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How do teachers perceive and experience the impact of evaluation feedback across various domains of their work? This study investigates whether there are qualitatively distinct groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013). Applying latent class analysis to the U.S. sample of lower-secondary school teachers (n=1,824), we find that there are four distinctive groups of teachers: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%). Our analysis shows feedback sources and teacher beliefs about the evaluation's purpose are significant predictors of teacher class assignment. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their intention to change school.

Families engage in a range of cultural practices in their everyday lives that shape children's early literacies. Given the growing number of children who are living outside the country of their birth or their parents' birth, more research is needed to highlight the under-recognised literacies of young children shaped by their family cultural practices and immigration experiences. This year-long qualitative study in an Aotearoa New Zealand playgroup explored how newly settled families worked to sustain their cultural practices and supported their young children's understandings of new cultural norms in the context of immigration. Qualitative data collection methods included participant observation in the playgroup and photo-elicitation and semi-structured interview conversations in family languages. Findings highlight family aspirations and tensions regarding children's participation in family cultural practices over time, sustaining family languages once children transitioned to school, and notions of belonging. Family participation was integral to interpreting children's meaning-making in the playgroup, including how children flexibly navigated language differences and unfamiliar cultural practices. This study highlights the importance of learning from families about the linguistic and cultural resources young children draw on to represent, communicate and belong in a new country.

Group assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students' and teachers' perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students' and teachers' perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas -- group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.

Collaborative two-stage exams provide an effective mechanism to incorporate group work into summative course assessments. We implemented these exams in an upper-level biology laboratory course over two terms, one with online exams and one with in-person exams. We compared student exam performance and perceptions of two-stage exams and group work across terms and demographic groups. Quantitative analyses revealed that across three exams per term, students in groups outperformed students who took the exams individually, and on average the group exam benefited all students, in particular students from groups recognized as persons historically excluded from science because of their ethnicity or race (PEERs). Student responses to both closed and open-ended questions indicated overall positive perceptions of both two-stage exams and group work. We found no significant differences in student perceptions based on PEER student status, gender, or the number of exams helped by group exams, but we found differences related to term and group exam approaches. These findings build upon the literature supporting student learning and perceptions from two-stage exams and provide novel insights for a role of group work in decreasing inequities in course assessments.

The multi-decade debates within the field of behavior analysis as to the possible value and threat of group design methodology and statistical analyses on the purity of the field have weakened the discipline's maximal impact on the world. This paper rebukes the concerns and suggests that through such adoption behavior analysis may likely better achieve its world-changing ideals, and pragmatic initiatives. We begin with a historical trace of the current debate and describe the pros and cons to design/analysis inclusion, frame such matters within the context of contemporary issues which applied behavior analysts find themselves concerned, and ultimately put forward means by which broader, and perhaps more impactful, research questions can be asked and interpreted.

The Inquiry Initiative, launched by the Association of Teacher Educators (ATE) in the summer of 2022, brought together faculty experts from across the nation to collaborate on issues of equity in education. Our group was tasked with considering how we--and others in the field of education--might promote equity in education by disrupting existing social and educational inequities. Each member of our group brought a wealth of experiences, knowledge, and skills to this ambitious and daunting task. In this paper, we use group formation theory as a lens to examine and reflect on the beginning stages of our group's journey and consider what lies ahead for us as we continue on this journey together.

Transitioning to graduate school in the United States presents many challenges for international students including culture shock, academic shock, language barriers, and homesickness. As universities continue to bring international students to their classrooms, it is imperative that they feel welcome and supported. To this end, a university in the Southwest United States employed a peer mentor circle program aimed at easing the transition for international graduate students as they began their programs. Using Schlossberg's (2011) transition theory, this study examined the moving in and moving through phases of eight new international graduate students as they participated in the peer mentor circle program with six current international graduate students. The study provides insight into the moving in phase of new international graduate students and found that the peer mentor circle program eases transition to graduate school and fosters movement toward the moving through phase of the transition model.

Group work is often used in university courses. This article examines group work in a widely interdisciplinary holography course that combines both art and science, for students from the arts, humanities, social sciences, and sciences. In these interdisciplinary teams, how much specialization of labor (dividing work according to students' pre-existing abilities or personal interests) is acceptable? We present student survey responses regarding their attitudes toward interdisciplinary group work, and their practices in dividing the work, to determine how much specialization of labor is taking place within the interdisciplinary teams. The surveys indicate a mix of approaches among groups concerning the division of labor based on prior skills. In the presence of specialization of labor, students learned from their partners and displayed a positive attitude toward working with someone from a different discipline. We believe that the intriguing nature of the holography projects helped many students avoid dividing the work according to their prior skills, and helped them see the value of working in a widely interdisciplinary team.

Deaf and hard-of-hearing students were greatly affected by the COVID-19 pandemic due to communication barriers, social distancing, and difficulties with distance education. Numerous researchers have investigated the experiences of such students during the COVID-19 pandemic, but generally addressed single aspects of their lives; hence, there is a need to investigate the broader impact of the pandemic on deaf students. Notably, very few local or international studies on the experiences of deaf students in Georgia are available. To address this gap, I employed qualitative methods to frame the accounts and memories of deaf students during the COVID-19 pandemic. The data for this study were gathered through semi-structured interviews with 12 such students attending specialised boarding schools for the deaf in Georgia. Four main themes were identified: the impact of COVID-19 on their moods, the substantial increase in screen time due to distance learning and screen-based social interactions, the dual nature of COVID-19 as a catalyst for increased interactions with family members, and its role in prompting contemplations of the future. This article describes and explores the lived experiences of deaf students and contributes to the collective memory of affected communities by highlighting the value of individual voices, particularly in a small country that is often unknown or overlooked.

The literature on mentorship centralizes formal mentoring programs with hired and trained staff and volunteers to work with at-promise youth of color at school- or community-based sites such as Big Brothers Big Sisters or smaller localized programs; however, these programs are not always available in rural areas. This multiple case study explores the phenomenon of naturally-occurring mentorships among Latine, gang-affiliated youth to evaluate what mentorship is and how mentoring relationships are cultivated and sustained. The research draws on fieldnotes, 300 hours of observations, eight three-phase semi-structured interviews with mentoring pairs, and written and pictorial evidence of the socio-political climate of the community confirmed through 20 semi-structured interviews with community leaders and elders. The study's findings apply elements of aspirational, navigational, and resilient cultural wealth according to Yosso's (2005) Community Cultural Wealth framework and were member-checked by mentoring participants. The findings suggest that a mentor can be an individual holding familial space in the mentee's life; while the act of mentorship entails listening attentively, providing advice based on personal experiences, supporting the mentee in "getting out" of their hometown, and speaking one's truth even if it is difficult to hear.

Sustainability involves a temporal dimension connecting the past, the present and the future. This article explores the significance of time for sustainability education. It discusses how the understanding of this temporal dimension shapes humans' relationship with the world and affects the political engagement of the educator with sustainability and the view of herself as a political agent of change. To do so, the article uses an assemblage methodology inspired by Deleuze and Guattari's (1987) rhizome to connect the experiences of Norwegian early childhood educators and members of the Zapatista organization. Using a critical theory lens and Paulo Freire's views of educators as cultural workers (Freire 2005, 2017), the article explores two aspects of the temporal dimension that educators relate to across contexts. First, time as a resource, conditioning the relation to the present, the day-to day rhythm and work from a Marxist perspective. Secondly, sustainability's future orientation, with its connections to the political role of the educator as the creator of social reality. The encounters between Zapatista and Norwegian perspectives show how educators' positions and roles in reflecting upon, engaging with, and reappropriating the notion of time, are central for sustainability education.

Background: This study posits that scaffolded team-based computational modeling and simulation projects can support model-based learning that can result in evidence of representational competence and regulatory skills. The study involved 116 students from a second-year thermodynamics undergraduate course organized into 24 teams, who worked on three two-week-long team-based computational modeling and simulation projects and reflected upon their experience. Results: Results characterized different levels of engagement with computational model-based learning in the form of problem formulation and model planning, implementation and use of the computational model, evaluation, and interpretation of the outputs of the model, as well as reflection on the process. Results report on students' levels of representational competence as related to the computational model, meaning-making of the underlying code of the computational model, graphical representations generated by the model, and explanations and interpretations of the output representations. Results also described regulatory skills as challenges and strategies related to programming skills, challenges and strategies related to meaning-making skills for understanding and connecting the science to the code and the results, and challenges and strategies related to process management mainly focused on project management skills. Conclusion: Characterizing dimensions of computational model-based reasoning provides insights that showcase students' learning, benefits, and challenges when engaging in team-based computational modeling and simulation projects. This study also contributes to evidence-based scaffolding strategies that can support undergraduate students' engagement in the context of computational modeling and simulation.

The purpose of this study was to investigate ensemble members' perceptions of their studio orchestra experiences. Survey data were collected from participants (N = 50) enrolled in a studio orchestra at a major collegiate institution in the Southeastern United States. A studio orchestra is a group of musicians who collaborate, compose, arrange, record, and perform original compositions designed for film, video games, and other works from popular culture. Survey results indicated that members of the ensemble had high rates of satisfaction with their experience, and preferred playing music from popular films and video games alongside original works in those genres. Participants also preferred a more student-led format. Music educators who create and structure ensembles like a studio orchestra can promote a diverse repertoire and enhance student satisfaction with their musical activities.

This article describes how, the authors, as members of an action research writing group, responded to a comment about feeling vulnerable in risking bringing their work-in-progress to the group and in giving feedback to colleagues by adopting a cooperative inquiry approach to explore vulnerability and risk in the group. In cooperative inquiry group members act as both co-researcher and co-subject in the inquiry and action. The article describes the evolution of the group and how the topic of exploring risk and vulnerability emerged. The group's exploration is grounded in the theory and practice of cooperative inquiry that gives voice to the group members questioning and reflecting. The article concludes by offering three propositions to enhance the work of writing groups.

Background: Word retrieval skills change across the lifespan. Permanent alterations in the form of decreased accuracy or increased response time can be a consequence of both normal ageing processes or the presence of acquired and neurodegenerative disorders (e.g., aphasia and dementia). Despite the extensive literature exploring the neuroanatomical underpinnings of word retrieval, psycholinguistic, biolinguistic and theoretical explanations, and the vast amount of evidence from primary and secondary language disorders, the best approach to consistently capture these changes is yet to be discovered. Aims: The goal of this paper is to determine which method(s) stand(s) as the most suitable candidate(s) to provide an accurate picture of word retrieval in the oral production of different groups of adult speakers, including cases of healthy ageing, preclinical Alzheimer's disease (AD), mild cognitive impairment (MCI), aphasia and dementia. Methods & Procedures: Using an integrative review of recent peer-reviewed journal articles, we provide an overview of the different behavioural methods traditionally used to measure oral naming skills in research-oriented and clinical protocols and discuss their main advantages and limitations. Main Contribution: Most existing studies are based on the results of people with diagnosed language disorders. Despite the growing interest, the reliability of the majority of the tasks to detect subtle changes associated with healthy ageing, MCI and preclinical AD are yet to be demonstrated, and the delicate balance between informativeness and efficiency (especially in terms of administration time and variable control) in experimental protocols is yet to be achieved. In this article we propose the pursuit of an integrative overarching methodology to characterize all naming deficits (from anecdotal to permanent) and all adult populations (from healthy to pathological ageing). Conclusions & Implications: A combination of spontaneous speech data and results from structured tasks stands as the best approach to capture changes in word retrieval skills of adult speakers with and without observable deficits. This review can guide future reflections on the necessary prerequisites of purpose-oriented, sensitive and reliable protocols for the detection of incipient word retrieval problems, thus contributing to the early diagnosis and the design of personalized multicomponent treatments.

Small human complex systems, here called co-present groups, are found across all fields of human social life. Complexity thinking suggests why this is so: that these groups, irrespective of formal content, have a meta-function of providing maximum complexity to manage the "indeterminacy" or "uncertainty" that characterises the most complex of human social issues. This claim depends on an understanding of the functioning of these groups as being characterised by irreducibly complex intersubjective (person to person) relations, which are involved in the processing of raw human experience ('affective processing'), to produce shared meaningfulness. An example of the use of co-present groups in medical continuing professional development (CPD) is given.

Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition. Objectives: In this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self-, co-, and socially shared regulation of intrinsic motivation, and group metacognition levels. Methods: The study was patterned with a quasi-experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t-tests, analysis of covariance, and multivariate analysis of covariance. Results and Conclusion: According to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre-intervention. The group in which the feedforward-supported regulation guidance approach was used showed better learning success. In the group using the feedback-supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups. Implications: While the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields.

The gender imbalance in computer science (CS) is one of the most challenging issues in American education. CS is the only science, technology, engineering, and mathematics (STEM) field in which women's representation has steadily declined in recent decades. In this study, we explored one potential approach that could be effective in increasing college women's participation in CS: participation in Women-in-Computing (WiC) groups. Through participant observation and individual interviews in a WiC group at a major research university, we investigated how students engage in WiC, the impacts of the WiC on identity and belonging, and the challenge of sustainability. The results were coded using a hybrid of grounded and deductive coding and indicate that WiC groups offer various programs and events that enable women in CS to fully participate, learn, and grow. WiC represents an identity, a community, a safe space, and a journey. The results also suggest that the WiC has had positive impacts on students' identity and belonging, as evidenced by increased self-efficacy, reduced imposter syndrome, and enhanced sense of belonging and community. Furthermore, we outline three strategies employed by the WiC to ensure the group's sustainability. Our study sheds light on how WiC can encourage women to enter and persist in CS, and on some of the characteristics of a successful WiC. We demonstrate that WiC may be potentially effective in diversifying CS through identity-based participation. Moreover, student leaders design both the structure of the group and the leadership continuity process to ensure sustainability.

Joining a research group is one of the most important events on a graduate student's path to becoming an independent physics researcher and earning a Ph.D. However, graduate students' perspectives on the experience of finding a research group are not well documented in the literature. Understanding these perspectives is crucial for evaluating whether departments are providing students with adequate support while they search for a research group, and how difficulties during this process contribute to attrition. Semistructured interviews with N=20 first and second year physics Ph.D. students reveal that incoming graduate students see joining a research group as a significant decision, and recognize that it may impact whether they will be able to complete the program. We found that students who struggled to find a group felt isolated and worried about falling behind their peers, whereas students who were able to immerse themselves in a positive group environment reported increased sense of belonging in their programs. The process of finding a research group often held differential importance for students identifying as women and nonbinary, who at times reported having to deprioritize their preferred research topic in order to be part of a more inclusive working environment. Although incoming graduate students characterized joining a research group as a significant decision, they often felt unprepared to make it. Moreover, they perceived an overall lack of guidance and structure from their departments, and characterized coursework as a barrier to searching for a group. Our findings suggest that providing students with better support during their group search process could help improve retention, particularly for traditionally underrepresented students, and improve students' overall satisfaction in their graduate programs.

This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.

In the current study, we compare propensity score (PS) matching methods for data with a cross-classified structure, where each individual is clustered within more than one group, but the groups are not hierarchically organized. Through a Monte Carlo simulation study, we compared sequential cluster matching (SCM), preferential within cluster matching (PWCM), greedy matching (GM), and optimal full matching (OFM), using propensity scores from four different models. The results indicated that the four matching methods performed well when PSs were estimated with logistic regression containing both level-1 and level-2 covariates. When the level-2 covariates were omitted in the logistic regression PS model, matching methods resulted in biased treatment effect estimates. However, omission of level-2 covariates did not result in biased estimates when the PS model was a logistic cross-classified random effects model (CCREM). SCM and PWCM outperformed GM and OFM with a logistic CCREM that included level-1 and level-2 covariates.

Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360 video viewing to examine the relationship between where and what PSTs' looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students' fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.

With the emergence of COVID-19, many educational pillars have been altered from conventional ways to online solutions. The educational assessment has been administered in online environments despite all encountered challenges. This descriptive study aimed to uncover the online assessment challenges that were confronted. Furthermore, it intended to display the impact of these challenges on the assessment principles. A mixed-method approach was adopted for data collection. A survey was used to collect quantitative data from 60 academic staff at Sultan Qaboos University in Oman, and semi-structured interviews were conducted with four of them. The study found some challenges when applying online assessment such as learners' refusal to turn on cameras, heavy teaching loads, cheating, the long time required for developing online assessment instruments, impersonation/dishonesty, assessing practical experiences, plagiarism, grades' inflation, assessing group's work, academic integrity and a large number of students per section. The study concluded that these challenges respectively threatened assessment principles of validity, efficiency, fairness, reliability and variability. [Note: The page range (73-92) shown on the PDF is incorrect. The correct page range is 73-91.]

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students' adjustment to the host culture, overlooking the need for engagement to be a two-way exchange and the role of the institution in this process. Focusing on academic group work as a salient site of cross-national interaction, this study draws on analysis of focus group data to explore how institutional habitus or unwritten rules are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and tended to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and were relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.

In a study conducted for referees, it was concluded that existing training programs need to be complemented with content in the field of pedagogy and developmental psychology (Ploszaj et al., 2021). The aim of this study is to examine the zest for work levels of trained referees actively working for the Turkish Hockey Federation and the mobbing behaviors they are exposed to. A total of 99 hockey referees, 42 women and 57 men, participated in the study. The sample comprises of 5 International, 7 National, 45 Provincial and 42 Candidate referees. In the study, the "Mobbing Scale for Referees of Indoor Sports" developed by Hacicaferoglu (2014) was used to measure the mobbing behaviors that referees are exposed to and the "The Zest for Work Scale for Referees" developed by Erdogan (2013) and adapted for referees by Karaçam and Pulur (2018) was used to measure the zest for work levels of referees. Shapiro-Wilk normality test was performed and it was seen that the data showed normal distribution. Frequency Analysis, Descriptive Statistics, Independent T-Test, One Way ANOVA and Correlation Analysis were used in SPSS 22.0 program to analyze the data. As a result of the study, it was determined that the referees' zest for work scores and mobbing behavior scores were high. A statistically significant difference was found for female referees in the analysis of mobbing behavior scores according to gender variable (t = -2.294; p < 0.05). According to the one-way analysis of variance (ANOVA) results, the difference between the arithmetic means of the Mobbing Scale scores in terms of the referee classification variable was statistically significant (F = 4.876; p < 0.05). No significant difference was found as a result of the Pearson Correlation analysis performed to determine the direction of the relationship between the scales (r = 0.061; p > 0.05). As a result, it was seen that the zest for work scores of the referees were high, and female and candidate referees were more exposed to mobbing in terms of the exposure to the mobbing behaviors.

This study is intended to explore the influence of partners' L2 proficiency on test-takers' performance and on their interaction patterns in paired oral assessment, and it tries to analyze the underlying causes on the basis of Vygotsky's theory of the zone of proximal development (ZPD) and Storch's patterns of interaction. An experiment including three rounds of tests was carried out with 12 students who were selected out of 60 from a top university in China. The findings showed that the high-level test-takers received the highest scores when paired with middle-level partners; the middle-level test-takers scored the highest and the lowest when paired with high-level partners and low-level partners respectively; the low-level test-takers had basically the same scores when paired with those of the other two different levels. The results could be partly explained by the fact that the higher level partners stimulated the lower level test-takers to the upper limit of ZPD through language interaction, but the mechanism of ZPD might not work when partners' proficiency levels were much higher than the ceiling of test-takers' ZPD. Besides, test-takers' performance was mediated by pair interaction patterns. The implications of the study not only deliver suggestions for fairness of paired oral assessment but also provide alternatives for test-takers to achieve higher scores in a paired speaking test by choosing partners of different L2 proficiency levels.

As the most influential figure in the field of learning science, Piaget's research on children's concepts and consciousness, his concept of 'Piagetian education', his contribution to constructivism have been greatly adopted in education. However, the weaknesses of his work have been criticised by many scholars. This paper illustrates how Piaget's work has challenged traditional educational approach regarded as instructionism and the differences between Piaget's and Vygotsky's theories. This paper also discusses and compares the theories proposed by a number of other researchers based on Piaget's constructivism, including Papert's constructionism and his theory of children's use of computers; Lave's situated learning, and Wells' theory of group learning.

The current study focuses on an e-learning platform called Furago designed to provide language instructors with exercises complementing activities already implemented in their classes. Its objective was to assess the impact the use of Furago could have on the listening skills of first-year Japanese university students. Statistical analyses that were used to outline the correlations between the main test variables (i.e., the grades achieved by students on two listening comprehension tests) and several predictor variables pertaining to the platform, such as the score the participants had accumulated or the consistency in which they use it, were all found to be statistically significant, albeit with correlation coefficients that were rather weaker than expected. Despite its users' slow margin of progression, as evidenced by the linear model conducted during this study, such results confirmed the value of Furago as a means to improve students' listening skills, especially, it would seem, at the very beginning of foreign language acquisition. Unexpectedly, these results also suggested that the users' improvement might have more to do with the overall amount of time they put in their study (reflected here by their scores on Furago) than their consistency.

This study was conducted to examine peer tutoring models in collaborative learning of mathematical problem solving (MPS) in flipped classrooms and their effect on group achievement. Quantitative data collected include 32 videos of eight groups of students in four MPS periods that were designed based on a simplified version of Polya's four-stage model, and their worksheets completed in each period. The video data were coded based on a framework with low-level and high-level cognitive behaviors as well as management behaviors and were analyzed using lag sequence analysis from which three types of peer tutoring models were determined: organization-oriented, cognitive-supported, and cognitive-guided. ANOVA analysis showed that the groups with cognitive-guided tutors performed significantly better than the groups guided by cognitive-supported and organization-oriented tutors, between which the performance difference did not reach a significant level. The results of this study suggest that training provided to peer tutors should focus more on how to stimulate high-level cognitive thinking skills than on organization skills.

Reflection has been emphasized as crucial for learning and development. Yet, the social dimension of reflection is under-researched. Thus, this article proposes a conceptual framework to shed light on the social aspect of reflection and promote consistent and coherent research on group reflection. The authors first revisited reflection to recognize and justify the importance of group reflection as an explicit form of reflective practice in social contexts. Next, we conducted a 10-year (2010-2020) systematic review to examine the recent research on group reflection and identify gaps for future investigation. Based on the review findings, group composition and guidance on the practice were identified as two critical features in examining how individuals reflect at the interpersonal level to construct shared understanding within the group. Considering individuals' attributes as the source for various group compositions, we propose a three-dimensional framework to direct research on group reflection, including dimensions of (a) personal attributes, (b) group diversity, and (c) guidance on group reflection. This conceptual framework includes key attributes of group composition and four categories of guidance that may influence group reflection. Furthermore, we illustrate the application of the conceptual framework in three main research areas with specific examples of research questions. Last, we discuss the implications for future research beyond the conceptual framework.

Interacting with native speakers in various types of virtual exchanges is becoming increasingly accessible for language learners and teachers around the world. The present study examined the experiences of beginning and intermediate level learners of Spanish in the United States as they interacted weekly with native Spanish speakers over the course of three academic years. Students were assigned to face-to-face settings or one of a variety of virtual exchange platforms including both free and paid services. The unique opportunities created by the structure and features of each setting whether face-to-face or online did seem to have an effect on the students' experiences and were visible in the data analysis. Results indicate that students' gender and the context in which they interacted with native Spanish speakers were related to greater or lesser changes in students' motivation, willingness to communicate and perceived learning. Additionally, engaging with a paid interlocutor in a setting with few technological issues seemed to improve outcomes.

The purpose of this collaborative reflective article is to explore the promises and problems of whites-only anti-racist groups. Throughout the article, the authors analyze such groups by applying three lenses to a set of critiques of whites-only anti-racist groups: (1) critical race theory (CRT); (2) journaled experiences of the first two authors who participated in such a group; (3) and reflections on those journaled experiences by the third author.

This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were collected using a paired-interview approach in which students from each group interviewed one another about their science learning across their lifespans, and recorded responses using an online form. Across the stories, several clear themes emerged. Similarities and differences were found across and within the groups and are shared in a narrative format. Trends that emerged both across and within groups are shared, and recommendations are made for current and future teachers for best practices in teaching science to all students, including those with a variety of disabilities.

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants' work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students' collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.

Background: Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait -- paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT. Methods: Five academic databases were searched for reports of SPORT from the years 1960-2021. This process yielded 3972 results, from which 456 full-text articles were assessed for eligibility. Finally, 77 publications were reviewed to inform this historical narrative. Results: Four distinct waves of SPORT research dating back to 1966 were identified in the review. These waves are characterised by popularity in the United Kingdom and United States, evolving theoretical frameworks, varying configurations and implementations, and concerted focus on reading achievement. Consistently positive outcomes are reported in the SPORT literature, specifically in oral reading fluency and reading comprehension. Conclusions: The theory and practice of SPORT have evolved significantly throughout its extensive history. We call for a fifth wave of SPORT research to consolidate the findings of the last 60 years, develop new lines of inquiry, and implement novel and varied applications of SPORT.

School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards.

"Narrative transportation" is a state of total immersion that arises when one becomes engaged in a story. In Cohen et al. (2015), participants viewed a suspenseful film either with order of scenes intact or scrambled (out of chronological order). Participants had to remember to raise their hand every time they heard a film character say the word "gun." Results revealed participants were less likely to remember this instruction in the intact condition because their attention shifted away from processing their own goals to the goals of the protagonist. In three studies, we examined the boundary conditions of this effect by including a spoiler by telling participants the film ending (Study 1), having participants view the film individually or in groups (Study 2), and offering a reward incentive (Study 3). Overall, results showed that knowing the ending of the story did not improve performance, however, offering an incentive did boost goal maintenance. Implications of these findings are discussed.

Almost 20 years after the publication of our co-authored article in a leading North American academic journal, seven female language education academics revisit our evolving analysis of the complex spaces occupied by women of color in the language education academy. We expand on the particularities of our place-based struggles and ask questions about how conditions in the academy and the world have changed for us as female and racially minoritized scholars over the past dozen years. Over the years, we have sought to cultivate strategic and analytic expertise that might enable us to thrive in the academy without compromising our political stance nor our integrity. We share the stories of our experiences in the form of strategies for solidarity, feminism, and antiracism in the academy, asking how racially minoritized women can carve out productive lives in the academy without taking on dominant ideologies of self-interest, self-promotion, exploitation, competitiveness, individualism, and neoliberalism.

Background: Middle leaders are well placed to exert a positive influence on teacher learning, due in part to their proximity to the classroom. However, to maximise that potential, more needs to be understood about the complex connections between instruction-oriented middle leadership and professional learning, particularly in non-Western contexts. Purpose: This study, undertaken in a Chinese context, investigated how middle leaders, specifically those who headed teaching-research groups (TRGs), enacted their instructional leadership to influence teacher learning and build teacher capacity. Method: A qualitative, multi-case design was employed. Participants included 6 vice-principals, 18 TRG heads and 24 classroom teachers. Data collection, in the form of semi-structured interviews, observations, and field notes, was conducted over four months in six schools in China. Data analysis involved the synthesis of participant narratives to identify how middle leaders made sense of, and promoted, teacher learning through their instructional leadership. Findings: Analysis allowed themes and sub-themes to emerge, suggesting four domains of leadership practice: (i) nurturing teacher job-embedded learning, (ii) creating a climate conducive to teacher learning, (iii) engaging teachers in school-based action research and (iv) mobilising external resources to develop teachers. From this, an early-stage conceptual model was created, describing how middle leaders used their instructional leadership as a primary pathway of influence, and how they emphasised relational bonds and organisational structure to stimulate teacher learning. Conclusion: The findings provide insights into middle leadership in the Chinese context, yielding a view into core practices of middle leadership for teacher learning, and drawing attention to teacher development practices that are relevant in other contexts internationally. Tapping into the potential of the middle leader to support teachers' professional learning can contribute to wider school improvement, ultimately benefitting all learners.

Data-driven platforms with rich data and learning analytics applications provide immense opportunities to support collaborative learning such as algorithmic group formation systems based on learning logs. However, teachers can still get overwhelmed since they have to manually set the parameters to create groups and it takes time to understand the meaning of each indicator. Therefore, it is imperative to explore predictive indicators for algorithmic group formation to release teachers from the dilemma with explainable group formation indicators and recommended settings based on group work purposes. Employing learning logs of group work from a reading-based university course, this study examines how learner indicators from different dimensions before the group work connect to the subsequent group work processes and consequences attributes through correlation analysis. Results find that the reading engagement and previous peer ratings can reveal individual achievement of the group work, and a homogeneous grouping strategy based on reading annotations and previous group work experience can predict desirable group performance for this learning context. In addition, it also proposes the potential of automatic group formation with recommended parameter settings that leverage the results of predictive indicators.

Individuals with a history of gang membership face unique difficulties when transitioning out of gang participation and to alternative work. This transition can be of personal and social benefit but requires support to ensure that it is successful. Unfortunately, vocational supports for former gang members often overlook the psychological perspectives that are necessary for their career well-being. Our aim is to shed light on the common barriers former gang members face during their career transition, exploring the socio-environmental factors, identity development, and discrimination that many former gang members must overcome in a North American context. We also review major theories that promote the career well-being of former gang members and provide recommendations for counselling interventions to support their career transitions.

Study abroad is a high impact practice, touted as a tool for developing global and intercultural awareness. In 2017/18, of the nearly 350,000 U.S. students who studied abroad, sixty-five percent participated in "short-term" programs (IIE, 2018). Short-term programs are often administered as group opportunities, in which students undertake experiential education activities with fellow classmates in a host country. In this study, students from populations that have been historically under-represented in study abroad reflected on their experiences within group programs by centering their unique identities and analyzing how particular identities influenced their experiences within the group and host country. Experiences ranged from agentic and empowering to prejudicial and isolating. For example, some students relied on faculty members to mediate interactions among and between the group and host society. In some cases, instructors provided supportive facilitation while, in others, instructors avoided challenging confrontations and difficult conversations. The group itself, and the group leader, are critical units of analysis for understanding the educational and cross-cultural dimensions of study abroad.

Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates' online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and have identified three significant themes: interaction/engagement, the culture of the learning, and support. These early findings highlight the importance of these three themes in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions; they will be of interest to all engaged in online education.

Human Anatomy and Physiology I is a rigorous course where developing strong study habits poses a challenge that many students have difficulty overcoming. In an attempt to help students better prepare for exams and improve their overall performance, we introduced incentives for participating in study groups. Here we examine the possible impact these study groups had on exam and course grades of students who participated in study groups versus those who did not, as well as the students' overall attitudes on incorporating these groups into their study habits. Students reported that participation in study groups was a positive experience that helped keep them on track with their material as well as aiding them in preparing for exams. Our goal was to help students develop good study habits that will set them on a path to success in their subsequent coursework. In addition, we anticipated that students would recognize the value of working in groups and strengthen their learning networks and sense of learning community.

The time-span of completing the minor thesis in Indonesian undergraduate programs has been one of the significant issues in higher education accreditation and quality insurance. Therefore, it is important to assess the possible determinants such as gender, research approach, and type of research, which might effect the students' completion period of minor thesis ("Skripsi"). This study used quantitative approach and involved 719 university students. The data was collected from the Faculty database from 2014 to 2017 and Mann Whitney U test and Crosstab analysis were applied to analyze the data. The result of this study showed that gender and research approach did not significantly contribute to the students' minor thesis completion period. Additionally, students who chose independent research, as their type of research, were able to finish their "Skripsi" faster than those who conducted joint research.

This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student-instructor and student-student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede's power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.

A great number of investigations have focused on the subject of task rehearsal (repetition) and its likely influence on language learning. Giving language (L2) learners an opportunity to repeat the task may help them to redistribute their focus on form, since they have already become fairly familiar with the content. Several studies have also documented that providing learners with feedback on their initial task performance has a positive effect on their second performance. Accordingly, this study examined the effects of two types of feedback methods, namely self/pair vs. teacher correction, as well as task repetition (same task repetition and similar task completion) on individual and pair written performances. Six (N=90) groups of EFL learners were asked to write a narrative task individually and three groups in pairs. After task completion, two groups (both in individual and pair groups) received teacher feedback on their writing narrative production, two groups (both in individual and pair groups) attempted to find their mistakes in their own writing (self/pair correction), and the other two groups (control groups) were provided with no feedback or correction on their task performance. After focusing on their mistakes all four groups and the two control groups repeated the same task. Then after a two week interval, a similar task (another narrative task) was given to the learners. Then learners' performances were compared in first (initial performance), second (repetition of the same task) and third (similar task performance) production stages in terms of three measures: complexity, accuracy, and fluency. The results obtained through mixed ANOVA revealed that learners' performances improved in terms of accuracy, fluency, and complexity when they were asked to repeat the same initial task. Learners also benefitted from task repetition when they were asked to perform a similar task. Moreover, the results indicated that individual performances resulted in higher scores of accuracy, fluency, and complexity compared to pair performances. Another finding was that focus on form through self/pair correction and teacher-correction assisted learners in improving their written performance in their second and third productions.

This is a report of the third phase of a research study on students' groupwork. The two earlier phases of the research focused on the assessment and outcome of students' groupwork in general, but at this phase the focus is on Active Learning Classrooms (ALCs). At this phase the author surveyed faculty and students about the effectiveness of various features of ALCs in facilitating students' learning. Nine hundred and sixteen students and 53 faculty who were teaching and learning in these rooms responded to the two surveys. The surveys assessed how active learning classrooms may facilitate students' collaboration, what features of these classrooms are more helpful, and whether there is a difference between faculty and students in terms of effectiveness of these classrooms' features. The results showed that both students and faculty strongly believe in the usefulness of these environments, while there are some differences in terms of student and faculty perspectives towards these rooms. Considering the results of all three phases of this research, a list of recommendations to improve the effectiveness of groupwork and ALCs is offered at the end.