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The current study examined the actions and thought processes second grade students experience while reading online, implementing a research based teaching strategy for new literacies, and Internet Reciprocal Teaching (IRT). In particular, strategies for how to critically evaluate online text were introduced to second grade students. Through IRT, second graders were able to evaluate online texts for relevance and credibility. Participants used several different strategies in determining credibility of online texts. They sought out more information about the website or author, used background knowledge about a particular website, looked at the URL, identified the number of ads on a webpage, and used other miscellaneous criteria. The current study can contribute to existing literature by exploring evaluation strategies that young students may already possess and addressing any possible relationships between IRT and evaluation strategies used by students while reading on the internet.

The sources of knowledge have diversified and increased due to the widespread use of the Internet and smartphones. However, this diversity requires learners to know how to deal with and obtain knowledge and the extent of their credibility and usefulness. Subsequently, they must learn language learning strategies, including Memory Strategies (MSs) and Cognitive Strategies (CSs). This study scrutinizes the employment of reading MSs and CSs mediated by selected applications and tools of Internet-Connected Smartphones (ICSs) among Saudi undergraduates in an English as a Foreign Language (EFL) reading context. The study followed a quasiexperimental research design with two groups. The data was collected through a questionnaire and an achievement test. While the control group used the traditional methods of learning, the experimental group utilized their ICSs to employ reading MSs and CSs in the online learning mode after they received the necessary training. The study showed that students improved their performance in Reading Comprehension (RC) and use of reading MSs and CSs compared to their peers in the control group. The researcher recommends conducting workshops to train students on effectively employing MSs and CSs through ICSs to learn EFL reading skills.

Adopting a sequential mixed-methods approach, the current inquiry examined English major students' perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students' academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students' academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students' engagement. Findings may have some noteworthy implications for teacher educators and language instructors.

The main objective of the current study is to carry out a critical stylistic analysis of Al Jazeera's online news reports of the 2017 Gulf crisis. The study specifically examines the linguistic strategies employed by Al Jazeera newsmakers in order to effectively communicate their ideological perspectives. The research employs Jeffries's critical stylistic framework (2010) and corpus methodologies to examine a corpus obtained from Al Jazeera English, which covers the first month of the crisis. A combination of qualitative and quantitative methodologies has been employed to analyze the ideological implications embedded within the narrative of the platform, focusing specifically on the strategies of naming, describing, equating, and contrasting. The study discloses that Al Jazeera has used specific nouns and phrases to portray the measures against Qatar as deliberate, violent, unjustifiable, and retaliatory, blaming the Saudi leadership. Complex noun phrases and evaluative adjectives have been utilized to intensify this description, while nominalization conceals agency and creates skepticism. The narrative has subtly portrayed Qatar as a passive victim of negative actions, using equating strategies to criticize the Saudi leadership's policies and the blockade. Contrasting strategies have presented contradictory actions, questioned their credibility and legitimacy, and encouraged cohesion among Gulf nations.

This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: "To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts?" The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose "secondary education" and "science teaching" as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors' first language. The researchers conducted three levels of screening on the full collection of articles--title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers' subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.

A scientometric analysis and systematic review of an immersive virtual learning environment (IVLE) designed to improve the development of hard skills comprised this study. The review focused on the period between 2016 and 2023 and was conducted using the Scopus database. This study employed a scientometrics analysis and systematic review methodology. In this study, a comprehensive analysis was conducted on a corpus of 12 scholarly articles that have been published within the last 8 years. This study looked at the aggregate magnitude and trajectory of scholarly publications and looked at a number of trends in scholarly research, including annual reports, article counts, article distribution across different sources, finding the most useful sources, keyword analysis, looking into the best collaboration groups, looking at how themes have changed over time, judging contributions, and practical implications. The primary findings regarding the data and document types indicated that a total of 12 articles were published across 10 different sources within the timeframe of 2016 to 2023. The research conducted on IVLE for the development of hard skills exhibited fluctuations in its pace, alternating between deceleration and positive acceleration. The growth rate of the articles peaked in 2022. The primary publication with the greatest of source is "Lecture Notes in Networks and Systems." Keyword Plus growth rate for terms like "virtual reality," "e-learning," and "teaching." The nations exhibit a high degree of collaboration in the field of research. The findings indicated that the authors hailing from Mexico and Colombia exhibited the greatest frequency (n = 2). The thematic evolution of the study indicated two significant advancements: firstly, the emergence of e-learning studies that have propelled the field of e-learning, and secondly, the integration of virtual reality into e-learning practices. The classification of applications encompasses various components: title, solution, learning strategy, and learning tasks.

The author, a consultant who has worked on projects in the education, training and professional regulation arena for more than three decades, reflects on factors that make for successful interventions and sustainable project outcomes. Seven key factors are identified: (1) intellectual credibility, both in a substantive and methodological sense; (2) a consistent and explicit ethical perspective; (3) developing a comprehensive rich picture of the practice context; (4) using a 'realisation' or 'co-creation' approach to ensure that the client community has ownership of the project; (5) the development of effective systems architecture; (6) being able to act as a constitutional arbiter to maintain consistency and constancy of purpose; and (7) treating the project as a research process, both internally to build in ongoing review and evolution and externally to provide critique and position it in relation to parallel developments in the field. The importance of methodological fluency is also emphasised to develop approaches that are contextually appropriate, while cautioning against the use of over-formalised methods and processes.

Extensive research has been conducted to investigate the role of emojis in interpretation, impression, perceptions, personality and relationship building. However, in the higher education sector, few studies have examined how emojis influence the learning motivation and performance of students. Using the theories of source credibility and stimulus organism response, a model was created to explain how the emojis used in text-based electronic-mediated communication (TEMC) impact instructor credibility, learning motivation, and learning performance. Data obtained from students (N = 348) indicates that the use of emojis in TEMC affects their perceptions of instructor credibility (expertise, trustworthiness, likability) and learning motivation. Furthermore, perceived instructor credibility was found to mediate the relationship between the use of emojis in TEMC and students' learning motivation. Finally, the study also demonstrates that students' learning motivation significantly enhances their learning performance. The research findings illustrate the importance of emoji use in TEMC between instructors and students in enhancing students' learning motivation and performance at higher education institutions (HEIs). The findings have significance for instructors and HEIs who engage in TEMC with students. This paper also discusses the implications and limitations of the study, along with potential future research.

Open science practices are designed to enhance the utility, integrity, and credibility of scientific research. This article highlights how preregistration in open science practice can be leveraged to enhance the rigor and transparency of single-case experimental designs within an applied behavior analysis framework. We provide an overview of the benefits of preregistration including increased transparency, reduced risk of researcher bias, and improved replicability, and we review the specific contexts under which these practices most benefit the proposed framework. We discuss potential concerns with and unique considerations for preregistering experiments that use single-case designs, with practical guidance for researchers who are seeking to preregister their studies. We present a checklist as a tool for researchers in applied behavior analysis to use for preregistration and provide recommendations for our field to strengthen the contingencies for open science practices that include preregistration.

Media literacy has been gaining traction as a part of higher education curricula to support learning as educational institutions are recognizing the importance of developing students' media literacy skills. However, students' emotional reactions towards media literacy can be vastly different and, in turn, may impact their perception of truth and credibility of mixed media messages. In this study, we explored 68 non-health professions university students' unique emotional profiles towards media literacy. We further examined whether students with different emotional profiles would differ in their credibility ratings (truthfulness, trustworthiness, and believability) of media messages that were drawn from mainstream and fake news sources. We also investigated the relationship between emotion profiles and emotional reactions towards mainstream versus fake news messages. We employed a probabilistic, latent clustering approach, latent profiling analysis (LPA), to generate latent categories of emotion profiles. LPA revealed four distinct emotion profiles that students endorsed: (1) low emotions, (2) moderate emotions, (3) high negative emotions, and (4) high positive emotions towards learning media literacy. Additional findings revealed that students with a low emotional profile tended to rate all media messages as more truthful, trustworthy, and believable than other emotion groups. Moreover, we identified that students in the moderate emotions and high negative emotions group rated fake messages with more positive emotions. This study offers insight towards the significance of understanding how emotions towards media literacy can impact the outcomes of media perception. This is an important step that will encourage educators to develop more engaging media literacy instruction and interventions.

Background: Education is often the primary arena for exploring and integrating new technologies. AI and human-machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education. Objectives: We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two). Methods: We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support. Results: In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy. Conclusions: Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues.

The current study examined verbal cues of veracity and deception in 911 calls reporting homicides or suicides of another person. Specifically, the current study compared differences in the presence/absence and number of potential verbal indicators between a sample of deceptive callers who concealed their role in causing the person's death and truthful callers who did not cause the person's death. Results demonstrate consistency with previously proposed indicators of veracity and deception in 911 calls. More precisely, a greater number of self-handicapping statements and descriptions of physical sensations were made by deceptive individuals, whereas truthtellers were more likely to spontaneously self-correct inaccurate statements. Practical implications and limitations are discussed.

People sometimes lie by omitting information. The information lie tellers then report could be entirely truthful. We examined whether the truthful information that lie tellers report in omission lies contains verbal cues indicating that the person is lying. We made a distinction between (i) essential information (events surrounding the omission) and non-essential information (the rest); and (ii) made a distinction between informing or not informing participants about the key event they witnessed. Participants followed a target person. Truth tellers reported all activities truthfully; lie tellers omitted the key event. Participants were or were not informed what this key event was. In the analyses we discarded the information truth tellers reported about the key event lie tellers omitted. Truth tellers reported more external and contextual details, more complications and fewer common knowledge details and self-handicapping strategies than lie tellers, but only when discussing essential information. Being informed had no effect.

We examined the efficacy of a Model Statement to detect opinion lies. A total of 93 participants discussed their opinion about the recent strikes on two occasions, 1 week apart. In one interview they told the truth and in the other interview they lied. Each interview consisted of two phases. In Phase 1 they discussed their alleged opinion (truth or lie as appropriate). They then either listened to a Model Statement (a detailed account of someone discussing an opinion about a topic unrelated to strike actions) and expressed their opinion again in Phase 2 (Model Statement present condition) or they discussed their opinion again without listening to a Model Statement (Model Statement absent condition). The verbal cues examined were pro-opinion arguments, anti-opinion arguments, plausibility, immediacy, directness, clarity, and predictability. The truthful statements sounded more plausible in Phases 1 and 2 than the deceptive statements, providing further evidence that plausibility is a strong veracity indicator. The truthful statements included more pro-arguments and sounded more immediate and direct than the deceptive statements, but only in Phase 2. The Model Statement had no effect. Reasons for the Model Statement null-effect are discussed.

Survey-based research is vital in education and social sciences, offering insights into human behaviors and perceptions. The prevalence of such studies in medical education has risen by 33% over the past decade. Despite this growth, the utility of survey findings depends on the study design quality and measure validity. Many manuscripts are rejected due to poor planning and lack of validity evidence. These guidelines aim to improve the rigor and reporting of survey-based research, ensuring credibility and reproducibility. They apply to various survey tools and evaluations, setting a standard for manuscript quality and informing the review process for "Anatomical Science Education."

The audiences of generalist television's newscasts reflect that the viewers' interests and loyalties are constantly changing. Research shows that several elements influence the success of programs and formats, but in this paper, we draw attention to the factors that determine the credibility of newscasts. We also want to know how pluralism is safeguarded in newscasts, as we consider that credibility and pluralism are two intertwined values that influence one another. As credibility is a subjective value, it is required to find new information criteria that is suitable and of the utmost rigor. The main aim is to delve into whether there is a consensus on the basic parameters for the definition, identification, and assessment of credibility of nationwide public service media in Spain. Moreover, we are also interested in whether audience figures can be used to determine the degree of trust of newscasts. The analysis brings forward the observations of researchers, scholars and media professionals that offer a vision on the different approaches that integrate the multiple aspects affecting news consumption and interpretation. We conclude that credibility is a concept composed of multidimensional components, resulting from a process where different filters condition fact perception. That is why a story can have different meanings, related to the different point of views of citizens.

This paper describes a content analysis used to examine educational doctoral degrees (EdD) dissertations in a U.S. university. The purpose of the study was to get a better understanding of the validation techniques utilized in dissertations published by EdD students. Forty-nine dissertations were selected and examined for research methodologies, research design, and elements of vigorous validation techniques. The most frequently found methodology was quantitative (n = 30; 61.22%) followed by qualitative (n = 13; 26.53%). Among the quantitative studies, the most frequently used design was survey (n = 18; 60%). The most frequently used design in qualitative studies was case study (n = 6; 12.14%). Validation techniques for quantitative designs were mostly content validity (n = 18; 50.00%). Trustworthiness techniques for qualitative designs were mostly member checking (n = 8; 19.51%). There were no legitimation techniques identified for mixed methods designs. Implications for this study in higher education include EdD doctoral students and committees use at least three techniques for validation purposes.

The manipulated or manufactured truth on social media platforms spreads false information to influence netizens' cognition, often resulting in fabricated social and political narratives. This study systematically reviews the literature on truth manipulation and its impact on the cognition of social media users. The primary focus is on disinformation, misinformation, fake news, and propaganda. The study appraises 162 peer-reviewed publications indexed in the Web of Science Core Collection database using the systematic review method. The data was put through a bibliometric analysis to unpack the evolutionary nuances of netizens' cognitive response to manufactured truth, informativity, and manipulation on social media. The study highlights emerging trends and issues from truth manipulation on social media. The bibliometric analysis reveals since 2017, there has been an increase in the trend of scholarly work about truth manipulation on social media and its effects on the cognition of netizens. The USA seems to be the most prominent node to contribute to the study of truth manipulation. The content analysis shows multiple aspects causing truth manipulation. This study also seeks ways and methods to prevent and counter truth manipulation on social media. It looks at the possibilities of altering netizens' cognitive abilities by improving their critical social media literacies through fact-checking. The study results show that knowledge gaps persist in truth manipulation on social media and the cognitional aspects in response to fabricated narratives. We emphasize the importance of further investigations in this domain.

Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students' transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.

Objective: This study aimed to evaluate how health educators use emotional appeals on the social media site TikTok to promote well-being, engage audiences and reduce mental health stigma. Design/Method: Our research team conducted a quantitative content analysis of 400 TikTok videos centred on health education. We evaluated the frequency of mental health content compared with general health education content and associated views, engagement and use of emotional appeals. Results: Mental health content frequently appeared in #EduTok health videos and earned significantly greater reach than general health content. However, videos discussing mental health earned less engagement and relied less on emotional appeals. Mental health content mainly relied on affiliation, hope and sorrow message appeals, although the presence of these appeals did not significantly affect engagement. General health content utilised personal stories, expert credentials and emotional appeals more frequently than mental health content. Conclusion: Evidence from this research suggests that mental health educational content underperforms general health videos and underutilises emotional appeals on TikTok. Health educators must critically analyse and adjust message strategies to enhance audience reception, taking note of success across health topics. We discuss the implications for how practitioners can use TikTok to reduce stigma and promote positive mental health with emotionally engaging content, especially among young audiences.

Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process' orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. ("Written Communication," 40(1), 90-144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th-grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students' texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.

Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested.

Sourcing and intertextual integration skills are critical to the development of young students' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.

There is tension about teachers' professional use of social media platforms, such as Pinterest, to access instructional resources for teaching science. Teachers' frequent use of Pinterest signals their perceived value despite concerns about the quality of the resources found there. These resources can constitute a part of teachers' network of resources, contributing in some ways and constraining in others. This study seeks to contribute to the discussion about online resources through an in-depth content analysis of 438 websites on Pinterest related to two elementary science topics: adaptation and force. Findings indicate the potential of Pinterest to expand the number and variety of examples available to teachers for both topics. However, findings also demonstrate ways resources for both topics could constrain teachers' knowledge systems: they may narrow teachers' vision of quality science instruction to engaging in activities and the resources for both topics may constrain teachers' knowledge of the science subject matter.

Objective: This study evaluated Tummy Time recommendations in patient education materials and informal sources found on the Internet. Methods: Patient education materials, available from health professionals online, and informal sources, found outside of healthcare, were evaluated for consistency with evidence-informed recommendations. Patient education materials were also evaluated for readability and visual presentation. Results: Twelve sets of patient education materials were included in the top 20 search results. Only one of them addressed all the evidence-informed recommendations accurately. Fifty informal sources were included in analysis, ranging from search rank #1 to #57. Nearly half of the informal sources were judged fully consistent with evidence-informed recommendations. Counter to best practice recommendations, two-thirds of the patient education materials were written above the reading level expected of a student with no more than an elementary school education. All used strategies to enhance clarity, although none met all standards for visual presentation. Conclusion: Although some good resources are available, healthcare providers should exercise caution when selecting or recommending patient education materials online, even when they are available from healthcare professionals. Parents turning to the Internet will find accurate information. However, to develop a comprehensive understanding, they may need to visit multiple sites. Practice Implications: Healthcare professionals are responsible for providing or directing their clients to reliable, comprehensive sources of information, and for being aware of the quality of information they may discover through their own searches. Healthcare websites are responsible for communicating clearly and comprehensively with their clients and the public. Some parent education materials require revision for readability, formatting and consistency with Tummy Time recommendations.

This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewers to judge the quality of prior research reports. It argues why such a procedure is needed, and how other existing approaches are only relevant to some kinds of research, meaning that a review or synthesis cannot successfully combine quality judgements of different types of research. The proposed procedure is based on four main factors: the fit between the research question(s) for any study and its design(s); the size of the smallest group of cases used in the headline analyses; the amount and skewness of missing data; and the quality of the data collected. This simple procedure is now relatively widely used, and has been found to lead to widespread agreement between reviewers. It can fundamentally change the findings of a review of evidence, compared to the conclusions that would emerge from a more traditional review that did not include genuine quality rating of prior evidence. And powerfully, because it is not technical, it permits users to help judge research findings. This is important as there is a growing demand for evidence-led approaches in areas of social science such as education, wherein summaries of evidence must be as trustworthy as possible.

This paper proposes an extension of the concept of organizational actorhood. This concept is very useful to understand contemporary higher education institutions, but it pictures these organizations as relatively passive, subject to normative pressures. The conceptualization lacks attention to dynamic agency of higher education institution. Using notions of accountability, legitimacy and identity, a reconceptualization is proposed. That reconceptualization stresses the agentic potential of higher education institutions to pro-actively test the boundaries of legitimacy and accountability and its capacity to continuously (re)negotiate its position in institutional contexts. Suggestions are offered for further research.

In the authors' work studying and supporting school and district leaders, they identified the following five principles for leading in turbulent times. These principles enhance the odds that change management is successful and sustainable. For any change process, a trustworthy map is essential. Successful leaders center people and attune themselves to the social and emotional needs of others in these contexts. Creating an atmosphere where diverse perspectives are not just welcome but are intentionally invited fosters trust and increases awareness of potential complications involved in any change initiative. Too much change is overwhelming. Effective leaders embrace change, but they also create safe harbors for themselves and others. Change requires focus, energy, time, and effort, but leading change is not sustainable unless school leaders invest in themselves.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

This study discusses the findings of a survey designed to capture students' allocations of credibility to online materials resembling social media posts. The survey respondents were 1,019 undergraduate students at a medium-sized Canadian university. The students came from a range of programs and years of study in those programs. The survey instrument presented varying stimuli to students to see how their scores varied, and then asked students to explain their scoring. A number of significant dynamics emerged, such as the students' tendency to give lower credibility scores to poorly presented information, even if the information was factual, and to explain information by referring to previous knowledge. These dynamics varied little by area or year of study, which suggests that presentation should be recognized as a powerful heuristic in online credibility assessment. [Note: The publication year (2024) shown on the PDF is incorrect. The correct publication year is 2023.]

Using a zone of mediation framework, we explore how one school district designed a community-based accountability system (CBAS) reflecting community stakeholders' values, priorities, and goals. We collected rich data sets from a document analysis, focus group, and individual interviews. Our findings indicated a strong dissatisfaction with test-based accountability that led the district to engage its stakeholders in designing a CBAS using multiple achievement measures to report on district success. The importance of collaboration with other districts and leaders at the local, regional, and state levels also emerged. This study highlights the importance of stakeholder involvement, leadership, and collaboration when making equity-minded reforms and exemplifies how to engage in this work.

Occupations often require a set of common characteristics and abilities in order for an individual to be successful (Super, 1990), and new professionals have to navigate much more than new offices, policies, tasks, and expectations to achieve that success. The authors sought to better understand the early career stage in the field of educational development, and this article reports on the findings of a subset of that research focused on the reported perceptions of what constitutes the early career stage by newer educational developers (EDs) in contrast with those who define themselves as experienced in the field. We collected participants' thoughts and perceptions about what constitutes early career for EDs using an online survey, and qualitative responses were analyzed using thematic analysis (Braun & Clarke, 2006). Aligning with Super's (1990) lifespan career development model, this exploratory research suggests there is no single, universal definition of what it means to be an early career professional in this field, and our findings suggest that self-concept is crucial in determinations of what it means to be an early career ED. Further, there is a distinction between being new to the field of educational development and being 'early career' in a broader sense; our findings suggest there is much more to feeling like an early career ED than the time spent in one's career. We discuss key themes that emerged around how participants constitute the notion of early career in educational development and offer some common vocabulary to identify and discuss experiences of early career professionals in the field. Our work may provide new opportunities for supporting onboarding and community building, and raises areas for further exploration.

Immune literacy--the ability to hear, learn, read, write, explain, and discuss immunological content with varied audiences--has become critically important in recent years. Yet, with its complex terminology and discipline-specific concepts, educating individuals about the immune system and its role in health and disease may seem daunting. Here, we reflect on how to demystify the discipline and increase its accessibility for a broader audience. To address this, a working group of immunology educators from diverse institutions associated with the research coordination network, ImmunoReach, convened virtually. As a result of these discussions, we request a call to action for a system-level change and present a set of practical recommendations that novice and experienced educators from diverse institutions, professional societies, and policymakers may adopt to foster immune literacy in their classrooms and communities.

University students' motivation can be affected by several factors, one being their perceptions of teacher behaviour in the classroom. This study aimed to predict university students' state motivation from their perceptions of teacher credibility. The participants were 344 students from the University of Seville. A structural equation model was used with the partial least squares method (PLS-SEM), a technique based on variance, employed to test, and validate the proposed hypotheses. The results reveal, on the one hand, a positive effect of teacher credibility on state motivation and, on the other hand, that teacher credibility has predictive power and predictive relevance for state motivation. Likewise, there is evidence of predictive validity in that teacher credibility can predict values for new cases of state motivation. Strategies are provided for a university faculty to manage their behaviour in the classroom to increase their students' state motivation, highlighting the use of PLS-SEM as a data analysis tool suitable for application in higher education.

Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course "English for IT". Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences' attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students' spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students' rhetoric skills.

This article provides a conceptual framework for considering both the theoretical and methodological factors that underpin the successful validation of a competency framework. Drawing on educational assessment literature, this article argues that a valid competency framework relates to an interpretive judgement of the credibility of the claims made. To establish a credible approach to competency framework validation, there is a requirement to align the purposes of the competency framework, the claims developers make concerning the uses of the framework, and evidence collection methods to substantiate or challenge these claims. This article concludes with a template of questions for competency framework developers to consider in determining the range of potential claims to be made concerning their framework, and in understanding competency framework users and contexts.

We incorporated trauma-informed principles into the design of a synchronous, online Religion and Politics course and then evaluated impacts on student learning through qualitative methods. Using a novel approach, students self-evaluated their learning throughout the course in weekly reflections. Using content analysis and directed coding techniques, we analyzed students' reflection assessments for themes of trauma-informed principles: safety, trustworthiness, choice, collaboration, and empowerment. We found that students co-developed a sense of safety by engaging in respectful peer dialogue; established trustworthiness through self-disclosure of personal beliefs; collaborated with peers to develop a deeper understanding of course content; and acquired transferable skills through choice in assessments. In addition, students experienced empowerment by recognizing their growth in four primary areas: (1) their personal beliefs and perspectives; (2) their understanding of the course material; (3) their learning; and (4) their ability to use academic tools. Our findings extend and support existing research on the efficacy of trauma-informed practices; furthermore, our research suggests that incorporating trauma-informed principles into course design can support students in their learning as well as bolster their capacity to succeed in other areas inside and outside of the classroom (e.g., engaging in difficult conversations, seeking out support, using transferable skills in other contexts, applying course content to their own lives). Finally, our case study presents innovative approaches for assessing how students engage with trauma-informed course design.

Given the current threat posed by toxic digital content, preparing students to evaluate online sources cannot be relegated to a single subject area--this instruction should happen across the curriculum. This article focuses on materials designed to teach students to evaluate online information across subject areas. ninth-grade biology and world geography teachers taught a series of curriculum-embedded lessons based on the following design principles: (a) Focus on a core question and strategy; (b) engage students in evaluating real online content; (c) feature cognitive apprenticeship and formative assessment; and (d) support teacher learning. We examine whether these lessons helped students become more skilled evaluators of online content. Pretest/posttest data (N =574) showed statistically significant growth in students' ability to evaluate the credibility of online content. We analyze the role played by the curriculum design principles in this interdisciplinary intervention and explore implications for future initiatives.

The article investigates how and when the two first movers in knowledge-based regulation -- the OECD and the World Bank -- developed policy brokerage as an instrument of global governance in the education sector. We also examine how their target clientele -- national governments -- responds to this instrument. Given the surplus of research evidence in today's digital economy, intergovernmental organisations have the challenge of standing out as trusted and credible knowledge brokers in a crowded space. The authors make the case for a comparative research programme -- tentatively labeled 'Governance by Numbers 2.0' -- that is informed by a multidisciplinary (history, political science, interdisciplinary policy studies) interpretive framework and that advances a transnational, relational method of inquiry which draws attention to the global/national nexus.

To successfully learn using freely available (and non-curated) Internet resources, university students need to search for, critically evaluate and select online information, and verify sources (defined as Critical Online Reasoning, COR). Recent research indicates substantial deficits in COR skills among higher education students. To support students in learning how to critically use online information for their learning, it is necessary to better understand the strategies and practices that might elicit less critically-reflective judgments about online information and thus account for such deficits. To this end, using eye tracking data, we investigate how the COR behaviors of students who critically-reflectively evaluate the credibility of online information ('high performers') differ from those of students who do not critically-reflectively evaluate it ('low performers'): 19 students were divided into high and low performers according to their performance in the newly developed Critical Online Reasoning Assessment (CORA). The fixation and dwell times of both groups during CORA task processing were compared regarding time spent on the different processing steps and eye movements on the visited web pages. The results show noticeable differences between the two groups, indicating that low performers indeed approached the task rather heuristically than systematically, and that COR skills require targeted and effective training in higher education.

Scholarly publishing is considered one of the most frustrating endeavors among academicians. For learners, it symbolizes the culmination of studies, whereas for academicians, it signifies promotion and acknowledgment. This paper highlights and discusses some of the breakthroughs and hindrances scholars, especially doctorate students, undergo in their scholarly pursuits. It traverses the intricate journey of scholarly publishing, exploring the myriad frustrations students face along this intellectual path. The paper concludes by providing insights and recommendations that can contribute to a more equitable and sustainable academic publishing process.

This paper identifies and analyses the legitimation strategies used by the OECD as it expanded its role in global educational governance. Whilst the literature recognises the mainly discursive sources of legitimacy which the OECD derives from its testing regime, especially PISA, what remains unexplored is how exactly it has created the legitimacy to monitor SDG 4 -- an arena where it has not been previously involved. Drawing on Suchman's framework for analysing organisational legitimacy, we identify six strategies. We show how these: were used to promote the OECD's pragmatic, moral, and cognitive legitimacy; progressed over time from low-key passive conformity to active manipulation; and, operated on both an episodic and a continual basis.