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This paper presents the findings from a research project to analyse 30 years of the "Research in Learning Technology" journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach.

Recess is a mainstay in schools. It is assumed recess has positive impacts on the academic, behavioral, and social experiences of youth. In this systematic literature review, we explored empirical studies that examined these areas. We provide a synthesis of the literature to assist researchers and clinicians in designing effective interventions. Overall, findings indicate that recess may indirectly positively influence academic outcomes and benefits students' social engagement, but there is mixed evidence if recess directly improves problematic behavior outcomes.

The first Early Intervention Conference was in Georgia in August of 2023. The first day of the conference was a tremendous success. Attendees called their friends and colleagues encouraging them to attend the following day. There was evidence of enthusiasm and enjoyment throughout the venue from snippets of networking conversations to selfies being taken. The planning team was delighted when they were informed on day 2 of the conference that the Georgia Department of Public Health was so pleased that the 2024 conference was already approved. This article details the planning of the 2024 conference.

Healthcare in Aotearoa New Zealand is changing with the aim of becoming truly universal. Development of a new curriculum model in the education of health professionals can aid this goal through increased focus on community needs and flexibility for multiple health professional registrations. Universal healthcare and disability support are promoted as a defining feature of Aotearoa New Zealand, yet inequities are blatantly evident, with increasing calls for equity. Complexity of the issue and the multitude of stakeholders favour action research founded on Vision Matauranga, a problem-solving philosophy which embraces the potential for innovation of Maori -- people, knowledge and resources. Action research embraces collaboration with stakeholders to identify and implement solutions. Government ministries determine policy, with Responsible Authorities accrediting educational institutions, which in turn provide educational programs. Changing what and how students learn can increase their understanding of equity and community needs when they become practitioners, with the voice of service users being paramount.

Existing research suggests that mindfulness cultivates positive affect while reducing negative affect, and facilitates increases in resilience. More research is needed to examine the complex mechanisms by which emotional affect likely translates mindfulness into increased states of resilience in undergraduates. We hypothesised that the relationship between mindfulness and resilience in Maltese undergraduates is mediated by both positive and negative affect. Using a cross-sectional survey design and quantitative methodology based on mediation analysis, a questionnaire comprising the Kentucky Inventory of Mindfulness Skills, Positive and Negative Affect Schedule, and Brief Resilience Scale was circulated among 226 Maltese undergraduates. The results support previous research indicating significant relationships between mindfulness and both forms of emotional affect, as well as increased resilience. A path analysis revealed full mediation of the interaction between mindfulness and resilience by affective well-being. The indirect pathways through positive and negative affect to resilience, cumulatively accounted for a majority of the explanatory power attributable to mindfulness alone. Finally, an argument is presented in favour of mindfulness as a more formalised intervention within higher education settings, to support broader psychological wellness outcomes among Maltese undergraduates.

The purpose of this paper is to describe a state-wide process used to determine which Teaching Works High Leverage Practices (Ball, 2016) pre-service teachers could be expected to implement at a proficient level by the completion of their preparation program (Initial HLPs), followed by two sets of high leverage practices novice teachers could master during their induction years (Induction and Expert HLPs) (Ball & Forzani, 2011; McLeskey & Brownell, 2015). Data were collected from a wide variety of stakeholders, including K-12 teachers, administrators, and educator preparation program faculty from across the state (N=203). Findings identified five High Leverage Practices that the majority of stakeholders indicated should be a priority for educator preparation programs in the state.

Universities are increasingly turning toward data-driven technologies like data dashboards to support advisors' work in student success, yet little empirical work has explored whether these tools help or hinder best practices in advising, which is in many ways a relationship-based enterprise. This mixed-methods study analyzed whether and why the release of a student success dashboard impacted proactive and/or developmental advising at a large public university. After quantitatively demonstrating no measurable changes in advising practice following the release of the dashboard, qualitative evidence from interviews with advisors was used to interpret and explain the disconnect between the tool and the advising community. This study places scholarly attention from a practitioner perspective on the largely structural challenges to integrating retention software into advisors' work in supporting their students' success, with implications for the successful implementation of data-driven student success tools more broadly.

Project RECESS (Review, Evaluate, and Create Effective Strategies and Stations) is a project designed to decrease negative behaviors at recess in a large United States public school district. This brief review summarizes the key literature guiding the development of further data collection and focuses on defining recess, academic, social, and behavioral components of recess, and brief practices for maintaining safety at recess.

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.

Virtual Reality Job Interview Training (VR-JIT) and Virtual Interview Training for Transition Age Youth (VIT-TAY) demonstrated initial effectiveness at increasing employment among transition-age youth with disabilities engaged in pre-employment transition services. We characterized activities and estimated the labor and non-labor costs required to prepare schools to implement VR-JIT or VIT-TAY. Implementation preparation and support teams reported labor hours throughout the implementation preparation process. Implementation preparation labor hours at 43 schools cost approximately $1,427 per school, while non-labor costs were $100 per trainee (student). We estimated the replication of implementation preparation labor activities would cost $1,024 per school (range: $841-$1,208). Most costs were spent in delivery planning and teacher training. Given that implementation preparation costs can be barriers to intervention adoption, our results provide critical information for contemplating future implementation of VR-JIT or VIT-TAY.

"Virtual Interview Training for Transition-Age Youth" and "Virtual Reality Job Interview Training" are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but it varied across race, IQ, Individuals with Disabilities Education Improvement Act (IDEA) categories, and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.

The concept of thriving in post-secondary education has largely been studied in the context of academic advising and student support services, with limited research that links thriving to pedagogical practices. This paper presents a conceptual model created using an integrative literature review to illustrate how instructional choices made during the design and teaching phases of online courses may impact students' academic thriving. The Instructional Design for Academic Thriving (IDAT) model, nested within the Community of Inquiry (COI) framework for online learning, supports online course design practices that emphasize student wellbeing and allow students to not just succeed but thrive academically.

Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted the challenges of speaking in a foreign language in an online environment and articulated the need for speaking skills which could compensate for the lack of visual clues. Drawing on the Oracy Skills Framework, this study suggests that certain skills were particularly pertinent and others could be added to fully reflect the reality of engaging in oral communication in an online environment. The contribution of this paper is twofold. First, we propose an adapted Oracy Skills Framework for a foreign language learning context which is timely and relevant for both online and face-to-face contexts. Second, we suggest ways in which teachers and students in higher education can support foreign language learners in speaking in online spaces.

Recent constraints due to the coronavirus pandemic created a need for extreme health protocols while maintaining accountability for the critical tasks of teaching and learning. This was a predicament regardless of student age or grade placement. Teacher education programs quickly faced dilemmas connecting matriculating undergraduates to PK-12 schools to satisfy clinical or practicum experiences. Similarly, PK-12 public school districts faced challenging decisions regarding student learning options ranging from completely virtual or completely in-person to hybrid learning environments. Missouri district leadership and a Midwestern university teacher education program collaborated to provide virtual one-on-one teaching sessions for primary grade children in grades 1-3 during the AY 20-21 clinical experience. Although health and safety protocols limited opportunities for interactions, teacher candidate (TC) survey responses indicated the interactions were meaningful and added value to their experience as a prospective teacher. This experience will be the basis for future reactions to interruptions in clinical preparation field experiences. Using this model universities and school districts may build a collaborative foundation to provide virtual teaching opportunities for TCs whether it be in response to health concerns, inclement weather or other as yet unidentified interference to teaching and learning.

This study examined how school librarians spent their own money to support their libraries during the 2020-2021 school year in the context of the COVID-19 pandemic and the various factors that influence this spending. Using mixed methods, this study identified demographic information about the participants and schools served, personal spending practices, perspectives on the need for personal spending, and local school policies related to library funding that impacted out-of-pocket spending. The major findings of this study indicate that school librarians used their own money to purchase books, decorations, prizes, office supplies, and cleaning supplies. Librarians used their own money to meet student needs, to get what was needed quickly and conveniently, to obtain items for which they were not allowed to spend school money, and to avoid dealing with time-consuming purchasing and reimbursement processes--if reimbursement was even an option. School librarians also spent their own money because library budgets were eliminated, reduced, or frozen during the pandemic. In addition, school librarians who spent the most of their own money worked in rural areas with a higher proportion of students who qualify for free/reduced lunch. School librarians who were over 60, unmarried, or had lower library budgets spent more of their own money on their libraries than did other study participants.

To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people's lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings.

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students' academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual's characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students' behaviour, individuals' characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019-2020 academic year. Differences between students' responses were identified due to their discipline's curricular structure, students' study behaviours (i.e., being exposed to unrelated learning activities), and students' cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were "forced" to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students' learning flexibility promoting critical thinking.

Given that universities have significant choices to make about what is retained from our emergency measures, the authors set out to use the record of our biweekly meetings to examine the choices that we have made during the pandemic and how we have made them. In this collaborative reflective article from authors from five different institutions in the UK and Australia, we demonstrate that student-centred decision making emerged unanimously as the core value driving our decision making during the pandemic. In our reflections, supported by our diary notes, we explore and document our decision-making processes relating to educational technology through the lens of agile values and principles in the context of crisis leadership during the COVID-19 pandemic. We discuss four prominent drivers for student-centred decision making: (a) collecting and rapidly sharing student voice data, (b) offering more choice in anticipation of diverse needs, (c) giving a high priority to equalising access to technology and (d) taking responsibility for students in difficult circumstances. In addition, we discuss five emerging data-driven themes -- leadership, operational continuity, student welfare, pedagogy and technology infrastructure -- and offer insights into student-driven decision making with examples from our respective institutions. The ultimate aim for our reflection is to establish approaches that we value in higher education leadership that we should sustain and to formulate principles for student-centred agile leadership for university education which can serve us during the pandemic and beyond.

This study examined bullying and cyberbullying among 185 middle school students in 4 urban middle schools in Ohio. Nearly 60% of the sample was female, and 67% of the sample was not Caucasian. The results indicated that bullying and cyberbullying are prevalent in this population. Approximately 44% of 6th-grade students felt terrible about themselves due to bullying, and 62% of all female students believed other students had spread false rumors about them. On average, female students reported more bullying in their school than males. Caucasian students reported the highest rate of cyberbullying. Based on their findings, the authors discussed the issues surrounding bullying in urban schools and gave suggestions regarding approaches that can help students better cope with bullying.

Research Findings: The Quality of Care for Infants and Toddlers (QCIT) observational measure was designed to address the need for a valid and reliable measure of the quality of caregiver-child interactions that could be used in both center-based and family child care (FCC) settings, and with diverse populations. Results from a psychometric field test of 400 classrooms indicated that the QCIT demonstrated strong evidence of reliability and validity. The QCIT was used to capture the quality of caregiver-child interactions for the professional development system "We Grow Together." Average scores improved in the QCIT Support for Social-Emotional Development domain. Findings support using this measure to assess quality and focus professional development. Additional research could use the QCIT with other interventions focused on caregiver-child interactions. Practice or Policy: The QCIT provides the field with a reliable and valid measure for examining the quality of caregiver-child interaction in licensed child care settings, both centers and FCCs, serving infants and toddlers. It also provides an evidence-based framework for selecting professional development goals that support the development of infants and toddlers.

Many topics that are taught in supply chain management (SCM) programs include elements of variability and risk. With quantitative tools in particular, it is assumed that the decision makers using the tools are risk neutral, which is typically not the case in real-life decision situations. The topic of an individual's attitude toward risk has received limited attention in SCM literature and is not a high-profile topic in SCM textbooks. The teaching exercise presented in this paper uses two games--roulette and a SCM simulation--to provide students with an assessment of their own attitude toward risk, and in doing so, facilitates a classroom discussion of risk and risk attitude. These games were developed by the authors and can be played either within Excel or a web application.

Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semi-structured interviews with six special education teachers and 14 SLPs who taught children aged 3-8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants (n = 30%) confirmed their transcripts and commented on emerging themes. Results: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. Conclusions: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings.

The purpose of this study was to identify potential signature pedagogies used by business education teachers in their programs and to what extent specific demographics impacted business education teachers' use of classroom instructional strategies. The research presented in this study used a random convenience sampling of business teachers from across the United States. This study found signature pedagogies of business education by frequency are lecture, guided practice, and project-based learning. The top three business education instructional strategies by mean are questioning, guided practice, and whole group questioning. This study identified differences of instructional strategy usage based on various demographic categories. These categories included participant location, setting, school type, teaching certification method, and years of experience. Of these categories, years of experience was linked to significant differences.

In a previous randomized controlled trial (RCT), "Virtual Interview Training for Transition Age Youth" (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and "Virtual Reality Job Interview Training" (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < 0.05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.

Rural stress is the physiological reaction brought upon by internal and socioeconomic stressors characteristic of rural residents. This type of stress is exacerbated by the complex issues facing rural populations and serves to inhibit the growth of vibrant, resilient communities. The current study sought to construct and validate an instrument intended to quantify perceptions of rural stress among neighbors and communities. The proposed scale was confirmed to have robust content, internal structure, and consequential validity. An exploratory factor analysis indicated one variable accounted for 57.74% of the total variance, while a one-way between subjects ANOVA found a statistically significant effect of group on scale scores under rural-urban continuum (RUC) conditions. One implication from these findings is that changes in communities may function as predictors of stress. Agricultural and extension educators hold a unique position that allows them to interact with the community on a daily basis. We recommend that they leverage this position to educate residents on the effects of stress, reduce the stigma associated with help-seeking behaviors, and discuss available stress management resources. Future research should consider modifying the instrument to focus on individual levels of stress instead of perceptions of stress within the community.

Context: An enhanced role for work-based learning is advocated increasingly widely across industrialised countries and by international Vocational Education and Training (VET) policies. However, this is framed differently in each country by long-term policy orientations that reflect VET's relationship with wider economic and social formations. These national differences reflect path dependency but also distinctive responses to contemporary challenges such as globalisation. In England, recent reforms strengthening workplace learning are constrained by existing patterns of skill formation and may be shaped by further market liberalisation and divergence from social and economic policies in Europe. Approach: The study examined the relationship between greater emphasis on workplace learning in England and societal change, addressing the research question: how are early experiences of work in England, as part of young people's full-time education programmes, positioning them for future employment? Case studies were organised around apparently distinctive placement types that had emerged from earlier studies. Using the constant comparative method, the team identified a series of categories to distinguish the way each type of work-based learning positioned students in a particular type of labour market transition. Findings: Evidence emerged of divergence in England's "further education" system, across mainly male "technical" routes, young people on vocational courses preparing them for routine, low-skilled, precarious employment, and an area of greater uncertainty preparing young people for digital routes linked to the "new economy". Key dimensions of difference included study locations, discourses of occupational status, types of valued learning content, approaches to socialisation, sources of expertise and processes of credentialisation. In each case, learning at work served to position students for a particular type of labour market transition, which we characterise as technical elite formation, welfare VET and new economy precarity. Conclusion: Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new "technical elites", others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain. Other European states facing challenges of globalisation and the transition to services are also likely to experience pressures for VET stratification, although they may seek less divisive solutions.

Although there are questions concerning the extent of the problems facing rural Americans, there is considerable evidence that many nonmetropolitan communities are facing a multitude of serious challenges. These issues do not exist as distinct and unrelated problems. For instance, one cannot focus exclusively on depopulation without also confronting economic decline and lack of employment opportunities, deteriorating social bonds, cultural atrophy, decaying infrastructure, and so on. Rural communities are systems in which each problem is linked, and managing these issues requires a holistic approach. Despite the need for robust diagnostic tools to support agricultural educators to work with communities there has been a notable gap in empirical tools to do so. The purpose of the study was to develop and validate an instrument to gauge community perceptions according to the Community Capitals Framework. The results of the study found the proposed instrument demonstrated content, response process, and internal structure validity based on a pilot of six counties in Georgia. Furthermore, the scale demonstrated initial consequential validity based on county level comparisons and statistically significant observed differences.

This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19. They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact. Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates. As this was a new experience faced by teacher education programs in the United States, relevant literature is limited.

Selective attention to task-relevant content is an essential strategy for readers. There is evidence that proficient readers more often consider their purpose and focus attention selectively. However, eye tracking research has revealed several limitations with survey data on reading strategies, and few second language (L2) reading studies have explicitly examined selective attention. This study includes two experiments utilizing eye tracking to determine how Japanese university-aged learners read an online text to research specific information. The first experiment evaluates the reading strategies of the participants and examines the effect on task performance. The second experiment investigates the effect of strategy training. The eye tracking results in experiment one suggested that many participants did not display strategic competence. Selective attention and the number of reading strategies identified in the data correlated with task-performance. The second experiment revealed that strategy training increased the use of selective attention and improved task performance.

The use of innovative technologies in speech-language pathology is revolutionizing diagnostic and treatment approaches for individuals with communication disorders. This evolution has required educators to integrate the use of technologies into the clinical training pedagogy. Phonetic transcription is a foundational skill presented early in the undergraduate speech-pathology curriculum and serves as the basis for advanced course work in clinical diagnostic decision-making. Mastery requires regular practice and performance feedback. One factor that impedes the provision of more practice opportunities is the widely agreed-upon problem of grading phonetic transcription assignments by hand. The development of a computational tool that automatically grades transcription assignments served as the mechanism for an integrated learning opportunity between the departments of Communication Disorders and Computer Science and Software Engineering at Auburn University.

Since the mid-1990s, the US has seen a decline in research activities in medical education and academic health care centers. Our goal was to offer a multi-disciplinary experience for undergraduates to participate in a practical, hands-on research experience to increase the likelihood of entering STEM research careers. The authors structured a collaborative teaching environment to lead a group of over 25 undergraduate and graduate students in clinical research activities as part of the resident author's research program during psychiatry graduate training. A particularly innovative component of this work, making the timeline and technical analysis possible, was the partnership with an industry sponsor. Much of the teaching program's structure was inspired by the analogous program of the industry sponsor. This provided a structured clinical research experience for undergraduates, providing opportunities to participate in the study design, patient recruitment and enrollment, data collection and analysis phases of the project with more autonomy than typically available at this level of training. Students favored the experience with generally positive ratings of the program. Students gained skills and felt more comfortable in practical aspects of research and stated they were more likely to pursue a research career after this experience. This method may be a solution for other clinical trainees given their limited time and funding while serving to increase exposure to STEM research earlier in life to reverse the trend of declining research activity. This method can be used across other training institutions at different scales to achieve similar goals.