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Background: Exposure to environmental metals has been consistently associated with attention and behavioral deficits in children, and these associations may be modified by coexposure to other metals or iron (Fe) status. However, few studies have investigated Fe status as a modifier of a metal mixture, particularly with respect to attention-related behaviors. Methods: We used cross-sectional data from the Public Health Impact of Metals Exposure study, which included 707 adolescents (10-14 years of age) from Brescia, Italy. Manganese, chromium, and copper were quantified in hair samples, and lead was quantified in whole blood, using inductively coupled plasma mass spectrometry. Concentrations of Fe status markers (ferritin, hemoglobin, transferrin) were measured using immunoassays or luminescence assays. Attention-related behaviors were assessed using the Conners Rating Scales Self-Report Scale- Long Form, Parent Rating Scales Revised-Short Form, and Teacher Rating Scales Revised-Short Form. We employed Bayesian kernel machine regression to examine associations of the metal mixture with these outcomes and evaluate Fe status as a modifier. Results: Higher concentrations of the metals and ferritin were jointly associated with worse self-reported attention-related behaviors: metals and ferritin set to their 90th percentiles were associated with 3.0% [[beta] = 0.03; 95% credible interval (CrI): -0.01, 0.06], 4.1% ([beta] = 0.04; 95% CrI: 0.00, 0.08), and 4.1% ([beta] = 0.04; 95% CrI: 0.00, 0.08) higher T-scores for self-reported attention deficit/hyperactivity disorder (ADHD) index, inattention, and hyperactivity, respectively, compared with when metals and ferritin were set to their 50th percentiles. These associations were driven by hair manganese, which exhibited nonlinear associations with all self-reported scales. There was no evidence that Fe status modified the neurotoxicity of the metal mixture. The metal mixture was not materially associated with any parent- reported or teacher-reported scale. Conclusions: The overall metal mixture, driven by manganese, was adversely associated with self-reported attention-related behavior. These findings suggest that exposure to multiple environmental metals impacts adolescent neurodevelopment, which has significant public health implications. https://doi.org/10.1289/EHP12988, Introduction Children living in proximity to steel-producing ferroalloy industry are commonly exposed to exogenous metals through inhalation or ingestion, including lead (Pb), manganese (Mn), chromium (Cr), and copper (Cu), through [...]

Research on values has posited that self-transcendence and self-enhancement values are conflicting value types and that an increased focus on one will diminish the emphasis on the other. However, studies in the teaching profession have suggested that these two values may also be compatible, as they can both contribute to better teacher commitment and achievement outcomes. This paradox is a critical knowledge gap that warrants an empirical investigation. Another important gap in value research concerns the role of school values, as past studies have mostly focused on individual values. The current study aimed to resolve the question of whether teachers' self-transcendence and self-enhancement values are conflicting or compatible by examining how these values are associated with each other and how they predict teacher commitment and persistence. The study also took a multilevel perspective by investigating how individual-level and school-level values predict key outcomes. The study involved 1,110 teachers from 40 schools and multilevel structural equation modeling analyses were conducted. The results suggested that teachers' self-enhancement and self-transcendence values can be compatible. These values are positively related to each other and they are also positively associated with higher teacher commitment to school., Author(s): Hui Wang [sup.1] , Ronnel B. King [sup.2] , Dennis M. McInerney [sup.1] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Special Education and Counselling, Faculty of [...]

Keywords: adolescence; circadian function; circadian preference; daytime sleepiness; academic impairment; ADHD; grades Background There is growing evidence for the role of circadian factors in adolescents' sleep and academic adjustment, with greater evening preference being linked to poorer academic functioning. However, studies have yet to evaluate this association prospectively in adolescence, nor have studies examined daytime sleepiness as a putative mechanism linking evening preference to poor academic functioning. The current study used a multi-informant design to test the prospective association of evening circadian preference, daytime sleepiness, and academic functioning (e.g., global academic impairment and grades) across 2years in adolescence. As evening circadian preference, sleepiness, and academic problems are elevated in adolescents with ADHD, we used a sample enriched for adolescents with ADHD and explored whether ADHD moderated effects. Method Participants were 302 adolescents (M.sub.age=13.17years; 44.7% female; 81.8% White; 52% with ADHD). In the fall of eighth grade, adolescents reported on their circadian preference, and in the fall of ninth grade, adolescents and parents completed ratings of daytime sleepiness. In the middle of 10th grade, parents and teachers reported on adolescents' academic impairment and at the end of 10th grade, adolescents' grade point average (GPA) was obtained from school records. Results Above and beyond covariates (e.g., adolescent sex, ADHD status, medication, sleep duration) and baseline academic impairment, greater self-reported evening preference in 8th grade predicted increased parent ratings of academic impairment in 10th grade indirectly via adolescent and parent ratings of daytime sleepiness in 9th grade. Furthermore, evening preference in 8th grade predicted greater teacher ratings of academic impairment and lower average GPA in 10th grade via parent ratings of daytime sleepiness in 9th grade, controlling for covariates and baseline GPA. ADHD status did not moderate indirect effects. Conclusion Findings underscore daytime sleepiness as a possible intervening mechanism linking evening preference to poor academic functioning across adolescence. Intervention studies are needed to evaluate whether targeting circadian preference and sleepiness improves academic functioning in adolescents. Article Note: Conflict of interest statement: No conflicts declared. Byline: Joseph W. Fredrick, Taryn E. Cook, Joshua M. Langberg, Stephen P. Becker

Keywords: Informant discrepancies; Emotion regulation; ODD dimensions; Children; Gender differences Abstract Informant discrepancies are commonly observed in assessment of children but there is a lack of studies evaluating such discrepancies for oppositional defiant disorder (ODD) dimensions and emotion dysregulation. Additionally, gender differences in relation to this topic have also received little attention. The goal of the current study was to examine how parents and teachers differ in their reports on ODD dimensions and emotion dysregulation. Using repeated measures, the first in preschool and the second at the end of first grade in elementary school, we assessed informant discrepancies looking specifically at two separate dimensions of ODD (irritability/mood related symptoms and defiant behavior/vindictiveness) as well as two aspects of emotion dysregulation (emotion regulation and lability/negativity). Potential gender differences were also assessed. Parents and teachers of 162 5--7-year-old children (43.2% girls and 56.8% boys) completed the Emotion Regulation Checklist and the Disruptive Behavior Rating Scale. The results indicate relatively prominent informant discrepancies overall, especially between parents and teachers (Intraclass correlation coefficient (ICC)=0.151--0.566), but better agreement was found among preschool and elementary school teachers (ICC=0.499--0.753). Informant discrepancies were overall more evident for defiant behavior/vindictiveness compared to irritability/mood related symptoms of ODD. When informants assessed emotion regulation and lability/negativity, the inconsistencies were much more evident for emotion regulation. Lastly, boys were reported to have overall more severe symptoms than girls, but informant discrepancies were more evident for girls. These findings provide valuable evidence regarding the importance of considering informant discrepancies when conducting multi-informant assessment on young children. Highlights * Informant discrepancies were assessed for dimensions of ODD and emotion dysregulation. * This study included both parent and teacher reports and repeated assessment. * Discrepancies were more prominent between parent and teacher than different teachers. * Boys had more severe symptoms, but informant discrepancies were more evident for girls. Author Affiliation: (1) Department of Psychology, University of Iceland, Saemundargata 12, 101, Reykjavik, Iceland (2) Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, Holland, The Netherlands (a) gmm1@hi.is Article History: Registration Date: 11/03/2021 Accepted Date: 11/02/2021 Online Date: 11/14/2021 Byline:

Keywords Differential sorting; Employee performance evaluations; Same-gender bias; Subjectivity Abstract This paper investigates the existence of in-group bias (preferential treatment of one's own group) in performance evaluations. Drawing information from an educational setting and employing a unique dataset, we use principals' observational assessment of teachers to examine the impact of gender interactions on evaluation of employees. Our results indicate that average classroom observation ratings for female teachers, relative to males, were 0.19 of a standard deviation higher when they were evaluated by female principals. We explore the mechanisms and present convincing sets of results consistent with the tendency of superiors to favor same-gender subordinates. Several robustness checks and different placebo tests support our findings. Author Affiliation: University of California, Riverside, United States Article History: Received 4 September 2021; Revised 22 November 2022; Accepted 28 November 2022 (footnote)[white star] I would like to thank Laura Schechter, the associate editor, an anonymous referee and Michael Lovenheim for helpful comments and suggestions. All results, conclusions and errors are my own. Byline: Ozkan Eren

'Please keep doing what you do,' a ninth grader wrote on her student evaluation in 2018. Her comment made me wonder if my students realize how much I question my [...]

Keywords: Mindfulness; School-based mindfulness; Implementation fidelity; Prosocial behavior; Externalizing behavior; Education Abstract Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning. Highlights * Teacher ratings of prosocial behavior and externalizing behavior improved after a 16-session mindfulness program. * Program outcomes differed by grade but not across child sex and race/ethnicity. * Teacher and student engagement in the mindfulness program was associated with more positive outcomes. Author Affiliation: (1) Department of Psychology, Muhlenberg College, 18104, Allentown, PA, USA (2) Shanthi Project, P.O. Box 91423, 18109, Allentown, PA, USA (a) sciutto@muhlenberg.edu Article History: Registration Date: 04/02/2021 Accepted Date: 04/01/2021 Online Date: 04/15/2021 Byline:

This study investigated the impact of a self-management intervention, known as 'Check-in/Check-out' (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students' research design was used to examine effects of CICO on student academic engagement. Classroom teacher ratings of student anxiety, depression, somatic complaints and overall internalizing problems were collected pre- and post-intervention. Participant perceptions of the intervention when applied to students with internalizing concerns were also gathered. Visual analysis of direct observation data and single-case effect size estimates indicated positive effect for one student, questionable effect for a second student, and limited effect on academic engaged time for the third student. Post-intervention teacher ratings of student behavior showed decreases in several problem areas including anxiety, depression, and overall internalizing problems. Finally, student and parent participants generally viewed the intervention favorably and school personnel were able to implement a majority of intervention components with fidelity. Implications for practice and future research are discussed., Author(s): Barbara S. Mitchell [sup.1], Timothy J. Lewis [sup.1], Melissa Stormont [sup.1] Author Affiliations: (1) grid.134936.a, 0000 0001 2162 3504, Department of Special Education, University of Missouri, , 303 Townsend [...]

Keywords: Reporter discrepancy; ADHD; Assessment; Multiple informant Abstract The goal of the current study was to examine the role number of children in a family has on the discrepancy between mother- and teacher-reported externalizing problems. A total of 243 youth and mothers (M.sub.age=9.92[+ or -]2.84 years age range: 8--16 years 129 males and 114 females) presented for a psychological evaluation. Behavioral reports were gathered from the Child-Behavior Checklist and the Teacher Rating Form. A factorial analysis of variance first tested for mean-level discrepancies between informant reports across four sibling groups. Next, a polynomial regression analysis tested rank-order discrepancies as a function of sibling groups. Results indicated that mother-teacher mean-level discrepancies did not differ as a function of the number of children in the household. In contrast, rank-order discrepancies did differ across sibling groups mothers with fewer children had higher congruence with teacher-reported externalizing problems. Overall, mother-teacher rank-order agreement was greatest when the child was an only child and decreased modestly with the first and each additional sibling. We discuss these findings in light of previous literature and provide direction for future literature examining mother-teacher informant discrepancies. Highlights * The number of children in a family is related to differences in mother- and teacher-reported externalizing problems. * Rank-order discrepancies differed across sibling groups mothers with fewer children had highest congruence with teacher-report. * Mother-teacher rank-order agreement was greatest when the child was an only child, decreasing with each additional sibling. * Mean-level mother-teacher discrepancies did not differ as a function of the number of children.

This daily diary study examined how adolescents' institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; M.sub.age = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Contrastingly, adolescents with high teacher but low institutional trust became less engaged following discipline, whereas those with high teacher and institutional trust became more engaged. These findings suggest that adolescents interpret discipline within the social context of trust, and adolescents' trust in the institution and teacher are important for discipline to improve behavior. Article Note: This research was supported by a University of Pittsburgh Research in Diversity Grant (Jamie Amemiya, Ming-Te Wang) and the Motivation Center at the University of Pittsburgh School of Education (Jamie Amemiya, Ming-Te Wang). The writing of this manuscript was further supported a University of Pittsburgh Andrew Mellon Predoctoral Fellowship and a National Academy of Education/Spencer Dissertation Fellowship awarded to the first author (Jamie Amemiya). Byline: Jamie Amemiya, Adam Fine, Ming-Te Wang

Keywords: Evaluation of instructors' performance; Physical attractiveness; Teaching abilities; I20; I21; J24 Abstract: One instrument regularly seen as a basic resource in assessing pedagogical knowledge and vivid learning in different circumstances is through the method of conducting student assessment appraisal of their instructors. Nevertheless, deciding the nature of instructional abilities requires as rationale and unbiased judgments. The concern is that there are no formal techniques or formulas that would prompt accurate responses from the students. In spite of the contention surrounding students' rating on instructors, this study aims to investigate how university students in Malaysia would evaluate instructors based on non-instructional factors, such as physical attractiveness and psychological factors, which in turn may affect students' perceptions towards instructors' performance. PLS-SEM was appropriated to perform the path modeling analysis. Practical implication is discussed. Author Affiliation: (1) grid.461072.6, 0000 0000 8963 3226, Faculty of Accountancy, Finance and Business, Tunku Abdul Rahman University College, 89500, Penampang, Sabah, Malaysia (2) grid.412253.3, 0000 0000 9534 9846, Faculty of Economics and Business, Universiti Malaysia Sarawak, 94300, Kota Samarahan, Sarawak, Malaysia (3) grid.444472.5, Faculty of Hospitality and Tourism Management, UCSI University, 93050, Kuching, Sarawak, Malaysia (4) Sarawak Research Society, 94200, Kuching, Sarawak, Malaysia (5) grid.11142.37, 0000 0001 2231 800X, Department of Management and Marketing, Faculty of Economics and Management, Universiti Putra Malaysia (UPM), 43400, Serdang, Kuala Lumpur, Selangor, Malaysia (6) grid.47422.37, 0000 0001 0724 3038, Department of Law, Economics, Management and Quantitative Methods, University of Sannio, Via delle Puglie, 8282100, Benevento, Italy Article History: Registration Date: 17/01/2019 Accepted Date: 16/01/2019 Online Date: 15/02/2019 Byline: Sharon Tan (1), Evan Lau (2), Hiram Ting (3,4), Jun-Hwa Cheah (5), Biagio Simonetti (6), Hiok Lip Tan (2)

Keywords Nudges; Social norms; Descriptive norm; Commitment; Student evaluation of teaching; Participation; Response rates; Field experiment Abstract This paper reports the results of a large randomized field experiment that investigates the extent to which nudges can stimulate student participation in teaching evaluations. The three nudges that we used were designed to either: (1) heighten students' perceived impact of teaching evaluations, (2) communicate a descriptive norm of high participation, and (3) use the commitment-consistency principle by asking students to commit to participation. We find that none of the nudges were effective: all treatment effects are insignificant and close to zero in magnitude. Exploring heterogeneous treatment effects, we find evidence that the effectiveness of both the impact and commitment treatments differed across students. The impact treatment had a negative effect on the participation of bachelor-level students, but not on that of master-level students. The commitment treatment increased participation among students with good average grades, whereas it decreased participation for students whose average grades were poor. Author Affiliation: (a) Department of Economics, University of Chicago, 1126 E. 59th Street, Chicago, IL 60637, United States (b) IESEG School of Management, Univ. Lille, CNRS, UMR 9221 - LEM - Lille Economie Management, F-59000 Lille, France (c) School of Business and Economics, Vrije Universiteit (VU) Amsterdam, Gustav Mahlerplein 117, 1082 MS Amsterdam, the Netherlands (d) Department of Economics, University of Essex, Wivenhoe Park, Colchester CO4 3SQ, United Kingdom (e) Institute for Advanced Economic Research, Dongbei University of Finance and Economics, 217 Jianshan Street, Dalian, Liaoning 116025, China * Corresponding author. Article History: Received 11 August 2020; Revised 12 November 2021; Accepted 26 November 2021 (footnote)1 We thank the Education Service Center at Erasmus University Rotterdam and in particular Ria Koolen-Verhulst, Guus Eilers, Harry Post, Robert Kwakkel, Remco Slim, Tom van Steenbrugge, and Nabil el Issati for invaluable assistance in conducting the experiment and for providing us with the data. Furthermore, we thank Martijn van den Assem, Robert Dur, Ferdinand Vieider, and the two anonymous reviewers for their constructive comments. The paper has benefitted from discussion with seminar participants at Erasmus University Rotterdam. Byline: Susanne Neckermann [sneckermann@uchicago.edu] (a), Uyanga Turmunkh [u.turmunkh@ieseg.fr] (b,*), Dennie van Dolder [d.van.dolder@vu.nl] (c,d), Tong V. Wang [t.wang@dufe.edu.cn] (e)

States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers' ratings on the North Carolina Educator Evaluation System to determine whether TPPs are associated with the evaluation ratings of their initially prepared teachers. We find that (a) teachers from certain TPPs have significantly different evaluation ratings than graduates of other programs; (b) it is important to adjust for elements of school context when analyzing the evaluation ratings of program graduates; (c) evaluation ratings are a function of preparation quality, not just selection into programs; and (d) evaluation ratings provide evidence on the performance of TPPs that is distinct from value-added. Our results indicate that evaluation ratings can be a valuable component of TPP evaluation systems and provide guidance for incorporating ratings into such systems. Keywords teacher education preparation, school/teacher effectiveness, educational policy, evaluations, Introduction In the 1980s and 1990s, researchers began to examine relationships between teacher preparation programs (TPPs) and outcomes for program graduates. This research was situated within a policy context increasingly [...]

Keywords Implicit learning; Computational thinking; Learning games; Classification algorithms Highlights * Described an emergent approach to the development of game-based learning assessments. * Used data-mining methods to create detectors of students' implicit computational thinking based on gameplay behaviors. * Results showed in-game measures were significantly related to external measures of computational thinking. * Applications of in-game measures as formative computational thinking assessments of teachers and designers. Abstract There has been growing interest in assessing computational thinking (CT) across diverse learners beyond the traditional forms of tests and assignments. Learning games offer the potential for innovative, stealth assessments of students' implicit learning from gameplay behaviors. This paper reports on the measurement of implicit CT practices demonstrated by upper elementary- and middle-school students as they play the CT learning game Zoombinis. The process of using the gameplay log data to build valid automated detectors of students' implicit CT practices is discussed. Findings from this study provide implications for analyzing gameplay behaviors at scale, leading to the development of models for the assessment of implicit STEM learning. Author Affiliation: (a) Educational Gaming Environments Group (EdGE), TERC, USA (b) University of Pennsylvania, USA * Corresponding author. Educational Gaming Environments (EdGE) Group, TERC, Cambridge, MA, 02140, USA. Article History: Received 18 November 2019; Revised 4 June 2020; Accepted 16 January 2021 Byline: Elizabeth Rowe [elizabeth_rowe@terc.edu] (a,*), Ma Victoria Almeda [mia_almeda@terc.edu] (a), Jodi Asbell-Clarke [jodi_asbell-clarke@terc.edu] (a), Richard Scruggs [rscr@gse.upenn.edu] (b), Ryan Baker [ryanshaunbaker@gmail.com] (b), Erin Bardar [erin_bardar@terc.edu] (a), Santiago Gasca [santiago_gasca@terc.edu] (a)

The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions. Teachers assigned to the treatment condition implemented the SSIS-CIP over a 12-week period. Students' social skills, problem behaviors, and approaches to learning were assessed via teacher ratings and direct observations of classroom behavior. In addition, their early literacy and numeracy skills were measured via computer-adaptive standardized tests. SSIS-CIP participation yielded small positive effects in students' social skills (particularly empathy and social engagement) and approaches to learning (academic motivation and engagement). Students' problem behaviors and academic skills, however, were unaffected by SSIS-CIP exposure. Educational Impact and Implications Statement The purpose of this study was to evaluate student outcomes associated with a classroom social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Participation in the SSIS-CIP yielded small positive effects in first grade students' empathy, social engagement, academic motivation, and academic engagement. Students' problem behaviors and academic skills, however, were unaffected by SSIS-CIP exposure. Although some outcomes were similar to an earlier study of the SSIS-CIP in second grade classrooms, the first grade findings were consistently smaller in magnitude. If these findings are replicated in future studies, educators and administrators contemplating adoption of the SSIS-CIP should consider prioritizing second grade for implementation of the program within the primary grades. Keywords: SSIS-CIP, social skills, approaches to learning, social emotional learning, cluster randomized trial Supplemental materials: http://dx.doi.org/10.1037/edu0000191.supp http://dx.doi.org/10.1037/edu0000191

Keywords Technology-related teaching skills; Attitudes towards technology-related teaching; Scenario-based assessment; Self-assessment; Student learning activities Highlights * Scenario-based self-assessment of technology-related teaching skills and attitudes. * The instrument IN*K19 has sufficient factorial and predictive validity. * Teachers' self-assessed skills and attitudes are related to frequency of technology use. * Teachers' self-assessed skills are related to self-reports of initiation of student learning activities. Abstract Instruments that assess teachers' skills and attitudes on the basis of a broad range of specific standards and demands for teaching with digital technologies are lacking to date. Based on the K19 framework, we validated the scenario-based instrument IN.K19 that simultaneously assesses technology-related teaching skills and attitudes via self-assessment. In our study with N = 90 teachers and student teachers with teaching experience, we demonstrate that the instrument has satisfactory factorial validity in our confirmatory factor analyses. To investigate its predictive validity, we examined the instruments' relationships with teachers' frequency of technology use in class and teachers' initiation of different types of student learning activities involving technology. Results from structural equation modelling show relationships between self-assessed skills in different phases of teaching with technology and the self-reported initiation of student learning activities involving overt actions (active, constructive, and interactive learning activities), supporting the predictive validity of our instrument. Positive attitudes towards technology-related teaching also exhibit positive relationships with the initiation of learning activities involving digital technologies, but more specifically learning activities that do not include observable actions by learners (passive learning activities). Thus, teachers' self-assessed technology-related skills rather than attitudes might contribute to facilitating learning activities crucial for students' learning. Author Affiliation: (a) Education and Educational Psychology, LMU Munich, Germany (b) Tübingen School of Education, University of Tübingen, Germany * Corresponding author. Article History: Received 31 May 2020; Revised 29 October 2020; Accepted 5 November 2020 Byline: Michael Sailer [michael.sailer@psy.lmu.de] (a,*), Matthias Stadler (a), Florian Schultz-Pernice (a), Ulrike Franke (b), Carola Schöffmann (a), Viktoriia Paniotova (a), Lana Husagic (a), Frank Fischer (a)

Keywords Transition; Practices; Disabilities; Employment; School--business partnerships Highlights * We examine special educators' perspectives on school transition practices that prepare students with disabilities for work. * We investigated the perspectives of 73 special education teachers about these practices. * Based on a survey, results indicated that there are adequate practices that prepare students with disabilities for work. * Practices include partnerships with businesses in transition planning, assessment, and training. Abstract This study examines special educators' perspectives on the relationships between schools and businesses concerning the practices used to prepare students with disabilities for work. Based on a review of the literature, we developed a survey to investigate whether teachers believe that such partnerships prepare students with disabilities for working life after graduating. A total of 73 special educators participated in the survey, which assessed teachers' perspectives toward (a) transition planning; (b) transition assessment; (c) types of skills they provide for students with disabilities during school; (d) currently implemented transition practices; and (e) partnerships and collaboration between schools and employers. The findings revealed that special educators believe their schools have adequate practices that support partnerships with businesses, specifically because they implement the best transition practices in planning, assessment, and needed skills provisions and work together to facilitate the transition to employment for students with disabilities. Most stated that these partnerships allow their students to participate in volunteering, employment training, career exposure, and internships. Students also learn social, communication, and personal skills (e.g., self-advocacy, self-determination, and self-management) that help them become successful in their personal and professional lives. Given these findings, we discuss implications for practice and research. Author Affiliation: Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia * Corresponding author. Article History: Received 22 August 2020; Revised 2 December 2020; Accepted 3 December 2020 Byline: Hussain A. Almalky [h.almalky@psau.edu.sa] (*), Saeed S. Alqahtani

This paper reports the use of Google Docs in a master's degree program as an online tool for collaborative co-construction of knowledge and self-assessment. Participants included eighty graduate teachers in a master's degree. The study employed a mixed method approach. Among the tools applied were a questionnaire, focus group discussions, collaborative Google Docs, students' comments, class discussions and instructor assessments of the collaborative process. Results indicated positive experiences when using Google Docs for online collaboration in the co-construction of knowledge. This collaborative tool facilitated the instructor's close monitoring of the students' progress, enabling the instructor to provide feedback and effectively assist the writing process. The students' self-assessments throughout the process enabled enhancement of the collaborative writing experience. The results indicate how to enhance coherence, writing quality, professional development and provide useful information concerning the optimal content knowledge, writing process and pedagogical methods needed for the successful integration of collaborative pedagogy. Byline: Tami Seifert

Keywords Emotions; University Professors; Science Education; Humanities Education; Qualitative Analysis; Quantitative Analysis HIGHLIGHTS * The teachers Emotional Intelligence profile is related to the of subject taught. * Humanities teachers need to improve emotion 'Attention', mainly in man. * Science teachers need to improve emotion 'Clarity'. Abstract Perceived emotional intelligence (PEI) promotes coexistence and self-well-being. Every professor can improve their PEI throughout life by generating benefits for themselves, for the institution where they work, and especially for the student. This study focuses on identifying the characteristics of perceived emotional intelligence (PEI) between two groups of university professors. One group of professors teaches humanistic and sociological subjects while the other group teaches subjects traditionally called sciences. These results provide useful information to create innovative PEI training plans tailored to each group. Therefore, the development of the professors may have important impacts on the students. The Trait-Meta Mood Scale (TMMS-24) instrument is used to evaluate teachers' PEI, and two methodologies are applied: Structural Equation Modelling (SEM) and Fuzzy-Set Qualitative Comparative Analysis (fsQCA). The results indicate the existence of significant relationships between PEI dimensions and the type of subject taught, and they also give 'sufficient pathways' to identify the membership in each group of teachers (humanities or sciences). Author Affiliation: Business & Marketing School ESIC, Madrid, Spain * Corresponding author. Article History: Received 17 June 2020; Revised 26 August 2020; Accepted 1 September 2020 Byline: M. Botey [maria.botey@esic.edu] (*), M. Vaquero-Diego, F.J. Sastre

Aiming at the problems of poor teaching effect and high energy consumption existing in traditional internet of things education platform, this paper puts forward a teaching effect evaluation method of internet of things education platform based on long-term and short-term memory network. Firstly, the status quo of the education platform of the internet of things is analysed, including the development and structure of the education platform of the internet of things. Then, the LSTM model is constructed to realise the evaluation of the teaching effect of the education platform of the internet of things. Finally, through the study of the model, the teaching effect of the internet of things education platform is evaluated. The experimental results show that the running energy consumption accounts for 12.84% of the total energy consumption of the system when the method is used to evaluate the teaching effect, which proves the effectiveness of the method. Byline: Yanhong Chen

For at least two decades, the policy context surrounding teacher education has emphasized the importance of teacher quality and a need for reliable systems to evaluate teacher preparation programs (Cochran-Smith [...]

Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate associations is the assumption that teacher and student ratings are not perfectly stable over time. By using a manifest-latent state-trait model, the present study investigated the following topics in a sample of 5th-grade students (74 classes) from vocational track schools: (a) the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points; (b) the agreement among teachers and students for time consistent rating components and single time point ratings; and (c) the predictive power of consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept. Results of multilevel factor analyses with 3 measurement time points over a period of 3 months showed a moderate-to-high time consistency for both teacher and student ratings. Furthermore, the agreement among teacher and student ratings regarding classroom management and goal clarity was higher for the consistent rating components than for ratings at single measurement time points, whereas this pattern was not found for support of autonomy. Finally, student consistent rating components predicted students' pretest adjusted math achievement and self-concept. The effect sizes for ratings at single measurement time points varied within quality dimensions. Keywords: teacher-student ratings of instructional quality, instructional variability, repeated measurements, standardized math achievement and math self-concept http://dx.doi.org/10.1037/edu0000075

In this study, the relationship between: 1) values of the principals; 2) transformational leadership; 3) dimensions of organisational commitment (OC) was examined in a sample of 1,268 teachers and 64 principals employed in Arab schools in Israel. Through questionnaires, the principals reported their values, and the teachers reported their leadership style and OC. Specifically, the authors posited that the principals' values are transmitted to the teachers and thereby affect their OC. The results of hierarchical linear modelling (HLM) showed that the principals' values, particularly those of tradition and benevolence, were related to two forms of commitment, affective and normative. The dimension of continuance commitment was uninterpretable in the current sample. Contrary to expectations, the principals' positive evaluation of teacher achievement affected both forms of the teachers' commitment. The findings also showed a strong positive relationship between transformational leadership and the two forms of commitment. However, this strong relationship did not eliminate the effect of the principals' values on teacher achievement. The authors conclude the paper by suggesting several directions for future research on the relationship between values and commitment. Byline: Aaron Cohen, Ibrahem Abd El Majid

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.jdeveco.2015.07.001 Byline: Mehtabul Azam, Geeta Gandhi Kingdon Abstract: Using administrative data from linked private schools from one Indian district that matches 8319 pupils to their subject specific teachers at the senior secondary level, we estimate the importance of individual teachers for student outcomes in the high-stake senior secondary exam (at the end of twelfth-grade) controlling for prior achievement at the secondary level (at the end of tenth-grade). In addition to controlling for prior achievement, we exploit the fact that students took exams in multiple subjects during their senior secondary exam to control for pupil fixed effects. We find a considerable variability in teacher effectiveness over a two year course -- a one standard deviation improvement in teacher quality adds 0.366 standard deviation points in students score. Furthermore, consistent with studies in the US, we find that although teacher quality matters, the observed characteristics explain little of the variability in teacher quality. Article History: Received 31 October 2014; Revised 14 April 2015; Accepted 3 July 2015

A national survey was conducted to determine the needs of teachers and service providers working with students who are deaf and hard of hearing with disabilities (DWD). Quantitative and qualitative questions were asked regarding knowledge of, training with, and strategies used with students who are DWD. Responses from 264 professionals working with this population are reported. Results are reviewed and tied to previous research before and after the 2008 revalidation of the Council on Education of the Deaf standards for teachers of the deaf. Final recommendations are made for (a) virtual learning opportunities, (b) hands-on field experiences and course work in teacher preparation programs, and (c) empirically based research. By understanding the needs of professionals who are currently working with students who are DWD, researchers can help improve teacher preparation programs as well as improve the educational systems currently in place for these learners. Keywords: teacher preparation, deaf, hard of hearing, disability, deaf with disabilities, training, deaf education, deafplus, deaf with additional disabilities, deaf with multiple disabilities, multiply disabled deaf

Power in K-12 education is rapidly moving from local school boards and government to extraordinarily wealthy private philanthropists. Building networks among nonprofits, government agencies, school districts, and others, private foundations such as the Gates, Broad, and Walton family foundations are fundamentally restructuring American K-12 education. The Common Core State Standards, teacher evaluation, and charter schools are a few of the initiatives these funders are backing. The massive influx of private money into education policy and its influence over public education raises questions around the proper role of philanthropy in a democracy. In a society with increasing wealth inequality, should the economic elite be able to gain further power to shape social institutions through giving? Are there or should there be any limits to this power? Examining specific trends and events in education philanthropy over the last 10 years, this article identifies key players in philanthropic education reform and argues that philanthropy in education is now playing a policy-making role--without checks and balances--that is qualitatively and quantitatively different than before. I conclude with a cautionary note on the dangers of letting education policy become the domain of the economic elite.

Keywords Education; Teacher; School; Ratings; Value-added; Tests; Evaluations; Los Angeles; Public Highlights * Natural experiment looking at how the release of the LA Times ratings affected teachers * Low-rated teachers saw increases in their students' math and English test scores. * No evidence that the ratings affected classroom composition or teacher turnover. * Individual ratings affected teachers but the school ratings had no additional impact. Abstract In August 2010, the Los Angeles Times publicly released value-added ratings for teachers and elementary schools in Los Angeles. Exploiting the release of these ratings as a natural experiment and using the timing of their release to account for regression to the mean, I find that low-rated teachers saw increases in their students' math and English test scores. High-rated teachers saw little to no change in their students' tests with the release of the ratings. These differential responses from low- and high-rated teachers suggest possible test score gains from the release of teacher ratings. School ratings had no additional impact on student test scores. I find no evidence that the release of the ratings affected classroom composition or teacher turnover. Author Affiliation: The University of Maryland, 3115H Tydings Hall, 7343 Preinkert Dr., College Park, MD 20742, United States of America Article History: Received 7 March 2015; Revised 24 December 2018; Accepted 1 January 2019 (footnote)[white star] I would like to thank Gary Becker, Steven Davis, Erik Hurst, Sarah Komisarow, Steven Levitt, Mary Li, Derek Neal, Nathan Petek, and Stephen Raudenbush for helpful comments and discussion. Byline: Nolan G. Pope [pope@econ.umd.edu]

Keywords Selection test; Validation; Aviation; Pilots; Training; Human factors; Aviation psychology Highlights * Widely used pilot selection test lacks published validation data. * WOMBAT situational awareness pilot selection test predicts flying performance of trainee pilots. * Higher WOMBAT scores associated with lower flight time to first solo and license achievement. * Effects independent of sex, time speaking English, and frequency of video game play. Abstract The WOMBAT pilot selection test is widely used to select candidates for pilot training programs. Despite use in many countries, little information is available regarding the predictive validity of the test. This study was designed to test the ability of the WOMBAT test to predict performance outcomes in a sample of ab-initio pilots. Sixty students commenced the study in 3 cohorts, and completed the WOMBAT test before their performance in the training program was evaluated through flight time to solo, flight time to licence level achievement, and instructor ratings of performance. Higher WOMBAT total scores were significantly related to reduced time to solo, achieving flight licences, as well as some early ratings of performance by flight instructors. Further research now needs to examine the exact nature of the skills and abilities that the test indexes in order to further improve pilot selection and training procedures. Author Affiliation: (a) School of Aviation, The University of New South Wales, Australia (b) Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Macquarie University, Australia (c) Research Centre for Integrated Transport Innovation, The University of New South Wales, Australia * Corresponding author. Article History: Received 28 August 2017; Revised 12 June 2018; Accepted 17 June 2018 Byline: Carlo Caponecchia [carloc@unsw.edu.au] (a,*), Wu Yi Zheng (b), Michael A. Regan (c)

Teaching and research are widely regarded as the two key activities of academics. We propose a tailored version of the popular Data Envelopment Analysis methodology to evaluate the overall performance of university faculty. The methodology enables accounting for the potential presence of economies of scope between the teaching and research activities. It is illustrated with a dataset of professors working at a Business and Administration department of a university college. The estimation results reveal that overall the performance scores of faculty decrease if we allow for spillovers from research to teaching and vice-versa. Keywords: teaching-research nexus; Data Envelopment Analysis; conditional efficiency; economies of scope; higher education

Keywords Afterschool programs; Public housing; Academic performance; School suspensions; School attendance; Children and youth Abstract Afterschool programs (ASPs) designed to increase academic performance and prevent behavior problems among young people are implemented widely. Yet few evaluations that include a comparison group have been conducted to assess the effects of these preventive interventions. This is particularly true for programs located in community settings, where research infrastructure tends to be less developed than schools. This study used a quasi-experimental design with nonequivalent comparison groups to examine the effects of a community-based ASP - located in low-income and racially segregated neighborhoods - on academic performance and school behavior problems among students in grades kindergarten to 12. The ASP's ecological program model is guided by positive youth development and a public health framework that considers risk and protective factors for academic and other behavior problems. Intervention components include academic tutoring, homework help, a manualized reading curriculum, and skill building groups that aim to enhance participants' academic and social-emotional development. Youth who participated in the ASP (n = 418; mean age = 10.8 years; 52% female; 89% youth of color) had significantly higher levels of school attendance, a greater increase in independent reading level over the academic year, and lower odds of incurring a suspension or expulsion from school than youth in a comparison group (n = 226; mean age = 8.99; 49% female; 94% youth of color). Participation in the ASP was also significantly related to classroom teacher ratings of proficiency in the subject areas of math and science. These findings suggest that community-based afterschool interventions have the potential to improve academic performance and school behavior among children and youth living in public housing. Author Affiliation: (a) University of Denver, United States (b) University of Iowa, United States (c) University of Minnesota, United States (d) Arizona State University, United States * Corresponding author at: Graduate School of Social Work, University of Denver, 2148 South High Street, Denver, CO 80208, United States. Article History: Received 8 August 2017; Revised 8 March 2018; Accepted 8 March 2018 Byline: Jeffrey M. Jenson [Jeffrey.Jenson@du.edu] (a,*), Christopher Veeh (b), Yolanda Anyon (a), Jason St. Mary (a), Molly Calhoun (c), Jacqueline Tejada (a), Stephanie Lechuga-Pena (d)

Teachers are increasingly recognized as the most important in-school factor in student achievement, yet the quality of the country's K-12 teaching force is not up to snuff. Much of the [...]

To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS*T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS*T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS*T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS*T. (Keywords: assessment, ISTE NETS' T, teacher candidate, technology, Wayfind Teacher Assessment), The International Society for Technology in Education (ISTE, 2012) asserts that preservice teachers must complete a sequence of experiences that develop an in-depth understanding of how technology can be used [...]