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Formative assessment has become a focus of classroom teachers as a quick method to assess students' progress in their classrooms. For students to be prepared for summative assessments, it is important to separate the traditional forms of summative assessment from the everyday practice and feedback that is formative assessment. Mathematics teachers can modify current classroom processes to meet the qualities of true formative assessment and, in the process, improve student learning through engagement.

Background: Evidence-based practice (EBP) is supported by the appropriate use of standardized outcome measures (OMs). Continuing education (CE) is a common method for translation of OMs knowledge to practice. However, little is known about the attitudes and behaviors of physical therapists regarding CE and knowledge translation (KT) of OMs. Purpose: To determine physical therapists' practice style traits (PSTs) and compare these to attitudes, knowledge, behaviors, and barriers for KT. Subjects and Methods: Seventy-nine physical therapists who attended a CE course on OMs completed two standardized surveys. The Practice Style Questionnaire (PSQ) categorizes responses on three theoretical constructs: 1. how clinician weighs research evidence versus experience, 2. their degree of comfort in clinical practice, and 3. how evidence impacts their workload. The EBP Questionnaire (EBPQ) items are grouped into four domains: attitude, knowledge, behavior, and barriers. Results: On the PSQ, 28% of subjects were categorized as "seekers" of evidence, 49% were "pragmatists," and 23% were "receptives." PSTs scores were compared to the four domains of the EBPQ. Behavior was the only domain found to be significant between traits (p = 0.00). Seekers were significantly different from both the pragmatists and receptives in their behaviors, however pragmatists and receptives did not differ. Discussion and Conclusion: Assessing PSTs may help tailor KT interventions. Since nearly half of clinicians are pragmatists, it may be helpful to target KT interventions to this group, while considering the needs of other styles.

Background: Caregiver relationships are associated with adolescent subjective well-being. Yet, little is known about the contributions of father-adolescent relationship quality to well-being including perseverance, connectedness, and happiness or the specific contributions of father-adolescent relationship quality to these outcomes after accounting for covariates. Objective: This study aimed to understand how father-adolescent relationships and school connectedness interact with one another when positive adolescent functioning are the outcomes. Methods: Adolescents (N = 2,509; M[subscript age] = 15.5; 51.8% male; Black and African American (47.9%), Hispanic (24.8%), and white (17.7%) participating in the FFCWBS provided cross-sectional data. A series of hierarchical regression analyses were conducted to examine direct associations between father-adolescent relationship quality and each of the three adolescent subjective well-being outcomes (perseverance, connectedness, and happiness), and to evaluate the moderating role of adolescent biological sex in these associations. Covariates included race, household income, father's residential status, the adolescent's relationship with the mother and school connectedness. Results: Regressions showed that father-adolescent relationship quality was significantly associated with each well-being outcome beyond the contributions of demographics, mother-adolescent relationships, and school connectedness, and had similar associations with the outcomes by sex. Conclusions: Our conclusions highlight the priority of including and retaining fathers in research and interventions.

Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako

This study identified risk, promotive, and protective factors for handgun carriage among 265 primarily African American adolescents (M[subscript age] = 14.3) living in low-income urban areas. Community-based violent victimization and witnessing violence and in-person and cyber forms of peer victimization increased the probability of handgun carriage. Community collective efficacy, including caregiver-reported social connectedness and informal social control, and community developmental strengths/supports, including youth-reported community recognition for prosocial involvement and community developmental assets, moderated relations between both violent victimization and witnessing violence and handgun carriage. School developmental strengths/supports, including school developmental assets and family prosocial involvement in school, moderated relations between in-person and cyber victimization and handgun carriage. Family developmental strengths/supports, including family developmental assets and family recognition and opportunities for prosocial involvement, were associated with lower odds of handgun carriage. Study findings revealed distinct protective factors related to community violence exposure or peer victimization that can inform youth violence prevention efforts.

Youth violence is a national public health concern in USA, especially in resource-constrained urban communities. Between 2018 and 2021, the Healthy Communities for Youth (HCFY) program addressed youth violence prevention in select economically marginalized urban communities, with the HCFY program reducing the likelihood of youth-involved violent crime. Leveraging costs from program expense reports, this study analyzes the costs of the HCFY program in order to inform policymaking and the program's future ongoing implementation. Total HCFY program costs were $821,000 ($290,100 annually including program start-up costs) over the 34-month project period. Operationalization costs contributed the largest share (64.8%), with 45% attributable to intervention coordinators. In the intervention community, the program costs $100 per capita, $1100 per youth-involved crime case, and $8100 per youth-involved violent crime case. Findings were sensitive to the number of youth-involved crime or violent crime cases and costs of high-level program leadership and self-evaluation analysts, with the per youth-involved violent crime case cost ranging between $700 and $1600 over the program period. Analysis of HCFY program costs is an important step in determining the affordability of a community-level program to prevent youth violence in resource-limited urban communities.

The purpose of this scoping review was to synthesize literature regarding audio streaming in the P-12 music classroom by identifying the varied uses, recommendations for equitable access, and gaps in the knowledge base. A total of 23 publications met the criteria for inclusion. Ensemble and general music classrooms in elementary, middle, and high school contexts were represented in the literature with exemplification of concepts, genres, styles, and techniques evident as the most common usage. YouTube, Spotify, and Pandora were frequently referenced as streaming platforms. Authors cited inexpensive or free platforms and ubiquity of access most frequently when referencing equity and streaming. Most authors made no reference to potential access impediments. I identified gaps in the literature, including the uses of streamed music in jazz classrooms, performer compensation, diversity of content, barriers to student access, potential solutions to equitable access issues, and music perception differences for those with limited access.

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice.

We report preliminary results of computer vision analysis of caregiver-child interactions during free play with children diagnosed with autism (N = 29, 41-91 months), attention-deficit/hyperactivity disorder (ADHD, N = 22, 48-100 months), or combined autism + ADHD (N = 20, 56-98 months), and neurotypical children (NT, N = 7, 55-95 months). We conducted micro-analytic analysis of 'reaching to a toy,' as a proxy for initiating or responding to a toy play bout. Dyadic analysis revealed two clusters of interaction patterns, which differed in frequency of 'reaching to a toy' and caregivers' contingent responding to the child's reach for a toy by also reaching for a toy. Children in dyads with higher caregiver responsiveness had less developed language, communication, and socialization skills. Clusters were not associated with diagnostic groups. These results hold promise for automated methods of characterizing caregiver responsiveness in dyadic interactions for assessment and outcome monitoring in clinical trials.

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers (n = 26), administrators (n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

The recent PISA mathematics results delivered disappointing news for the United States of America (USA). These results underscored the education system's continuing inequalities. An important question concerns to what extent and to which part of the educational system do these sources of inequality occur? In this paper we use PISA 2012 data merged with district- and school-level variables derived from five additional national databases to explore the way socio-economic status (SES) and race are related to inequalities in student performance as well as to inequalities in other components of schooling at both the system and student-levels, such as the academic 'zeitgeist' of the school, the nature of the mathematics curriculum and characteristics of both the teacher and the student. The results demonstrated how race and SES had significant relationships not only to student performance but to other aspects of schooling as well. Those relationships occurred at both the system- and within-school levels but differed in their implications. The policy implications of the research could help determine where the greatest effort could be made to provide all children of all racial and social classes equal opportunities to learn.

Dialogue is central to the collaborative processes of inquiry-based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry-based learning. Through a telling case of facilitation processes in high school invention education (IvE), we illustrate the major steps and analytic processes that an IE research team undertakes to collect, archive, and analyze records of classroom learning. We share how the IE team enters this ethnographic space and undertakes video-enabled microethnographic discourse analyses of in-time and over time events to identify key learning processes and develop warranted interpretations. Specifically, we exemplify how the ethnographers conduct nuanced analyses of learning discourse in-the-moment and over time. In the context of invention education, we share how an IE study enables the researchers to trace the developing cycle of inquiry and make visible the processes that support design thinking in invention education.

The expanding scale and scope of online education options, both in terms of design and delivery, create significant questions that increasingly warrant research attention. Previous research has demonstrated that higher levels of teaching presence in online courses is positively related to student engagement, satisfaction and learning. Although there are many methods for infusing one's teaching presence into an online class, practicalities constrain choices. The purpose of this study is to identify and assess those methods students perceive to be the most valuable. We empirically investigate students' perceptions and evaluative judgments of a range of methods of setting and sustaining teaching presence in an online asynchronous course. Post hoc factor analysis of our data suggests refining our understanding of teaching presence in terms of stylistic versus substantive methods. Analyses of student survey data indicate that, while students see value in both types of teaching presence, they perceive significantly greater benefit from substantive relative to stylistic methods.

Teacher education faculty are often expected to engage in accreditation work. Our purpose was to document the collective driving mechanisms of junior faculty who volunteered to redesign key accreditation assessments. Specifically, we explored the values and expectations for success that led junior faculty to engage in and persist through key accreditation reform. Findings include eleven themes organized into three categories: drivers to join, hurdles, and drivers to continue. We interpret the results through Eccles and Wigfield's (2020) Situated Expectancy Value Theory and highlight the critical role that other colleagues and internal and external pressures played in undertaking the accreditation process.

The global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. Confidence appeared to increase with experience, although the data also revealed a portion of students that have never used these tools yet still felt confident in using them. In exploring these results, this article aims to shed new light on this fast-evolving landscape and inform the future direction of supporting students to engage with generative artificial intelligence tools appropriately.

High-Leverage Practices (HLPs) are a fundamental set of skills teachers should use consistently in the classroom to positively impact both their own capabilities and their students' learning. In our state, the five most important HLPs have been embedded into multiple courses across several educator preparation programs (EPPs). We asked preservice teachers to share their perceptions of their knowledge of and confidence in implementing HLPs prior to being introduced to them in their courses. Preservice teachers reported overwhelmingly strong knowledge and confidence, despite having never learned about the HLPs. In addition to our results, we share our thoughts about the illusion of fluency, the Dunning-Kruger Effect, and implications for EPPs with regard to field experiences and implementing HLPs.

Research has demonstrated that racialized students experience additional stressors during post-secondary education compared to their white counterparts. These barriers can include added institutional barriers, lower representation among faculty, additional stress associated with cultural differences and stigmatization, discrimination, and racism. According to self-determination theory, students who experience an unsupportive or controlling environment are more likely to have lower basic psychological need satisfaction, lower academic motivation, and lower well-being. The current study aimed to examine whether white and racialized students would differ in their perceptions of need satisfaction and need frustration in their learning environment. Participants were undergraduate students (N = 712) from a large Canadian university. A one-way MANCOVA was performed comparing racialized and white students on basic psychological need satisfaction and frustration with gender as a covariate. Results suggested that racialized students perceived lower autonomy satisfaction, lower competence satisfaction, and higher relatedness frustration in their learning environment. These findings present important implications for higher education institutions. Institutions should recognize the diverse needs of their student population and ensure that learning environments are supportive of these needs, as they can have significant detrimental impacts on the overall well-being and academic success of these students.

One educational approach aligned with problem-based learning (PBL) is invention education (IvE). Both PBL and IvE place an emphasis on resolving practical problems experienced by real people while engaging students in hands-on learning. In this interactional ethnographic study we examined the networks that supported a high school team and their teacher, as they worked to invent a solution to a real-world problem students identified in their community. Data sources included video and documentary data of the team's work generated by a student-historian during an invention education project as well as Zoom-facilitated ethnographic conversational interviews conducted with the teacher and the student-historian over five months the following year. We uncovered local, local-national, and national supports that impacted the invention education process of the team. Through ecomap, discourse, and domain analyses we demonstrate how supports at multiple levels of the educational ecosystem create opportunities for students and teachers to engage in meaningful, real-world problem-based projects. We argue that varied people and organizations can contribute to innovative PBL and IvE, thus aiding the narrowing of diversity gaps in the fields of invention, engineering, STEM, and problem-based learning more generally.

The COVID-19 pandemic has drastically affected how higher education operates, but relatively little is known about its effects on students enrolled in remote online classes. Across two data collection timepoints, we sought to examine college students' experiences, focusing particularly on their sense of belonging/loneliness, their course formats, and their experiences in the pandemic. Though some findings differed between data collected in fall 2020 and in spring 2021, we generally found that students' belonging/loneliness was linked with their class format, aspects of their virtual classes, social contact, and experiences in the pandemic. This research demonstrates the importance both of understanding students' experiences in general and of continuing to study students' experiences as we progress from one stage of the pandemic to the next.

Utilising novel ways of knowing, aligned with an ecological approach, the Learning in Development Research Framework (LDRF) has been introduced as a different way to guide research and practice in sport. A central feature of this framework is an appreciation of researcher embeddedness; positioned as an inhabitant who follows along with the unfolding inquiry. This positioning is integral for enriching ones understanding of the relations between socio-cultural constraints and affordances for skill learning within a sports organisation. Moreover, the notion of embeddedness foregrounds the ongoing nature of inquiry when practiced as "an art of inquiry." In an effort to extend these ideas, this paper highlights how a phronetic iterative approach to data analysis-synthesis could be undertaken, while ensuring that the researcher remains 'in touch' with a phenomenon, and thus faithful to key tenets of research practiced as an art of inquiry. To illustrate this, we present a 'walk-through' from a recent LDRF study. Rather than focusing on data collection or recorded observations made from afar, this walk-through shows how a researcher, practicing an art of inquiry, can grow knowledge "of" and "with" the phenomena, enriching the evolution of practice and performance from within an ecology of relations.

Purpose: This case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers' capabilities to use Agri-Tech in their agriculture/STEM classes to increase student awareness of agriculture technology and its associated career paths. Teachers and agriculture industry partners co-created Agri-Tech modules, which were implemented and evaluated from teachers' and students' perspectives. This paper demonstrates how work-related learning that emphasises technology can increase the visibility of career pathways and how multi-stakeholder benefits can evolve from teacher-industry partnerships. Design/methodology/approach: An action research design using quantitative and qualitative methods was used to construct this case study. Data collection methods included surveys, interviews, peer evaluation and teacher reflections. Findings: Teacher professional development that incorporates teacher-industry partnerships can increase teachers' self-efficacy and build confidence to support authentic work-related learning in their classes. Integrating technology into agriculture/STEM classes can increase the visibility of agriculture career paths for students, which is critical given the serious skills shortage in this sector. Research limitations/implications: This study is limited in that the Women in Agri-Tech professional development programme was one standalone programme tailored specifically for women agriculture/STEM teachers through a competitive process. However, the beneficial implications of such programmes that support teacher-industry engagement have far-reaching benefits. Teacher professional development programmes that provide opportunities to partner with industry can support improvements in integrating career-aligned learning into the curriculum and can specifically address industry skills and knowledge gaps by addressing school-based learning requirements for the future workforce. Originality/value: This paper contributes to the literature on education-industry partnerships and considers how teachers can contribute to an early intervention sector workforce development strategy for future industry sustainability.

Reading is fundamental to academic success, but international reading surveys indicate current pedagogy fails a fifth of adolescents, disproportionately from lower-socioeconomic groups. This UK, mixed-method study evaluated the impact of two whole-text reading approaches on comprehension, using standardised tests. Twenty teachers of English and 413 students (12-13 years) participated, 44% defined as 'struggling readers', in parallel classes per school, matched for reading ability. Both groups read two 'challenging' novels consecutively over 12 weeks. Ten teachers received no further treatment; ten teachers received training on reading-comprehension pedagogies. The mean comprehension for "all" students increased by 8.5 months with no significant differential effect of training condition. However, there was a significant differential effect between 'struggling' and 'average+' readers in both conditions: struggling readers' mean comprehension improved by 16 months. Required to read whole texts, teachers in "both groups" altered practice, increasing print exposure, comprehension-strategies and supportive discourse-strategies, benefiting 'struggling' over 'average+' readers. This pilot study reframes understandings of 'independent' reading for struggling readers, indicating that the teaching of whole texts and extended reading must happen in classrooms, not outside.

The current study focused on processes underlying Cuban students' academic performance. Using path analyses, the model examined the relations between family relationships and academic performance mediated by belongingness and moderated by sex differences among Cuban medical students (N = 613; M age = 21.39, SD = 2.05). Findings indicated that improved family relationships significantly predicted increased belongingness to the field of medicine for both male and female students. The relation between belongingness and academic performance was only significant for male students. Thus, improved family relationships informed academic performance via belongingness for male medical students.

School librarians, because of their role in their learning community, are uniquely situated to support and facilitate student learning through collaborative partnerships with other educators. This kind of collaborative work is built into the work of school librarians, exemplified in the American Association of School Librarians (AASL) shared foundation Collaborate. School librarians will best be able to serve their communities by investing early and regularly in relationships with colleagues, administrators, and other librarians. These relationships demand consistency, communication, and intentionality as librarians work to build credibility with their colleagues. This article shares tips for building these professional relationships.

This paper investigates the level of LGBT+ representation among staff and students in higher education in England and Wales. We compare data from the 2021 England and Wales Census to Higher Education Statistics Agency (HESA) data. We find that LGBT+ people are more highly represented in higher education among all staff groups and students than in relevant comparator groups according to age and educational level in the general population. LGBT+ representation among students and STEM academics is modestly higher than the general population comparator group, while representation among non-STEM academics is substantially higher than one would expect from the general population comparator group. We found no statistically significant under-representation in any particular higher education institution.

Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and procedural inequity. "Qualitative Inquiry", 10778004211026892). Emerging literature that examines discrimination and oppression in kinesiology has focused on the consequences of privileging Western, Eurocentric knowledge and scholarship. (Andrews, D. L., Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. "Review of Education, Pedagogy, and Cultural Studies", 35(5), 335-356; Culp, B. (2016). Social justice and the future of higher education kinesiology. "Quest" ("grand Rapids, Mich"), 68(3), 271-283; Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of ivory tower racism and the implications for physical education. "Sport, Education and Society", 18(4), 453-474; Joseph, J., & Kriger, D. (2021). Towards a decolonizing kinesiology ethics model. Quest (grand Rapids, Mich), 73(2), 192-208; Nachman, J., Joseph, J., & Fusco, C. (2021). 'What if what the professor knows is not diverse enough for US?': whiteness in Canadian kinesiology programs. Sport, Education and Society, 1-14). There is, however, limited research that examines how kinesiology curriculum might enable the reproduction of these processes. Thus, this study explores how knowledge is distributed within Canadian university kinesiology curriculum, and how disciplines, faculty members, and students are represented on program websites. We analyzed eight Canadian university kinesiology websites using summative qualitative content analysis (SQCA) and the Five Faces of Oppression (Young, I. M. (1990). "Five Faces of Oppression," justice and the politics of difference. Princeton University Press) framework. Overall, programs reproduce Western, scientific, and positivist approaches as the dominant knowledge, maintain racially homogenous faculty demographics, make rhetorical commitments to EDI, and communicate neoliberalism in mission statements. In doing so, these programs (1) privilege white, heteronormative, lean, and able bodies(2) marginalize the experiences of those who deviate from these identitarian positions, and (3) limit the possibilities for transformation towards inclusive kinesiology in Canada. Recommendations are suggested for how curricula might engage with social justice objectives and challenge oppressive systems.

To examine the impact of developmental monitoring on child referrals, a retrospective data review, comparing seven pilot programs with seven matched controls in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) was completed. Pilot programs were trained on developmental monitoring and how to refer families to their local Early Intervention (EI) program, Special Education, or Family TIES (Together in Enhancing Support), services when there is a developmental concern. The "Learn the Signs. Act Early" developmental monitoring program was implemented, and the outcomes included the number of referrals made over a 6-month period. The results indicated a statistically significant difference (p = <0.001) in referrals made preimplementation compared to postimplementation with a large effect size (d = 0.96) for pilot programs. Additionally, when analyzing between-groups there were significantly more referrals (p = 0.001) made at the pilot programs compared to the control programs, again with a large effect size (d = 2.10). This study shows that the implementation of developmental monitoring within WIC programs was effective in increasing referrals to intervention services designed to support families with early identification of developmental delay.

To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness.

This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

Across development, young children reason about why social inequities exist. However, when left to their own devices, young children might engage in "internal thinking," reasoning that the inequity is simply a justified disparity explained by features internal to social groups (e.g., genetics, intellect, abilities, values). Internal thinking could lead them to support and reinforce the inequity (e.g., by blaming the disadvantaged). In contrast, "structural thinking," which appeals to relatively stable features external to social groups (e.g., environments, policies, economic systems), could lead to more prosocial outcomes (e.g., support for social interventions). While researchers have examined adolescents' and adults' structural thinking about social inequities, in this article, we review recent research that suggests that even children as young as 5 can engage in structural thinking. We conclude with suggestions for future studies, particularly research related to how to foster young children's structural thinking in the context of real-world social inequities.

Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students' literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivation and engagement, such as peer collaboration, communicating with real audiences, and solving meaningful problems. They describe supporting research and share how educators can use the SMILE concept - sharing, me, importance, liking, engagement - to design and implement PBL to foster literacy motivation and engagement in K-12 classrooms.

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. "The Educational Forum," 2021; 85, pp. 364-376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.

The identification of specific learning disabilities (SLD) remains fraught with controversy and uncertainty about professionals' capacity to appropriately identify special education eligibility. For students from linguistically minoritized backgrounds, the "exclusionary clause" prohibits the identification of learning difficulties primarily attributable to contextual or linguistic factors. Yet the ambiguity of the federal language may hinder application, making critical states' interpretation and corresponding guidance for professional practice in eligibility determination. In this archival study, we systematically reviewed state departments' education policies and related guidance on the identification of multilingual learners with SLD, with a focus on how states have articulated policies and procedures related to the federal exclusionary clause. Our findings demonstrate variability and depth of information across states pertaining to guidance regarding the exclusionary clause. Implications for practice and policy are provided.

This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms in the state of New York implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers' perceived usability and students' perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students' academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students' academic engagement during remote instruction.

The University of Iowa (UI) is the state of Iowa's flagship institution; a public research one, division one university in the Big Ten Conference (B1G) with twelve colleges. One hidden gem in the accomplishments of the Office of the Registrar is UI's FERPA Team (UI-FT); a point of pride unknown to many but greatly appreciated by those who know the complexity of the regulation and its situation in the American higher education landscape. Even though to some it may feel like it has been here forever, FERPA, sometimes referred to as the Buckley Amendment, was signed into law in 1974; nearly every institution of higher education in the United States was impacted by it. UI-FT's mission is to support the campus community as an institutional resource for FERPA regulation training, guidance, policy interpretation, and protocol. It aims to provide consistent, reliable information and data while protecting student privacy and educational record security via accessible and timely service with integrity. UI-FT's structure supports a flexible framework with clear expectations to produce effective results.

Several times each year the teaching performance of academics at higher education institutions are evaluated through anonymous, online student evaluation of teaching (SET) surveys. Universities use SETs to inform decisions about staff promotion and tenure, but low student participation levels make the surveys impractical for this use. This scoping review aims to explore student motivations, perceptions and opinions of SET survey completion. Five EBSCO® databases were searched using key words. Thematic analysis of a meta-synthesis of qualitative findings derived from 21 papers identified five themes: (i) the value students' place on SET, (ii) the knowledge that SET responses are acted upon to improve teaching, (iii) assurance of survey confidentiality and anonymity, (iv) incentives for completing SET, and (v) survey design and timing of survey release. Perceptions, knowledge and attitudes about the value of SET are essential factors in motivating students to engage and complete SETs, particularly if surveys are easy to interpret, time for completion is incentivised and responses are valued.

Building on Woolf's (2020. "Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space." "Educational Action Research" 28 (4): 579--596) conceptions of `third space theory' this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a `third space' to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf's work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect.

This research explores the perceptions of 125 primary school students (ages 8-12) in two Educate Together schools in Ireland. As a national network, established over 40 years, Educate Together schools are characterised as equality-based, child-centred, participative and democratic. This ethos is set out in the Educate Together Charter and clarified through the recent development of the Educate Together Ethos Quality Framework. This article explores the understanding of student participation in literature and what it means in practice for Educate Together schools. Using a survey to gather data, the key research questions are as follows: How do students perceive their participation in school: (1) in the classroom; (2) outside the classroom and (3) in decision-making at the whole school level. This research attempts to build on the small number of previous studies where student participation in school was explored from the student's perspective. The descriptive quantitative and qualitative findings indicate a relatively high level of participation across these key arenas of school life, and the findings differentiate between those participation activities that are experienced, more or less commonly among students. The study considers the enabling environment created by Educate Together to ensure that student participation is part of school culture.

Veterans are a growing student population in institutions of higher education in the U.S., and universities adopt a variety of marketing efforts to recruit them. With a focus on university marketing messages as a targeted and public way for universities to attract student veterans, the current study examines how student veterans are framed and presented in marketing messages. Qualitative analysis of the marketing messages put forth by 110 schools ranked as top 10 Military Friendly® across 11 school types revealed three types of message framing: (1) deficit/challenge-based, (2) strength-based, and (3) support-based. The analysis revealed that most of the military-friendly schools' marketing messages do not draw on strengths discourses to recruit student veterans. Rather, isomorphic messages communicate a deficit framing of student veterans through the subtle characterizations of student veterans as challenged and in need of institutional support to facilitate their success. Calling for a shift from deficits to strengths, this article discusses the implications of a strength discourse on universities' marketing and student recruitment and engagement efforts.

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies.

Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers' self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and content integration. Implications for educational policy are discussed.