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Discussions around assessment integrity often focus on the exam conditions and the motivations and values of those who cheated in comparison with those who did not. We argue that discourse needs to move away from a binary representation of cheating. Instead, we propose that the conversation may be more productive and more impactful by focusing on those who do not cheat, but who are tempted to do so. We conceptualise this group as being at risk of future cheating behaviour and potentially more receptive of targeted strategies to support their integrity decisions. In this paper we report on a large-scale survey of university students (n = 7,511) who had just completed one or more end of semester online exams. In doing so we explore students' reported temptation to cheat. Analysis surrounding this "at risk" group reveals students who were Tempted (n = 1379) had significant differences from those who Cheated (n = 216) as well as those who were Not tempted (n = 5916). We focus on four research questions exploring whether there are specific online exam conditions, security settings, student attitudes or perceptions which are more strongly associated with the temptation to cheat. The paper offers insights to help institutions to minimise factors that might lead to breaches of assessment integrity, by focusing on the temptation to cheat during assessment.

The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well-established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem-based learning, (3) strengths-based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created, in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self-directed learning with the help of this resource and future research.

Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants' practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.

Online examinations are a common experience in higher education. Their security is a key concern for education communities, and has resulted in a variety of cheating countermeasures. There is broad consensus in the literature that there is no one measure, including proctoring, which eradicates cheating behaviours. As a result, this study is exploratory, seeking to add to our understanding of the range of factors that may interact with frequency of cheating behaviour in online examinations. This large-scale study (N = 7839) is based in one Australian university which pivoted to online examinations during the 2021 COVID-19 lockdowns. Students who reported cheating (n = 216) revealed a wide range of factors that may have influenced their behaviours. A key observation is that cheating, although less frequent than reported elsewhere, occurred regardless of the security measure, assessment design, examination condition, and across the spectrum of student demographic variables. However, there were statistically significant differences in relation to frequency of cheating according to certain demographics, examination conditions, motivations, attitudes and perceptions. Although some forms of proctoring did demonstrate reduced frequencies in self-reported cheating, they are demonstrably incomplete solutions due to the complexity of other variables.

Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be primarily shaped by 'old paradigm' conceptualisations of feedback. In response, the current study develops a taxonomy of learner-centred feedback components based on a rapid systematic review of the literature. The face, content and construct validity of the taxonomy are then established through an empirical study with teachers and students at two Australian universities. The outcome of this study is a conceptual model featuring eight learner-centred feedback components. This model will help teachers design effective feedback processes and support learners to make sense of and use feedback information to improve their future work and learning strategies.

Background: The rapid globalization along with the growing trend of openness and sharing approach enabled widespread of digital technologies all over the world. However, we can still find differences between countries in technology use and perceptions of usefulness for learning. Understanding students' use of educational technology and their perceptions of its usefulness is especially significant today, given the rapid penetration of online learning into higher education as a response to COVID-19. Objectives: This research aimed to understand students' actual experiences with digital technologies during their academic studies and their perceptions of technology usefulness across institutional and international contexts (Israel and Australia). Methods: This quantitative study used data from a large-scale bi-national online survey of 3003 students in both countries. Comparative analyses were conducted. In addition, factor analysis was used to identify latent factors from 16 variables of students' perceptions of the usefulness of digital resources usefulness. Results and conclusion: The results revealed significant differences in technology usage and its perceived usefulness between students in the two countries. They confirmed the predominance of 'official' digital resources, such as learning management systems and online library resources. However, large percentages also reported the use of 'non-official' digital resources, including academic search services; subject-related videos and audio recordings on content-sharing websites such as YouTube and Wikipedia; and communication and/or collaboration with other students through social networks. Thus, universities need to consider the potential use of incorporating these resources for improving teaching and learning. Moreover, understanding the differences will assist in implementing tailored techno-pedagogical solutions to the students.

Thousands of buildings in Cleveland, Ohio were demolished or rehabilitated since the Great Recession in the 2000s. Recent evidence suggests removing vacant and decaying buildings reduces violent and firearm-involved crime. This study examines the dose-response relationship between demolitions, rehabilitations, and crime. We use Bayesian spatiotemporal models to estimate the association of interest for five types of crime outcomes: violent crimes, violent crimes involving a firearm, drug crimes, and crimes often associated with building vacancy. We estimate associations in quarterly time periods from 2012 through 2017 in 569 hexagons approximately the size of a neighborhood (2000 feet, approximately 610 m, in diameter), stratified by vacancy level. Across vacancy levels, the majority of our models do not identify statistically significant associations between demolition and rehabilitation dose and crime incidence. However, in some cases, we identify positive associations between demolition and crime. These associations generally appeared at higher levels of demolition (2 or 3 or more demolitions) in areas characterized by medium to high levels of vacancy. We also find that the presence of a property rehabilitation is associated with an increase in drug crimes in areas with medium levels of vacancy.

This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high-performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas.

The role a geospace plume in influencing the efficiency of magnetopause reconnection is an open question with two contrasting theories being debated. A local-control theory suggests that a plume decreases both local and global reconnection rates, whereas a global-control theory argues that the global reconnection rate is controlled by the solar wind rather than local physics. Observationally, limited numbers of point measurements from spacecraft cannot reveal whether a local change affects the global reconnection. A distributed observatory is hence needed to assess the validity of the two theories. We use THEMIS and Los Alamos National Laboratory spacecraft to identify the occurrence of a geospace plume and its contact with the magnetopause. Global evolution and morphology of the plume is traced using GPS measurements. SuperDARN is then used to monitor the distribution and the strength of dayside reconnection. Two storm-time geospace plume events are examined and show that as the plume contacts the magnetopause, the efficiency of reconnection decreases at the contact longitude. The amount of local decrease is 81% and 68% for the two events, and both values are consistent with the mass loading effect of the plume if the plume's atomic mass is ∼4 amu. Reconnection in the surrounding is enhanced, and when the solar wind driving is stable, little variation is seen in the cross polar cap potential. This study illuminates a pathway to resolve the role of cold dense plasma on solar wind-magnetosphere coupling, and the observations suggest that plumes redistribute magnetopause reconnection activity without changing the global strength substantially.

States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public's perceptions of school quality. We conduct a nationally representative online survey experiment to identify the effects of providing participants with information about their local public schools' average achievement status and/or average achievement growth. Prior to receiving any information, participants already possess a modest understanding of how their local schools perform in terms of status, but they are largely unaware of how these schools perform in terms of growth. Participants who live in higher status districts tend to grade their local schools more favorably. The provision of status information does not fundamentally change this relationship. The provision of growth information, however, alters Americans' views about local educational performance. Once informed, participants' evaluations of their local schools better reflect the variation in district growth.

The 15th annual "Education Next" survey investigates how Americans are responding to the worst pandemic since the influenza pandemic of 1919. In the realm of education, a desire for sweeping reform might well be expected, given the pandemic's particularly severe toll on K-12 schooling. While few children suffered serious illnesses, the effects of the pandemic on the nation's youth were nonetheless dramatic. Schools across the country were shuttered for months, some for more than a year. State-mandated testing, a tool for holding schools accountable, was largely abandoned. Remote instruction, implemented under crisis conditions, failed to live up to the claims of virtual-learning enthusiasts. Learning loss was severe, especially among children from low-income families. According to parents, children's friendships and social ties suffered. Even their physical fitness was put at risk. Obesity, drug abuse, mental health challenges, and teenage suicides appeared to be on the rise. In desperation, some parents shifted their children from district schools to private schools, homeschooling, and other options that provided more in-person learning. The authors ask what is the state of public opinion as parents and school leaders nationwide transition back to in-person schooling? Is the public demanding innovation that can make up for educational losses over the past year? Or do people want a quiet return to the familiar? This survey is a continuation of Education Next's long-standing annual poll of public attitudes on education issues. This year, they interviewed a nationally representative sample of 1,410 adults. The survey repeats many questions asked in past surveys, making it possible to see how the pandemic has affected public opinion. As in previous years, the survey contains a number of experiments in which the sample is split into two or three groups at random and then each group is asked a variation on the same question. These experiments allow the researchers to gauge how different question wordings and the provision of additional information affect participants' responses.

The 15th annual "Education Next" survey, conducted in June 2021, yields a host of specific results that reveal one large fact about the current state of public opinion on American education: The public is cautious--extremely cautious. In the presence of a still-circulating COVID-19 virus, a large percentage of parents and the broader public want schools to take strong measures to keep children safe as they return to school. Yet many parents are not ready to risk the injection of a COVID vaccine into their child's arm, even as government agencies testify to its safety and effectiveness. In this article, the authors report on the 2021 follow-up survey to polls of parents of school-age children that was administered in May and November 2020, enabling them to track children's schooling experiences over the course of the pandemic. In late May and June, the authors interviewed a representative sample of 2,022 parents with children in kindergarten through 12th grade. Every parent then answered a series of questions about each of their children. The survey oversampled Black and Hispanic parents, as well as parents with children in private and charter schools, which allows more-precise comparisons between racial and ethnic groups and between school sectors.

Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that have been shown to improve learning from instructional videos. Therefore, this paper seeks to identify principles of video design that are empirically supported in the literature. A systematic literature review was conducted, with a final analysis of 113 papers describing 28 principles. While some of the existing cognitive theory of multimedia learning principles, notably "coherence," "segmenting" and "learner control," have been found to improve learning from instructional videos in a variety of contexts, others, such as "redundancy" and "modality," are not supported. These findings serve as clear guidance to instructional designers creating educational video content. In addition to describing the breadth of research in the field, this paper also found that the development of the research field suffers from a lack of coherence and is in urgent need of clear nomenclature and improved reporting of media and research design.

Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students' active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feedback. In this paper we argue that a more sophisticated view of students' role in feedback processes is needed. We identify four theoretical frameworks of student agency that reach beyond the individual -- ecological, authorial, sociomaterial and discursive -- as well as the implications of each of these frameworks for feedback. We further argue that a deeper understanding of student agency as a socio-cultural and -political construct is vital in the 'new paradigm' of learner-centred feedback. The paper serves as a basis for future empirical studies on feedback practices to adopt a more nuanced understanding of student agency.

Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.