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Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online, asynchronous physics lecture video as part of their course content. Students were randomly assigned to receive embedded cognitive prompts, metacognitive prompts, or a no-prompt control condition during the video, then took a quiz. A subset of students also reported perceived cognitive load after the video. Overall, students who received cognitive prompts exhibited higher quiz scores than students in the control condition. Scores in the metacognitive prompt condition did not differ from those of either other condition, demonstrating a middling effect. Perceived cognitive load did not differ between conditions. A subset of students additionally completed measures of individual differences in study approaches and metacognitive skills. Students who reported having more disorganized study approaches benefited the most from cognitive prompts. Individual differences in surface/deep processing approaches and metacognitive skills did not interact with prompt condition. These findings detail a simple intervention to increase cognitive engagement during online lectures while not increasing the reported mental effort required. These prompts may be most effective for students who otherwise have difficulty organizing their study time.

As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE's for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.

While prior research has shown higher mindfulness is associated with lower problematic smartphone use (PSU), the contexts of these studies were not related to education or student performance. As such, whether and how mindfulness can reduce the adverse effects of PSU on academic self-efficacy remains unknown. This study proposed a model for testing whether and how mindfulness exerts its effects on PSU and academic self-efficacy through different pathways in which self-esteem, academic motivation, and smartphone time serve as mediators. To this end, a questionnaire survey, comprising Smartphone Addiction Scale (Short Version), Mindful Attention Awareness Scale, Short Academic Motivation Scale, Rosenberg Self-esteem Scale, and Educational Self-efficacy Scale, was administered to a sample of 821 university students from Hong Kong during the COVID-19 pandemic in 2022. The findings of this study show that mindfulness reduces the adverse effects of PSU on academic self-efficacy. Four different mediation pathways were identified, showing how the effects of mindfulness on PSU and academic self-efficacy are mediated through self-esteem, academic amotivation, and smartphone time. Specifically, mindfulness has a direct negative effect on PSU and a direct positive effect on academic self-efficacy. Mindfulness also exerts indirect effects on PSU mediated serially by self-esteem, academic amotivation, and smartphone time.

Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States.

The recent push toward active learning -- engaging students in the learning process -- is meant to benefit students. Yet there is still much to learn about students' perceptions of this phenomenon. We share results from an interview study of students' perceptions of features of two active learning models institutionalized at a large doctoral-granting university -- a model for teaching foundational mathematics courses and an early field experience model for teaching preservice secondary students to teach mathematics. These models were implemented simultaneously in a single precalculus course. Interviews were conducted with both student populations (i.e., precalculus students and preservice teachers) to understand which in-class features of the models students noticed and identified as beneficial to their learning. Precalculus students identified specific opportunities related to active learning in the undergraduate mathematics teaching model -- working in groups on mathematics tasks that engaged students in sensemaking and interacting with their instructor around mathematics. Preservice teachers identified specific opportunities related to three features of the university field experience model -- observing a mathematics instructor enacting ambitious instructional practices, planning and teaching a "real" lesson, and observing student thinking and practicing teaching moves during groupwork. We conclude with pedagogical recommendations about particular features of the models that may help mitigate student resistance to active learning.

E-learning has gained prominence in education institutions across the world. Teaching and learning of the Chinese language at the University of Ghana has been done online due to the university's announcement to use e-learning to curb the spread of the coronavirus. The aim of this paper is to investigate the online experiences of students learning Chinese language at the University of Ghana in the era of COVID-19. A structured questionnaire was employed using a simple descriptive case study to obtain the research information. The study selected two hundred and fifty (250) Chinese language learners who responded to the research questionnaires. Findings showed that the majority of the students desired to have training in e-learning because they considered it very useful since it enabled them to learn at their own pace and convenience. Most students shared that they have adequate skills in computing. The study also established that e-learning has become a new way of teaching and the study recommends adaptability in studying Chinese language through the internet.

High-Impact Practices (HIPs), as adopted by the American Association of Colleges and Universities (AAC&U), are teaching and learning practices in higher education that promote student engagement and learning as measured on the National Survey of Student Engagement (NSSE). This study replicated a previous study conducted by the authors exploring the extent to which prior findings on the relationship between HIPs and student engagement could be confirmed with a different sample of students and faculty in a teacher preparation program. The current study further sought to understand the extent to which faculty members' design of activities related to HIPs engaged students in the manner they intended. This mixed methods study with six faculty and 134 students, employing a modified version of the NSSE survey and faculty and student focus groups, confirmed earlier findings on ways that HIPs promote student engagement and learning outcomes as reported by students. While some discrepancies between faculty's design of activities and their reported effects on engagement were noted, most of the activities employed by faculty promoted engagement as intended.

Purpose: Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities' broader transformative sustainability goals. Design/methodology/approach: This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities' strategic documents. Findings: The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues. Originality/value: There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities' broader sustainability goals.

Notable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers' concerns related to individual reforms are increasingly detailed, less attention is paid to teachers' views regarding change as a process. Premised on the conviction that better understanding and attention to teachers' concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change.

Purpose: Reflective practice (RP) is a key skill for developing one's professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships. Design/methodology/approach: Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis. Findings: Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition. Originality/value: This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human-computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students' performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.

Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders' perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail.

Purpose: This prospective cohort study investigated the impact of online and hybrid teaching of university-required physical education on students' physical literacy-related correlates. To avoid the widespread pandemic, the university decided to offer courses online through video conferencing or via a hybrid mode. When compared with face-to-face instruction, these formats may intensely affect students' physical literacy journey during early adulthood. Methods: A group of 1,738 students (42% males and 58% females) aged 18.52 (±1.29) responded to a three-phase online survey in various courses. Results: The structural equation modeling determined that motivation and physical activity levels were negatively related to physical competence and knowledge and understanding. Further repeated-measure analyses recognized the interaction effect of amotivation. Results indicated that participants in the online teaching mode may experience a learning predicament over those in the hybrid one. Conclusion: Practically, the physical literacy teaching strategies in nurturing motivation and physical competence should be reinforced.

International service-learning provides opportunities to explore concepts of social justice with students. In this study, we describe the structure of a summer international, interdisciplinary service-learning experience for undergraduate and graduate students. We describe the ways in which these students engaged in social justice education and the experiences which the participants felt were most meaningful. Finally, we examine how experiences influenced four undergraduate students' beliefs and understandings of social justice. The participants reported increases in the five components of social justice education identified by Hackman (2005): multicultural group dynamics, their ability to engage in personal reflection, their content understanding, their ability to enact social change, and their ability to engage in critical analysis. Through their experiences, participants shifted their concept of social justice towards a more process focused conception (Rawls, 1985).

This paper reports our efforts to develop a measure of pre-service elementary teachers' geometry knowledge for teaching 2-dimensional (2D) shapes and to evaluate the psychometric properties of this measure. Specifically, the GKT-2D scale was designed to assess pre-service elementary teachers' geometry content knowledge, knowledge of geometry and students, knowledge of geometry and teaching in relation to 2D shapes, based on the van Hiele theory and mathematical knowledge for teaching framework. Using 307 pre-service elementary teachers' responses on the instrument, we examined item- and scale-level reliability and hypothesized factor structure of the instrument. The results suggested that the GKT-2D scale is a reliable and valid measure of the three facets of pre-service elementary teachers' geometry knowledge for teaching 2D shapes, with some limitations further addressed. This paper offers directions for future research in evaluating content-specific knowledge for teaching mathematics to unpack the complex relationship between teacher knowledge, teaching quality, and student learning.

Current research on international students has not particularly examined Black African students' experiences in Chinese universities. This study explores the challenges encountered by African international students in China. I used semi-structured interviews of 12 Black African graduate students studying in three different universities in Beijing, China. Results indicate Chinese language, limited interaction with Chinese lecturers, and discriminatory treatment as the major challenges. Although some were ambivalent about their experiences, in general, these experiences did not produce a negative impact on their learning rather Black African students reported their overall academic experiences as being positive. The study concludes by discussing the implications of the findings for practice and recommends specific interventions to enhance Black African students' learning experiences in Chinese universities.

Medical students report high levels of psychological distress compared to the general population, yet they also underutilize mental health services. Our Mindfulness-Based Art Workshops (MBAW) combine two established, formal interventions: (a) Mindfulness-Based Stress Reduction, an 8-week group series teaching mindfulness practices, shown to reduce self-reported measures of stress, and (b) art therapy, the use of art exercises guided by certified therapists, shown to reduce stress and anxiety in hospitalized patients and students. The goal of our study was to determine if a peer-led, virtual workshop series designed specifically for and by medical students may be a feasible and effective method of adapting these models to improve student well-being. We hypothesized that virtual, medical student led MBAW are effective in reducing measures of stress, anxiety, and depression in medical students and improving well-being scores. In 2020, 24 University of Maryland School of Medicine first- and second-year medical students were randomized to either the MBAW or no-intervention control group. Primary outcomes included (a) short-term change in State Trait Anxiety Inventory (STAI) scores and (b) difference in the perceived stress scores between intervention and control group immediately after, and 2, 4, and 6 weeks after a 6-session intervention. At specific time points, participants completed questionnaires, which included STAI and National Institutes of Health (NIH) Toolbox Perceived Stress survey. We compared the percentage of intervention participants who had clinically significant anxiety before and after MBAW for each session using a generalized estimating equations methodology and compared change from baseline scores between intervention and control groups using a mixed-effects model for repeated measures analysis. In the intervention group, post-MBAW STAI scores decreased by 16.2 (p = 0.0001), 5 (p = 0.1544), 13.7 (p = 0.0002), 13.6 (p = 0.0006), 12.1 (p = 0.0009), and 11.9 (p = 0.0011) points after sessions 1, 2, 3, 4, 5, and 6, respectively. Intervention group perceived stress scores decreased from baseline by 5.9 (p = 0.07) and 4.7 (p = 0.09) points more than the control group immediately after, and 2 weeks after the 6-session intervention. MBAW sessions are effective at significantly reducing short-term anxiety, and a 6-session MBAW workshop intervention shows trends toward decreasing levels of perceived stress lasting 2 weeks following the intervention, although these findings were not statistically significant. Future studies should evaluate a larger population to confirm the positive findings of this pilot study, which we hope will encourage medical schools to consider integrating and supporting such programs as a method of addressing the urgent need to aid student well-being, within logistical, time, and cost constraints of students and administrators.

Based on several regression specifications that control for a host of covariates, this article demonstrates that the quantity of undergraduate research experience was by far the most important determinant for increased graduation rates at a 100% Hispanic-serving institution. Our finding also shows a causal relationship confirmed by propensity score matching analyses. Results underscore the high impact but sometimes underestimated contribution of undergraduate research to academic success, even for teaching-oriented colleges.

Digital capabilities have become increasingly important in this digital age. Within a university setting, digital capability assessment is key to curriculum design and curriculum mapping, given that digital capabilities not only can help students engage and communicate with others but also succeed at work. To the best of our knowledge, however, no previous studies in the relevant literature have reported the assessment of digital capabilities in courses across a university. It is extremely challenging to do so manually, as thousands of courses offered by the university would have to be checked. In this study, we therefore use machine learning classifiers to automatically identify digital capabilities in courses based on real-world university course rubric data. Through text analysis of course rubrics produced by course academics, decision makers can identify the digital capabilities that are formally assessed in university courses. This, in turn, would enable them to design and map curriculums to develop the digital capabilities of staff and students. Comprehensive experimental results reveal that the machine learning models tested in this study can effectively identify digital capabilities. Among the prediction models included in our experiments, the performance of support vector machines was the best, achieving accuracy and F-measure scores of 0.8535 and 0.8338, respectively.

Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs.

Widespread use of mobile instant messaging (MIM) both formally by educators and voluntarily by students to support coursework has resulted in increased interest in the academic utility of the technology. However, due to the relative newness of the technology there is a call for more studies on how MIM impacts teaching and learning. To address this need, this case study investigates how MIM mediates online knowledge construction within the context of an economics course project. Online interactions over the course of a 16-week semester were coded and analysed using the Interaction Analysis Model. Analysis of 4,685 online messages revealed evidence of all five phases of knowledge construction: the sharing of information, identification of dissonance, negotiation of meaning, testing, and collective understanding. Both the structure of the course project and the affordances of connectivity, context-free access, and quasi-synchronous communication were found to be key factors in facilitating the knowledge construction process. Findings indicate that MIM may be effective supporting online collaborative learning. Furthermore, specific examples of student interactions offer insights into the complexity of online discussion possible via MIM and the interrelationships between the various phases of online knowledge construction.

Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with learning disabilities and related special needs in general education classrooms. Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms. This study examined preservice and in-service secondary mathematics and science teachers' perceptions of the influence of special education coursework during a graduate level teacher preparation program. Results indicate that special education coursework is both meaningful and useful within three elements related to the influence of the curriculum: personal transformation, pedagogical evolution, and relevancy.

This study examined constituents of students' perceptions on student-instructor, student-student and student-content interactions in a graduate course at University of Ghana. A survey (n=77) and focus group discussion (n=6), were employed in a Research Methods class at the University. Main constituents of students' perceptions of and preference to student-student, student-instructor and student-content interactions were (1) perceived utility of course management systems and their ease of use; (2) perceived importance of social media and convenient access to instructors; and (3) perceived efficacy of the role of course multi-media and timely receipt of course information. The study concluded that, Sakai is a useful intermediary facilitating feedback provision, effective planning and promoting change in the design, development and delivery of graduate education.

This article describes one program's thoughtful and strategic transition to a college and subsequent innovations to its curricular framework. Acknowledging that such a change affords honors practitioners the opportunity to implement best practices established within the honors community, authors describe the unique evolution of the honors college experience at their institution by way of expanding collaborative transdisciplinary courses, offering a new diploma option, and increasing opportunities related to undergraduate research. Collaborative transdisciplinary courses encourage critical thinking about complex problems in a small group setting. A new diploma option combines disciplinary depth with transdisciplinary capabilities through a four-year, multidisciplinary studio curriculum. Expansion from a single research training course to a suite of course offerings, or "guided research experiences," strengthens the college's goal of fostering undergraduate research. Authors suggest that the innovative curriculum provides opportunities for students to develop as change agents and global scholars. The triad of changes are derivative of the college's core values: to foster meaningful and sustained relationships with faculty, provide resources for independent learning, promote engagement in undergraduate research, yield and advance place-based and problem-focused experiences, guide students through intellectual engagement in global contexts, and seek to better engage students in their learning processes while preparing them for graduation.

The title for this article reflects the complex linguistic situation of the Anglophone Caribbean, where multiple English-lexifier Creoles (such as Jamaican Creole [Weh Wi Deh] and Bahamian Creole [Veh Vi Is])--all of which developed in the colonial era out of the contact between English and myriad African languages spoken by contemporary Caribbean people's enslaved ancestors--coexist and contend with international Standard English (Where We Are). Further adding to this complex linguistic situation, the teaching of academic writing in the Caribbean reflects the region's history of competition between British (through direct colonial rule) and American (through the neo-colonial influence of American media) language variants and educational culture. This article presents a brief history of academic writing instruction in the Caribbean, where academic writing instruction in the Caribbean is now, and where academic writing instruction in the Caribbean is going.

The COVID-19 pandemic has impacted college students worldwide. International students are a significant group of college students in the United States, making up approximately 5% of enrollment. While research has examined the mental health effects of the COVID-19 pandemic on college students, its impact on international students in the U.S. has not been well-documented. This study examined anxiety and depression levels of 170 international students enrolled in three public U.S. universities. Data were collected using the Generalized Anxiety Disorder (GAD-7) survey and the Patient Health Questionnaire (PHQ-9). Over 60% of the sample reported anxiety and depressive symptoms, with 35.1% showing moderate-to-severe anxiety and 32.9% moderate-to-severe depression. Both anxiety and depression were significantly higher among students with a previous history of mental health illness and those with a colleague who contracted COVID-19. In addition, depression was significantly higher for unmarried students. In addition to these significant differences, the prevalence of moderate-to-severe depression and anxiety levels was observed for female students and unmarried or had a family member who contracted the virus.

Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features. Samples: Undergraduate physics students (Experiment 1, N = 129; Experiment 2, N = 92) participated as part of their regular classroom instruction. Methods: Students completed an activity either before or after instruction (explore-first or instruct-first conditions). In Experiment 1, the activity included contrasting cases; in Experiment 2, the activity instead included a rich dataset. Students completed a post-test assessing procedural knowledge, conceptual knowledge and transfer. Results: In Experiment 1, students in the explore-first condition demonstrated similar procedural knowledge, higher conceptual knowledge and higher transfer than students in the instruct-first condition. In Experiment 2, there were no significant differences in learning outcomes between explore-first and instruct-first conditions. In both experiments, students in the explore-first and instruct-first conditions reported similar cognitive load and interest and enjoyment after the activity. Conclusions: Contrasting cases may be important when designing exploratory learning activities, helping to improve both conceptual understanding and transfer to new topics.

Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called "MECO L2" (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants' reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 reading proficiency proposed in prior literature: reading fluency and comprehension in L1, proficiency in L2 component skills of reading, extralinguistic factors, and the L1 of the readers. Major findings included (a) a fundamental contrast between the determinants of L2 reading fluency versus comprehension accuracy, and (b) high within-participant consistency in the real-time strategy of reading in L1 and L2. We conclude by reviewing the implications of these findings to theories of L2 acquisition and outline further directions in which the new data resource may support L2 reading research.

Rumination about anger experiences prolongs anger arousal and increases the likelihood of aggression. School violence perpetrators have ruminated angrily. Research measures and personal accounts of anger rumination often contain revenge-planning as a subtheme, the relevance of which has received insufficient attention in accounting for aggressive behavior. This study differentially examines anger rumination with and without revenge-thinking, testing for their differential effects in association with aggression and life satisfaction. In a sample of 340 undergraduates, anger rumination (without revenge-thinking) was not significantly associated with self-reported physical or verbal aggression, while revenge-thinking was, controlling for gender and anger disposition. However, anger rumination, but not revenge-thinking, was associated with poorer life satisfaction. Relevant extensions for violence risk assessment, anger treatment, and future research concerning anger rumination are discussed.

Purpose: This study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team-member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship. Design/methodology/approach: Cross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model. Findings: The authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship. Originality/value: Whereas many studies have examined the development of students' employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students' learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories.

Objective: This study sought to determine the relationship between occupational sitting and work engagement among university employees. Participants: Participants included 103 university employees (age: 48.5 ± 10.4 years, 80% female, 77% staff). Methods: Participants completed an online survey based on the Utrecht Work Engagement Survey (UWES) and the Occupational Sitting and Physical Activity Questionnaire (OSPAQ). The UWES assessed elements of work engagement. The OSPAQ assessed time spent sitting, standing, walking, and in heavy labor during a workday. Results: Compared to staff members, faculty members self-reported less time seated during the workday (373.8 ± 109.7 min/day vs. 321.1 ± 97.3 min/day, p = 0.03). Work engagement was comparable among faculty and staff members (vigor: p = 0.44; absorption: p = 0.68; dedication: p = 0.71). Associations of work engagement with occupational sitting were not significant. Conclusions: These pilot findings suggest that university staff tend to engage in more occupational sitting compared to faculty. Being absorbed and engaged at work is not associated with occupational sitting.

To evaluate how Advanced Placement (AP) courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in twenty-three schools that had not previously offered the course. We find no AP course effects on students' college entrance exam scores (SAT/ACT). As expected, AP course-takers are substantially more likely to take the AP exam than their control group counterparts. At the same time, treatment group students opt out of the exam at very high rates and most do not earn a passing score on the AP exam. Though less precisely estimated, the results also suggest that taking the AP course increases students' aspirations to attend higher-quality colleges but does not lead to enrollment in such institutions.

Background: This study explored the challenges around enacting change in a STEM (Science, Technology, Engineering and Mathematics) subject at an Australian higher education institution and examined key elements required to ensure change. Purpose: The purpose of the study was to examine the barriers and levers driving change during the collaboration of discipline experts, in both science and education disciplines and professional staff across education and science faculties to change the delivery of an existing subject within a science faculty, from traditional lectures to an active learning approach. Sample: Participants from the education faculty and science faculty formed the participant interview pool of five academics for this study. Design and Methods: Research design of semi-structured interviews of participants was conducted to answer the research questions. Instruments were used to test the research questions, such as factors to facilitate and support change to teaching a science subject and the elements required for successful interdisciplinary collaboration for bringing about change to the teaching of a science subject. Thematic analyses were conducted on the data responses to answer the research questions. Results: The findings revealed that participants found that factors such as time, resources, understanding of and commitment to the proposed change represented potential barriers to change in the subject. The existence of multiple, time-sensitive champions, additional human resources and a collaborative network of participants, however, were identified as some of the key elements that supported enacting changes to a science subject. Conclusions: The findings of the study provide insights into interdisciplinary collaborations enacting changes to the teaching of a science subject. For instance, the need for establishment of a dynamic network of participants engendered with multiple interdisciplinary expertise, as well as the need for a change champion and implementation champion, throughout the curriculum redesign, planning and implementation phases of the change.

Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students' academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognitive, affective, and performance outcomes of students with debt in a two-semester, online course. For in-debt students, AR (vs. no-AR) fostered cognitive reframing of achievement setbacks to increase academic control, adaptive emotions, post-treatment performance, and final course grades. Changes in maladaptive causal attributions mediated AR-grades efficacy in a path sequence specified by Weiner's (1985, 2014, 2018) attribution theory. Findings advance motivation intervention research by showing AR boosts achievement for students with debt, mediated by theory-derived cognitive and affective processes.

This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain a proactive stance, facilitating inclusive long-term change.

The incorporation of professional development (PD) activities for PK-12 teachers has long served to advance competency in the profession. With changes in requirements for continued teacher certification, student performance, and state-level testing, superintendents are faced with maximizing PD opportunities of their faculty. This primary investigation considers these changes, and the perceptions of Michigan PK-12 superintendents in the identified areas of need for faculty development. This study also explores the multiple facets of PD and partnerships/collaboration with Institutions of Higher Education (IHEs) in the state. The survey instrument, developed for this study, assesses the views of superintendents across Michigan on the greatest areas of PD need for faculty by subject area and teacher performance. Findings consider the perceived roles and utility of IHEs in providing PD, degree programs, and credentialing of faculty to meet these needs. Communication and finances relating to the support of PD, in addition to district-level data, determine if other factors have an impact on identified needs. More specifically, this study examines multiple factors to establish the level of PD need, and the relationship of predictive factors, through the analysis of latent variables based on survey and demographic data.

Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as frequencies, and qualitative data were analyzed using three levels of coding. Findings revealed preliminary understandings about the literacy leadership practices of literacy teacher educators and pointed to three practical implications for teacher preparation programs administrators and leaders of professional organizations.

Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified.

The purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents' views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas.

This study examined differences in reported campus criminality on selected community college campuses in the years between 2005 and 2016 representing the years preceding and succeeding the implementation of Mississippi's 2011 concealed carry legislation. Each campus included in this study is a public-funded community college in Mississippi. Using a significance level of 0.05 and an analysis of variance approach, the hypothesis testing showed five statistically significant findings reflecting the cases of Copiah-Lincoln, East Central, Jones County, Mississippi Delta, and Northeast Mississippi Community Colleges.