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Higher education's rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the United States, Australia and the United Kingdom and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education.

This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants' turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant-adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants' response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants' linguistic and social development.

Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students' experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research.

Currently, computer-based tests are widely used in large-scale assessments in education. However, the effective participation of people with visual impairments (PwVI) through the use of Assistive Technologies (ATs) to take these tests equitably and independently is an open challenge, particularly in countries with high social inequality, as Brazil. The present study systematically mapped the ATs used by PwVI to access digital information in large-scale assessments. Based on the systematic literature review methodology, 3012 articles from four scientific databases were retrieved, of which 28 were considered for analysis. The results point to a wide range of ATs to make tests accessible, as well as to a trend towards the implementation of global solutions through important partnerships and consortia. Such initiatives present proposals for accessible, reusable, and interoperable technology solutions that promote access to examinations based on the concept of universal design, in order to guarantee the right to education for everyone, including PwVI. Furthermore, our systematic review indicated that research on the topic concentrates in some countries (e.g., U.S.). Lastly, we found out that there is a research gap regarding how to implement and expand the use of these technologies in regions with rather different realities in terms of access to digital information, financial resources and ease of access to technology by PwVI.

By any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemological crisis in the meaning and value of the humanities and social sciences (HaSS). Concerns have been expressed in two main forms. The governors of tertiary education systems--governments, private investors, university managers and consultancy firms--have focused on how HaSS can adapt to the perceived research needs of the 21st century. At the same time, a competing set of discourses has been generated by scholars and researchers employed within the critical HaSS themselves. This article considers what these differing perspectives mean for reconceptualising HaSS for the twenty-first century. After surveying the contemporary climate, this article examines the findings of key reports on the future of the humanities from the United States, the United Kingdom and Australia. Alongside those of Western Europe, these university systems are arguably the key drivers for the global university system. It is argued that these reports provide an opportunity for emerging universities to reflect on their research priorities and developmental strategies. The article concludes with some reflections on the wider consequences of the globalising of the university system, the increase of China's influence in Asia, and ponders the prospect of post-human/ist futures of the humanities.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

A large and growing population of students with autism is increasingly pursuing higher education. Yet, the field has a remarkably small literature base from which to glean actionable insights that might enhance postsecondary success for this population. The examination of 13,000 items published in sixteen journals over a sixteen-year period revealed only 21 articles on the topic; none were published in mainstream higher education journals. The explication of this literature maps the contours of the emerging body of literature on college students with autism, uncovers problematic patterns within that literature, identifies important questions that remain unanswered, and provides explicit guidance for future research on the topic.

Considering the broader context of school reform that is seeking education strategies that might deliver substantial impact, this article examines four questions related to the policy and practice of expanding learning time: (a) Why do educators find the standard American school calendar insufficient to meet students' educational needs, especially those of disadvantaged students? (b) How do educators implement a longer day and/or year, addressing concerns about both educational quality and costs? (c) What does research report about outcomes of expanding time in schools? and (d) What are the future prospects for increasing the number of expanded-time schools? The paper examines these questions by considering research, policy, and practice at the national level and, throughout, by drawing upon additional evidence from Massachusetts, one of the leading states in the expanded-time movement. In considering the latter two questions, the article explores the knowns and unknowns related to expanded learning time and offers suggestions for further research.

Parental participation and cooperation in children's educational experiences is positively related to important student outcomes. It is becoming increasingly evident that context is a significant factor in understanding academic achievement, and the setting in which a child, family, and school is situated is among the salient contexts influencing performance. Although the family-school partnership research literature has increased over recent decades, it has been conducted primarily in urban and suburban settings. The goals of this paper are to (a) review the empirical literature on family involvement and family-school partnerships in rural schools, (b) provide a synthesis of the state of the science, and (c) point to a research agenda in this area. Eighteen studies were identified that met the criteria for this review. A critique of the research methods and analytical approaches is provided, along with a call for more research on the topic of family-school partnerships in rural settings, including rigorous and systematic studies pertaining to the effects of family-school involvement and partnerships in rural schools. (Contains 2 tables and 1 endnote.)

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.

This research project employs a historical methodology to analyze and characterize the growth of the knowledge base in gifted education following the U.S. Department of Education's (1993) report, "National Excellence: A Case for Developing America's Talent." Topical priorities and descriptors of inquiry are compared against the recommendations of the National Excellence report. During the 10-year period from 1994 to 2003, a disconnect is evidenced between recommendations and actual research priorities and practices. (Contains 4 tables.)

This article reports the work of Domain 7 of a University Council of Educational Administration (UCEA) taskforce. The purpose of the taskforce was to examine the literature on current delivery models of educational leadership preparation programs and determine which aspects of delivery have been studied. All available articles and chapters that dealt with the aspect of program delivery were reviewed--both in educational administration at the PK-12 level, and in other selected fields to provide instructive comparison. The taskforce found that apart from some empirical research on the cohort model, very little empirical work has been done on delivery. There is some scholarly literature about delivery issues, but clearly, this is a seriously understudied aspect of leadership preparation.

This article reports on the findings of a Delphi study conducted to determine research needs in educational technology over the next five years. The Delphi panel consisted of 30 educational technology experts from throughout the United States who participated in a three-round consensus building process via the Internet. The results of this e-research study provide a framework of eight research priority areas and specific research topics for those engaged in educational technology.

Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental education research. (Contains 7 notes.)

Purpose: Over the past few decades, universities have been recognized as ideal leaders for the development of policies and innovative solutions required to support the transition to sustainable societies. As a major stakeholder group, students play a significant role in moving this agenda forward; however, their actions remain understudied in the sustainability in higher education (SHE) literature. Design/methodology/approach: In response, this systematic literature review was conducted to determine what research has been done on student-led action for SHE. Findings: Findings demonstrate that while students are an understudied stakeholder group, there is a growing focus in the SHE literature on their contributions. The results suggest that students are working to increase the uptake of SHE through multi-stakeholder collaborations, collective action and interdisciplinarity. This review identifies a lack of engagement with intersectionality (interrelated environmental and social issues) and highlights the need to redirect future SHE research, calling for increased comparative research studies and research syntheses to provide greater depth to our understanding of student-led initiatives. Research limitations/implications: This literature review is limited by the smaller sample size of articles; however, conclusions can nonetheless be drawn from these results to guide future scholarship. Implications exist for theoretical contributions to social movement theories and theories of organizational change for SHE. Originality/value: This research provides insight into student-led action for SHE and how their efforts might better be supported to encourage the increased integration of SHE.

This study explored motivation and engagement among North American (the United States and Canada; n = 1,540), U.K. (n = 1,558), Australian (n = 2,283), and Chinese (n = 3,753) secondary school students. Motivation and engagement were assessed via students' responses to the Motivation and Engagement Scale-High School (MES-HS). Confirmatory factor analysis using Mplus found good fit for each of the four samples. Multi-group invariance tests demonstrated comparable factor structure, reliability, distributional properties, and correlations with a set of validational factors across the four groups. Results hold implications for international assessment of motivation and engagement, research, and data analysis.

This article has a dual purpose. The first is to pay tribute to the work of Richard Selleck and Geoffrey Sherington; the second to argue that historians of education can make substantial contributions to current and future educational policy and practice by identifying what Ravitch has called "time-tested truths". The nature and purpose of historical study are examined with particular reference to education and to making maps of the past. Examples are provided of the application of historical perspectives to contemporary education issues in 1985 and 1996. The final section draws upon an analysis by leading historians in the USA of the failures of school reform, and a research project into the establishment, nature and likely fate of the Department for Education and Employment in the UK. The basic conclusion is that the development of the field of educational administration requires both specialist historical studies and those informed by a broader understanding of educational and human perspectives.

Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field's origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of "efficiency" as well as "effectiveness" as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began.

What factors contribute most to career success in academia? Using qualitative methods, the study sought information from eighteen full and chaired professors in Australia, New Zealand, USA and Canada. Reflecting on factors that contributed to academic success, participants identified: an "inherent" attraction to academic work; ability to manage time; passion for research; ability to meet the challenges of writing; and the ability to form and maintain professional relationships and networks. Success factors spanned differences in gender, age, academic discipline, and national higher education system. Given recent changes in higher education, the study concludes that universities may need to review their policies and practices in order to provide an environment that will help them attract and retain outstanding academics in the future.

In the summer of 2010, two researchers interviewed twenty-three library administrators of comparable academic libraries at American universities for their views of the value of research in academic libraries. The interview questions focused on the administrators' perceived value of academic librarians' research, incentives given to academic librarians to research, factors that influence the administrators' thinking about academic library research, opinions about the changes in Americans libraries in the past decades, and directions that they see the academic library heading. This paper reflects the answers of these (anonymous) administrators and attempts to analyze patterns in their responses that will be of value to the academic library and its community in America.

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as beneficial in regard to their particular area of expertise. To better understand what strategies are viewed as beneficial in different content areas, two teacher educators investigated the preferred reading comprehension strategies of teacher-candidates in Germany and the United States of America in regard to a variety of different contexts. Using a survey to collect both quantitative and qualitative data, the researchers were able to identify common preferences among participants from both countries. While supporting the reported benefits of teaching reading comprehension strategies, the results of the study also suggested that some of these strategies are better suited to specific content area instruction than others.

Over 21% of children in the United States today are poor, and the income gap between our nation's richest and poorest children has widened dramatically over time. This article considers children's self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children's self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty's negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation.

About 75 percent of U.S.-trained, noncitizen PhDs in science and engineering work in the United States after graduation, and 54 percent of those who stay take postdoctoral positions. The probability of postdoctoral participation is substantially higher for temporary visa holders than for permanent visa holders because of visa-related restrictions in the U.S. labor market. To identify the causal effects of visa status on entry into a postdoctoral position, this paper uses a unique shock to visa status generated by the Chinese Student Protection Act of 1992. Eligibility for the act is used as an instrumental variable for visa status. Two-stage least-square estimates show that permanent visa holders are 24 percent less likely to take postdoctoral positions than temporary visa holders. The effects of a permanent visa vary considerably across research fields, but for most fields, it reduces postdoctoral participation significantly. (Contains 27 footnotes, 6 tables, and 1 figure.)

This exploratory case study examines the participation of Native American students in study abroad and institutional policies and practices that either impede or enhance participation. The study surveys all Native students enrolled at the American university that produces the most Native graduates with bachelor's degrees. Although Native students value the benefits of study abroad, the study finds that they face a unique confluence of factors that limit participation. The role of Native students' social networks (family, tribal members, friends, Native advisors) is found to be prominent in deliberations about participation. Social capital theory is employed for analysis of the findings. (Contains 6 tables and 40 notes.)