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This quasi-experimental study aimed to investigate the effect of polite corrective feedback (CF) on Iranian EFL learners' immediate and delayed grammatical accuracy. The participants included a convenient sample of 60 intermediate male/female EFL learners (four 15-member groups) selected from a private language institute in Tabriz. After the researcher ensured the homogeneity of the participants, a researcher-made multiple-choice pre-test on present and past English tenses was administered. Later, the first and second experimental groups were treated with +Polite Explicit Feedback (in the form of elicitations) and +Polite Implicit CF (in the form of recasts), respectively while the control groups were provided with -Polite Feedback of the same forms. Following the assessment of the learners' oral grammatical accuracy immediately after the treatment (uptake), a multiple-choice post-test was administered two weeks after the immediate post-test to assess their delayed recall. The independent samples t-test and ANCOVA conducted on the pre-test, immediate learning scores, and delayed post-test scores indicated that, although polite CF in both groups had a significant effect on learners' grammatical accuracy, +Polite Explicit Feedback had a more significant effect on participants' performance than -Polite Explicit Feedback and +Polite Implicit Feedback. The results underscore the significance of integrating politeness element into CF discourse, bearing implications for educational planners, materials developers, and EFL instructors.

Students who are educated by schools in rural areas experienced challenges around the world even before the COVID-19 pandemic, such as lack of resources and inadequate infrastructure (Çiftçi & Cin, 2018; Dube, 2020). The COVID-19 pandemic drew attention to the inequities of the conditions facing students in rural areas (EDC, 2020). These unique challenges were evident for those serving low-incidence disability populations, such as those children with visual impairment. There are unique challenges in providing support to students and their families with visual impairments in rural areas of the country. Those challenges included need for additional supports in technology, internet infrastructure, funding, and full access to accessible materials. Concerns over the health and well-being of teachers and students with visual impairments were also expressed as concerns but was not unique for teachers of students with visual impairments in rural areas.

In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.

Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < [alpha] = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Designing effective literacy interventions is a primary topic of importance in educational law, research, and practice (IDEA, 2004; International Dyslexia Association, 2020). The purpose of this article is to examine inclusive approaches to literacy instruction and reading comprehension for students with autism that in turn supports instructional access within inclusive general education classrooms. This conceptual framework for this article is teaching for: a) inclusive mindset and pedagogy, rooted in social justice and with a presumption of competence for all learners and b) disability studies in education to welcome innate student variation and understand the structural elements that lead to marginalization in schooling. As applied to this article, these conceptual frameworks help in understanding how space can be made to widen the literacy instructional access for students with autism within inclusive general education. The connection between inclusive strategies and examples of practice connected to Universal Design for Learning principles are explored and connects these with effective and evidence-based practices for students with autism in the research. Expanding access to literacy experiences for students with autism ensures this research to practice praxis in inclusive general education classrooms.

As a formative assessment procedure, self-assessment aims to converge learners' and teachers' views in assessment. Hence, reducing the perceptual mismatches between the learners' and the teachers' assessments would positively affect the learning process. For this aim, the present study investigated to what extent the learners' assessment of their writing before and after being provided with a list of rating criteria, agrees with that of their teachers. Therefore, a body of six EFL writing teachers and 27 EFL learners participated in this study. The learners were asked to rate their writing before and after receiving the rating criteria developed by the researchers. The teachers also rated the students' writings following the same criteria. The obtained results showed a significant difference between the students' scores on the first and second assessment occasions. The teachers' and the students' assessments on the second time also were found to significantly correlate. Moreover, the analysis of the students' comments showed that while they rated their writing on some limited aspects of writing in the first rating occasion, they assessed their essays using more components in the second assessment phase. Overall, the findings revealed that providing the learners with rating criteria would not only reduce the perceptual mismatches between the students' and the teachers' assessment but promote a more democratic classroom assessment. The findings of the study reduce the complexity of self-assessment practice by narrowing the perceptual gap between the students and the teachers.

Literary discussions are widely utilized in education, yet their profound impact on students' comprehension requires in-depth exploration. This paper delves into the influence of literary discussions on student comprehension and examines how these discussions can enhance students' understanding and analytical skills. Through literature reviews and case analyses, this study investigates teaching strategies, student engagement levels, classroom ambiance, and other factors involved in literary discussions, revealing the potential mechanisms through which literary discussions influence student comprehension. The paper explores variations in the application of literary discussions across different types of literary works (novels, poetry, drama, etc.) and their relationship with students' creative thinking. Finally, the paper provides recommendations to assist educators in effectively utilizing literary discussions to enhance students' comprehension skills. Students must have the opportunity to discuss literature in ways that provoke deep thought and meaning from each work they encounter. Therefore, English Language Arts teachers and instructors must be creative in finding unique ways in which they encourage their students to experience and respond to literature. This paper discusses a variety of strategies to implement in virtual and in-person classrooms, such as Socratic seminar, Teacher-led as a facilitator, Teacher-led as a promoter of diverse perspectives, Using student-generated discussion questions whole class, Using student-generated discussion questions in small groups, Using Close-ended questions, Using Open-ended questions, Inquiry-based, Making real-world connections to the literature, Literature Circles. These literary discussion strategies can be used for both fiction and nonfiction literature.

The rapid development of artificial intelligence and large language models (LLMs) has led to significant advancements in applying machine learning techniques across diverse disciplines, including educational science research. This study investigates the potential of LLMs like ChatGPT for qualitative data analysis, focusing on open, axial, selective coding, theme or pattern identification, and inter-rater reliability. Our findings indicate promising capabilities of ChatGPT in open coding, demonstrating accurate categorization of qualitative data. However, axial coding posed challenges due to the model's limited understanding, which was partially addressed by refining prompts based on ChatGPT's interpretation. ChatGPT also showed competence in selective coding and theme or pattern identification, providing additional insights. For inter-rater reliability, ChatGPT's performance varied across datasets, with improvements observed when providing contextual information. It is important to note the limitations and variability of LLMs such as ChatGPT, which is in public beta and subject to potential limitations in usage and reliability. Our study demonstrates ChatGPT's potential for coding and inter-rater reliability. Improved results are achieved with refined prompts and utilising ChatGPT's own definitions. The adoption of LLMs for qualitative analysis requires further exploration, including addressing algorithmic bias and the potential for inaccurate responses. Validation techniques are crucial in mitigating these risks.

Scholarship on international students shows that despite university policies designed to create a welcoming atmosphere, international students still face social challenges. This paper applies the capabilities approach to reveal mechanisms that facilitate or constrain the social inclusion of married international graduate students. For married international graduate students, the personal factors (their level of study and marital status) bring with structural factors (e.g., visa policies, healthcare policies, cultural and linguistic barriers), which in combination lead to social exclusion. With one university case study, including original survey and interview data, we unpack these intertwined processes and find that married graduate students' social relation and network patterns significantly differ from single graduate students and undergraduate students. They are less likely to attend campus events, interact with their colleagues, and interact with friends from other countries. As such, we challenge the conventional wisdom that access to higher education alone leads to social inclusion.

Bayesian Knowledge Tracing (BKT) is a popular interpretable computational model in the educational mining community that can infer a student's knowledge state and predict future performance based on practice history, enabling tutoring systems to adaptively select exercises to match the student's competency level. Existing BKT implementations do not scale to large datasets and are difficult to extend and improve in terms of prediction accuracy. On the other hand, uninterpretable neural network (NN) student models, such as Deep Knowledge Tracing, enjoy the speed and modeling flexibility of popular computational frameworks (e.g., PyTorch, Tensorflow, etc.), making them easy to develop and extend. To bridge this gap, we develop a collection of BKT recurrent neural network (RNN) cells that are much faster than brute-force implementations and are within an order of magnitude of a fast, fine-tuned but inflexible C++ implementation. We leverage our implementation's modeling flexibility to create two novel extensions of BKT that significantly boost its performance. The first merges item response theory (IRT) and BKT by modeling multidimensional problem difficulties and student abilities without fitting student-specific parameters, allowing the model to easily generalize to new students in a principled way. The second extension discovers the discrete assignment matrix of problems to knowledge components (KCs) via stochastic neural network techniques and supports further guidance via problem input features and an auxiliary loss objective. Both extensions are learned in an end-to-end fashion; that is, problem difficulties, student abilities, and assignments to knowledge components are jointly learned with BKT parameters. In synthetic experiments, the skill discovery model can partially recover the true generating problem-KC assignment matrix while achieving high accuracy, even in some cases where the true KCs are structured unfavorably (interleaving sequences). On a real dataset where problem content is available, the skill discovery model matches BKT with expert-provided skills, despite using fewer KCs. On seven out of eight real-world datasets, our novel extensions achieve prediction performance that is within 0.04 AUC-ROC points of state-of-the-art models. We conclude by showing visualizations of the parameters and inferences to demonstrate the interpretability of our BKT RNN models on a real-life dataset.

Recent advances in Artificial Intelligence (AI) have brought society closer to the long-held dream of creating machines to help with both common and complex tasks and functions. From recommending movies to detecting disease in its earliest stages, AI has become an aspect of daily life many people accept without scrutiny. Despite its functionality and promise, AI has inherent security risks that users should understand and programmers must be trained to address. The ICE (integrity, confidentiality, and equity) cybersecurity labs developed by a team of cybersecurity researchers addresses these vulnerabilities to AI models through a series of hands-on, inquiry-based labs. Through experimenting with and manipulating data models, students can experience firsthand how adversarial samples and bias can degrade the integrity, confidentiality, and equity of deep learning neural networks, as well as implement security measures to mitigate these vulnerabilities. This article addresses the pedagogical approach underpinning the ICE labs, and discusses both sample activities and technological considerations for teachers who want to implement these labs with their students.

Background: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students. Aims: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking. Sample: We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany). Methods: Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors. Results: Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. 'over-challenged group', 13% of the total sample), and one was coupled with high achievement (i.e. 'under-challenged group', 21%). Furthermore, we found a low boredom and high achievement (i.e. 'well-off group', 27%) and a relatively low boredom low achievement group (i.e. 'indifferent group', 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group. Conclusion: Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged.

As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This theoretical essay pulls from philosophical and social psychological literature to make the case that educators have an intergenerational obligation to educate youth on climate change and that solidarity between educators and students represents a fruitful path forward. Solidarity in climate change education may help youth better manage their climate anxiety and channel this emotion into action. Solidarity expands upon current climate change teaching efforts by advocating for meaningful dialogue between students and educators, grounding action in the unique social-ecological systems within which the learning process is occurring, and fostering realistic hope and agency within students.

Background: Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15-18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff.

This study explores a "design fiction" approach in an educational context by applying it to a third-year industrial design studio class. The "Food Futures" project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design.

This paper reviews the literature to clarify the image of a student with a high level of well-being (WB) for a future systematic literature review and evidence-based interventions to promote student WB. It presents a holistic approach to the analysis of definitions, operationalisation and indicators with interpretative phenomenological analyses (IPA). The main question of the paper is what image of student WB can be constructed from the components and indicators of WB that have been highlighted in the literature. Overall, 50 publications were coded before the subjectively evaluated saturation was reached and 641 mentions of the different components of WB were coded that were distributed among seven categories: 'individual psychological indicators' (319 units), 'social contacts, relationships' (136 units), 'health' (78 units), 'school life' (63 units), 'standard of living' (26 units), 'spirituality, moral competence, values' (12 units) and 'general mentions' of WB (7 units). It is argued that individual psychological state, quality of relationships, health, school-related features, objective indicators, and moral and spiritual aspects are features of students with a high level of WB. The implications for further research, practical usage and the limitations of the study are offered in the Discussion section.

Academic adjustment is an important task for students, traditionally encompassing three major constructs: academic motivation (e.g., academic self-efficacy), engagement (e.g., persistence with schoolwork), and achievement (e.g., grade point average). Although theoretical links between parent-child attachment and academic adjustment have been proposed, comprehensive meta-analyses investigating this relationship are lacking. To achieve a more thorough understanding, we incorporated data from children and adolescents, considering both categorical and continuous attachment measures. Through a series of multilevel meta-analyses, we examined the magnitude of the relationship between parent-child attachment and academic achievement, motivation, and engagement. We retrieved 178 effect sizes from 45 studies assessing 47 independent samples (53,619 students) through a systematic literature search. The key findings are as follows: attachment security was positively related to academic achievement (r = 0.132), while attachment insecurity, whether avoidant (r = - 0.154) or anxious (r = - 0.081) attachment, was negatively associated with academic achievement. Moreover, attachment security was positively related to motivation (r = 0.161) and engagement (r = 0.229). Notably, the type of attachment measures moderated the association between attachment security and academic achievement. In addition, gender was found to moderate the association between attachment security and academic motivation. Our findings are crucial for understanding the association between parent-child attachment and academic adjustment.

Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of "queer allyship" is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer "a"llyship describes allies who work together to challenge "c"ommon heteronormative and cisgender assumptions of oneself to "t"hink queer and provoke actions in relational "s"ystems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone -- it is ecological work, which demands collective and communal care "for and with" all students and teachers.

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

Background: Education is often the primary arena for exploring and integrating new technologies. AI and human-machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education. Objectives: We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two). Methods: We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support. Results: In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy. Conclusions: Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues.

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi-directional long short-term memory model for emotion detection yielded the highest predictive performance, with an impressive F-measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low-level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed.

Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD.

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.

For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or inappropriate for use in their classrooms. In this circumstance, educators can use evidence-based decision making to (1) address the barriers to using an evidence-based practice, (2) locate non-evidence-based practices (non-EBPs) with promising or mixed effects that meet student needs and are feasible in the classroom, (3) adapt Non-EBPs using High Leverage Practices to boost effectiveness, and (4) monitor progress closely using Data-Based Individualization to ensure the occurrence of student benefit. The use of evidence-based decision making provides a framework for educators to implement effective interventions in their classrooms.

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.

Purpose: According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have struggling readers and poor spellers on their caseloads. Importantly, for students who have difficulty in spelling, their spelling errors are among the early indicators of dyslexia and can provide a means for identifying readers who may benefit from early intervention. SLPs can both assess spelling skills and implement evidence-based spelling and literacy diagnosis and instruction. Spelling instruction in kindergarten through the high school grades that is heavily grounded in metalinguistic activities can provide access to mental representations of word spellings, pronunciations, and meanings; links between whole-word and phonics approaches to reading instruction; and a foundation for reading fluency and comprehension. Conclusions: Learning to spell is essential for learning to read. Accordingly, this tutorial aims to elucidate how to (a) assess and identify phases of spelling development and (b) teach spelling to facilitate reading through a listening-first approach.

A concern across many vocational education systems is the high dropout rate from their programs. This problem is likely to be exacerbated at time of low unemployment rates when employers are less demanding about the certification of skills at the time of employment. This qualitative study examines the factors associated with students leaving early from Initial Vocational Education and Training (IVET) institutions in Estonia. The study analyses the challenges and potential risk factors of IVET early leaving from both the students and staff members points of view. The research participants were 20 Estonian IVET students and 12 staff members from various vocational schools. The study highlights the complex interplay of students' challenges and emphasises the importance of addressing them to promote retention and success in vocational education and training programmes. The study employs the Self-Determination Theory, more specifically, the conceptual frame of basic psychological needs to interpret the data. The results of the research indicate that students at risk are mainly shaped by their primary school experience prior to vocational school, with teachers and peers as the main influencers.

Although research has overwhelmingly demonstrated the negative consequences of perceived racial-ethnic discrimination on children's and youth's well-being and academic outcomes, context- and perpetrator-specific discrimination experiences are rarely disaggregated. Racial-ethnic discrimination in the school environment is common, and the perpetrators are often teachers who may treat racial-ethnic minority students unfairly. This work used a three-level multilevel approach to meta-analytically synthesize existing evidence with the aim to (a) document the links between perceived teacher-based racial-ethnic discrimination (TBRED) and students' psychological, behavioral, and physical well-being, substance use, grade point average and school motivation, and (b) to examine whether these associations differ by sample and study characteristics. Based on 68 studies and 259 effect size estimates, we found that perceived TBRED is linked to lower well-being (r = -0.15, 95% confidence interval [CI] [-0.18, -0.12]), higher substance use (r = 0.13, 95% CI [0.06, 0.20]), and lower academic performance (r = -0.16, 95% CI [-0.20, -0.13]) with substantial heterogeneity across effect sizes. Similarly, TBRED had small-to-medium negative associations within each domain of well-being and academics. The results were partially moderated by school racial-ethnic composition, suggestive of a protective function of a higher concentration of racial-ethnic minority students. In addition, more reliable scales and a greater number of items measuring TBRED were associated with stronger negative correlations with well-being. These findings highlight the importance of increasing awareness around issues of racism and discrimination in initial teacher training and professional development. We encourage further exploration of effect size heterogeneity and call for research on TBRED outside the United States.

Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as 'learning disabled' in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education.

Over the last several decades, the opioid crisis has had an increasing impact on the educational environment of schools. The role that principals and superintendents have in leading schools that have been affected by opioids has been mostly overlooked in the research. The present study was conducted in Ohio, a state with areas that have some of the highest death rates due to opioid-related incidents in the nation. Purpose: This study collected data on the perspectives and perceptions of school leaders in Ohio to better understand how principals and superintendents frame their decisions regarding the opioid crisis. Design: We analyze data collected from a survey of 217 Ohio school leaders (n = 164 principals and n = 53 superintendents). The survey required principals and superintendents to rate their perception of the opioid crisis in their schools based on their socioeconomic status, school typology as rural or non-rural, and school location within or outside the Appalachian region. Results: Findings emphasize that opioids remain a factor negatively impacting schools of varying typologies, economic levels, and geographical locations.