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Background: The existing literature has predominantly focused on instructor social presence in videos in an asynchronous learning environment and little is known about student social presence on webcam in online learning in the context of COVID-19. Objectives: This paper therefore contrasts students' and teachers' perspectives on student social presence on webcam in synchronous online teaching through co-orientation analysis. Methods: Data were collected through an online questionnaire with 14 statements that measured participants' perceptions of webcam use in three constructs in social presence (i.e., emotional expression, open communication, and cohesion). 154 students and 36 teachers from two higher education institutions in Hong Kong responded to the questionnaire, and their responses were analysed using the co-orientation model. Results and conclusion: Results reveal the perceptual gaps between teachers and students on the use of webcam to promote student social presence by showing how teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it. Through analysing individual constructs/items, this paper argues that using webcams in synchronous online learning could enhance student social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion. Implications: The paper advises against the adoption of a clear-cut policy that webcams should be either recommended or not recommended for online learning. Instead, teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study.

This qualitative case study is a part of a larger university-community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: "How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another?" Through the utilization of a critical literacy framework and a sense-based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.

Children learn words in a social environment, facilitated in part by social cues from caregivers, such as eye-gaze and gesture. A common assumption is that social cues convey either perceptual or social information, depending on the age of the child. In this review of research on word learning and social cues during early childhood, we propose that (1) the functions of social cues are not categorically perceptual or social, and (2) social cues support word learning in four interdependent ways: by helping children to orient attention, extract relevant information, disambiguate referents, and understand others' referential intent. We conclude with specific recommendations for theory-building and suggest that the dynamic and complex functions of social cues need to be accounted for in any complete theory of word learning.

This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning teachers. We call these practices the 'poetics of mentoring,' and used them as analytic lenses to theorise mentors' unique approaches to working with mentees. Data included individual semi-structured interviews, a focus group interview, and expressive artefacts that mentors created to illustrate their practice holistically. Our findings revealed how and why mentors reflected aesthetic, intellectual, and moral endeavours in their practice, and how they worked together as a community to share and critically assess one another's aesthetic, intellectual, and moral practices. By examining mentoring as a relational and holistic activity, this study emphasises meaning-making in teaching and learning to teach, making visible the often unnoticed, and rendering the intangible, tangible. In guiding discussions on teacher preparation within international contexts, this study shows that teacher preparation must attend to teacher-students holistically, and that sustaining teachers begins first with caring for teachers' well-being, so they in turn can safeguard the well-being of their students.

Accessibility plays a major role in speech production. Here we investigate and measure four factors that influence speakers to produce one word over another more optimal word form. Three experiments asked participants to label images of insects and instruments. Participants were incentivized to produce an accurate specific label (e.g., bee), over a more general label (e.g., insect), so that specific labels were more optimal. Each of three experiments manipulated a different factor that could influence accessibility – word frequency, priming, and interference – and all experiments additionally varied whether labels had to be produced under time pressure or not. Results showed that each variable significantly influenced the accessibility of labels: participants produced more specific labels when those labels were higher frequency, when they were primed, when a visually-similar label had not been primed, and when participants were unconstrained by time pressure. These findings demonstrate that multiple factors influence the accessibility of familiar words during production, regularly leading participants to rely on “good-enough” rather than optimal options to convey their message.

This three-year qualitative case study examined how an African community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools. Funding for this research was supported by the American Association of University Women (AAUW) American Fellowship.

Uncertainty exists regarding the relation of body size and weight change with dementia risk. As populations continue to age and the global obesity epidemic shows no sign of waning, reliable quantification of such associations is important. We examined the relationship of body mass index, waist circumference, and annual percent weight change with risk of dementia and its subtypes by pooling data from 19 prospective cohort studies and four clinical trials using meta-analysis. Compared with body mass index-defined lower-normal weight (18.5-22.4 kg/m2 ), the risk of all-cause dementia was higher among underweight individuals but lower among those with upper-normal (22.5-24.9 kg/m2 ) levels. Obesity was associated with higher risk in vascular dementia. Similarly, relative to the lowest fifth of waist circumference, those in the highest fifth had nonsignificant higher vascular dementia risk. Weight loss was associated with higher all-cause dementia risk relative to weight maintenance. Weight gain was weakly associated with higher vascular dementia risk. The relationship between body size, weight change, and dementia is complex and exhibits non-linear associations depending on dementia subtype under scrutiny. Weight loss was associated with an elevated risk most likely due to reverse causality and/or pathophysiological changes in the brain, although the latter remains speculative.

Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes--(a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students' funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.

Children learn words using a range of social, statistical, and perceptual information. One proposal for how childrendetermine word meanings is cross-situational learning, in which children track ambiguous word-object mappings overtime (e.g., Yu & Smith, 2007). However, previous studies have not evaluated how children use natural social cues duringlearning (e.g., eye gaze). We taught 3-year-olds three novel verbs (c.f., Scott & Fisher, 2012) and hypothesized that socialcues not only support cross-situational learning, but also support retention of verbs after a delay. In between-subjectsconditions, children either did or did not have access to eye-gaze and head-turn cues during exposure. We tested forparticipants learning after 12 learning trials and after a delay. Pilot data suggest that children who have access to naturalsocial cues successfully learned and retained links between novel verbs and their corresponding actions.

This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students' posts and uploads in a shared writing space, and students' multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students' engagement in critical inquiry and social action ignite the emergence of Freire's notion of critical consciousness.

Three experiments investigated adult learners' acquisition of a novel adjective. In English and other languages, meanings of some gradable adjectives are said to include an absolute standard of comparison (e.g., "full" means completely filled with content). However, actual usage is often imprecise, where a maximum absolute standard of comparison, strictly speaking, does not apply (e.g., a 90% full cup can be full depending on how it will be used). This creates problems for learners who acquire the absolute meaning from variable mappings between word forms and observations. We demonstrated that adult learners infer a maximum standard of comparison when they receive information about agents' intended goals that lie behind imprecise word usage. Results suggested these inferences are conditioned on the amount of visually ambiguous observations made during learning. We conclude that access to agents' intended goals allows learners to explain contextual sources of imprecision and helps the learning of a maximum absolute meaning from primarily nonabsolute observations.

Through critical dialogue in a community-based space, adolescent refugee girls process their experiences to interrogate stereotypes attributed to students from refugee backgrounds., There we were, gathered in that still strange, sometimes sterile world of Zoom, as remote learning continued during the COVID-19 pandemic. We gathered there Saturday mornings to create our own [...]