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Remote technology has been widely incorporated into health professions education. For procedural skills training, effective feedback and reflection processes are required. Consequently, supporting a self-regulated learning (SRL) approach with learning analytics dashboards (LADs) has proven beneficial in online environments. Despite the potential of LADs, understanding their design to enhance SRL and provide useful feedback remains a significant challenge. Focusing on LAD design, implementation, and evaluation, the study followed a mixed-methods two-phase design-based research approach. The study used a triangulation methodology of qualitative interviews and SRL and sensemaking questionnaires to comprehensively understand the LAD's effectiveness and student SRL and feedback uptake strategies during remote procedural skills training. Initial findings revealed the value students placed on performance visualization and peer comparison despite some challenges in LAD design and usability. The study also identified the prominent adoption of SRL strategies such as help-seeking, elaboration, and strategic planning. Sensemaking results showed the value of personalized performance metrics and planning resources in the LAD and recommendations to improve reflection and feedback uptake. Subsequent findings suggested that SRL levels significantly predicted the levels of sensemaking. The students valued the LAD as a tool for supporting feedback uptake and strategic planning, demonstrating the potential for enhancing procedural skills learning.

Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]

Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and infrastructure, to find the necessary aspects for an efficient transition in these cases, using different Tecnologico de Monterrey's institutional data. Faculty members were interviewed about their views during the transition. The student's grades were also compared. Student responses were analyzed in the teacher satisfaction surveys. Challenges encountered by faculty during the sudden implementation of online courses were difficulties in the use of digital technologies, the amount of time spent preparing the class, the new ways of communication, the lack of use and knowledge of the online model, and the student's evaluation in online settings. The advantages mentioned by the faculty were flexibility, recorded classes, and the new tools that can be used for teaching. It was also observed that the student averages were higher in the semester after the earthquake. However, although young faculty with excellent technology management or experienced faculty with good use of technology and who are very well trained were the profiles that students better evaluated, no correlation was found between their teacher-associated variables and teacher performance indicators with the student averages. This experience served as a basis for meeting the contingency of 2020 with COVID-19. It represented itself as one antecedent in evaluating online education, allowing the establishment of a more expeditious and efficient online educational system.

Students in over 150 countries experienced school closures throughout the COVID-19 pandemic. In the years following, a growing body of literature seeks to estimate the impacts of these education disruptions on a diverse set of outcomes, including student learning. This article adds to this research by examining causal evidence through a difference-in-differences framework (DID). Results suggest that school closures led to learning losses in math for high school seniors in public schools in the Federal District (DF) in Brazil. And while all racial groups experienced learning loss, White and Asian students experienced the most significant losses in 2020. We find no evidence of learning recovery from 2020 to 2021 for any racial groups, suggesting that learning losses persisted into school reopening. We do find, however, possible signs of recovery for female senior students compared to male students. Nevertheless, male and female performance differences are still prominent when analyzing data from 2016 to 2021. The utilization of critical policy analysis and the effectively maintained inequality frameworks can offer insights into significant learning disparities experienced by students.

This report delineates the outcomes of an intervention conducted with in-service high school educators, focusing on elucidating three distinct scenarios within geometric and arithmetic domains: the infinitely large, infinitely numerous, and infinitesimally close. Grounded in the theoretical framework of conceptual change, it is posited that when an individual exhibits entrenched conceptions, it signifies a misclassification of the pertinent concept, necessitating a categorical shift to effectuate a transformation in their cognitive schema, particularly concerning the notion of infinity. Thus, the principal objective of this investigation was to ameliorate the entrenched conceptions held by educators pertaining to infinity through a workshop-based intervention. Preceding the workshop, educators predominantly exhibited conceptions aligned with natural and potential infinities. However, after the workshop, a discernible transition was observed, with educators engendering an actual conception of infinity or an omega-epsilon position, exemplified by their acceptance of equivalences such as 0.999…=1 and the parity in the cardinality of sets comprising natural numbers, even numbers, and perfect squares. Nonetheless, notwithstanding this progress, confident educators evinced resistance to embracing the concept of actual infinity, particularly in instances such as the hypothetical scenario depicted in Hilbert's Grand Hotel. Consequently, drawing upon the framework of conceptual change theory, it can be postulated that a complete categorical shift was not universally realized among educators due to their reluctance to revise entrenched beliefs concerning natural or potential infinity.

Background: Parent-mediated intervention (PMI) is a potentially scalable approach for tailored interventions in neurogenetic conditions like Down syndrome (DS). Because PMIs require ongoing parent engagement, they must be developed in alignment with the needs of intended users. The present study examined caregiver opinions and preferences to inform the development of syndrome-informed interventions for children with DS. Method: Parents of children with DS (n = 34) participated in focus groups discussing PMI. Interviews were transcribed and a thematic analysis was applied to code the data. Results: Three themes were identified: advantages of PMI, disadvantages of PMI and preferred features of PMI. To align with parent preferences, future PMIs for children with DS should require a brief time commitment, blend intervention activities into daily routines and include family members in activities. Conclusions: Findings have implications for developing novel interventions to support early development in children with DS and other neurogenetic conditions.

Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID-19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well-being and fosters holistic development. This study investigated whether students' well-being at the start of the semester can predict their academic engagement mid-way through the semester. We collected data on students' well-being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well-being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well-being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well-being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well-being and engagement. Our findings suggest the importance of well-being as a potentially positive resource for students where students with better well-being tend to be more academically engaged. Educational institutions may consider fostering student well-being in their goals to improve the academic success of students.

Digital technologies and the instructional contexts in which they are embedded can increase students' access to meaningful learning opportunities. Although there is a tradition of designing and integrating digital tools in secondary-grades project-based science instruction to enhance learners' access to disciplinary learning, the elementary grades have received less attention. This has left classroom teachers with limited guidance for leveraging affordances of digital tools in project-based learning (PBL) with younger learners. In this article, we describe the design and integration of digital tools in Multiple Literacies in Project-based Learning, a recent elementary-grade project-based science curriculum that integrates literacy and mathematics. We use the principles of Universal Design for Learning to characterize the affordances of these digital tools, with attention to how the interplay of the tools and the PBL environment in which they were embedded enhanced access to learning opportunities for all students.

Bolman and Deal (2017) presented four traditional frames of reference through which the complexity of an organization and its issues can be discerned. They identified the (a) structural, (b) human resources, (c) political, and (d) symbolic frames as the classifications for understanding the challenges in the body of an organization. For the purposes of this article, we, the authors, have defined, summarized, and provided examples of each of the four frames. Furthermore, we developed the idea for and assessed the use of a new frame that accounts for a less tangible but critical element of an organization's essence. We discuss the eudemonia frame as one that people use to understand the perceived harmonious synergy of an organization and its relation to many critical components. The proposed new frame serves as a grounding force enabling anyone utilizing the four frames to recenter and refocus their interpretation of a complex issue in an organization's core. It serves as an additional lens through which organization members may calibrate thoughts and analysis to ensure a greater level of synergy between the perception of the individuals and the overall well-being of the organization as its own entity. Much like a tuning fork can be struck against a variety of objects to align sound frequencies, we believe through our experiences that the fifth frame can be applied to all frames of thinking to gauge alignment of strategic thinking, decision making, problem solving, collaboration, and success in any organizational context.

Sometime before their second birthday, many children have a period of rapid expressive vocabulary growth called the vocabulary spurt. Theories of the underlying mechanisms differ: Accumulator models emphasize the accumulation of experience with words over time to yield a spurtlike pattern, while cognitive models attribute the spurt to cognitive changes. To test these theories, English-French monolingual and bilingual children with different exposure to each language were studied. Dense, longitudinal data were analyzed from 45 infants aged 16-30 months, whose expressive vocabulary was measured on a total of 617 occasions in English and/or French. Single-language (English and/or French), concept (number of concepts lexicalized across both languages), and word (sum of both languages) vocabulary scores were computed. Infants' exposure to each language and their exposure balance were measured using a language exposure questionnaire. Logistic curves were fitted to each infant's data to estimate the timing (midpoint) and steepness (slope) of the vocabulary spurt in single-language, concept, and word vocabularies. Seventy-six percent of infants showed a spurt in at least one vocabulary type, and bilinguals were less likely to show one in their nondominant than their dominant language. For single-language vocabulary, infants with more exposure to a language had earlier spurts. For combined vocabularies (concept and word), monolinguals and unbalanced bilinguals had earlier and steeper spurts than balanced bilinguals. Results better support the predictions of accumulator models than cognitive theories and show that infants follow different vocabulary acquisition trajectories based on their language background.

To conceive a philosophy of art education that is removed from actual practice would belie the extraordinary experience of developing and making practice. In this article, I propose to explore the philosophical implications of art practice being an experience of the 'daily extraordinary.' A view of practice as being at once stretching and comfortable, takes the artist and viewer's responses to the strangeness of the everyday: the delightful, the shocking, or even the miraculous, in what appear to be simple and mundane experiences. If we perceive learning in the arts as a pursuit of ideas, affect and expression that occurs in regular practice, there is an inclusivity that renders both learning in the arts and philosophy of art education accessible to everyone. In this article I will refer to the Goldsmiths Centre for Arts and Learning's research programme of 2022-2023, in which events and connected teaching activities practised being "All For the Arts." With visiting speakers, museums and galleries and postgraduate students, CAL researched how the vitality and challenge of art practice, which includes the individualities and expression of persons and histories made ordinary and invisible, could bring the value of learning in the arts to the fore. Including reflections from contributors such as John Baldacchino, A Particular Reality, Carol Wild, Danny Braverman, Raphael Vella, Kevin Tavin and Andrea Kárpáti, we explored inclusivity in art practice from the daily extraordinary of each speaker's developments in educational research. Also, in the company of representatives from arts organisations such as Entelechy Arts, Autograph ABP, Whitechapel Gallery, Young V&A and Bow Arts, we considered the amazing and essential factors of inclusivity in the arts -- that could be encountered on a daily basis. I will gather meeting points here among this incredible range of contributors.

This review study aims to understand the concept of adults' digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.

To estimate the distribution of the number of acquaintances of the members of a society, the network scale-up method asks survey respondents about the number of people they know with features for which national statistics are available. While many features have been used for this purpose, first names have been suggested to produce particularly low levels of transmission error and recall bias. For this method to be precise, a set of names needs to be selected for the survey that jointly represents the population in relevant variables such as gender or age. This article provides a solution approach to finding the optimal set of names. This can be applied to any population for which a joint distribution of first names and relevant variables is available. We show that our approach successfully provides sets of names closely mirroring the population distributions for six countries with different name statistics.

Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one-off workshops that follow an inquiry-based approach and include hands-on activities and science communication in the students' heritage language. Using surveys with adapted scales and open-ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty-three Portuguese-speaking migrant students aged 6-17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self-concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self-concept of ability regarding the heritage language through a brief science outreach intervention.

Despite advancements in human research ethics and the growing significance of Research Ethics Board (REB) members, educational opportunities specifically tailored to their needs remain lacking in many countries. In response to this gap, our research aims to understand the demographics, needs, and preferences for educational opportunities of REB members in Canada. We conducted a survey that found REB demographics to be diverse and have different perceptions of their roles on topics such as the evaluation of the scientific merit of studies and responsibilities to stakeholders. We found that REB members in general prefer online tutorials and webinars for their education. Educators interested in facilitating the development of future training programs should consider the needs and preferences of REB members outlined in this publication.

Recent research in mathematics education shows that by exploring the properties of figures and making conjectures, especially through dynamic geometry software, students can better develop their understanding of concepts. Furthermore, comparing different geometric worlds and, within them, different representations enhances Euclidean knowledge. In our ongoing experience, high school students are involved in exploratory cooperative learning activities within Taxicab geometry using digital and non-digital tools, starting from Euclidean geometry, and going back to it. In the paper, we focus on the concepts of distance, circle, and conic. We face the issue of promoting students' conceptual understanding and theoretical thinking by transferring their knowledge of concepts or the validity of statements back and forth between Euclidean and Taxicab geometry, with the goal of providing evidence that an instrumental genesis of meaningful learning is activated when students engage in these activities.

Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community-based STEM after-school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science. Using intersectionality and community cultural wealth as theoretical perspectives, findings revealed that multiple forms of capital (aspirational, social, navigational, and familial) were fostered and interconnected throughout the program. The intersections of race and gender were also prominent contributions to the multidimensional, nuanced ways Black girls experience and flourish in STEM education. Implications and recommendations for future research on Black girls in science are discussed.

Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone.

The current study explored adolescents' experiences with bystander intervention in cyberbullying situations. Using a mixed-methods approach, the study investigated the utility of using the five-step bystander intervention model (notice, interpret as an emergency, accept responsibility to intervene, know how to help, act) to the cyberbullying context. Adolescents also provided responses regarding the intervention actions that they have taken when they have observed cyberbullying. A racially diverse sample of 839 adolescents from a single school completed three surveys and open-ended questions. Path analysis for quantitative analyses suggests the five-step bystander intervention model seems to be a useful framework for exploring the discrete steps leading to cyberbullying intervention. In addition, experience as a victim or perpetrator of traditional bullying or cyberbullying was not strongly related to the five steps of the model. Using thematic analyses for qualitative analyses, results suggest that adolescents engage in a wide variety of intervention actions, with the majority being prosocial in nature, except when youth "bully the bully back."

This study explored school psychologists' practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these practices and school psychologists' confidence levels were examined. Data were collected from a national sample of practitioners (n = 179). Overall, results suggest that school district supports, being mindful of potential barriers to implementation, certain components of the FBA process, and adhering to best practices in behavioral consultation can have substantial positive impacts on a school psychologist's confidence in the treatment integrity and maintenance of BIPs over time. Implications for practice are discussed.

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

For most graduate writers, acclimating to doctoral-level inquiry is fraught with numerous tensions, whether regarding the development of scholarly identity (Gardner et al., 2014), navigating graduate school's newly decentralized sources for support (Simpson, 2012), or mastering the writing and research conventions that govern disciplinary practice. Using a Cultural Historical Activity Theory (CHAT) framework, this case study analyzes the first-term experiences of Miranda, a first-year PhD student from the field of gerontology (who is also a co-author), and the tensions she feels around the drafting and revision of a single paper. Drawing from Engeström (1987), we theorize Miranda's challenges around motive, authority, and expert feedback as comprising three "contradictions" engendered by the contemporary activity system of doctoral-level learning-to-write, contradictions that at once challenge the writer's going presumptions about writing even while they enable new concepts and solutions to emerge. This analysis finally encourages researchers to take a wide, cultural-historical view of the many contexts in which doctoral students write during their first terms, including the instructor-led classroom, the larger culture of the program and institution, and the current high-pressure realities of doctoral-level academic study in the United States.

The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being.

When it comes to generating better practices, feedback--a fair representation of professional performance--plays a crucial role due to its transformational power of enhancing skills, which helps ensure high-quality teaching in the classroom. However, principals' lack of time, lack of knowledge of curriculum content, and lack of training are the causal factors for ineffective feedback. This paper presents elements that make K-12 principals' feedback effective. Feedback must be given within a 24-hour period after each supervision or evaluation; it must also be descriptive, specific, understandable and dialogical while communicating through constructive dialogue.

How teachers interact with students can have damaging effects on students' self-esteem, which is quite often the antecedent to students' disruptive behaviours in the classroom. The purpose of this article is to encourage teachers to take the initiative step toward improving their classroom climate by identifying their response styles and types of classrooms. The types of misbehaviour of students and teachers are identified. Specific classroom management strategies and leading authors in behavioural theories are closely examined. The premise is that teachers need to monitor their behaviours when interacting with students during instructional activities, and students need to be taught how to behave.

The focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a "problem" that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: (1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; (2) the determination of a score range for said zones; (3) hierarchical cluster analysis (HCA) and (4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry.

Over the last three years, crises of a historical magnitude have had a profound impact on the higher education system in the U.S. During the spring of March 2020, COVID-19, referred to as the coronavirus, caused a significant health crisis, killing hundreds of thousands of people, while disrupting the educational, economic, and health system (Gupta, 2021). The following year, a 46-year-old black man, George Floyd, was brutally murdered by a white police officer, sparking violent protests and debate around racial equity, policing, and justice. A toxic and polarizing political environment further complicated issues under the controversial leadership of President Donald Trump. Colleges and universities had to quickly pivot to remote instruction, enforce mask mandates, and carefully navigate discourse to minimize disruption to the education of students. The adjustment was challenging for most institutions, particularly those classified as Hispanic Serving Institutions (HSI) or Minority Serving Institutions (MSI). They are usually under-resourced but serve many marginalized, low-income, first-generation, and at-risk students. These organizations encountered both obstacles and opportunities in the attempt to usher in a new generation of learners, Generation Z. Generation Z, often referred to as Gen-Z, are those individuals born between the years 1995-2015; a group that has experienced an untraditional and unprecedented college transition that will have a lasting impact on their younger and older adult lives. This qualitative case study explored the lived experience of Generation Z college students as they navigated the uncertain and tumultuous college transition into an HSI/MSI during the large-scale U.S. and world crises.

Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers' perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers' most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students' success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire's results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

Purpose: The purpose of this study is to develop a game-based mobile application to help learners practice mathematical patterns and structures. Method: The study followed a mixed-method research design and prototyping methodology to guide the study in developing the mobile application. An instrument based on the Octalysis framework was developed as an evaluation tool for the study. Results: The study developed a mobile application based on the Octalysis framework. The application has fully achieved all its intended features based on the rating provided by the students and IT experts. Conclusion: The study successfully developed a mobile learning application for mathematical patterns and structures. By incorporating GBL principles and the Octalysis framework, the app achieved its intended features and received positive evaluations from students and IT experts. This highlights the potential of the app in promoting mathematical learning. Recommendations: This study recommends that the application be further enhanced to include other topics. Incorporating other game-based principles and approaches like timed questions and the difficulty level is also worth pursuing. Actual testing for end-users is also needed to verify the application's effectiveness. Practical Implications: Successful development of a game-based mobile app for practicing mathematical patterns and structures can transform education technology by engaging learners and enhancing their experience. This study provides valuable insights for future researchers developing similar applications, highlighting the potential to revolutionize traditional approaches and create an interactive learning environment for improving mathematical abilities.

Emotions play a crucial role in knowledge acquisition and can significantly impact motivation when studying a new field. Unfortunately, young people, especially girls, are often not drawn to Computer Science. To address this issue, we conducted an analysis of emotions among 8-9-year-old and 12-13-year-old students engaged in Computational Thinking activities, considering educational level, gender, and type of intervention. Our study sought to understand the lack of interest by examining the emotions present in primary and secondary school students. Hour-long in-person classes were conducted, focusing on Computational Thinking activities. We used the Developmental Channels Questionnaire, which includes 13 emotions rated on a Likert scale from 0 to 10, to measure emotions. The results showed that the predominant emotions were mostly positive and ambiguous, with low intensity negative emotions, particularly in primary education. Gender differences were observed only in secondary education, while in primary education, the differences were not significant. Girls demonstrated an emotional evolution when engaging in these activities, unlike boys. These findings provide valuable quantitative insights for primary and secondary school teachers. Understanding the emotions experienced can help guide effective teaching approaches. By addressing emotional factors, educators can enhance students' interest in computer science, thus fostering a more inclusive and engaging learning environment.

Emotions are ubiquitous and permeate all aspects of human life, including language learning. However, little attention has been paid to emotions in the ELT curriculum, let alone in the design and implementation of conversations clubs. In this article, we share the qualitative results of a mixed-method study on students' emotions while participating in a conversation club at a public university in Colombia. Findings show an ample range of students' emotions, factors commonly associated with these emotions such as academic load and personal life, and the connections of emotions with students' language learning processes. This study identifies how emotions can facilitate or interfere with language learning, highlights the importance of emotions in the development of oral skills in the context of conversation clubs, and contributes to the understanding of the language learner from a holistic perspective in the field of Applied Linguistics.

In this study, we regard co-creation as a collaborative process where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process and aim to create beneficial outcomes for each participant. Co-creation can be used as a valuable pedagogical method to support continuous interaction between learning and working in higher education to foster innovation. However, this process is not necessarily mastered by co-creation groups. In order to identify which components of this collaboration process can be further improved, we developed a questionnaire to assess co-creation processes in higher education. Students, lecturers and working field professionals participating in co-creation projects completed the questionnaire. We validated the questionnaire using a principal component analysis. The seven extracted scales proved to be sufficiently reliable. The final questionnaire consists of seven components: positive interdependence, individual accountability, collaboration, shared mental models, safe and supporting conditions, creative community, and group evaluation. We described how the tool can be used in practice.

One of the most important elements of English language is the writing skill. It is a competence which human beings are not born with; on the contrary, it is learnt with practice and experience. In this respect, the focus must be on the hard work of English instructors, who deal painstakingly with the four skills, emphasizing writing, by means of comments, advice, explanations etc. In Albanian Educational system, foreign languages are given a considerable space. In high school students study up to two foreign languages. In 'Aleksandër Moisiu' University, apart from the courses that are related to the students' profile of study, a specific importance is given to English Language as well, which helps to enhance their English Language competences. This leads us to believe that students' progress in English is satisfactory; however, this is not always the case with all the skills. Even though students are very good at listening and speaking, when it comes to writing, many of them have serious problems, which are noticed while analyzing their written work. In this respect, this study aims to explore and analyze students' errors through the procedure of error analysis. More specifically, a sample of 100 short essays of our freshmen students from different branches of study have been analyzed with this purpose in mind. This article analyses the types of errors and their frequency of occurrence in English language writing. Based on the research analysis, it was concluded that the mechanical errors, verb tense errors, preposition errors and to some degree article errors, resulted to be more problematic than the other categories. The importance of identifying and analyzing errors is to give English lecturers feedback on the effectiveness of their teaching techniques, information on what is to be reviewed and further notice on what parts of the syllabus need modification. Making errors is an essential part of learning and English teachers should view them from the perspective of improving their teaching approaches and techniques.

Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of "all" individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that "culturally relevant consultation" is necessary to realize equitable and meaningful outcomes for minoritized youth in schools. The purpose of this manuscript is to present a model of teaching culturally relevant consultation. Specifically, we propose a preservice training model that includes (a) awareness of relevant theories and personal identities, experiences, biases, and existing knowledge; (b) conceptual knowledge of culturally relevant consultation practice; (c) acquisition of culturally relevant consultation skills; (d) application of culturally relevant consultation skills; and (e) ongoing self-assessment and reflection on social justice dispositions. This paper contributes to what we know about culturally relevant consultation training and provides future directions for training and research in this area.

This article presents a controlled case study focused on implementing and using generative artificial intelligence, specifically large language models (LLMs), in physiotherapy education to assist instructors with formulating effective technology-mediated feedback for students. It outlines how these advanced technologies have been integrated into an existing feedback-oriented platform to guide instructors in providing feedback inputs and establish a reference framework for future innovations in practical skills training for health professions education. Specifically, the proposed solution uses LLMs to automatically evaluate feedback inputs made by instructors based on predefined and literature-based quality criteria and generates actionable textual explanations for reformulation. In addition, if the instructor requires, the tool supports summary generation for large sets of text inputs to achieve better student reception and understanding. The case study describes how these features were integrated into the feedback-oriented platform, how their effectiveness was evaluated in a controlled setting with documented feedback inputs, and the results of its implementation with real users through cognitive walkthroughs. Initial results indicate that this innovative implementation holds great potential to enhance learning and performance in physiotherapy education and has the potential to expand to other health disciplines where the development of procedural skills is critical, offering a valuable tool to assess and improve feedback based on quality standards for effective feedback processes. The cognitive walkthroughs allowed us to determine participants' usability decisions in the face of these new features and to evaluate the perceived usefulness, how this would integrate into their workload, and their opinion regarding the potential for the future within this teaching strategy. This article concludes with a discussion of the implications of these findings for practice and future research directions in this developing field.

We aimed to investigate the impact of smartphone use during intertrial intervals within a distributed practice regime on mental fatigue, performance, and learning of a balance motor skill. One hundred and thirty-six participants were randomly divided into two groups: the smartphone use group (SMARTPHONE) and the control group (CONTROL). The SMARTPHONE accessed social media during the rest periods within a distributed practice of a balance task, whereas the CONTROL rested passively during the rest periods. The participants practiced the toe-touch task. The participants underwent a pretest consisting of one trial. Subsequently, the participants were engaged in practice, completing six trials interspersed with 2-min intervals of either rest or smartphone use. Following the practice phase, a posttest was conducted, and after 24 hr, we administered a retention test and a transfer test. The number of touches and the number of errors (contacting the ground with the free leg to regain balance) were performance measures. We evaluated the participants' mental fatigue after the practice session using a visual analog scale. The groups demonstrated similar mental fatigue after practice. Our results suggest that using social media on smartphones during rest periods within a distributed practice impairs performance but not motor learning.

Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students' perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: (1) Students' perceptions of online classes have improved but are far from equivalent for a lot of the students. (2) Lab resources have improved a great deal, but lab experiences have only improved modestly. (3) Although students' preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students' perception of their learning experience. (4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper.

The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both PsycInfo and PubMed as databases. All of them, except one study, focused on exploring the relationship between board games and mathematical knowledge and numerical skills. These studies show that in 52% of the analysed tasks, significant gains were found considering pre- and post-comparisons in math skills. When comparing intervention and control groups, significant differences appeared for 32% of the cases. Board games enhance mathematical abilities for children from 45.6 to 100.6 months since they help achieve statistically significant gains. Future studies should be designed to explore the effects that these games could have on other cognitive and developmental skills.

Purpose: The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems' effectiveness. The purpose is to assess the relationship of university graduates' socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction. Design/methodology/approach: The data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles. Findings: The results show that sex, field of study, gross salary and horizontal match are related to graduates' job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction. Originality/value: This study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines.

Introduction: Short sleep, physical inactivity, and being locked up are risk factors for weight gain. Objective: We evaluated weight gain according to sex, age, hours of sleep and physical activity in university students from 10 Latin American countries during the COVID-19 pandemic. Methods: Cross-sectional and multicenter study (n = 4880). Results: The average age was 22.5 ± 4.4 years. 60.2% were currently locked up. 73.6% were women, 48.2% increased their body weight, 66% reported insufficient sleep hours, and 65.9% were inactive. Women gained more weight than men (73.2%) and younger students gained more weight (85.1%). Those who had insufficient sleep hours gained most weight (67.6%). Inactive participants gained most weight (74.7%). Students who have insufficient sleep are 21% more likely to have changes in body weight compared to students who have optimal sleep. Conclusion: The increase in body weight and its risk factors during confinement should be considered as emerging from public health.

Background: The complexity of communication presents challenges for clinical assessment, outcome measurement and intervention for people with acquired brain injury. For the purposes of assessment or treatment, this complexity is usually managed by isolating specific linguistic functions or speech acts from the interactional context. Separating linguistic functions from their interactional context can lead to discourse being viewed as a static entity comprised of discrete features, rather than as a dynamic process of co-constructing meaning. The ecological validity of discourse assessments which rely on the deconstruction of linguistic functions is unclear. Previous studies have reported assessment tasks that preserve some of the dialogic features of communication, but as yet, these tasks have not been identified as a distinct genre of assessment. We suggest the term 'co-constructed communication' to describe tasks which are specifically designed to capture the dynamic, jointly produced nature of communication within a replicable assessment task. Aims: To identify and summarize how co-constructed communication has been assessed with individuals with non-progressive acquired communication disability regarding task design, measures and psychometric robustness. Methods: A scoping review methodology was used to identity relevant studies. Systematic database searches were conducted on studies published before July 2021. Studies in the yield were assessed against eligibility criteria, with 37 studies identified as eligible for inclusion. Main contribution: This is the first time that co-constructed communication has been defined as a genre of discourse assessment for stroke and traumatic brain injury populations. Co-constructed communication has been assessed for 144 individuals with aphasia and 111 with cognitive-communication disability. Five categories of co-constructed communication tasks were identified, ranging in complexity. Variability exists in how these assessment tasks are labelled and measured. Assessment measures require further psychometric profiling, specifically regarding test-retest reliability and validity. Conclusions: Co-constructed communication is a discourse genre which offers researchers and clinicians a replicable method to assess language and communication in an experimentally rigorous way, within an ecologically valid context, bridging the gap between experimental and ecological assessment approaches.