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With the growing importance of the United Nations' SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in "SDG burnout," as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

Work-integrated learning (WIL) has been suggested as a potentially beneficial addition to modern doctoral education. However, there is little research outlining the specificities of WIL aimed at PhD students. This paper explores the range of WIL opportunities available to PhD students through a review of secondary data. The findings indicate that WIL opportunities are non-homogenous and vary widely across their structure and implementation. Patterns emerge to indicate that WIL opportunities tend to be optional, paid, short-term, focused on horizontal learning development, and provide opportunities for boundary crossing outside of academia. These findings imply that WIL has the potential to complement doctoral education by providing opportunities to experience cross-sector or cross-discipline learning and development. However, higher education institutes might consider becoming more involved in the design and implementation of WIL for PhD students. Additional research is required to understand how WIL opportunities fit into doctoral education and to evaluate existing WIL opportunities.

Today's college students increasingly rely on technology in their daily activities, and a basic awareness of data privacy is becoming essential from both a personal and professional standpoint. This article describes the design of an interdisciplinary undergraduate course focused on data privacy law. It outlines the key content areas that encompass the foundational principles of this emerging field and includes descriptions of hands-on exercises that illustrate the technical and managerial elements of a comprehensive privacy compliance program. The course framework and sample assignments can serve as a model for other faculty seeking to teach data privacy law to undergraduate students.

Enrollment of American Indian and Alaska Native (AI/AN) students in postsecondary education in the United States has been increasing over the past three decades (Chee, Shorty, and Robinson Kurpius 2019). The Tribal College Movement began more than 40 years ago with the establishment of the first tribally-controlled community college in 1968. United Tribes Technical College (UTTC) was established in 1969. Today, there are 37 tribal colleges and universities (TCUs), many of which are located on Native American Indian reservations. TCUs, including UTTC, are specifically designed to support the cultural and educational needs of AI/AN students, many of whom come to college with several factors that put them at risk to college success. Located just outside the city limits of Bismarck, ND, UTTC was founded as a workforce development training center. The purpose of this workforce development training center was to provide a community in which American Indian people can acquire an education and obtain employment. This article discusses how UTTC leverages data for continuous improvement.

Various factors such as regulatory body mandates, graduate employability challenges, decreasing student engagement and increasing academic misconduct in higher education have motivated universities to explore alternative approaches to teach and assess. Accordingly, the oral assessment has taken precedence in many contexts as a popular form of assessment. Although literature highlights the strengths of oral assessments, there are also reservations among some scholars as it is found to contribute to issues pertaining to validity and reliability. This paper reports on a systematic review undertaken in accordance with the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA) guidelines to explore the extent of oral assessment validity, reliability and capacity to address academic misconduct in higher education. A total of 2,657 journal articles from ERIC, Web of Science, Scopus and A+ Education databases were imported into "Covidence" for screening of titles, abstracts and full texts. Seventeen studies were deemed suitable for inclusion in this systematic review. The analysis identified that the validity, reliability and capacity of the oral assessment to reduce academic integrity breaches were dependent on whether it has been designed, scaffolded, and implemented well.

Disruptions to higher education teaching have raised significant concerns over the best curriculum design for teaching online and for the inclusion of all students. Universal design for learning (UDL) together with curriculum research models -- taxonomy of significant learning and integrated curriculum design (ICD), provides a curriculum approach to optimising students' learning and building engagement with learning online. This paper outlines the redesign process and decisions made to improve the curriculum design in an online sociology course in teacher education. The goals of the redesign were to optimise "all" student learning, engagement and perceived satisfaction. Data collection included student responses (pre and post), course evaluation, analytics and reflections from an expert reviewer. Analysis was guided by the UDL curriculum design principles of engagement, representation and action/expression. Emerging from this research is the need to ensure that online learning redesign is user-friendly and engaging, with multiple supported learning opportunities for the students. This redesign strengthens the quality of online learning, with learning becoming more meaningful and learning activities incorporating elements that are reflective, instructional and social. One interesting aspect that emerged was the importance of the partnership between the academic and the instructional designer in the redesign process.

Speaking anxiety is a form of foreign language anxiety which may reduce students' willingness to communicate orally. Despite accent being one of the most salient aspects of speech, there has been little research to date on the relationship between non-native accent and speaking anxiety. The purpose of this study is therefore to examine English learners' perceptions and beliefs about accent, and also to explore the concept of accent anxiety, that is, speaking anxiety arising due to concern about one's non-native accent. An anonymous online questionnaire was distributed to English students in a French university. The questionnaire sought to gauge the students' attitudes both towards speaking and accent and gathered qualitative responses about the students' experiences of accent anxiety and their coping strategies. A thematic analysis was then carried out on the 54 responses. It was found that the majority of the students did not believe attaining a native-sounding accent was essential to language learning and felt that comprehensibility should be the primary objective. However, many of these students nonetheless considered it a personal goal to sound more native-like. Furthermore, most of the students had at some point in their learning felt embarrassed or worried about their accents, with the two primary causes being fear of negative evaluation from their peers and fear of future communication issues. It was concluded that concern over how non-native accents sound is a potential source of speaking anxiety for learners of English. As these students highlighted the classroom as being the main location where this anxiety arises, the study concludes with some suggestions for educators as well as ideas for future research directions.

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis' Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: "networking and selling," "negotiating," "collaborating and innovating" and "legitimising." The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets. [Note: The page range (54-68) shown on the PDF is incorrect. The correct page range for this article is p54-67.]

This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a 'conversation' between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that 'educators should respect the autonomy of the students and respect cultural identities'. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete--we are always 'becoming'--we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike.

Refugee Background Mature Students, with many having come from the global South to seek asylum, form a minority group in higher education. This qualitative study uses a Critical Race Theory framework to examine the lived experience of four Refugee Background Mature Students from Angola and Nigeria with a focus on microaggresions, the everyday occurrences of racism. On campus, their learning is informed by past experiences, asylum systems, including time spent in Direct Provision. Repeated microaggressions in Direct Provision silence or attempt to silence in the face of power. These students encounter the assaults of further microaggressions on campus, horizontally from peers and vertically from lecturers. These negative experiences occur in tandem with support from individual academics they meet during their degree courses. The unevenness of experience suggests that higher education institutions need to incorporate the specific needs of RBMSs across an institution to fully support diversity on campus.

Background and Context: A key challenge in advancing computer science education in K-12 schools is teacher preparation and support. School-university partnerships and service-learning programs where undergraduates assist teachers represent one promising approach to supporting K-12 computer science teaching. Objectives: In this work, we examine the computer science content and pedagogical practices that undergraduates knowledgeable in computing reported implementing in order to support K-12 teachers in their classrooms as part of a university service-learning course. Method: Data were collected from 60 undergraduates enrolled in the course over nine semesters. Data included weekly reflective entries, course observations, observations in K-12 classrooms, and collection of artifacts. Data were analyzed using qualitative techniques and descriptive statistics to identify dimensions of high-quality computer science content and pedagogy reported by undergraduates. Findings: Findings indicated that undergraduates were able to connect knowledge of computing to pedagogy and technology to assist teachers in the implementation of computer science instruction. Specifically, undergraduates worked with partner teachers to employ high quality content and practices that made computer science accessible to students. Implications: Findings from this work are important as different models are considered for how to provide professional development and/or support K-12 teachers in building knowledge needed for sustainable computer science teaching.

Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional scientific literacy requires gathering evidence and reasoning to support or refute claims related to socioscientific issues (SSI)--those informed by science but also affected by society. In this article, we present a 5E module that models argumentation instruction while scaffolding preservice elementary teachers' argumentation practice in the context of SSI. To do so, we introduced the claim-evidence-reasoning argumentation framework. In this approach, students responded to potential solutions to SSI related to the coronavirus (claim), supported their responses with data (evidence), and justified how the evidence they provided supported their responses (reasoning). Specifically, preservice elementary teachers completed diverse argumentation tasks--starting with more traditional scientific argumentation and building toward recognizing and addressing nonscientific, cross-curricular issues--to develop effective argumentation practice concerning contemporary SSI.

The role of religion and spirituality within social work education has varied throughout the profession's history, with recent research calling for increased attention to this area of diversity. In response, the Council on Social Work Education hosted and sponsored the 2021 Summit for Critical Conversations on Religion, Faith, and Spirituality in Social Work Education and Practice, with each of the coauthors serving as presenters and facilitators. This article presents the Summit's main insights regarding the history of the profession, explicit and implicit curricula, faculty development, and implications. This article also explains the planning that led up to the summit and subsequent related activity. The authors provide suggestions and resources to support social work faculty in teaching about religion and spirituality.

Since the opening of the University of Nebraska at Omaha's (UNO) Community Engagement Center in 2014, both university and community building partners have been guided by a set of core values. Established by a community/university task force after months of focus groups, community conversations, and other data gathering activities, these values have helped provide a foundation for the selection of university and community building partners, decision-making, and ongoing operations. This study explored the ways in which building partner alignment with the Weitz CEC values influenced their subsequent perceived organizational capacity. Results indicated that embracing the values was positively associated with increased perceptions of organizational capacity. Essentially, those who indicated they embraced the values experienced heightened feelings of belongingness, participated in more networking activities, and agreed that the culture was more cooperative, which contributed to their organization's perceived capacity.

Background: Youth of color from low-income urban communities are crucial participants in research, as their involvement can shape effective, culturally responsive interventions and policy to promote youth health and well-being. These young people, however, are an often-neglected research population, due in part to perceived challenges associated with their inclusion as well as marginalized communities' justifiable mistrust of research. Objectives: Based on our experience conducting a school-based randomized intervention trial in Baltimore, Maryland, we present strategies for conducting research with low-income, urban youth of color. We discuss strategies in three domains: university-community partnership development, participant recruitment, and participant retention. Methods: We reviewed partnership building and recruitment strategies employed by our team across four years of trial implementation and evaluated success of participant retention at our final survey timepoint. Results: Partnership building was facilitated by selection of a study design that maximized benefits for all participants, promotion of capacity building at partner institutions, and attention to research staff hiring and training practices. Effective study recruitment strategies included personal contact with parents and close cooperation between school personnel and study staff. Providing incentives and collecting multiple types of participant contact information contributed to increased retention rates. On average, those who participated in the final survey timepoint were less likely to be male and Latinx and exhibited more favorable baseline mental health than those who did not, suggesting differential attrition based on youth characteristics. Conclusions: Lessons learned from this school-based trial can be applied more broadly to research with low-income urban youth of color. Researchers should strive to maximize scientific rigor, minimize harm to vulnerable adolescents and their communities, promote positive research experiences for young people, and provide concrete benefits to those who participate.

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.

In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy-value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 preservice teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.

Current policy initiatives are requiring Initial Teacher Education (ITE) providers to select teachers with both the academic and non-academic attributes that ensure their suitability for teaching and their classroom readiness. Research evidence has linked non-academic attributes to teacher quality, student learning outcomes, teacher retention and career satisfaction and success. This study identifies attributes as "core, common and contextual" across Australia's ITE providers. We apply the work of Rimm-Kaufman and Hamre (The role of psychological and developmental science in efforts to improve teacher quality. Teach Coll Rec 112(12):2988-3023, 2010) to interrogate the non-academic attributes associated with success in teaching. Our findings revealed a wide range of selection tools and approaches used by Australian ITE providers, reflecting commonality and contextual differences in the non-academic attributes for teaching. We argue that an awareness of what is 'core' is important so that ITE providers can move beyond simple compliance to the important task of guidance, development, practice and exposure, while building and nurturing authentic opportunities for preservice teachers' social and relational growth.

Analysis of the different methods of teaching English has become increasingly important as the subject of global Englishes receives greater attention. In Asia, more educators have been using textbooks that are culturally specific in their design; however, a limited number of studies have been conducted that demonstrate their practical efficacy. Building on a preliminary study into the effectiveness of culturally familiar materials in EFL education in Japan, a crossover study using both quantitative and qualitative methods was conducted to examine the influence of cultural familiarity on university students' reading comprehension, vocabulary retention, and interest in the texts. Seventy-eight lower-intermediate level EFL students from four intact classes were divided into two groups with equivalent vocabulary proficiency. Participants read four simplified newspaper articles that contained culturally familiar or unfamiliar proper nouns allocated using a crossover design. Pre- and post-lesson tests were used to gauge the effectiveness of culturally familiar proper nouns on reading comprehension, vocabulary retention, and interest of each article. The results revealed that students who read the culturally familiar version of the articles scored higher in reading comprehension and vocabulary retention, and generally reported greater interest and engagement. These findings provide important insights to EFL educators, learners and material designers.

The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government's Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.

The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.'s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations "in situ" when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers' knowledge base. An important finding from this study is the value of mentoring conversations for 'making visible' classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.

Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal-professional) is closely tied to current WIL roles and practices. Purpose: This article reports on the findings from a small-scale qualitative study that sought to investigate the identities of academic WIL practitioners at an Australian university. The study's purpose was to gain a deeper understanding of the practitioners' identities, at a time when universities are undergoing rapid changes in work integrated learning. Methods: Interviews were held with six academic WIL practitioners. Each was interviewed using the 'interview to the double method' as a way of gaining insight into WIL practices. In-depth data analysis involved a content analysis approach within a framework informed by possible selves theory, in order to capture individual practitioners' identity beliefs. Findings: Analysis within the framework allowed the academic WIL identities of the practitioners to emerge, with the data reflecting representations of their hopes, fears and challenges. It also highlighted the judgements they were making, with insight gained into the practitioners' working self-concept and identity. The analysis revealed a range of possible selves that continually evolve throughout a timespan influenced by shifting self-knowledge. Conclusions: Findings from this small-scale investigation draw attention to the important role academic WIL practitioners play in shaping current and future WIL practices, and the need for further research in this area. There are implications for the transferability and maintenance of WIL practices in higher education and the authenticity of WIL as it becomes mainstream.

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement.

Sign language learners are a heterogenous group who have different motivations for embarking on formal studies. It is apparent at the outset that many learners are uninformed about sign languages and the deaf community. It has been previously noted that societies often lack the understanding that signed languages are valid languages, and have prevailing ideologies that oral-auditive languages are superior to visual-spatial languages. This research study explores the extent to which being a sign language learner contributes to the formation or (re)negotiation of a multilingual identity. Researchers have hypothesised that in the right conditions, a classroom environment allows for a participative multilingual identity to be formed. In order to investigate this, interviews were conducted with 21 learners enrolled in a Deaf Studies programme at a university in Ireland. Findings suggest that the immersive nature of the learning environment acts as a catalyst for shifting language ideologies. This claim is based on learners' growing appreciation of the social justice principles which deaf communities are striving for in relation to access and recognition. The argument is put forward that this may lead to a (re)negotiated multilingual identity, which now encompasses a visual-spatial sign language.

Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students' sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students' perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback -- especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students' proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers' pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree. This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are educational opportunities when pre-service teachers are most receptive to building new teaching practices. The implication of this research is that pedagogical teaching in teacher education can be improved by a better understanding of how pedagogy beliefs evolve over the duration of the course.

The Volunteer Program Assessment at UNO (VPA-UNO), a faculty-led student group, partners with nonprofit and governmental agencies to provide free assessments and consultations to enhance volunteer engagement, organizational commitment and retention. Three recent initiatives are discussed representing an intentional effort of a metropolitan university to extend love of place to love of state through outreach efforts to rural volunteers and to promote inclusivity to Spanish-speaking volunteers by translating the VPA assessment into Spanish.

Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state's teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers and teacher educators as struggling and the partiality of these narratives from our perspective as both professionally responsible and anti-racist educators. The authors present three counterstories that exhibit how teachers and teacher educators are exceeding the expectations of the framework by foregrounding more complex, social justice-focused perspectives on readers and reading. The authors argue for the inclusion of professionals using anti-oppressive and contextualized professional knowledge and practices to move the field forward.

Four graduate students from four distinct Canadian institutions engaged in collaborative autoethnography to explore their dual roles as participant-researchers investigating the lived experience of graduate students studying engineering education research (EER) in Canada. Findings, oriented through the identity-trajectory framework, indicate that we questioned the legitimacy of the field, and thus our identities. This struggle for legitimacy is discussed in terms of community of practice, drawn from a situative perspective, as well as through boundary crossing, and socialization and cultural theories. We position EER as interdisciplinary and demonstrate how this space should be leveraged to encourage the advancement of transformative knowledge. We suggest the intentional construction of EER communities of practice at individual Canadian institutions is essential for explicitly attending to the identity development of EER graduate students and supporting the advancement of this interdisciplinary and emergent field.

Data analytics in higher education provides unique opportunities to examine, understand, and model pedagogical processes. Consequently, the methodologies and processes underpinning data analytics in higher education have led to distinguishing, highly correlative terms such as Learning Analytics (LA), Academic Analytics (AA), and Educational Data Mining (EDM), where the outcome of one may become the input of another. The purpose of this paper is to offer IS educators and researchers an overview of the current status of the research and theoretical perspectives on educational data analytics. The paper proposes a set of unified definitions and an integrated framework for data analytics in higher education. By considering the framework, researchers may discover new contexts as well as areas of inquiry. As a Gestalt-like exercise, the framework (whole) and the articulation of data analytics (parts) may be useful for educational stakeholders in decision-making at the level of individual students, classes of students, the curriculum, schools, and educational systems.

Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education (ITE). It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of ITE, including primary, secondary, English language teaching and lifelong learning. The authors seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in ITE. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.

Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor-mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.

Changes in higher education internationally, including the corporatisation of universities, greater codification of research and teaching performance, and more precarious employment, have led to a chillier environment for academics. Employing an autoethnographic approach, we interrogate our career experiences as academic women and the important role our writing group has played in helping us navigate the competing calls on our time and energy, shape our careers, and heighten our career satisfaction. There are salient lessons about the value of adaptive group peer mentoring for those entering what is an increasingly uncertain academic environment.

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of learning analytics--based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students' current learning strategies and achievement of associated learning goals. Implications for practice or policy: (1) Personalised feedback based on learning analytics should be informed by an understanding of students' self-regulated learning; (2) Instructors implementing personalised feedback should align this closely with the course curriculum; (3) Instructors implementing personalised feedback in their courses should consider the relational element of feedback by using a positive tone; and (4) Personalised feedback can be further enhanced by increasing the dialogic element and by including more information about learning strategies.

The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on children's social skills. Drawn from a large randomized trial investigating the efficacy of CBC, the participants were 166 children and their parents and 74 teachers. The findings suggested that CBC's effects on teacher-reported children's social skills depend on congruent parent-teacher communication. Specifically, for students whose parents and teachers have these communication conditions, social skills are expected to increase only in the context of the CBC intervention. Implications for CBC research and school-based consultation are discussed.

The purpose of this non-experimental, cross-sectional, descriptive research was to survey faculty and staff perceptions of mentorship in a postsecondary institution in order to determine gaps and strengths in the current mentorship environment. The anecdotal activities we present reflect our educational practice environment through the work of our Mentorship Team. Data were collected utilizing Zachary's Mentor Culture Audit tool. The culture building block measured 4.65 on a 7-point Likert scale, suggesting the presence of a weak mentorship culture. However, the infrastructure building block measured only 3.41, showing that organizational resources and supports are below average. We also present eight hallmark category results to further identify strengths and gaps. This is the first assessment of our mentoring culture at an organizational level. Other postsecondary institutions may benefit from formally assessing the gaps in and strengths of their mentorship culture to assist them with acquiring adequate resources to further develop and sustain their mentoring activities.

Reflective practice is an important lifelong skill for business professionals. In the work integrated learning (WIL) curriculum, supporting interns' development of reflective practice is critical to their experience in WIL as well as their transition into professional practice. The purpose of this paper is to explore students' perceptions on the use of online assessments for engagement in reflective practice as they undertake internships as part of WIL. The findings demonstrate online assessment as commensurate with facilitating reflection-on-action. Students report on the benefits of the online environment for enabling accessible and flexible engagement with assessments. The online assessments are endorsed as critical learning opportunities for students to iteratively look back on their actions to consider or record improvements as well as to "practise reflective practice". Although few students found online reflective assessments constrained social learning, we argue that a balance between face-to-face and online learning is essential to supporting learners in dispersed contexts in WIL.

Resources for teaching in higher education have undergone a tremendous evolution during the past several decades. The Internet and commercial services, such as YouTube and Google, have revolutionized the manner by which students and faculty access information to both conduct research and meet course requirements. This mixed methods study implemented an online survey and interviews to determine how performing arts faculty at three institutions integrate library resources and services into their teaching. Conclusions indicate that, while personal collections and Internet resources provide a majority of teaching content, the academic library still offers important access to materials for instruction.

When families are engaged in their education, children's academic, behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate and work with families have been developed, although inconsistencies regarding their effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects of TTPs on teachers' family-engagement practices, attitudes, and knowledge. TTPs included preservice university courses, teacher in-service, and professional development programs. Studies were coded for key sample, setting, and quality characteristics. Analyses revealed TTPs had a significant positive effect on all teacher family-engagement outcomes. Key intervention components were also determined (e.g., communication strategies, collaborative planning, and problem solving) and can be used to inform the development of future TTPs. Although results are promising, future TTPs should aim to improve methodological rigor and study quality.

This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors' three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.

This longitudinal study of trainee teachers in post-compulsory education and training was conducted over an 18-month period and explores the interplay between identity and self-esteem in trainees' professional development. The study contributes to the developing body of work on trainee teachers' professional identities and serves to offer new insights on the interplay between their identity and self-esteem in the context of post-compulsory education and training. The study draws on a variety of data collected in three phases, including narratives prompted by graphical elicitation and semi structured interviews. It explores the development of trainee teachers during their teacher education course and into their first year of employment, post-qualification. Findings show that the interplay between identity and self-esteem is complex, shifting and overlapping. The way that trainees are shaped by this, leads to differences in their sense of belonging, professional competency and sense of self as a teacher.

This study looks at pre-service teachers' developing perceptions with a view to supporting teacher education practices. In determining and guiding program structures it is the opinions of the experts that are most often heard. Absent from this debate is an understanding of the changing perceptions of the pre-service teacher as they progress through their program. The purpose of this paper is to extend our understanding of pre-service teacher belief systems' highlighting, the relevance this has for understanding and supporting pre-service teacher development. The perceptions of valued teacher qualities changed from ego-centric beliefs to student centric practices for the participants in this study. Effective teacher education makes connections between perceptions and new ideas, building on existing conceptual frameworks. Findings from this study contribute to the discourse on how pre-service teachers construct and reframe their beliefs about "good" teachers as they progress from pre-service teacher to graduate teacher. (Contains 4 tables and 1 figure.)

The Response Ability Project, funded under the Mindframe National Media Initiative in Australia, seeks to influence tertiary curricula so that graduates in journalism will be aware of and able to respond appropriately to issues relating to suicide and mental illness. Whilst the initial multi-media resources developed to support journalism educators have been received well, engagement with media organisations and individual journalists under other Mindframe projects have revealed further complexities associated with the reporting of suicide and mental illness. In particular, journalists have indicated that the issues become more problematic when they are required to report suicides in other contexts, such as murder-suicides, deaths in custody and voluntary euthanasia. Similarly, the reporting of mental illness was more complex in the context of crime and in the reporting of the mental health care system. This paper will highlight some of these new complexities of reporting and discuss how the Response Ability project has responded through the development of supplementary resources to allow educators to raise such issues with students.

The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children's language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in "The ecology of human development," Harvard University Press, Cambridge, 1979; Bronfenbrenner in "Dev Psychology" 22(6):723-742, 1986) and socio-cultural theories concerning language learning (Vygotsky in "Thought and language," MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children's language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children's preschool language learning.

This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as their powerful need to believe. The paper draws on psychoanalytic theory in order gain insights into this process, viewing the pre-service teachers' accounts of their mentors as fantasies that serve a stabilising function in order to manage the intense emotional demands of schools and classrooms. The paper concludes with considerations of how teacher educators might ameliorate the ideality of novice teachers, reflecting the insistence of the imaginary, and hence enable them to benefit more from the practicum experience. We briefly suggest the use of tools that work within the symbolic register to exercise a mediating role in the context of these intense demands.

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports discipline-focussed professional development that integrates consideration of discipline threshold learning outcomes, first-year pedagogy principles, and discipline threshold concepts. The model is demonstrated using strategies that were applied, tested, and shown to be effective in workshops across five disciplines in the humanities and social sciences.