learning design has emerged as a movement within the field of workplace learning and development that seeks to shift the focus of training and education from the content to the learner. The origins of this learner focus can be traced to the development of instructional design theories and the emergence of learning sciences in the late 20th century, along with the expansion of competencies required of the modern instructional designer. Advances in our understanding of how people learn and changes in sociocultural aspects related to learning have led designers to structure experiences for learners that increase their autonomy and seek to meet each learner's unique needs. [ABSTRACT FROM AUTHOR]