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Despite the known benefits of campus recreation participation, many students do not engage with the programs and services offered on college campuses. College students report factors that constrain leisure time physical activity within the context of campus recreation. Examining the constraints and negotiation strategies of college students specific to the use of campus recreation facilities and programs is understudied and lacks validated instruments. The purpose of this study was to develop and report initial validity and reliability of the Campus Recreation Constraints and Negotiation Questionnaire. Exploratory factor analysis and confirmatory factor analysis were used to evaluate two independent scales. Psychometric properties including construct validity, internal structure, and reliability are reported from two different samples of college students. Practical implications for campus recreation programming and marketing efforts are discussed. [ABSTRACT FROM AUTHOR]

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and well-being. To address this, we explored via interviews with academic leaders how academic leadership is defined and conceptualised and what their developmental needs are. Participants (N = 23) came from junior, middle and senior management levels. Findings suggest that their notions of leadership as well as any developmental needs/activities perceived useful, differ according to their leadership level. Although junior leaders were more concerned with procedural elements of leading, senior leaders focused on mentoring, social expectations and knowledge of academia. These findings have important implications for a wider theoretical conceptualisation of academic leadership, which are typically focused on individual senior leaders. Further, our findings inform leadership development programmes, as universities' dealings with academic leaders tend not to consider the differing requirements of junior, middle and senior academic leaders. [ABSTRACT FROM AUTHOR]

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements—teaching expectations, self-monitoring, self-evaluation, and mystery match—was embedded within academic intervention lessons to target students' academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic, restricted access to in-person facilities and traditional experiential learning activities meant that new, online solutions were needed to facilitate student learning/development across the disciplines of Allied Health and Engineering. Purpose: This article describes research conducted as part of an interdisciplinary Dietetic/Electronic Engineering project to evaluate student experiences of online problem-based learning (PBL) activities in addressing this necessity. Methodology/Approach: The authors implemented a specific, health technology-based assignment using an online PBL approach to evaluate and develop the effectiveness of this approach for students' experiential learning. Surveys and observations were used to evaluate the project effectiveness. Findings/Conclusions: Participating students reported on their experiences of working in interdisciplinary teams, focusing on aspects such as knowledge gained, collaboration, perspective, facilitation and experiential learning. Students identified enhanced learning and research skills as some key benefits. Drawbacks identified included difficulties associated with the online environment, such as synchronisation and remoteness. Implications: The use of interdisciplinary assignments highlights the many advantages/benefits which experiential pedagogies have in supporting students to integrate and apply their knowledge to a real-world problem space. The ability to connect student engagement and motivation to the development of critical thinking skills appears to enhance problem-solving in the student work. [ABSTRACT FROM AUTHOR]

This article focuses on the ways the authors incorporate a transformational resistance framework in their ninth-grade ethnic studies curriculum. While literature on transformational resistance often highlights external forms of resistance, there is a need to examine the internal transformation youth experience when engaging in resistance. The authors utilize different theoretical tools that emerge from Latina/o Critical Theory (LatCrit) and Chicana feminist theories to analyze student responses. They also use testimonio and Youth Participatory Action Research (YPAR) pedagogy and methodology to measure the impact their curriculum has on students' internal resistance. As part of the authors' curriculum, the academic year culminates with a testimonio (narrative) published book and a YPAR project. By looking at students' engagement with these two projects, the authors capture the journey towards critical awareness internally by identifying aspects of conocimiento that lead their students to transformational resistance. [ABSTRACT FROM AUTHOR]

This study explored online assessment and highlighted significant assessment strategies, such as capstone projects, quizzes, and self-assessments. Inquiry-based assessment, transformative assessment, and scaffolding with self-assessment resources formed the framework. Our goal was to determine the effects of certain self-assessment parameters on student achievement in online learning, including the frequency of answering online self-assessment questions, the points earned for correct answers, and the time spent answering questions. Data from undergraduate geoscience courses were analyzed using a hierarchical linear model, and the results showed that frequently answering online self-assessment questions is a strong predictor of higher final grades, capstone project success, and quiz results. The frequency of answering online self-assessment questions was a more significant factor than the amount of time spent on these questions and the total points earned. Educators are encouraged to redesign their courses to include self-assessment resources that promote frequent student engagement instead of just one-time interaction. [ABSTRACT FROM AUTHOR]

Objectives: While medical education requires frequent interactions with attending physicians and supervisors, little research has explored the role of supervisory alliance in the learning process. In other learning environments, supervisory alliance, or the bond between a supervisor and trainee, is considered a key ingredient of effective supervision. Medical educators or attending physicians who aim to enhance learning and engagement in medical education may benefit from understanding specific factors that increase or decrease engagement and how those might intersect within a context that requires learning through supervision. This cross-sectional study examined associations between supervisory alliance and (a) program satisfaction, (b) educational engagement, (c) and career purpose. Methods: Participants were medical trainees from the rural Northeast (n = 108, response rate = 81%) who completed an electronic and anonymous survey. Results: Multiple linear regression was used to examine whether total supervisory alliance independently predicted behavioral and emotional engagement in learning while controlling for hours slept, hours worked, and burnout. Supervisory alliance predicted trainees' career purpose, program satisfaction, and emotional engagement in learning. Conclusions: Findings from this study lay groundwork for consideration of the role of supervisory alliance in medical learning processes. Future research might explore whether targeted mentorship programs or faculty enhancement training that focuses on the supervisory relationship might positively impact learning outcomes. [ABSTRACT FROM AUTHOR]

During the 2020/2021 academic year, I conducted a mixed quantitative and qualitative analysis of the drivers of student engagement in the School of Politics and International Relations at Queen Mary University of London. My main finding was that students vary widely in their ability to manage the competing demands on their time. Those who are able to avoid scheduling conflicts between taught classes and off-campus commitments engage at higher rates and achieve better marks. Those who struggle – whether due to under-developed time management skills, a lack of confidence in asking for assistance, or both – miss out on vital learning opportunities, and their attainment suffers. While there is little a department can do about the broader socio-economic forces that require students to take on significant responsibilities beyond the classroom, my findings suggest there are things we can do to improve engagement among those who struggle. I conclude by recommending actions to help students resolve clashing commitments, to build their confidence in and ability to seek support from staff, and to develop positive peer networks. [ABSTRACT FROM AUTHOR]

The current study considered the role of broad life orientations of university students on their academic engagement and burnout within the context of COVID-19 pandemic. Specifically, the purpose of this study was to examine whether life purpose orientations predicted student academic engagement and burnout directly and indirectly through disposition towards gratitude. University students completed questionnaires assessing academic engagement, burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation, mental exhaustion from schoolwork), life purpose orientations (others-growth, self-growth, career-focused), and disposition towards gratitude. Structural equation modeling showed that academic engagement and two dimensions of burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation) were negatively predicted by career-focused purpose orientation and by disposition towards gratitude. Additionally, reduced sense of schoolwork accomplishment was predicted indirectly by others-growth purpose orientation through disposition towards gratitude. Overall, findings highlight that broad life orientations may play salient roles in student academic success. [ABSTRACT FROM AUTHOR]

Though higher education scholars have long known that undergraduate student engagement is associated with student persistence, they have yet to fully unravel its character and how it evolves over time. We argue that this is in part due to the individualistic, static ways engagement is measured even though scholars recognize it as a fundamentally relational concept. In our theoretical exploration, we draw on existing thinking about engagement in higher education and fit it to a social network paradigm that is well suited to conceptualizing and measuring relational, multidimensional, and dynamic phenomena such as student engagement. We conclude with suggestions for research and practice to further explore the longitudinal character of student engagement and how network analysis may be employed to explore the roles of engagement in persistence. [ABSTRACT FROM AUTHOR]

Technology has changed rapidly in recent years and higher education has struggled to keep up. This article draws upon the expertise of three leaders in the Educational Technology (EdTech) industry to better understand how technology can be infused at the course level and at the curricular level to improve student learning. Best practices in teaching and learning are considered through the filter of EdTech to better understand where faculty can start to implement change. It is also suggested that faculty reconsider their notions of personal development to include not just keeping up with content, but also keeping up with how technology can maximize the student learning experience. [ABSTRACT FROM AUTHOR]

Introduction: Internet memes are a ubiquitous part of internet culture and a common communication tool among students. Because they are a good medium for expressing ideas and concepts in a concise and fun manner, memes are a potentially valuable tool for teaching and engaging students. Statement of the Problem: Instructors may not know how to use memes in classroom assignments or activities to support learning objectives. Literature Review: Students finding or creating their own class-related content is an empirically supported way to enhance learning. Instructors can enhance learning by using multimedia approaches (pictures/videos in addition to words), which is a good fit for the use of memes. We include examples of ways that memes have already been used in psychology classrooms. Teaching Implications: Incorporating meme assignments or activities in the classroom could be beneficial. Conclusion: We describe how students can explain or generate memes that illustrate concepts related to course material. Instructions and supporting information and resources, as well as calls for research into the effectiveness of the use of memes in the classroom, are included. [ABSTRACT FROM AUTHOR]

In this study we employed regression analysis and between-group matched pair design to analyze whether participation in a competency-based education pilot was associated with improved high school completion and postsecondary entry. Data were obtained for high schools participating in a CBE pilot program in Illinois. Results of the matched pair design showed that CBE participation was significantly associated with higher rates of high school graduation for seniors across all groups with differences significant overall (97.2% for CBE vs. 93.1% for non-CBE), for White students (97.2% vs. 92.7%), and for students eligible for Free and Reduced Lunch (96.3% vs. 90.3%). Graduation rate for seniors was also higher for African American students and for Hispanic-Latinx students, but the differences were not statistically significant. In the matched pair design, CBE participation was not significantly associated with entry into college within 12 months of high school. [ABSTRACT FROM AUTHOR]

There is a renewed focus on what constitutes a well-rounded education, as well as a growing interest in broader indicators of educational success, including social and emotional development and school engagement. However, identifying educational practices that improve such outcomes has proven elusive. We explore the role of arts education on a broad range of educational outcomes using administrative and survey data from Boston's public schools. We find that students receiving the arts in school attend more, are more engaged, and their parents and teachers are more likely to participate and be engaged at school, with larger effects for students with individualized education plans, students with lower standardized test scores, and students with a history of chronic absenteeism. These findings call attention to the pivotal role of the arts in providing students with socially and emotionally supportive learning environments that enhance relationships between students and schools. [ABSTRACT FROM AUTHOR]

This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students' attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers' instructional innovation in boosting students' online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers' instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment. [ABSTRACT FROM AUTHOR]

Whether by choice or pushed online by Covid, higher education is increasingly happening in digital spaces with digital tools forming a critical part of learning and teaching contexts. While reviews suggest such tools positively influence student engagement, research tends to be generic and more is needed to understand how and why specific tools can influence student engagement, learning, and success. Relationships are a key influence on student engagement and online students often feel disconnected and isolated; tools which increase interaction and communication with staff and among students are therefore important. This qualitative study examined how two specific tools, Discord and Teams, work in conjunction with an LMS to benefit student engagement and learning. Nineteen students were interviewed, and the data thematically analysed. Findings show the tools facilitated communication, helped build relationships and communities, encouraged help-seeking within the course and, with Discord, with the wider disciplinary community. These usages led to improved belonging, wellbeing, engagement, and learning. The perceived norms of the digital spaces were an important influence on student tool usage. A key contribution of this research is defining a new tool categorisation, Learning Commons Communication Tools (LCCT), which better describes the informal and organic spaces created by such tools. [ABSTRACT FROM AUTHOR]

This study examined the effects of an integrated approach that combines segmentation and self-explanation designs on learner achievement for meaningful video-based learning. This was a pretest-posttest research design with a sample size of 121 participants randomly assigned to one of four different types of video instructions (continuous, segmentation, self-explanation, or the combination of segmentation and self-explanation). Participants engaged in video instruction that used either a continuous video or segmented video clips and incorporated either self-explanation prompts or no self-explanation prompts. The results showed that participants in the combination and segmentation conditions outperformed those in the continuous condition in evaluation ability, and participants in the combination condition outperformed those in the continuous condition in the overall performance after controlling for prior knowledge. The current study indicates that the combined design can effectively facilitate student learning by engaging them in meaningful video-based learning. [ABSTRACT FROM AUTHOR]

This study takes a social cognitive approach in examining the relationship between elements of the adolescent self-system (self-efficacy, self-esteem, ethnic-racial identity, and hope) in addition to state-mandated graduation tests, with students' later participation in higher education. The quantitative investigation of 733 tenth-grade White (462) and Ethnically Minoritized (271) students and a sub-sample of 29 qualitatively studied adolescents in a semi-rural town in Ohio used a concurrent mixed-methods longitudinal approach. A logistic regression analysis found only adolescent math scores positively predicted later enrollment in higher education; but self-efficacy negatively predicted later college enrollment. Triangulation of additional analyses, including t -tests, and in-depth interviews, suggest how perceptions of the self-system may differ among White and Ethnically Minoritized populations. These differences may be influenced by the degree to which youth pay attention to academic success as a contributing factor to their own self-analysis of their self-system. [ABSTRACT FROM AUTHOR]

This article presents a comprehensive exploration of ipsative and sociomaterial assessment methodologies, dissecting their theoretical frameworks, practical implementations, and the resultant effects on educational paradigms. The purpose of this article is to introduce a combined ipsative-sociomaterial assessment framework for science education at universities. The potential of this novel assessment methodology to influence student engagement, knowledge retention and educator practices is explored. Through a detailed analysis of existing literature and case studies, the article seeks to understand how these methods can transform science education. Four key themes are emerging: science education naturally leads to sociomaterial assessment, enhancing learning through ipsative feedback, measuring personal learning gain and reconciling ipsative with conventional assessment practices in the era of generative AI. Practical aspects of implementation in different online learning environments are discussed as well as institutional challenges that must be overcome. It is concluded that ipsative-sociomaterial assessment represents a transformative, yet natural approach in science higher education with the promise to enhance the educational experience and to provide a richer, more accurate reflection of student learning and achievement. [ABSTRACT FROM AUTHOR]

Bayero University is located in the northern region of the country, where the level of disparity between the male and female genders is high. Hence, this study examined female student participation in recreational activities. Data were obtained through questionnaire administration on female students. Information obtained from the center of information technology revealed 9,685 registered female students across 11 faculties. A total of 291 respondents were selected for the study. Data were analyzed using descriptive and inferential statistics. Findings revealed that recreation facilities are abundantly provided in the University, and most students are aware of their existence. The study further revealed that female students participate less in sporting activities except for jogging, walking, listening to music, and reading. The reason why female students participate in recreation includes: Getting exercise (SPI = 4.41), Keep physically fit (SPI = 4.39), Educational/research (SPI = 4.38), Improving physical, and emotional health (SPI = 4.29), Developing skill/ability (SPI = 4.08), Boredom (SPI = 3.99), and Minimize stress (SPI = 3.77). Based on further findings, the factors influencing female student participation in recreation include facility safety (accounting for 47% variance) and demographics (accounting for 44.2% variance). [ABSTRACT FROM AUTHOR]

Many undergraduate engineering courses rely heavily on highly idealized textbook problems, which are often difficult for students to view as connected to the world outside the classroom and as productive contexts for making meaning of technical concepts. The goal of this study was to explore one potential approach to reforming the problems assigned in thermal fluid courses: developing open-ended design problems that specifically address the self-identified personal interests of the students in the course. We studied the influence of problem personalization on students' peer-to-peer discussion of thermal fluid transport concepts. The data set included eleven small-group conversations recorded as students worked collaboratively to solve one personalized problem and one non-personalized problem within a homework session lasting approximately one hour. Our analysis of student discourse revealed that students exhibited more instances of positive engagement and drew more connections between thermal fluid concepts and the world around them when discussing personalized problems as compared to when discussing non-personalized problems. These discourse differences occurred despite the fact that problems of both types were ill-structured, design-focused, and based on real-life scenarios. We found no influence of problem personalization on the frequency of knowledge construction and task production discourse by students, nor on the balance of participation by different group members. We discuss implications for future research on learning outcomes related to problem personalization and for instructional practice in thermal fluid transport courses. [ABSTRACT FROM AUTHOR]

Socioeconomic differences among low-income and racially minoritized students may be consequential for understanding the dynamics of school choice—especially in high-poverty and racially segregated urban contexts that are often targeted by school choice policies. Yet school choice research largely focuses on differences between groups and relies on measures that broadly categorize students as low-income or not. Drawing on parent interviews in Detroit, this study describes socioeconomic differences among low-income and racially minoritized families and examines how those differences relate to their engagement in the school choice process. While families faced a similar landscape of choice, relied on similar types of resources, and did not have drastically different preferences, relative socioeconomic disadvantages translated to more constrained access and engagement in school choice. [ABSTRACT FROM AUTHOR]

An approach to action research of innovative and disruptive socioecological understandings of young people's wellbeing, resilience, and engagement in middle school was piloted with a coalition of school principals, lead teachers, police, and community development professionals by an RMIT research team. This coalition was built around the Hume-Whittlesea Local Learning and Employment Network and the Whittlesea Youth Commitment Committee in outer northern Melbourne, Australia. Action research facilitated the collaborative design of interventions for reducing middle school disengagement. These were then expressed in logic model terms to guide implementation and subsequent evaluation. Logic models clarified how local innovations, situated in an authorizing environment, can develop promising practices that contribute to system reform. Our project involved characterizing ecologies of young people's engagement, resilience, and wellbeing as part of a place-based strategy. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 (N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program. [ABSTRACT FROM AUTHOR]

Society is on the heels of one of the largest public health crisis the world has experienced in over a century, the COVID-19 pandemic. Developing the next generation of adept public health researchers is paramount to protecting the world against future health threats and addressing legacy public health challenges. This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can develop a variety of critical thinking skills and data-driven decision-making capabilities that prepare them for future careers, and (3) faculty and universities benefit from the collaboration and community that student research fosters. Since the COVID-19 pandemic, more students have been interested in a career in public health, with many students also eager to help address health disparities, a reality highlighted during the pandemic. This article puts forth the value of student engagement in public health research from the student and faculty member's perspectives. The student lens includes the connection between research and developing greater public health interest, a sense of ethical responsibility, and an attitude of open-mindedness. The faculty lens considers the value of skill-building for students and the benefits of increased academic community-building, greater research productivity, and mutual learning potential for both students and faculty. The article includes specific recommendations for faculty to incorporate research into their student training. It concludes by advocating for institutional and community support to encourage student engagement in research and prepare the next generation of public health professionals and researchers. [ABSTRACT FROM AUTHOR]

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents' SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents' SRL practices and academic challenges. [ABSTRACT FROM AUTHOR]

Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six U.S. students (four male and two female). We employed an AB single-subject design across cases with follow-up, and we collected data via the Direct Behavior Rating–Single Item Scale (DBR-SIS). We also employed a quasi-experimental pretest–posttest design using the Strengths and Difficulties Questionnaire (SDQ), Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), and mySAEBRS across raters before/after intervention implementation. We found either direct or indirect assessment could be used to monitor intervention effectiveness for youth who presented with some internalizing and externalizing problems, whereas indirect measures (i.e., rating scales) showed the primary effect for youth with solely internalizing problems, and direct assessment (i.e., DBR-SIS) showed the primary effect for youth with predominantly externalizing behaviors. Selecting progress-monitoring tools based on presenting concerns is important to adequately monitor the effectiveness of school-based mental health interventions. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare preservice music teachers' self-reflections about their teaching from two perspectives: immediate reflection and video reflection. Preservice music teachers' reflections were analyzed, and 22 codes emerged. Our analysis of the preservice music teachers' reflections found that the 22 codes aligned with self, task, and student impact concerns as outlined by Fuller and Bown (1975). Preservice music teacher reflections focused primarily on task concerns (1,137), followed by self-concerns (441) and student impact concerns (343). A significant difference was found between immediate and video reflections for self-concerns (W = −98 p =.02) but not for task or student impact concerns. Self-concerns about musical leadership, teacher talk, and teacher delivery were mostly noted following video reflections, while concerns of student engagement, student success, teaching strategies, student assessment, and feedback were referenced immediately following their lesson. [ABSTRACT FROM AUTHOR]

The Journal of Management Education's editorial team is actively participating in various conferences and events throughout the year. They will be present at conferences such as the AIB conference in Seoul and the Academy of Management conference in August. The team is also seeking submissions for special issue calls on topics like "Preparing Leaders to Tackle Grand Challenges" and "Management Education in Africa." The current issue of the journal includes research articles on topics such as critical reflection in online learning and the role of social networks in entrepreneurship education. Additionally, there are instructional innovations presented, including the "Table Method" for group learning in case teaching and a role-play activity for conflict expression. The issue concludes with a call for papers for the special issue and a thank you to the reviewers who contributed to the journal in 2023. [Extracted from the article]

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

Recent contributions propose to integrate a state perspective into the conceptualization of vocational interests. Such integration addresses in-the-moment expressions of interests and allows to track relations to distal outcomes of vocational interests more closely. To further the trait-state integration of vocational interests, insights into the nomological network of state vocational interests are necessary. In this preregistered experience sampling study of 217 university students, we studied state investigative interest in daily life and the relations with theory-derived person- and situation-related constructs. Results from 5631 observations across 3.5 weeks showed that specific situation characteristics, openness, happiness, and current social student role were associated with state investigative interest. Furthermore, person-aggregated state investigative interest and the reactivity of investigative interest in situations related with their academic studies predicted individuals' overall academic engagement in some cases. Generally, the relations in the nomological network were stronger when state investigative interest and hypothesized constructs were more closely aligned. Overall, the results underline the systematic nature and psychological relevance of state vocational interests. We discuss how integrating a state perspective into research on vocational interests implies novel approaches for capitalizing on the power of vocational interests. [ABSTRACT FROM AUTHOR]

For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents' psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents' identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (M age = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents' ethnic-racial and national identities informs their psychosocial adjustment. [ABSTRACT FROM AUTHOR]

Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students' motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: "avoiding the ball," "reducing effort," and "social dizziness." Passive hiding techniques were divided into: "forgetting gym clothing," "faking soreness," and "warming the bench." Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques. [ABSTRACT FROM AUTHOR]

This document provides guidance for secondary educators on implementing Multi-Tiered Systems of Support (MTSS) to address the needs of students with reading difficulties. It emphasizes the importance of integrating reading instruction into content-area classes and providing intensive interventions for students with documented reading difficulties. The document also highlights effective instructional strategies for vocabulary, reading comprehension, and co-teaching in middle school classrooms. It suggests strategies to increase students' intrinsic motivation to read and manage challenging behaviors, and provides a list of practitioner-focused resources for secondary special educators related to reading instruction. [Extracted from the article]

The relationship between engagement and the intention to drop out was the focus of this research. Following an empirical–analytical approach, a sample of 1,122 university students responded to a questionnaire designed to measure the engagement and the intention to drop out of school. The results confirmed that undergraduates who considered dropping out had lower scores on the engagement scale. These data are relevant for the adoption of preventive measures against academic dropouts. [ABSTRACT FROM AUTHOR]

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students' transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants' choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students' attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Recent iterations of online education emphasize gaining a deeper understanding of teachers' professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers' emotion labor in response to online teaching. To this end, data were collected from semi-structured interviews, reflective journals, and narrative frames. Data analysis revealed three themes defining the teachers' emotion labor: clashes in effective student engagement, conflicts in effective material coverage, and tensions in delivering effective assessment. The study shows how online teaching played an overarching role in the multiplicity and fragmented nature of the teachers' emotions and how the teachers engaged in surface and deep acting in accordance with the emerging particularities to respond to institutional expectations. Based on the findings, we provide implications for teacher educators and policymakers to run emotion labor-related professional development courses that account for teachers' emotions and involve them in initiatives responding to their emotion work. [ABSTRACT FROM AUTHOR]

This study explores the motivations for becoming a teacher, teachers' self-efficacy, and the relationship among motivations and teacher self-efficacy using data from the TALIS 2018. The data included responses from 1933 United States teachers with six or more years of teaching experience. Results indicate that motivations, which were more intrinsic and altruistic, for becoming a teacher are positively correlated to teacher self-efficacy of classroom management, instruction, student engagement, and multicultural classrooms. The largest relationship was between motivation and self-efficacy in multicultural classrooms; the smallest relationship was between motivation and self-efficacy of classroom management. Extrinsic motivations had limited relationships to self-efficacy. [ABSTRACT FROM AUTHOR]

Demand for online education has increased in recent decades. Uptake of postgraduate nursing education in this mode is on the rise, yet many students do not achieve completion. Student engagement is vital to success in online postgraduate nursing programs. Technology enables a more efficient means of monitoring engagement, yet limited literature is available on how the design of online postgraduate nursing programs impacts student engagement. This integrative review aims to identify barriers and facilitators to engaging in online postgraduate nursing programs. Four databases, including Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, Scopus, and Medline, were systematically searched to identify relevant literature published over the period 1990 to 2022. Fifteen papers met the inclusion criteria. Thematic analysis generated three themes: design and delivery, support and connectivity, and student factors and success. The findings of this review uncover the range of indiscriminate variables and experiences that students have with online learning, making engaging instructional design a complex process. Nursing faculty require time and resources to develop skills specific to delivering "distance" education without being distant to the students. This review concludes that online postgraduate nursing programs are not a panacea, with ethical issues identified for higher education providers. [ABSTRACT FROM AUTHOR]

Technical and vocational education and training (TVET) plays a pivotal role in equipping young individuals with technical skills and competencies, enhancing their employability. TVET is distinct for its student-centered and industry-oriented features, often involving enterprises in on-site training. In this study, we conceptualized TVET as a service through the lens of servicedominant (S-D) logic, offering a comprehensive exploration of its attributes and values. Our work rigorously validates the fundamental premises of S-D logic within the context of TVET, making the first systematic examination of TVET from a service science perspective. This innovative conceptualization allows us to view TVETas a dynamic process of value co-creation, with students and enterprises as active co-creators. They collaborate and contribute, fostering profound engagement among TVET practitioners, to mitigate TVET challenges through co-creation. [ABSTRACT FROM AUTHOR]

As the basis of firm innovation, employee creativity engagement plays an important role in this process. According to strategic human resources management, high-performance work systems (HPWS) (organizational level) and mindfulness (individual level) trigger employee creativity in improving several work-related outcomes like work well-being and employee creativity. However, existing studies that have considered the relationships between HPWS and the underlying/boundary mechanism (organization-toemployee) are scarce. A cross-level influence of the hierarchical linear model based on 44 enterprises and 382 employees in Taiwan indicated: Based on the findings of the study, HPWS and mindfulness have significant positive effects on employee creativity. While HPWS enhanced employee creative engagement by increasing employee work well-being, at the same time, employee mindfulness could improve employee creative engagement by increasing employee work well-being. We also find strong evidence that the system is an important organizational factor that modifies work well-being and employee creative engagement relationship; furthermore, employees' work well-being may affect mood disturbances and stress reduction in association with creative engagement and mindfulness. The findings of our study shed light on a blueprint for future research into HPWS, mindfulness, and employee creativity is presented. Taking these findings into account, we discussed them both theoretically and practically. [ABSTRACT FROM AUTHOR]

This study employed a mixed-methods design to investigate the experiences of ESL students during their English language learning interactions through the WhatsApp platform. The primary objective was to examine the presence of social, cognitive, and teaching presences in the WhatsApp interactions using the Community of Inquiry (CoI) model. A survey was administered to 349 undergraduate students in Malaysia to collect the quantitative data, which was then triangulated through interviews with 20 students. The interviews were categorized based on Braun and Clarke's reflective thematic analysis. The survey related to social presence indicates a strong interaction among students and a notable decrease in students' inclination for informal and humorous social interactions with their teachers. The findings related to teaching presence view instructors as actively engaging students in their learning process. However, they also pointed out that out less sharing of critical knowledge is taking place. On the other hand, the cognitive presence category was associated with the development of meaningful interaction The educational implications seek to provide guidance to educators and institutions on maximizing the utilization of WhatsApp, for the learning of English as a Second Language (ESL). This involves considering the social, cognitive, and teaching presences highlighted in the study. [ABSTRACT FROM AUTHOR]

With the spread of COVID-19 all over the world, the transformation of the educational system and the implementation of remote lessons became the only possible variant to continue the process of teaching students for English as a foreign language (EFL) teachers. This tendency was unexpected and became rather difficult for teachers and administrators who were typically not involved in online education to facilitate that change smoothly. The purpose of the study is to investigate the pedagogical opportunities and challenges for teachers who have to work online during the pandemic organizing the lessons of foreign languages in Saudi Arabia. The study is based on the analysis of the information received during qualitative semistructured interviews with teachers from Saudi Arabian Universities and English language centers who use online classes as an alternative to traditional English lessons. The results of the study show that from the teacher's perspective, challenges included a lack of student engagement, unnatural communication patterns, unusual requirements for planning content, and technical difficulties. The study found that remote education is hampered by low student engagement, lack of appropriate technology, incompatibility with new technologies, emotional stress, communication issues, student perception of material, attention on work, and inability to communicate with teachers and classmates. Moreover, the major findings include the solutions to the existing issues of online education, such as the creation of compelling content, the use of powerful online tools, the provision of effective platforms to students, the deeper focus on listening skills, and the use of technologies. [ABSTRACT FROM AUTHOR]

Virtual learning, necessitated by COVID-19, is novel in Kuwait. This study explores Islamic education pre-service teachers' perceptions regarding online learning experiences with virtual discussions to demonstrate its effectiveness in interaction, engagement, and socialization. Data were collected from 161 female Islamic education pre-service teachers enrolled at (Kuwait University). A mixed methods research approach confirmed the participants' positive perceptions regarding the virtual learning experience and the role of virtual discussions in fostering engagement, interaction, and perceived learning. Virtual discussions maximized peer cooperation, enforced communication skills, and generated constructive feedback. The drawback was that a few pre-service teachers dominated the discussion, highlighting the importance of the instructor's guidance in achieving learning outcomes. For these teachers in training, this study clarifies the impact of virtual discussions on learning outcomes and in fostering interaction and engagement and helps them understand the importance of being heard, communicating ideas, and sharing perspectives in a virtual environment. [ABSTRACT FROM AUTHOR]

Black students' experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students' interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students' experience and increase interest in pursuing future STEM careers. [ABSTRACT FROM AUTHOR]

The article presents the discussion on learning guide for St. Gregory's Book of Pastoral Rule as part of the Tolle Lege series, aimed at enhancing students' engagement with significant texts. Topics include St. Gregory's background and objectives, the impact of his teachings on contemporary ministry standards; and the intended use of the guide for deeper academic exploration.