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The second year of college is a time when students remain at increased risk of departure. Compared to widely available first-year resources, institutional support for second-year students is more limited. The purpose of this study was to compare second-to-third year retention between students who participated in a comprehensive second-year experience program (SEP; n = 2,622) with students who did not participate (n = 4,823). Because students' participation in SEP was optional, we used propensity score matching to account for potential selection bias. Students who participated in SEP were retained at higher rates than students who did not participate, even when accounting for potential selection bias. Retention differences were especially notable among participants and nonparticipants from systemically minoritized backgrounds. These findings extend prior research that meaningful involvement in high-impact practices supports second-year students' retention. We conclude with implications for leaders responsible for second-year programing on their campus. [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]

College student participation in extracurricular activities is recognized as a contributing factor to an increase in academic cheating behaviors. National Intramural and Recreational Sport Association (NIRSA)-sponsored sports emphasize that all participants demonstrate appropriate ethical behaviors (i.e., sportsmanship) throughout competition. This study explores the impact that participation in recreational sports programs in college has on the frequency of self-reported instances of academic cheating. Specifically, we assess whether participation in NIRSA-sponsored activities which focus on the development of ethical behaviors in sports (i.e., sportsmanship), translates into ethical behaviors in the classroom, as measured through self-reported instances of academic dishonesty. Results show that participation in NIRSA-sponsored programs is directly related to an increase in self-reported instances of academic cheating. [ABSTRACT FROM AUTHOR]

English as a foreign language (EFL) students' lack of engagement directly affects their learning outcomes, and it has captured the attention of many researchers. Factors affecting EFL students' participation may be differed by student and lecturer perceptions, which will cause differences in these stakeholders' solutions to classroom difficulties. Accordingly, this study measured Non-English major (NEM) students and EFL lecturers' perceptions of factors hindering students' participation in English-speaking classes. About 156 NEM freshmen and 14 lecturers responded to a 35-item questionnaire containing five primary clusters: linguistic, cognitive, affective, pedagogical, and social-cultural factors. The study further employed semi-structured interviews with six students and four lecturers. The results found some significant differences between lecturer and student perceptions. On the one hand, the students did not consider the large class size, insufficient time for in-class practice, and students' tendency to remain silent as hindering their class participation. On the other hand, the lecturers considered vital barriers: students' insufficient proficiency, teachers' poor lessons, or teacher-student relationship. Based on the findings, teacher professional development activities are expected to be one of the solutions to EFL students' insufficient engagement in English-speaking classes. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of classroom-based student writing tutors with discipline-specific backgrounds as adjunct collaborators in supporting non-native English-speaking writing teachers in the disciplines. In this qualitative study, the participants' perceptions of this collaborative instructional model were evaluated through a thematic analysis of semistructured interviews with the participating students, in-class writing tutors, and writing instructors from two disciplinespecific writing courses. The findings highlighted the perceived benefits of this collaborative teaching with discipline-specific tutors and their involvement as the "pedagogical bridge" to overcome language teachers' insufficiency of disciplinary content knowledge. The findings also pointed to pedagogical challenges concerning writing variations within the same discipline and students' need for linguistic knowledge rather than discipline-specific content knowledge. Based on these findings, this study concludes with a discussion of the pedagogical implications for the effective training of discipline-based tutor collaboration and the future implementation of discipline-based writing curricula across disciplines. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between the classroom environment (CE) and university identification (UI) and the chain mediating effects of student engagement and academic achievement (AA). 4,463 Chinese university students were assessed using the classroom environment and UI scales, and measures of student engagement. Results show: (1) a significant positive correlation between a supportive CE, high student engagement, high AA, and high UI; (2) AA plays a mediating role between CE and UI, while student engagement mediates CE and UI; and (3) student engagement and AA play a chain mediating role between CE and UI. This study verified that a positive CE helps strengthen university students' UI, and student engagement, AA, and a series of intermediary roles had a chain mediating effect. Universities should create a positive CE and encourage building good interpersonal relationships between students and others to further increase AA and UI among students. [ABSTRACT FROM AUTHOR]

This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simultaneously. Findings also show that misalignments between social competence and personal experience constrained meaning-making. This study illustrates a need for activities that reflect and expand newcomer resources and experiences, and for activities that can take shape through student participation. [ABSTRACT FROM AUTHOR]

One way to build a comprehensive, inclusive, and equitable music education is through the inclusion of popular music in curricula. However, it can be challenging for teachers to bring popular music into the classroom for many reasons. We suggest that since many teachers are educated in the Orff Schulwerk approach, this can be one way to teach popular music in the classroom. In this article, we discuss the similarities between Orff Schulwerk and popular music education, share our rationale for creating a weeklong course on popular music and Orff, describe how it was structured, and share resources. We invite teachers to build relationships with their students, talk to students about what and who they are listening to, start with activities that are comfortable for them and their students, and know that music standards can easily be achieved through teaching and learning about popular music. [ABSTRACT FROM AUTHOR]

Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students' enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support. [ABSTRACT FROM AUTHOR]

Using longitudinal data for a nationally representative sample of fifth-graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education — referred to as academically oriented extracurricular activities mainly aimed to prepare for examinations — on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Background: Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method: A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results: There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas (r =.44). However, in the other course, the average word count per post (r =.47) and per reply (r =.39) was significantly lower in Reddit. Neither course observed a significant difference in students' perceived value of the discussion board. Conclusion: This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications: Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school. [ABSTRACT FROM AUTHOR]

The first year of university study provides an ideal opportunity to target student participation in many health behaviors such as recreational sport. The study used the theory of planned behavior to identify the key behavioral, normative, and control beliefs underlying student participation in recreational sport. A cross-sectional design was used with a 4-week follow-up. A purposive sample of 206 participants responded to a theoretically informed questionnaire measuring baseline cognitions. Follow-up behavior was measured using self-report questionnaires. All beliefs correlated with intention, and seven beliefs correlated with behavior. Four key beliefs predicted intention ("enjoyable," "time consuming," "friends," and "family members") and two key beliefs predicted behavior ("enjoyable" and "time consuming"). Interventions successfully targeting these specific beliefs may lead to a greater number of students participating in recreational sport. [ABSTRACT FROM AUTHOR]

In recent years, it has been well established that study abroad participation is a socially selective process. Today, scholars generally focus on single social markers, often using cross-sectional data. In this article, we instead adopt an intersectional and longitudinal approach to improve our understanding of the development of social selectivity in study abroad, with a particular focus on the intersection between socioeconomic background and gender. Our analyses are based on the Learning Conditions and Student Orientations (N = 49,931), a representative survey of German higher education students, and covers the period 1994 to 2016. Our analyses indicate that social selectivity in German study abroad programs increased in 2003 and remained stable afterward, which can be partly explained by differences in cultural, economic, and social capital. Finally, our analysis suggests that cultural capital also explains the gender imbalance in study abroad programmes. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to explore students' reasons for participating in a campus sexual assault climate survey to determine if patterns exist based on various identities and experiences. More specifically, we were interested in the most frequently reported reasons for participating, and whether they differed by key demographic variables. As part of a campus climate survey administration at two campuses, 4,020 students responded to survey questions asking why they participated in the survey (Sample 1, n = 2,937 and Sample 2, n = 1,083). To examine which demographic variables predicted reasons for taking the survey while controlling for other potential correlates, we conducted logistic regression analyses. The reasons provided by students as to why they completed the campus climate survey differed by identity characteristics, suggesting that researchers must consider the demographic makeup of their institutions when designing sampling and recruitment plans and tailoring them to their student populations. For example, while gender emerged as salient for differing reasons for participation (e.g., women more likely to participate because of the issue's importance and wanting their opinions heard more), intersectional analysis by race and gender indicates that White men (and Asian men, in Sample 1) most consistently indicated different reasons for participation, with significantly greater odds than their White and Asian women counterparts to participate for the cash incentives. This information could help improve the recruitment of representative samples for campus sexual assault surveys and therefore provide more accurate data that can be used to deliver effective intervention and prevention efforts. [ABSTRACT FROM AUTHOR]

Accessibility to gifted programs is related to processes by which students are screened for eligibility and have knowledge of options for participation. Accessibility via websites is related to usability for all users, including those with limited technology or connectivity. The purpose of the present study was to evaluate accessibility and availability of information regarding gifted education for parents of gifted students from historically marginalized student populations. We conducted a content analysis of Florida's 74 district websites to determine accessibility and availability of gifted information. We found a disparity between accessibility based on number of clicks and availability based on embeddedness of information, although quantity of clicks was not necessarily correlated with the availability of information. Our findings led to practical implications and actionable items for educational institutions to address the potential impact of accessibility to gifted identification/program participation for students from underrepresented populations. [ABSTRACT FROM AUTHOR]

Understanding students' participation in collaborative classroom settings is important in a variety of educational contexts, with implications for teaching, research, and equity. Using data from a group-centered developmental mathematics class, this research brief illustrates novel quantitative representations of students' group participation and their instructor's classroom activity. Presenting an overview of classroom activities based on audio data, the diagrams show a variety of patterns, including each group's progression through assigned tasks, some students' exclusion from discussions of those tasks, and the teacher's patterns of interaction with groups. The representations provide new ways that researchers might approach and present multilayered classroom data. [ABSTRACT FROM AUTHOR]

The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students' participation in the student movement outside of their high school, they were not considered in any school or policy guidelines. Consequently, we argue for the value of this constellation as a counterstory that invites to acknowledge how students participate beyond institutional and citizenship policy guidelines and to recognize the contribution of their experiences in the pursuit of democratic thick forms of education and citizenship. [ABSTRACT FROM AUTHOR]

University (i.e., college) students often encounter constraints to physical activity and sport participation that alter, or totally prevent, participation. The purpose of this study was to examine first-year university students' negotiation of participation constraints and how their negotiation strategies had changed following the transition from high school to a university (transition). Data were collected from 121 first-year students at a New Zealand university using an online questionnaire. Data were collected on the duration, frequency, and types of physical activity in relation to high school and university, sociodemographic variables, and students' use of negotiation strategies. Changes in negotiation and participation following the transition were assessed using open-ended questions. Following the transition, students' participation preferences/patterns had changed. Analysis revealed three prominent negotiation factors: well-being management, interpersonal, and time prioritization and financial management. Differences in negotiation based on sociodemographic variables and participation were also revealed. The relationships between motives, negotiation, constraints, and participation were also explored. [ABSTRACT FROM AUTHOR]

In this article, we take our thoughts for a walk through our three different doctoral journeys and experiences with the Post Philosophies and the Doing of Inquiry Webinar Series (2020–2021). The webinars presented an example of Slow scholarship, enabling us to think deeply and differently from others and develop new ideas to take further. The online connections offered opportunities for extending learning spaces beyond traditional bounded structures. Here we explore the rich learning gained from each other's experiences of research, learning, and teaching in different higher education settings and ways in which these intersected with the webinars during the global COVID-19 pandemic. We contend that the generosity of senior academics in leadership positions who embraced global networks of communication, connected students with experts, and learned with and from their students through communal egalitarian spaces has enormous potential to support students as they traverse often demanding and challenging doctoral journeys. [ABSTRACT FROM AUTHOR]

Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students' opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students' mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers' practice in classrooms that feature broad distributions of participation. Purpose: The purpose of this study was to examine teachers' instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. Participants: Participants included two teachers and 45 students from two third-grade classrooms. Teachers had participated in ongoing professional development focused on leveraging children's mathematical thinking in instruction. Research Design: We drew from qualitative methods for analyzing video to investigate classroom interactions from 12 mathematics lessons. Data sources included video recordings, transcripts, and student work. We used Studiocode software to parse each lesson into phases and episodes. Drawing from previous studies, we identified a subset of episodes in which teachers explicitly positioned a student's contribution as competent. An iterative process of coding and discussion was used to analyze patterns with respect to student participation, teacher support, and the unfolding of rights and obligations related to participating in mathematical activity. Findings: Analyses revealed different kinds of situations in which students participated in mathematically substantive ways (in terms of providing detailed explanations of their ideas or engaging with the details of a peer's idea) and teachers positioned their contributions as competent. These situations included highlighting, clarifying, and amplifying contributions; supporting the specificity of student contributions; recognizing emergent ideas; and validating unprompted attention to mathematical details. Assignments of competence emerged in ways that were integrated into teachers' ongoing efforts to surface and make explicit the details of their mathematical ideas, while also broadening the kinds of contributions students could make to joint mathematical work. Conclusions: Helping students to know what it could look and sound like to participate in the moment while recognizing a wide range of contributions as competent created openings for students who in many classrooms might be excluded or relegated to the periphery of conversations. Making competence explicit was a contingent, relational practice that required teachers to find specific ways of leveraging student strengths to support their participation. Recommendations for advancing mathematics teaching must attend to the nuances with which particular practices unfold to open or constrain individual students' opportunities to learn. [ABSTRACT FROM AUTHOR]

Colleges and Universities have invested a great deal of resources in constructing and renovating recreational facilities over the course of time. These facilities serve as a location for health, fitness, and socialization, and provide many other wellness benefits. This study examines the impact of new/renovated collegiate recreational facilities on three different campuses and the return on investment (ROI). The ROI is measured through student participation, impact on recruitment, and retention. Additionally, this study intends to provide other institutions with examples on how they can provide data to reflect the collegiate recreation facility ROI. [ABSTRACT FROM AUTHOR]

Previous studies have made a significant contribution to the modeling of constraints on women's sports participation, including religious and cultural issues, gender inequality, and socio-cultural restrictions, especially in Muslim countries. However, there is still a knowledge gap in this field. Using the survey method with stratified random sampling (strata), data were collected from the colleges of four provinces in Pakistan. After eliminating defective (missing data and duplication) samples, 687 valid questionnaires were retained. The eight most common influencing factors for sports participation among Pakistani female students were then incorporated into a constraints model in the context of feminism in sports theory, which was validated using AMOS 24. The results suggested the following measures: introducing sports activities and female coaches in schools; the government provision of female-only facilities; removing the misconception that Islam is an anti-sports religion; raising awareness among female students and their parents about sports benefits; and using the concept of negotiation to overcome these constraints. According to the results of the present study, we conclude that providing women-only facilities, spreading the correct meaning of religion (Islam), and raising awareness among women and their parents could enhance female students' sports participation in Pakistan to a great extent. [ABSTRACT FROM AUTHOR]

Music educators often find themselves in the midst of a nearly impossible juggling act that includes preparing students for countless performances while also fostering the development of a wide range of musical skills; however, time and resource constraints frequently inhibit the teacher's ability to provide individual attention to every student. Implementing peer-assisted learning activities in an existing curriculum can alleviate some of the demand for direct teacher intervention by empowering students to help guide each other through the learning process. This structure can look different from traditional ensemble instruction, leaving teachers with questions about classroom management. The following guidelines and sample unit plans were designed to provide support for teachers as they incorporate collaborative learning in an effective and manageable way. [ABSTRACT FROM AUTHOR]

The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize outcomes, including maintenance and generalization of effects. We identified seven studies examining quality of participation and eight studies examining quantity of participation that met our inclusion criteria; however, only three studies from each group met quality standards. Overall, interventions positively influenced student contributions at IEP meetings. When measured, increased quantity and quality of participation maintained over time and generalized to real IEP meetings. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students' participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students' perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students' learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion. [ABSTRACT FROM AUTHOR]

Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. A multiple baseline across participants design was used to measure student engagement across several areas, including rate of participation and on-task behavior. Both visual and statistical analysis yielded a relationship between use of SRT and two areas of engagement: student's participation and on-task behavior. [ABSTRACT FROM AUTHOR]

Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings and the predictors of these outcomes. Respondents were 1,183 parents of students with disabilities across all grade levels. Results indicated that only a third of students attended their most recent IEP meeting. Most students who did attend their meeting were not actively participating. Results from a factor analysis of participatory behaviors challenge previous conceptualizations of student participation. Predictors of student involvement included strength of the parent–teacher partnership, as well as certain student characteristics related to grade and disability type. Implications are discussed. [ABSTRACT FROM AUTHOR]

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students' feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal "snapshot" lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses. [ABSTRACT FROM AUTHOR]

This qualitative research explores the impact of university lifelong learning programs on the participants' perceived employability by examining six training programs implemented by the Lifelong Learning Center of Aristotle University of Thessaloniki. The grounded theory approach was used throughout the research. After a set of data were gathered through face-to-face interviews with the programs' directors, 21 semistructured interviews were conducted with people who attended the programs. Through a process of data coding and analysis, a theoretical model was developed. The findings indicated that the programs examined enhanced the three dimensions of the participants' perceived employability (career identity, personal adaptability, and human and social capital). Moreover, the interviewees emphasized that universities should strengthen their links with the labor market and the local society, to meet the needs of a larger number of citizens. [ABSTRACT FROM AUTHOR]

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers (Volkshochschulen— VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration. [ABSTRACT FROM AUTHOR]

We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Under the definitions operating at the time, though, we show that participation by students with disabilities in applied science, technology, engineering, mathematics, and medical/health (STEMM) CTE courses has increased over time, both nationally and in Washington. These trends are encouraging given prior evidence linking applied STEMM-CTE participation to better long-term outcomes for students with disabilities. [ABSTRACT FROM AUTHOR]

Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants' engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional. [ABSTRACT FROM AUTHOR]

Studies on youth participation tend to characterize youth as either active and trustful or as passive and alienated. This cross-national and longitudinal study examines patterns of citizenship orientations characterized by both manifest and latent involvement differentiated by one's position toward institutional politics (trustful or distrustful) among 1,914 adolescents from five European countries (53.5% female; Mage = 16.27). Demographic and proximal contextual correlates associated with different orientations at a 1-year interval were also assessed. Latent profile analysis identified four groups of citizenship orientations among adolescents: engaged trustful, engaged distrustful, unengaged trustful, and unengaged distrustful. Differences of membership likelihood were found for background characteristics (gender and family income), school characteristics (track, democratic climate, student participation, and its perceived quality), family, and peer norms of participation. [ABSTRACT FROM AUTHOR]

In preparation for graduating from high school, students face the challenge of having to learn the subject matter of several school years with little guidance. The ability to self-regulate learning is conducive to this. Research has shown that students' self-regulated learning can be successfully promoted through training. However, when such training is provided voluntarily, not all students participate and dropout rates tend to be high. Minimal interventions on utility value and implementation intention are promising approaches to increase the use of voluntary training. This study investigates whether short interventions can increase the participation in voluntary self-regulated learning training and whether differences in participation can be explained by motivation profiles. A randomized intervention study was conducted with 269 students assigned to one of four conditions: utility value, implementation intention, a combination of utility value and implementation intention, or a control condition. Regression analyses show the minimal interventions on utility value and implementation intention had no effect on training participation. Positive predictors, however, were expectancy for success and mean grade score. In addition, latent profile analyses showed a three-class model with the profiles "motivated," "balanced," and "unmotivated." Motivated students participated in the training significantly more often than students with other profiles. Implications for theory development and practice are discussed. [ABSTRACT FROM AUTHOR]

An in-service training programme was used as an accelerator that scaffolded teachers in four school units in Lappeenranta, Finland, the aim being to find a shared understanding and shared practices, or 'praxis', in terms of promoting student participation. In this study we examine the practices that either supported or prevented participation from the perspective of the teachers. We also examine how the arrangements of the practice architectures – cultural-discursive, material-economic and social-political – appear in the teachers' accounts of student participation. The data consists of 22 diamond-ranking forms made by 86 teachers, and an audio-recorded and videotaped group interview. The teachers in the school units found praxis both in the support of student participation (emphasising the students' role in school councils and giving them a recognised role in everyday practices) and in the challenges (turning participation into pedagogical practice). The arrangements of the practice architectures were identified in the group interview. [ABSTRACT FROM AUTHOR]

In many democratic societies, schools are expected to prepare their students for participation in democratic societies. (Self)assessment frameworks, designed by scholars and curriculum developers, support the development of school initiated democratic experiences. Existing frameworks, however, are not designed to capture the interplay between the practices organized, related educational activities, and the types of aims pursued in education programs. To address this void, this paper presents an eight-sectored framework that captures the multiplicity of democratic education and participation in schools. [ABSTRACT FROM AUTHOR]

We investigate student listening compliance, preference for audio versus print content, and exam performance when professionally produced podcasts are assigned as "readings" and provided in both audio and print formats. Listening/reading compliance for the assigned podcasts was high compared with figures reported in previous research. The most popular format for accessing the content was listening, followed by reading, followed by doing both. Most students perceived their selected mode made it easier to focus and comprehend. Many students switched their mode of access between assignments, and some mentioned that having options was important. Students who read podcast transcripts were more likely to answer exam questions correctly than those who only listened to the podcasts, a finding likely tied to multitasking behavior reported by listeners. Our findings suggest instructors should provide students access to both podcast audio and transcripts and explicitly teach students how to best engage with podcast content. [ABSTRACT FROM AUTHOR]

Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that inclassrooms such discussions are rare. When discussions do happen, few students tend to participate.Purpose/Focus of Study: We look to exemplar teachers' classrooms where a range of ethnically, racially, linguistically, and academically diverse studentsparticipated substantively in discussions throughout social studies inquiries to understand what those teachers do to support broad and substantive studentparticipation in discussion, knowing that discussion promotes student learning.Research Design: Using video recordings of class sessions, we conducted discourse analysis and used case study methods to examine classroom discourseover 20 days of inquiry across an academic year within the context of a larger, design-based research project.Findings: We identify how two teachers build toward and facilitate three types of disciplinary, whole-class, text-based discussions: Sensemaking,Argumentative, and Culminating Argumentative. We analyze the instructional work involved in preparing students for discussions, in situating discussionswithin a larger context of inquiry, and in facilitating discussions in the moment, focusing on the intellectual work being done when students take extendedturns of talk that build on what has been said before.Conclusions/Recommendations: This work contributes a broader understanding of how students' full participation in disciplinary discussion andargumentation can be supported in the context of inquiry. We draw implications for enabling all students to participate in inquiry, with particularattention to students learning English or needing support for reading complex sources. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate differences in academic indicators among intramural sports participants and nonparticipants following their first year of college. Matched samples (N = 1,796; 898 pairs) were generated based on demographic variables. Data were obtained from university databases. Paired sample t tests and logistic regression were used to assess differences between participants and nonparticipants. First-semester and first-year grade point average were significantly higher (p <.001) for participants than nonparticipants. First-semester and first-year credit difference were significantly lower (p <.001) for intramural sports participants than nonparticipants. Participants were more than twice as likely to be retained than nonparticipants and 40% more likely to achieve sophomore status. Results suggest that freshmen students participating in intramural sports during their first year of college achieve greater academic success than nonparticipants. [ABSTRACT FROM AUTHOR]

Student levels of participation in intramurals and club sports exceed those of other forms of co-curricular involvement. This positions collegiate recreation as a powerful context for student learning. This study uses a multi-institutional dataset with representation from 29,811 participants in intramurals and club sports to examine influences on leadership development. Findings offer insights on how best to leverage students' leadership capacity, leadership efficacy, social perspective-taking, and resilience. [ABSTRACT FROM AUTHOR]

This study reports the results from the 2013 National Association of Student Personnel Administrators (NASPA) Assessment and Knowledge Consortium. Students (N = 33,522) from 38 different colleges and universities across the United States completed the Recreation and Wellness Benchmark instrument. Using Astin's Theory of Student Involvement (1984), this study sought to determine if there were significant differences between different depth and breadth levels of participants' campus recreational sports involvement/participation on student retention, health and wellness, and student learning outcomes. Heavy Users placed significantly more importance on campus recreational sports facilities and programs when deciding to continue at their college/university, and felt they had increased or improved every health and wellness and student learning outcome from their participation in campus recreation significantly more when compared with Moderate, Light, and Non-Users. Findings from this nationwide study demonstrate the value of collegiate recreation to the college and university experience. [ABSTRACT FROM AUTHOR]

During the 2015–2016 school year, the Florida Department of Health in Duval County hosted Teen Health Centers (TeenHC) at five high schools of Jacksonville providing HIV/STD screening and pregnancy testing. The purpose of this study was to assess the cost-effectiveness of the TeenHC chlamydia screening program and determine at what student participation level, the program can be cost-effective. We assessed the costs and effectiveness of the chlamydia screening program compared with "no TeenHC". Cost-effectiveness was measured as cost per quality-adjusted life years (QALY) gained. At a program cost of US$61,001 and 3% participation rate, the cost/QALY gained was $124,328 in the base-case analysis and $81,014–$264,271 in 95% of the simulation trials, all greater than the frequently citied $50,000/QALY benchmark. The cost/QALY gained could be <$50,000/QALY if student participation rate was >7%. The TeenHC chlamydia screening has the potential to be cost-effective. Future program efforts should focus on improving student participation. [ABSTRACT FROM AUTHOR]

Students learn more when their minds are engaged, when abstract concepts become constructs they can see and understand in the context of their everyday lives. In this article, we present an activity designed to engage students to apply sociological concepts to their everyday experiences as college students. In this applied learning activity, we use the concept of "eyes" from The Handmaid's Tale to teach students about deviance, social control, surveillance, and dramaturgical theory in a large (174 student) introduction to sociology class. We assign a portion of the class to be "eyes" and observe their classmates' deviant behaviors. We measured students' knowledge of and confidence in the content using pretest and posttest surveys. We found that students engaged in fewer acts of deviance when they knew they were being watched and the activity and lecture increased students' confidence in the material and content knowledge. [ABSTRACT FROM AUTHOR]

Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders. [ABSTRACT FROM AUTHOR]

We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of self-determination. The strategy addressed essential self-advocacy skills including knowledge of self and communication. Results showed significant differences in favor of the treatment group concerning student participation, as measured by student responses to the Self-Advocacy Self-Report. Generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, a set of social skills necessary for effective communication, in informal meetings with special education teachers. Implications for practice, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to explore the principal's perceptions about, and strategies for, increasing students' active participation in the day-to-day affairs and decision-making at a secondary school located in a rural, mountainous region of Pakistan. By exploring the principal's leadership practices, this study aims to answer the question, 'how can school principals promote students' participation in school leadership and, in turn, how can such participation ultimately lead to a socially just and democratic community?' To us 'school leadership' is not a set of skills or positional authority that lies in one individual – the principal – but it is a practice which is widely distributed and engaged by a range of people including students in the day-to-day affairs and business of the school. Although, students' participation in curricular and co-curricular activities and decision-making processes in schools is widely studied elsewhere, there is hardly any study on this topic in the context of Pakistan, particularly with reference to rural schools. Therefore, an empirical investigation based on a qualitative case study method was conducted to collect data from the principal as well as from other members of the school community regarding the leadership practices that promote students' active participation in school affairs. The findings of the study reveal a number of interesting and contextually relevant strategies used by the principal as well as the gaps between his beliefs and practices and the challenges he faces in increasing students' participation in various activities and decisions at the school. [ABSTRACT FROM AUTHOR]