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Chinese international students' well-being is an important part to notice with the rapid number of Chinese international students (CIS) in the U.S. and the increasing number of depressions in college. A systematic review of articles using analytical methods was conducted following the PRISMA guidelines. 1600 studies were initially reviewed from EBSCO, ProQuest, etc. After examining inclusive and exclusive criteria, 30 studies were included in the full review. 19 psychological factors associated with CIS's well-being were found. Results showed that social support is positively associated with CIS's well-being and is correlated with acculturative adjustment for improving psychological well-being. This research revealed the importance of considering cultural psychology in mental health professions, such as acculturation, language issues, and social support. When this population reports depression, anxiety, or academic stress symptoms, mental health providers need to be aware of these impacts and provide psychoeducation for counseling services in the U.S. college. [Note: The page range (529-551) shown on the PDF is incorrect. The correct page range is 529-550.]

The purpose of this study is to determine the variables that affect career transition levels of Turkish and U.S. participants. For this purpose, 336 (n[subscript U.S.] = 151; n[subscript Turkey] = 185) participants who reported their socio-economic level as middle experiencing career transition at least for 2-3 months are included in the study. According to the Career Transition Model, hopelessness and trait anxiety affect Turkish participants' career transition significantly, but do not have such an effect for U.S. participants. In addition to this, social support does not affect career transition of Turkish participants significantly, and this is also true for U.S. participants. Finally, the Career Transition Model does not show a significant difference based on culture.

There is evidence to suggest that undocumented, unaccompanied migrant youths confront emotional and physical hardships while working in the U.S. agriculture industry. However, little is known about the type of support available to these youths that could protect them from negative developmental outcomes. This qualitative research was designed to explore Guatemalan migrant youths' available support types, expectations of coming to the U.S. for work, and the life lessons learned from being undocumented, unaccompanied minors in the agriculture industry. A total of 10 unaccompanied Guatemalan youths (age range 15-17 years, Mage = 16.4 years; 100% male; 100% undocumented) participated in individual semi-structured audio-voice-recorded interviews in the Southeast. Interview responses were transcribed, coded, and analyzed. Thematic analysis yielded three primary interconnected themes: (1) "Coping and managing sadness by reaching out to others," (2) "I have a dream but then, reality hits," and (3) "Life lessons for future migrants." Findings suggest that despite their vulnerable social position, Guatemalan migrant youth in U.S. agriculture displayed an optimistic attitude, exercised persistence, and developed resourcefulness. Besides these competencies, youth possessed social networks with left-behind families, developed and leveraged new social ties to "manage sadness," and built a tight-knit community away from their countries of origin.

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

The purpose of this study is to reveal the status of scientific publications on learning analytics from the past to the present in terms of bibliometric indicators. A total of 659 publications on the subject between the years 2011-2021 were found in the search using keywords after various screening processes. Publications were revealed through descriptive and bibliometric analyses. In the study, the distribution of publications by years and citation numbers, the most published journals on the subject, the most frequently cited publications, the most prolific countries, institutions and authors were examined. In addition, the cooperation between the countries, authors and institutions that publish on the subject was mentioned and a network structure was created for the relations between the keywords. It has been determined that research in this field has progressed and the number of publications and citations has increased over the years. As a result of the bibliometric analysis, it was concluded that the most influential countries in the field of learning analytics are the USA, Australia and Spain. The University of Edinburgh and Open University UK ranked first in terms of the number of citations and Monash University as the most prolific institutions in terms of the number of publications. According to the keyword co-occurrence analysis, educational data mining, MOOCS, learning analytics, blended learning, social network analysis keywords stand out in the field of learning analytics.

In this article, the authors critique the common approach used to study the effectiveness of technological interventions for raising students' sense of belonging. Two studies are reviewed, one used Facebook groups and the other used a makerspace. Both studies primarily failed to include any variable that measures the extent of student involvement in the use of the applied technology. Future research could be extended to overcome this drawback and/or to provide students with an active role, if possible, in designing part of the intervention.

This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators' real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators' understandings of digital pedagogies.

Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

With the development of information technologies, many learners opt to stay home receiving various forms of online education such as massive open online courses (MOOC). However, many learners and instructors complain that MOOC-based learning effectiveness has been dampened by many factors. Through a meta-analysis using Stata/MP 14.0, this study reveals that MOOC-based learning outcomes can be significantly influenced by eight factors, i.e. behavior intention, learning engagement, students' motivation, perceptions, satisfaction, performance, self-regulation, and social networks across the world. Future research could reveal more influencing factors pivoting on the forum improvements, as well as the effect of social presence on MOOC-based learning outcomes.

This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, which were shaped by the contrasting curricular models of study abroad programs.

This study examines a short-term study abroad program in Costa Rica. The goals of the study are to (1) investigate the link between high impact learning practices (HIPs) and program learning outcomes and (2) capture the relation between program structure, program facilitation, and student learning networks. The methodology includes ethnographic observations, student interviews, and social network analysis. The implementation of three HIPs in the program (applied learning, project-based, and cultural-learning) drives the change in student network structure. The article places scholarly attention on how HIPs incorporated into the program structure influence changes in student learning and support networks as well as influence student reported learning outcomes.

This qualitative study applies the frameworks of language socialization and social network theory to investigate how international students' construction and negotiation of their identities influence their L2 writing development. Two students (One Korean and one Motswana) at a US university, one from South Korea and one from Botswana, participated in a year-long study, which included semi-structured interviews and classroom observations. For purposes of triangulation, the data for this study were collected for a year from multiple sources. The findings indicate that instructors can play a crucial role in enabling international students to expand their social networks, for example, by helping them locate and utilize available resources to develop their L2 writing, and by providing additional scaffolding to help them understand group dynamics and become active learners in their new communities. The results offer pedagogical implications on the role of instructors and universities in providing explicit guidance to empower international students to better socialize into the new community.

Graphic novels have emerged as an effective pedagogical tool for teaching complex processes like global migration. Through their use of visual language, graphic novels can offer insights into the lived experiences of migrants and refugees, their challenges and triumphs, and the broader social and political contexts that shape migration. Graphic novels also provide a means of representing diverse perspectives and nuanced experiences, as well as allowing students to understand core concepts in migration. In this examination of the graphic novel "Welcome to the New World," the author explores how the author conveys key ideas in global migration regarding the "geographical lens" and the spatial perspective. The graphic novel explores how the family learns how to acclimate to a different culture with the little assistance they are provided, while also being subject to racism and discrimination from those in their new community. The space (considered the absolute location in this definition) in "Welcome to the New World" is focused on three main countries: Syria, Jordan, and the United States. Language barriers, a lack of community, and the emotional toll of immigrating can present challenges for a family trying to find their place in a new country. Social networks are another important element of the geographical lens, and they clearly are important in this graphic novel, facilitating the integration of Ibrahim's family into their new home. The novel also demonstrates how movement can be very conditional for refugees when trying to cross political borders. Ultimately, reading this graphic novel requires students to tangle with difficult subjects related to social justice and human rights and encourages them to empathize with many refugee experiences through images and characters conveyed in graphic novels.

The global pandemic and recent shift to online learning has heightened the need to better understand how to support international students, especially across online and virtual platforms. However, a review of literature reveals a paucity of studies dedicated to international student use of internet-based platforms and services for seeking information and sharing experiences. One avenue for further research is Social Question & Answer Communities (SQACs), which are vast conduits of shared experiences and knowledge connecting hundreds of thousands of pre-application and pre-arrival students. In this study, content analysis was utilized to qualitatively observe the contents of the "Overseas Studies in The United States" section of Zhihu, and quantitatively count their features and characteristics. The study found that 58% of the questions and answers were devoted to Academic issues such as testing, admissions, learning and research, with another 13.0% on Crime, Law and Safety, and the remaining 29% of the questions were associated to a diverse array of topics associated with living and working in American society. The most popular answers were made up of mainly 4 main types: Sharing One's Experience (32.0%), Advice (26.0%), Opinion (22.0%) and Critique (15.0%). Content analysis of three main answer features, namely the use of Imagery, Digital Resources, and Social feature, indicated that the Advice and Critique answer types contain the richest variety of features and that question context, textual styles and use of digital resources are important factors for understanding the answer popularity in SQACs.

To ensure the widespread dissemination of information and to foster interaction and dialogue with users, higher education institutions need to develop an active profile on the social networks. This paper analyses the influence of universities' posting strategy on their followers' engagement (reaction, virality and conversation) by measuring the level of activity and type of presence on their social networks. A content analysis was conducted to analyse 90,000 posts by 70 universities from Europe, the United States and Latin America on their institutional profiles on Twitter, Facebook and LinkedIn. The universities' posting activity on their social media is moderate (with an overall mean of 7.04 posts per day), but the interaction rate is very low (0.237), far below the recommended levels of engagement. Notably, increased activity by universities on social networks does not lead to greater engagement but points to an inverse relationship between the two. Our findings also indicate that university-created content (UCC) achieves a higher level of engagement ([x-bar] = 169.41) than university-shared content (USC) ([x-bar] = 126.18). This study explores the effect of universities' posting strategy dimensions on their follower's interaction.

Academic middle leaders play a critical role in facilitating the leadership of learning and teaching in universities. Previous research has reported the undervaluing and under-resourcing of these academic middle leadership roles. To promote a greater understanding of academic middle leaders, middle leading and middle leadership of learning and teaching in universities, a comprehensive systematic review of higher education literature published in scholarly journals between 2010-2020 was conducted. The review found a limited yet growing literature in the field, with studies predominantly utilising qualitative methodologies, single departmental levels of analysis and topics related to leadership contexts, roles and leader experiences. Analysis revealed the complex, multi-faceted nature of academic middle leadership roles, the tensions experienced by academic middle leaders and the importance of collegial academic middle leading practices. Scholars implore universities to improve role clarity, resourcing and autonomy for academic middle leaders. Future research exploring academic middle leading practices through contemporary lenses is recommended.

Multimodal Learning Analytics (MMLA) has huge potential for extending the work beyond traditional learning analytics for the capabilities of leveraging multiple data modalities (e.g. physiological data, digital tracing data). To shed a light on its applications and academic development, a systematic bibliometric analysis was conducted in this paper. Specifically, we examine the following aspects: (1) Analyzing the yearly publication and citation trends since the year 2010; (2) Recognizing the most prolific countries, institutions, and authors in this field; (3) Identifying the collaborative patterns among countries, institutions, and authors, respectively; (4) Tracing the evolving procedure of the applied keywords and development of the research topics during the last decade. These analytic tasks were conducted on 194 carefully selected articles published since 2010. The analytical results revealed an increasing trend in the number of publications and citations, identified the prominent institutions and scholars with significant academic contributions to the area, and detected the topics (e.g. characterizing learning processes using multimodal data, implementing ubiquitous learning platforms) that received the most attention. Finally, we also highlighted the current research hotspots attempting to initiate potential interdisciplinary collaborations to promote further progress in the area of MMLA.

Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.

This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing information and experience; (2) support each other through building a social network; and (3) cultivate aspirational capital through sharing feelings and empathy. This study counters the deficit-oriented paradigm on immigrant mothers of children with disabilities and reframes mothers as advocates who build community to collaboratively navigate their parenting journeys. This study also calls attention to the transnational network of capitals that immigrant mothers collaboratively build and encourages researchers and professionals to inquire into ways to better support immigrant mothers and their children.

This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the East Coast in the US. Using a discourse approach as taught in the course, Hong Kong teams explored, analyzed, and reflected on intercultural communication topics as experienced in social networking sites. Hong Kong teams elicited from their US partners information on their personal, institutional, and professional contexts. Online interactions took place on Facebook over 10 weeks, and Hong Kong teams were encouraged to analyze their online interactions for an ethnographic project, a course requirement. The author investigates Hong Kong students' prior experiences and expectations, and if and how Hong Kong students engaged with counterparts in the US on Facebook to collect information on their topic, and if Hong Kong teams analyzed their Hong Kong-US exchanges. Data triangulation includes a pre- and post-project survey, Facebook interactions, and ethnographic projects. Findings indicate that the majority of Hong Kong teams used their online exchanges for analysis in relation to course themes (e.g., politeness, face systems, corporate ideologies) as well as commented on the cultural exchange as a learning outcome.

In this study, the social network structure of the studies conducted in the early childhood towards the concept of temperament was examined. The research was considered as a descriptive study since it examined the relation between the existing studies according to the citations. The concept of temperament in early childhood has taken its place in the literature as a concept that began to be studied in 1955. 1025 studies on this subject in the Web of Science database were examined. Studies conducted between 1975-2020 were analyzed. In this study, Cite Space program, one of the social network analysis programs, was used. Documents were examined in relation to co-citations by authors, journals, countries and sources. As a result of the examinations, it was concluded that the most cited country was the United States, the most cited author Mary K. Rothbart, and the most cited journal Child Development. As a result of examining the co-references in the documents, 18 clusters named using the LLR (log-likelihood) algorithm were obtained. The names of the clusters and the most cited articles were determined in accordance with the network structure. At the same time, it is possible to see which clusters are more active in which periods and when the co-citations are analyzed according to the references and which articles are referred to more frequently. The current studies on this subject have been included in child obesity risk, postnatal plasticity revisited and extended and dispositional negativity clusters. With the results of this research, a map of information is presented to the researchers who want to study on the subject of temperament in early childhood. It can direct the researchers according to their sub-fields. It gives information about important sources, authors, and journals about the subject of interest, according to the tendency of the researcher. In addition, the researcher could see current issues or what topics the literature lacks. Therefore, as with this topic, authors can obtain detailed information about the subject area with such bibliometric studies while choosing the field of study.

Research on translingual repertoires has highlighted the diverse semiotic resources that individuals access in communication, but little research has considered how spatial factors permit or limit access to these resources. Furthermore, as translingual studies have predominantly focused on interactional analysis, there is a paucity of studies on how social networks shape the repertoires of users. To fill this gap, we examine the communicative practices of an international spouse temporarily living in the United States. Through interview data and mobility maps, we analyze the participant's subject positioning and its relation to his use of spatial resources in different spaces. Despite the participant's low English proficiency, he engaged in conversations in many spaces through strategic employment of semiotic resources, including multiple languages and material objects. He also adopted certain positionings that afforded him more opportunities to interact. Thus, we argue that the usefulness of semiotic resources is tied to the spaces in which they are employed and that access to these resources is shaped by subject positioning.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

The purpose of this study is to perform bibliometric analysis of the scientific researches published in mathematics education subject area between 1980 and 2018, to find out the general layout of the scientific knowledge and communication structure of the field using an objective method, driven from the data. The publications were analyzed according to publication year, type of publication, language of publication, title of publication, name of the author, country of the author and number of citations taken from the sources scanned in Web of Science (WoS) Core Collection database; structural and temporal analysis of various networks, such as collaboration networks and author collaborations were performed. In addition, a word analysis was also conducted in the study to determine the concepts used in the researches published in mathematics education area and covered in the data set. It was found that the publications involving mathematics education increased from 1980 to 2018. The review of the countries according to the number of studies that they have performed in the field revealed that the most productive countries are United States, England and Turkey. Regarding the centrality of the countries in the network, the countries that are located at the center of the network were found to be England, US and Spain, respectively. Regarding the ranking of the countries according to the number of citations taken for the scientific works that they have performed in mathematics education area, it was found that US, Turkey and Malaysia had the highest number of citation bursts. Regarding the ranking of the works according to title, the topics that have been mostly worked on are elementary mathematics classroom, teacher education and achievement gap. The words that are mostly used in mathematics education research area were mathematics, education, student and achievement, respectively.

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.

This article aims to identify how digital public opinion was articulated on Twitter during the visit of the Republican presidential candidate Donald Trump to Mexico City in 2016 by invitation from the Mexican government, which was preceded by the threat to construct a border wall that Mexico would pay for. Using a mixed methodology made up of computational methods such as data mining and social network analysis combined with content analysis, the authors identify conversational patterns and the structures of the networks formed, beginning with this event involving the foreign policy of both countries that share a long border. The authors study the digital media practices and emotional frameworks these social network users employed to involve themselves in the controversial visit, marked by complex political, cultural and historical relations. The analysis of 352,203 tweets in two languages (English and Spanish), those most used in the conversations, opened the door to an understanding as to how transnational public opinion is articulated in connective actions detonated by newsworthy events in distinct cultural contexts, as well as the emotional frameworks that permeated the conversation, whose palpable differences show that Twitter is not a homogeneous universe, but rather a set of universes codetermined by sociocultural context.

Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozillaís open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereumís Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy.

This qualitative research was conducted on Chinese international students preparing to study in the United States about their expectation and perception of American universities. It explored motivation for pursuing degrees in the United States, expectations of life in the United States, and plans post-graduation. Findings suggest that these students foresee U.S. classes to be rigorous due to two notable barriers: English proficiency issue and difference in learning environment. Furthermore, the students promoted desires to build relationships with domestic students but already internalized beliefs that this action was unlikely. They presumed that most networking would occur with co-nationals due to comfort and ease. Finally, parental expectations emerged as a significant factor that influence Chinese international students' desire to study in the United States and post-graduation plans.

The academic library plays multiple roles in the university, making even a nuanced analysis of service numbers inadequate for assessing the complexity of the library's value and contributions to the university's mission and success. This exploratory study uses social network analysis and a unique interlibrary loan (ILL) data set to examine associations between a library's centrality in ILL networks and the performance of its parent university in "U.S. News & World Report" (USNWR) rankings. The study findings show that two types of network centrality, "outdegree" and "betweenness," are significantly and positively associated with USNWR rankings. Resource sharing, such as ILL, is not only an essential but also an overlooked function of an academic library that, moreover, relates to a university's ranking and prestige. University administrators should therefore reconsider the "library-as-cost-center" budgetary approach.

Civil war in Syria has resulted in the largest refugee group and the newest wave of refugees resettling in countries worldwide. Although they have experienced war, migration, and great trauma, resettlement introduces a new set of obstacles including cultural adjustment, language learning, and the development of a new social network. This paper is a qualitative analysis of the acculturation, mental health, and academic experience of Syrian refugee adolescents in the United States. The study is unique in its use of an ecological framework to organize emerging themes, and integrates responses from parents and adolescents to provide a comprehensive understanding of this experience. Moreover, the researchers focus on an important setting for support and intervention: the school system. Implications and recommendations for assessment, intervention, and programming are provided.

In this article, I analyse documents from the Pedagogical Museum of Paris, particularly the writings of Ferdinand Buisson (1878-1879), in which the author addresses not only the French experience but others too. This analysis allowed me to outline a network of transnational sociability composed by intellectuals, pedagogues, and people from public instruction who were concerned with the creation and consolidation of national pedagogical museums. The clues on the French Museum project allowed us to observe circulations, inspirations, appropriations, and exchanges in relation to models implemented in several countries. It also allowed for the insertion of national pedagogical museums, emerging in the second half of the nineteenth century as part of an international movement; subjects from different nations promoted the circulation, appropriation, and exchange of ideas and practices to achieve a scientific education, advocated transnational comparative studies, and created pedagogical museums as strategic tools for achieving this goal.

Academic networks have been found to play a significant role in career trajectory via employment opportunities, publishing openings, or being alerted to prospects not widely advertised. These results are reflective of Bourdieu's notion that social capital can see an individual's position within a field (in this article the field of academia) increase due to their network's aggregate resources, which can be leveraged and see them attain success they may not have been able to achieve without their network's capital and collective field position. This study surveyed more than 100 working academics and found that most participated in some form of academic networking. This article's significance comes from exploring the lived experiences that have been identified by academics engaging in active network building. The work demonstrates the significant benefits that can result from being involved in well-positioned academic networks, but also reveals how networks are viewed as methods that can subvert merit-based achievements within the field.

Environmental educators exchange ideas in social networks, which may in turn impact their practices. This study uses social network analysis, surveys, correlation analysis and interviews to examine the relationship between network and practice change in three professional development programs. In the first program that used face-to-face activities, educators' in-degree and betweenness centrality and in-degree tie strength were positively associated with practice change. In the second, online only program, only in-degree centrality was positively associated with practice change. However, in the third program with both face-to-face and online activities and the highest network density, no significant associations between network characteristics and practice change were measured. The results help us understand the role of developing professional networks in educators' practice change through professional development programs.

As nations continue to use OECD data to ensure preparedness for global competitiveness, questions concerning how inequality is constructed and maintained in different nations are critical. Drawing on Bourdieu and Savage, I argue that social capital continues to perpetuate social inequality both prior to and during university attendance despite decades of widening participation policy in the US and UK. A nested case study of thirty underrepresented students across the US, England, and Scotland is used to illustrate three findings: students who identified as being from the poorest backgrounds indicated having fewer social ties both prior to and during their university experience. Second, widening participation students do not receive the same social advancement from attending an elite university as their peers. Finally, differences in how each of these universities organise students provide clues to how universities can ensure the social acceptance, inclusion and cohesion of the underrepresented student.

Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.