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Purpose: This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity. Design/Approach/Methods: Based on Selwyn's conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools. Findings: The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity. Originality/Value: Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.

This paper reports the findings from a pre- and post-survey of participants and interviews with a small number of course members. A three-day course of training in qualitative research methods was delivered to a cohort of inexperienced researchers, all of whom were working in the field of special educational needs and disability, in Kolkata, India. The study examines the effectiveness of the training, taking into account the teaching methods used and the structure of the workshop. The findings suggest that emerging researchers prefer a hands-on workshop approach to more traditional lecture delivery of research training. The levels of support provided by tutors and the interaction with practical activities using bespoke resources found favour with participants. Following the training workshop, members expressed greater confidence in their ability to use qualitative research methods and understood the relation of this approach to quantitative studies. Some who completed the course have begun to conduct independent research investigations using the methods taught.

In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Perceptions of program safety for youth might include such features as physical safety, psychological safety, and social-relational safety. A holistic sense of safety, or one that inclusively encompasses and integrates features of, and relations with, the ecology in which youth develop, could be engendered through programmatic designs that attend to the dynamic relations among physical, psychological, and social-relational safety. Having a better understanding of the phenomenology of safety among program participants, and how such perceptions function in youth programs would enable positive youth development (PYD) program practitioners to better align their conceptions -- that is, their "objective" definitions -- of program safety with the phenomenological experiences of youth and, in so doing, better promote PYD and thriving outcomes. The present study was informed by preliminary quantitative findings emerging from the broader Compassion International (CI) Study of PYD (Lerner et al., 2019; Tirrell et al., 2021; Tirrell, Gansert, et al., 2019; Tirrell, Geldhof, et al., 2019). As described in this article, youth who engaged in CI-supported programs in El Salvador reported feeling safe at the CI programs, but also reported feeling generally unsafe, and worrying about their safety, in the broader contexts of their lives.

Postsecondary students with disabilities risk facing challenges while pursuing their academic goals. Although disability service providers are encouraged to support their goal pursuit, its actualization and the role of individual differences remain poorly researched. We examine the role of autonomy striving dispositional styles, need satisfaction, and goal action crisis. A three-wave, semester-long study was conducted with 234 university students with disabilities. Through path analysis, a type of structural equation modeling, four hypotheses were tested. Assisted autonomy was associated with higher need satisfaction and less severe goal action crises in the middle of the semester. Indirect effects were also evidenced on goal progress and positive affect at the end of the semester. Striving to satisfy their autonomy need through collaborative means supports well-being and academic goal progress for university students with disabilities. Disability service providers and university settings are thus encouraged to create need-supportive environments and foster collaboration across campuses.

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student's final grade in a course, and GPAs are used by employers and graduate schools to indicate a student's subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant's likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

School leaders must make decisions and implement strategies to improve a school climate and student achievement, and it benefits them to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and student achievement with its school accountability measure, the College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data that was publicly available from CCRPI data for a two year span to examine the relationship between school climate and student achievement statewide in the middle grade sector. Findings revealed that all four components of school climate (i.e., Survey Score, Discipline Score, Safe & Substance-Free Learning Environment Score, and Attendance Score) were significantly related to student achievement. Additionally, the Survey Score and Discipline Score were the most significant predictors of student achievement. These findings provide school leaders with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar analyses may also help administrators improve school climate and student achievement.

School management committees' (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members' limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to high quality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members' knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members' capacity for sustained school improvement through education policy initiatives at the district and school levels.

This research examines the factors that influence students' choices to pursue Science, Technology, Engineering, and Mathematics (STEM) degrees in the United Arab Emirates. Our study investigates the impact of psychosocial variables, including math anxiety, educational stress, and family expectations, on the decision of 558 children to pursue STEM education. We have discovered that there is a positive correlation between greater levels of school stress and parental expectations and the possibility of enrolling in STEM fields. Moreover, gender appears as a notable indicator, as males have a greater propensity towards STEM. The study emphasises the necessity of implementing comprehensive treatments to tackle math anxiety, educate parents about STEM jobs, and offer efficient stress management assistance for pupils. The implications have a wide reach, including politicians, educators, and parents that aim to foster a varied and driven community of STEM students in the UAE. Additional investigation is advised to explore the complex interactions of psychological elements that influence educational decisions.

It is well established that international students attending higher education institutions in Australia and other parts of the world face challenges that can affect their state of well-being and connectedness. Higher education institutions have attempted to counter these issues by providing specifically designed programs with varying success. This study builds on some of the more successful programs that draw on the relationship between creativity and collaboration. The program aimed to foster international students' well-being by teaching them how to harness their creative potential and explore through stand-up comedy the funny side of life as international students in Australia. The analysis shows that the program positively enhanced well-being by fostering a sense of connectedness and by providing a space to take risks in a safe and supportive fashion. Data also indicated that the program contributed to the development of knowledge and skills transferrable to other academic and non-academic contexts.

In this article we offer a conceptual and practical contribution to the field of STEM education by investigating the concepts educators may include in Quantum Technologies (QT) outreach activities. We embed our approach in the discipline-culture (DC) framework, in which we consider the cultural nuances of QT as an important factor which must not be ignored in education efforts. To this end, a survey study by the pilot project Quantum Technologies Education For Everyone (QuTE4E), investigating key concepts for QT outreach, was conducted between December 2021 and June 2022. Here we present the results of the study, analysed through the DC framework, and consider the implications for designing QT outreach activities. The data hints at the perceived value of highlighting core concepts of Quantum Mechanics (QM), while also raising the question of whether QT sits as a discipline of Physics, Computer Science, or elsewhere. This calls for a reordering of the primacy of certain concepts (such as qubit and spin) for outreach purposes, where core concepts in QM might not be core concepts in QT, and vice versa. The results of this study provide valuable insights for those interested in learning more about this rapidly-evolving field.

Schoolteachers worldwide continue to encounter challenging behavior in their classrooms. As a result, teacher preparation programs are receiving more scrutiny regarding how well they are preparing their teacher candidates to effectively address challenging behavior especially in line with the principles of whole schooling. The overarching purpose of this research was to identify the extent to which pre-service teacher preparation programs in eight African countries provided training in classroom and behavior management. The study was predicated on the premise of accentuating the scope of the teacher preparation experience in addressing critical research-based features of classroom and behavior management. Curricula from 11 teacher preparation institutions from across eight African countries were collected and analyzed to explore the extent to which the programs were addressing research-based practices in classroom and behavior management in the preparation of their teacher candidates. Results indicated that only three of the programs offered courses that were specific to behavior and classroom management and only one of the programs addressed some of the specific research-based practices--and very minimally so. This study highlights the need to further examine teacher preparation programs in the different countries with the goal to incorporate and promote research-based practices in behavior and classroom management.

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

Autism has been associated with increased mortality risk among adult populations, but little is known about the mortality risk among children and young people (0-24 years). We used a 15-year nationwide birth cohort study using linked health and non-health administrative data to estimate the mortality risk among Autistic children and young people in Aotearoa/New Zealand. Time-to-event analysis was used to determine the association between autism and mortality, controlling for sex, age, ethnicity, deprivation and rurality of residence. The participant population included 895,707 children of whom 11,919 (1.4%) were identified as Autistic. Autism was associated with a significantly higher mortality risk (hazard ratio = 2.35; 95% confidence interval = 1.80-3.06) compared to the general population. In addition, using stratified analyses, we found that this risk was significantly higher among females (hazard ratio = 5.40; 95% confidence interval = 3.42-8.52) compared to males (hazard ratio = 1.82; 95% confidence int

The purpose of this study was to examine the career trajectories of two teachers in the United States and their decision to leave teaching Spanish. Data for the study emerged from the teachers' narratives about their school-based experiences and the consequences of those experiences on their decisions to reorient their work in the educational community. We adopted the theoretical framework of history in person to analyze the interactions between the teachers' own personal histories with the histories of the institutions in which they taught. Data collection began during the two teachers' student-teaching semester and continued for 5 years after their initial induction into the language teaching profession and included interviews and email communications. The context was North Carolina, a state experiencing a severe teacher shortage and conflicts regarding teacher compensation. Findings highlight the challenges these teachers faced and how their interactions with historically institutionalized struggles were consequential to their professional futures. Implications for research, policy, and teacher preparation are discussed.

This article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee-led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.

Background: The aim of this feasibility study was to adapt and model a behavioural intervention for anxiety with autistic adults with moderate to severe intellectual disabilities. Method: Twenty-eight autistic adults with moderate or severe intellectual disabilities, 37 carers, and 40 therapists took part in this single-group non-randomised feasibility study designed to test intervention feasibility and acceptability, outcome measures, and research processes. Results: The intervention was judged as feasible and acceptable by autistic adults with intellectual disabilities, carers, and therapists. Minor intervention revisions were suggested. Carers completed 100% of outcome measures and the missing data rate was low. Complying with legislation governing the inclusion of participants who lack capacity to decide whether they wanted to take part in this study led to an average 5-week enrolment delay. Conclusion: The intervention and associated study processes were judged to be feasible and acceptable and should now be tested within a larger randomised trial.

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an "urban-emergent" district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.

Background: Although adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on-screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning. Aims: We explored whether and how embodied on-screen instructors rendered with different levels of realism in multimedia lessons affect learning process and learning outcomes. Samples: We recruited 125 college students as participants. Methods: Students learned about neural transmission in an online multimedia lesson that included a real human, cartoon human, cartoon animal or no instructor. Results: Students learning with cartoon human or cartoon animal instructors tended to fixate more on the relevant portions of the screen and performed better on retention and transfer tests than no instructor group. The real human group fixated more on the instructor, fixated less on the relevant portion of the screen and performed worse on a retention test in comparison to the cartoon human group. Fixation time on the instructor fully mediated the relationship between instructor realism and retention score. Conclusions: The addition of embodied on-screen instructors can promote multimedia learning, but the promotion effect would be better if the embodied instructor was a cartoon animal or cartoon human rather than a real human. This suggests an important boundary condition in which less realism of on-screen embodied instructors produces better learning processes and outcomes.

Inclusive research combines the expertise of academically trained researchers with the lived experience of individuals with disabilities to render results that are more accessible, accountable, and meaningful to the disability community. In this case study, adults with intellectual and developmental disabilities (IDD) contributed as co-researchers to a series of studies on mental health of adults with intellectual disability. The research model, specific engagement strategies, and lessons learned are shared. Feedback from members of the research team suggests that including adults with IDD as co-researchers benefited investigators, co-researchers with IDD, and project outcomes. Our case study emphasizes the valuable contributions of research partners with IDD and provides a model that may be adapted and utilized by researchers to enhance their practice.

This article describes a novel method for quantifying fixation disparity and evaluates its role in visuospatial cognition during an authentic learning task, specifically, the determination of molecule chirality in organic chemistry involving mental rotation and pattern comparison. The first study examined the influence of molecular model dimensionality (2D vs. 3D) on chirality determination performance and visual attention of 55 participants. The second study explored how the sustained playing of the tile-matching game Mahjong, a pattern comparison game, can affect visual attention and visuospatial performance during the chirality determination task of 59 participants. Fixation disparity was one of the eye tracking variables explored. Both studies revealed that (1) individuals with higher fixation disparity underperformed on the chirality task, which involves mental rotation and pattern comparison, and (2) fixation disparity improved over time in participants who played Mahjong. This work provides important implications for using fixation disparity as a possible biomarker of visuospatial performance.

Purpose: Little is known about the relationship between discourse comprehension and production in traumatic brain injury (TBI), especially for spoken language. This study examined to what extent narrative discourse comprehension accounts for narrative discourse production outcomes (story grammar, story completeness). A secondary aim was to provisionally test an assumption of a discourse model, the structure building framework (SBF), that discourse comprehension and production share cognitive processes by investigating the strength of the relationship between them. Method: Twenty-one individuals with TBI completed story comprehension and story retelling tasks. Discourse measures included the Discourse Comprehension Test, a picture story comprehension task, story grammar, and story completeness. Correlational and multiple regression analyses were performed using comprehension measures as predictors for production measures. Results: There were significant moderate-to-large correlations between all comprehension and production measures. Comprehension measures approached but did not reach significance for predicting story grammar performance but strongly predicted story completeness outcomes. Conclusions: The story comprehension measures likely tapped content aspects of discourse more so than organization. Results provided support for a link between content-focused discourse comprehension measures and discourse production outcomes, which may have clinical implications for approaches to discourse intervention. Findings were interpreted as providing preliminary support for the SBF's claim that discourse production deploys the same processes involved in discourse comprehension.

Contemporary theories of semantic representation posit that social experience is an important source of information for deriving meaning. However, there is a lack of behavioral evidence in support of this proposal. The aim of the present work was to test whether words' degree of social relevance, or "socialness", influences lexical-semantic processing. In Study 1, across a series of item-level regression analyses, we found that (a) socialness can facilitate responses in lexical, semantic, and memory tasks, and (b) limited evidence for an interaction of socialness with concreteness. In Studies 2-3, we tested the preregistered hypothesis that social words, compared to nonsocial words, will be associated with faster and more accurate responses during a syntactic classification task. We found that socialness has a facilitatory effect on noun decisions (Study 3), but not verb decisions (Study 2). Overall, our results suggest that the socialness of a word affects lexical-semantic processing but also that this is task-dependent. These findings constitute novel evidence in support of proposals that social information is an important dimension of semantic representation.

Both parasympathetic nervous system regulation and receipt of social support from close relationships contribute to prosocial development, although few studies have examined their combined influences in adolescence and particularly within racially and ethnically minoritized populations. In this longitudinal study of 229 U.S. Mexican-origin adolescents (48% female-identifying), youths reported on receipt of social support from family and friends from 10 to 16 years, had their baseline respiratory sinus arrhythmia (RSA) measured at 17 years, reported their prosocial behavior and completed the Mind in the Eyes test to assess cognitive empathy at 17 and 19 years, and reported their prosocial civic behavior (i.e., community activity) at 19 years. Family social support predicted prosocial behavior at 17 years, and friend social support predicted prosocial civic behavior at 19 years. Compared to youths with lower or higher baseline RSA, youths with moderate RSA reported more prosocial civic behavior, had greater cognitive empathy, and tended to report more general prosocial behavior at 19 years. The quadratic association between baseline RSA and cognitive empathy was stronger for youths with greater family social support. These findings are the first to extend the evidence that moderate baseline parasympathetic nervous system activity supports prosocial development into late adolescence and with the U.S. Mexican-origin community, and these findings address calls for more integrative biopsychosocial studies of prosociality.

The present study investigated whether distinct developmental patterns of externalizing behaviors (EBs: hyperactivity-impulsivity, noncompliance, physical aggression) based on parent reports were repeatedly and differentially associated with separate dimensions of internalizing problems such as general anxiety, separation anxiety, and depressive symptoms across the early, middle, and late preschool years in a population birth cohort (N = 2,057, 50.7% boys). Six high trajectory classes obtained by latent growth modeling were used as longitudinal indicators of single EB and co-occurrent EBs. Children following low or moderate trajectories for all EBs served as the reference class. Results revealed that children in trajectory classes reflecting high levels of co-occurring EBs showed higher levels of general anxiety, separation anxiety, and depressive symptoms across the preschool years. In contrast, children in trajectory classes reflecting single EB manifested higher levels of some, but not all, dimensions of internalizing problems. In addition, their scores varied from one period to another. No sex differences were observed in the above associations. These results underline the need for comprehensive assessments across distinct types of EBs and internalizing problems to better reflect the characteristics that distinguish individual children. Finally, results suggest that children showing early co-occurrent EBs and internalizing symptoms may be an important group to target for in-depth assessment and possibly preventive intervention.

Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included post-lesson personal reflections, a researcher journal, and transcripts from meetings with a critical friend. Qualitative data was also collected from students (n = 19) over a shorter timeframe of six months, and took the form of student work samples, along with transcripts from focus group interviews (n = 2, with eight total participants). Findings show that the enactment of student voice pedagogies requires significant scaffolding for both the teacher and their students. The teacher needs to learn how to listen to, nurture, and act on their students' voices, while students require assistance in developing their capacity to share their voices. Thus, the enactment of student voice pedagogies takes time, and necessitates a period of trial and error, to ensure the educator is providing authentic student voice opportunities in their practice. This study adds an additional layer to student voice research by providing a teacher's perspective of learning how to enact student voice pedagogies in PE. Furthermore, the findings add to the limited research into the use of student voice pedagogies at primary level.

Longitudinal research is crucial to fully assess the putative impact of the COVID-19 pandemic on children with an intellectual disability in special school settings--ideally drawing on data pre-pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre-pandemic and one time point post-pandemic. Data were analysed using multilevel models with repeated observations over the five time points. There was a decrease in aggressive and destructive behaviours and a decrease in adaptive skills at the post-pandemic time point, after accounting for other important covariates. There was no evidence of a change in stereotyped or self-injurious challenging behaviours. Other research using longitudinal methods is rare, but the current findings are consistent with previous research reporting on the impact of COVID-19 on children and young people, particularly from parent reports. Future considerations for schools include adopting appropriate strategies to support learners to reintegrate back into education. Further research is needed to look at the longer-term impact of the pandemic on challenging behaviour in children with an intellectual disability.

There is a significant variability in the prevalence of psychotropic medication use among young autistic persons worldwide and this is under-studied in Australia. Apart from risperidone, approved by the Therapeutic Goods Administration to manage challenging behaviour, the appropriateness of other psychotropic medications prescribed to young autistic persons warrants scrutiny. This retrospective study aims to gain initial insight into the magnitude, types and indications of psychotropic medication use in autistic children and adolescents in Western Australia. We analysed de-identified data from 239 autistic children and adolescents ([less than or equal to] 21 years) who participated in the Western Australian Autism Biological Registry between 2011 and 2015 and who completed a questionnaire regarding medication use. One-quarter (n = 66, 28%) of young autistic people reported using a total of 137 medications. Most (n = 46, 70%) of those medicated were under 12 years of age; half (n = 33) were 6-12 years and a fifth (n = 13) were under 6 years. The most used medications were stimulants (n = 35, 53.0%), followed by antidepressants (n = 24, 36.4%), antiepileptics (n = 21, 31.8%), sedatives (n = 15, 22.7%) and antipsychotics (n = 14, 21.2%). These medications were mainly to manage attention deficit hyperactivity disorder, challenging behaviours, seizures, insomnia, undefined anxiety, depression and mood instability. While most autistic young people in the Western Australian Autism Biological Registry did not report using psychotropic medication, over a quarter were prescribed medications, primarily stimulants, to manage symptoms of attention deficit hyperactivity disorder. Various medications, including risperidone, were used to help manage challenging behaviours. Medication use should be studied more comprehensively in a larger cohort of autistic persons to confirm our current preliminary observations. Further, future studies should monitor the effectiveness and safety outcomes of such medications due to a limited understanding of their effectiveness in managing the atypical presentation of co-occurring disorders in young autistic persons.

Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing = 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.

Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish Principal Training Program to participate in an extensive survey, with a 65% (n = 1,998) response rate. The survey investigated turnover intentions, working conditions, prerequisites, and organizational ambiguity. The collected survey data, in combination with official data, were analyzed using ANOVA's to identify differences across actors and school levels, and linear regressions to investigate factors explaining turnover intentions. Findings: The findings revealed higher turnover intentions among public school leaders compared to private school leaders. This was attributed to differences in prerequisites and organizational ambiguity. All novice school leaders exhibited similar patterns regarding factors strongly associated with turnover intention, despite actor and school level affiliation. Specific levels of demand, autonomy, and support combined, predicted turnover intentions among novice school leaders with notable accuracy. Implications for Research and Practice: The study has profound implications for stakeholders in the educational system striving to decrease novice school leader turnover. Providing adequate working conditions emerges as a key factor for nurturing and retaining school leaders from the novice pool, offering insights into strategies for managing leadership transition in schools.

Objective: This study investigated active recess as an innovative approach to improving physical activity levels in European primary schools, addressing the need to counteract sedentary behaviour and enhance health in students. Method and Design: Using rapid reviewing, the article summarises empirical evidence from a variety of sources, including cross-sectional and intervention studies. Different approaches are investigated to determine their impact on physical activity during recess. Results: Different playground settings have distinct effects on physical activity, with grassland and designated zones in particular promoting moderate-to-vigorous physical activity. Gender inequalities in physical activity patterns suggest the need for gender-sensitive interventions. Playground marking and scheduled activities temporarily increase physical activity, whereas recess of more than 60 minutes dramatically enhances physically active participation. Conclusions: This study demonstrates the impact of active recess in facilitating children to engage in higher levels of physical activity. The findings have implications for school health policy decisions.

This study examined the clinical utility of the Massachusetts Youth Screening Instrument--Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13-17 years who were adjudicated delinquent from a southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have a mental illness diagnosis on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth who have mental disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth who have a mental disorder. Additional results and implications for research and practice are provided.

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs.

Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students' self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students' self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students' perceptions of the class' performance level (d[subscript 20% vs. 65%] = 0.60; d[subscript 20% vs. 80%] = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students' situational self-concept (d[subscript 20% vs. 80%] = 0.30). Students' perceptions of the class' performance level fully explained the effect of classmates' hand-raising behavior on students' situational self-concept. The study's experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students' perceptions of their classmates' performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research.

In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The Missouri Model for Trauma Informed Schools, an existing trauma-informed schools model, is used as a guide throughout the manuscript to highlight principles of TIC and explore the collaborative partnerships needed for TIC, particularly those between special education teachers and school counselors. Finally, indicators for TIC and resources for school personnel are provided.

Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi-modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi-method user study: (1) a quasi-experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi-modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long-term educational value of Kid Space and generate insights for improvement for next iterations.

Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (N = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided.