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Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals' sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try. [ABSTRACT FROM AUTHOR]

Teacher librarians (TLs) play a central role in developing students' information literacy capabilities, which are vital for effective participation in formal education and active engagement in society. This research enhances insights into information literacy instruction in Australian secondary schools, by investigating the perceptions of practicing TLs regarding the information literacy needs of teachers and students. This article presents the groundwork for this investigation, employing a phenomenological approach and discussing findings from an initial survey. The study will inform TL education and improve current information literacy education practices, addressing the demand for nurturing 21st century skills embedded in the Australian Curriculum. [ABSTRACT FROM AUTHOR]

In the initial stage of their federally funded research project, the authors detail how they developed and validated a set of assessment tools aimed at measuring undergraduate students' academic engagement and their own definition of academic success. To ensure the tools were measuring what they were intended to, and that they were reliable, the authors enlisted content experts, including a librarian with academic engagement expertise, three educational psychologists with specialization in college students' engagement, self-regulation, and related fields, and two psychometricians with knowledge of psychological measurement. The authors also reflect on the lessons they learned from the process of developing and validating the assessment tools. [ABSTRACT FROM AUTHOR]

This small-scale action research acts on the calls for more inclusive and holistic higher education. It explores the impact of dialogic teaching approaches on student engagement, focusing on the experiences of initial teacher education students from ethnic minority backgrounds. The qualitative analysis reveals how these practices increase student engagement and contribute to better student experiences. Dialogic teaching cultivates safe learning spaces and empowers students to contribute more freely during seminars, improving their social, emotional, and personal engagement with learning. The students included in this study also perceived dialogic teaching practices as improving their experiences by supporting them in forming relationships. However, the analysis suggests that they do not fully remove all barriers to learning and engagement. Therefore, further research is needed to examine both the benefits and complexities of dialogic pedagogies in HE and the extent to which these practices contribute to fostering inclusive spaces within multicultural university settings. [ABSTRACT FROM AUTHOR]

The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system. [ABSTRACT FROM AUTHOR]

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study. NEW & NOTEWORTHY: We introduced formative assessments and study techniques to first-year medical students in a physiology course. Mastery of learning objectives was emphasized as the key to success. We asked how they studied physiology through an anonymous online survey and focus group interviews. The students enjoyed physiology but had difficulty with exam expectations. Helping students use learning objectives to guide their study may lead to improved exam scores. It may also help administrators meet their curriculum goals. [ABSTRACT FROM AUTHOR]

Higher education has seen a significant shift in the last two decades, with contemporary students representing more diverse cohorts who are increasingly balancing study alongside competing life-roles and responsibilities. Given the rise in student attrition and concerns regarding engagement, we saw a visible need to consider how our students could be better supported in managing their study requirements which might improve retention and engagement. We asked students what best helps them to manage their learning and time, and this study reports on responses from 430 students over 8 course offerings between 2019 and 2021. Responses were coded using inductive category development and grouped into internal and external locus of control. The findings reveal 52.6% students demonstrated an interplay of internal and external locus of control factors, while 29.5% identified fully internal and 17.9% indicated fully external LOC. The study highlights that flexible, multi-pronged strategies and institutional supports are fundamental in supporting diverse modern tertiary student populations. The paper concludes with considerations for educators and higher education institutions, drawing on the principles of Universal Design for Learning and pedagogical care that may address many aspects raised by students that are outside their locus of control, which may consequently benefit student retention and engagement. [ABSTRACT FROM AUTHOR]

This article explores the growing body of research evidence supporting the integration of Artificial Intelligence (AI) in elementary social studies education. It identifies and analyzes ten key evidence-based applications of AI that have demonstrated potential to enhance student engagement, personalize learning experiences, and cultivate essential historical thinking skills. The discussion critically evaluates the pedagogical implications, advantages, and challenges associated with AI integration in this context. Recommendations are provided for the responsible and effective implementation of AI tools in elementary social studies classrooms. [ABSTRACT FROM AUTHOR]

The development of videoconferencing technology has enabled new modes of combining in-person and remote teaching. In this article, we investigate interactional practices in hybrid language classrooms that combine on-site and remote participation by way of telepresence technology. Telepresence robots are videoconferencing tools that can be remotely controlled and moved in the 'local' space during video-mediated interaction. In our video-based study, we investigate recordings from university-level foreign language classes (Finnish, German, Swedish and English) involving robot-mediated participants as part of an otherwise on-site classroom student cohort. We draw on multimodal conversation analysis (CA) and analyse a selection of data extracts with a focus on how participants use the robot's mobility as an interactional resource in moments of transition between whole-class and group-based activities. The analysis explores how moving the robot enables the remote student to demonstrate competent participation and to contribute to the progression of the activity transition. We also analyse how teachers make sense of the remote students' engagements by monitoring the positioning and movements of the robot, and how they individually support the remote students in moments that can potentially be interactionally challenging in hybrid environments. These findings expand CALL literature by demonstrating how telepresence robots can enhance the multimodal range of meaning-making resources of remote students within everyday classroom practices in hybrid language teaching. As practical implications, we outline some ways in which social interaction provides both a rich resource base for participants and a site in which many pedagogical questions relevant to hybrid education play out. [ABSTRACT FROM AUTHOR]

Clickers are hand-held devices that wirelessly transmit student input to a computer: students answer multiple-choice questions using their clickers and the answer distribution is displayed on a screen. Previous studies suggest that the pedagogical use of these devices may contribute to learning and that they are positively perceived by students in general and second language education. Despite these optimistic outcomes, clicker studies remain scarce in L2 education and in K-12 contexts. This study investigated 61 adolescent students' and their teacher's perceptions of using clickers to learn vocabulary in an English as a Second Language context. Two intact groups of students were assigned to a treatment group (Clicker Group, n = 31; Non-Clicker Group, n = 30). Their perceptions were examined via surveys and interviews, guided by four measures: Learning, Self-assessment, Engagement, and Interactivity. The results suggest that students in the Clicker Group had significantly more positive perceptions than those in the Non-Clicker Group for most measures. This corroborates previous findings regarding students' perceptions of clickers. Interviews were conducted to assess the teacher's perceptions. In contrast to the students, the teacher's perception was predominantly neutral to negative, contradicting existing literature. [ABSTRACT FROM AUTHOR]

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners' course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are investigated. Data was collected through weekly conversation episodes over a semester and from a student survey. Conversation episodes were analysed both quantitatively (by frequencies) and qualitatively (using a discourse approach). The study found that student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. A microanalysis of transcripts illustrated how the use of Chinese in multilingual and multimodal practices achieved authentic social functions. However, individual differences were observed, and English was frequently used in chats. Recommendations are provided for scaffolding and for utilising different semiotic resources in dynamic group interactions. [ABSTRACT FROM AUTHOR]

Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students' affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings. [ABSTRACT FROM AUTHOR]

This study examined the relationships among teaching quality, student–faculty interaction, and student engagement within the context of Chinese higher education. I focused on the role of student–faculty interaction as a mediator in the relationship between teaching quality and student engagement. The sample consisted of 265 students at one Chinese university, who completed self-administered, paper-based questionnaires. A model linking teaching quality with student–faculty interaction and student engagement was created and the hypotheses were tested using structural equation modeling. I found that teaching quality was positively related to both student–faculty interaction and student engagement. Moreover, student–faculty interaction played a mediating role between teaching quality and student engagement. These results illuminate the mechanism behind the link between teaching quality and student engagement. [ABSTRACT FROM AUTHOR]

This paper applies the well-known cognitive bias of loss aversion from behavioural economics to student decisions over engagement with mathematically demanding coursework. This bias is shown to predict behaviour that is consistent with mathematics anxiety in a dynamic model of student engagement. It is shown that these forces can imply polarization in student outcomes with some students chronically disengaged in a low-attainment equilibrium, in the absence of any countervailing pedagogic interventions. However, the model illustrates that chronic disengagement is not necessarily equivalent to chronic apathy. Rather, students for whom the short-term cost of failure looms large are shown to be at heightened risk of disengagement. The model is used to understand and evaluate various elements of the mathematics anxiety literature including the role of formative assessment, the fixed and growth mindset models, the efficacy of task-oriented achievement goals, the cognitive interference and motivation enhancement models of test anxiety, the provision of remedial classes and technology-enhanced solutions to learning and assessment. [ABSTRACT FROM AUTHOR]

Digital disparities concerning access, skills, and utilization of digital technology pose a barrier to engagement in e-learning processes, ultimately serving as a significant source of exclusion, inequality, and social isolation. This quantitative study involved 1526 middle school pupils residing in the rural regions of Moldova. The objective of this research is to evaluate students' digital competencies and their perspectives on the online learning experience. Our results indicate that the highest digital competence area is Digital content creation (DC) and the lowest is "Problem-solving" (PS). We also found a positive correlation between face-to-face discussion with the teacher and the mean scores from the digital skills level, the correlation seems to be mediated by the variable "the possibility to ask the teacher" (PAT). The discussion revolves around the role of the teacher as an intermediary and mediator in the education process, emphasizing the concrete interaction between teachers and students as a fundamental element in enhancing and improving digital skills. [ABSTRACT FROM AUTHOR]

Introduction: Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Methods: Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. Results: There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p =.008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β =.39, p <.001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Conclusions: Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways. [ABSTRACT FROM AUTHOR]

This study demonstrates the use of the multidimensional item response theory (MIRT) to investigate the internal structure of a construct exploratively and confirmatively. Based on data from 657 Islamic university students (65% female) spread across Indonesia, MIRT was used to examine the factor structure of the items measuring student engagement. The MIRT results supported the multidimensional structure of the scale. Most notably, the comparison of the investigated models supported the within-item multidimensional structure in which almost all items fit 3-factor loadings among all measured domains (cognitive, behavioral, and social). Furthermore, vector depictions of the items in a 3-dimensional space are offered to give the reader a vivid picture of their multidimensionality. The paper ends with an overview of MIRT in scale development and dimensionality assessment to didactically enhance readers’ awareness of its usefulness as a psychometric tool. [ABSTRACT FROM AUTHOR]

Previous research has found school working conditions—particularly school leadership—to be linked to teacher retention. At the same time, evidence from the management literature has suggested that obtaining 'buy‐in' from staff is critical to employee performance and instigating change. This paper brings these two literatures together, being the first study to explore the relationship between buy‐in and teachers' plans to continue working at their current school. The analysis illustrates how teachers who buy into the leadership team's strategy are much more likely to intend to continue working at the school, over and above their views on workload, pay and the quality of their relationships with their colleagues. We conclude by considering what school leaders might do to improve buy‐in amongst their staff, while also highlighting areas where further research is needed. [ABSTRACT FROM AUTHOR]

National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Trends in International Mathematics and Science Study [TIMSS], and Progress in International Reading Literacy Study [PIRLS]), with a view to better understand the performance of high-achieving students, relative to their counterparts in other countries in general, and in countries with similar average performance. Lower than expected proportions of high achievers were noted and a pattern of relative underachievement was observed among high achievers – those performing at the highest levels of proficiency, and those performing at key benchmarks, including the 75th and 90th percentiles – in mathematics and science to a greater extent than in reading. These issues were found to be consistent over time, and more prevalent at post-primary level, compared with primary level. The findings of this study are discussed with reference to individual and societal costs, and specific issues that need to be investigated further are identified. [ABSTRACT FROM AUTHOR]

The importance of play is well established in early childhood development; however the importance of play appears to diminish in more advanced levels of education. Despite this, the demand for experiential, engaging learning experiences that seek to differentiate graduate-level programs in a fiercely competitive market continues to increase. This research sought to explore the phenomenon of bringing play and playfulness to the graduate-level classroom as a means through which to enhance creativity, student engagement, and teamwork. The LEGO® Serious Play (LSP) activity was originally created to be used as a facilitation strategy for business executives seeking to enhance innovation and business performance. This research sought to develop a protocol to adapt the LSP activity for masters' students completing a mandatory marketing course. The primary aim of the research considered whether LSP would provide a valuable learning activity for future graduate-level marketing classes. As such, feedback was collected on the activity from students following engagement with LSP. The results of the study provide guidelines for marketing educators to seamlessly incorporate novel activities, such as LSP, into their teaching practice. [ABSTRACT FROM AUTHOR]

Increasing student engagement is a challenge for faculty of all experience levels. This manuscript introduces the Participation Competition as a pathway for faculty to gamify the Marketing classroom and increase student engagement. Through incentivizing group-based in-class participation, faculty can help students practice soft skills, facilitate collaboration, and encourage class attendance and preparation using this semester-long activity. To demonstrate the efficacy of the Participation Competition, data was collected for one academic year at two universities leveraging the Zhoc, Webster, King, Li, and Chungh (2019) Higher Education Student Engagement Scale (HESES) for a total sample size of n = 396. The HESES scale measures student outcomes (i.e. academic learning, cognitive engagement, and peer engagement) and class outcomes (i.e. value-add). General student participation and engagement are also measured for both the control and treatment groups. The results revealed that student and class outcomes were higher when comparing a class in which the participation competition was enacted relative to a class not exposed to the participation competition. Additionally, students reported increased participation within the class and among their peers and higher perceptions of satisfaction and engagement. Evidence suggests that the Participation Competition is an advantageous and pragmatic tool for augmenting the Marketing classroom. [ABSTRACT FROM AUTHOR]

Student engagement is a growing challenge within higher education, especially as technology continues to evolve and competition for attention rises. As a business discipline, many marketing students struggle to connect with the theory presented in the classroom and seek interactive, experiential learning opportunities. The authors created the Find the Marketing in the Music playlist matching activity to address this challenge and provide students with an engaging application of marketing concepts. Music is a means of personal expression and broadens listeners' perspectives. Music can help ignite or explain feelings, highlight complexities of social situations, and serve as a vehicle driving understanding and compassion. This featured activity reveals that by pairing songs that illustrate marketing concepts with information discussed in class, students could connect to the material in a new way. This exercise allows students to leverage the creative and grounded aspects of critical thinking by connecting something artistic with concrete marketing concepts. Students note that this activity helps them better relate to the material and that the relevancy of things discussed in the classroom takes on a new level when integrated into their everyday lives. [ABSTRACT FROM AUTHOR]

Authenticity in schools has been highlighted as important for improving students' engagement and learning, and to prepare them for future job markets, especially in science and technology. This study investigates students' perceived authenticity of a developed innovation project when implemented in an upper secondary technology education program. Three cohorts of students (n = 199) attended a first-year technology course at a Swedish upper secondary school in 2016, 2017 and 2018, respectively. In addition, eleven students from the 2016 cohort were interviewed two years later to obtain their views on how the innovation project in the first-year course influenced their performance in a subsequent advanced technology course taken in 2017–2018. Groups of students participated in the first phase of an innovation project in the first-year course, a five-week module, cooperatively designing solutions to real-world problems. A Likert scale questionnaire measured the degree of perceived authenticity in line with Herrington, Reeves and Oliver's (2010) key elements. Focus group interviews were conducted after the second phase – a 20-week follow-up module in the subsequent advanced course – about how authentic they perceived the first and second phases to be. A questionnaire measured the degree of perceived authenticity of the students for the first phase, for each of the three years. Coaching and scaffolding received the highest ratings across all three years, whereas Reflection was perceived as having the lowest authenticity. In a qualitative component of the study students found both phases positive, and five new themes of students' perception of their experiences were revealed. The similarities in perceived authenticity between the three cohorts suggest consistency in students' perceptions of authenticity. However, they did not feel that the project gave them the opportunity to reflect on their learning. According to interviews conducted two years later, they perceived their experiences of the innovation project as having induced creativity, commitment, ownership, motivation, and real-world connection, although at times it was also a challenge to think for themselves and to collaborate with others. [ABSTRACT FROM AUTHOR]

Integrated STEM approaches are acknowledged as important for making school subjects relevant and engaging for students and are reinforced with the current emphasis on computational thinking. Still, such approaches are rarely realized in schools. This study investigates how the traditional 'grammar of schooling' may prevent realization of more holistic teaching in line with ideas from integrated STEM. A concrete teaching project where students design, program and build their own weather station is presented, and we investigate the values and challenges teachers see in the project and the obstacles that may prevent them from running it in class. This way it throws light on why STEM approaches may be difficult to realize in schools. The sample consists of teachers involved in a collaborative project in which Project Weather Station was developed, including the teacher who was undertaking the project in his grade 9 class. The study follows a case study design, with group interviews with teachers. Observation in class, video recording and interviews with students form a backdrop of the main interview data. Results show that teachers see value in the weather station project in line with the overarching aims of the curriculum and consistent with STEM ideas. Challenges they see are related to own competence, time use, risk of failure and logistics across subjects. It is concluded that teachers' challenges reflect a tension between overarching aims in education and the more specific competence aims in the curriculum. On a systemic level there is therefore a need for an acceptance for the value of teaching that targets overarching aims of education. It is important to acknowledge teachers' challenges and fulfil their needs for support when undertaking extensive projects that have potential for realising the more holistic aims of education typical for STEM projects. [ABSTRACT FROM AUTHOR]

Everyday learner–teacher interactions are a key factor in student engagement and learning. There is thus growing scholarly attention on the relational practices of engaging students as partners (SaP) in higher education. In Chinese universities, there is an emerging literature exploring learner–teacher relationships as a partnership. To advance the global conversation on SaP as it expands in China, we designed an exploratory study to understand how broader context and culture influence the implementation of the learner–teacher pedagogical partnership in Chinese universities. To do so, we drew on interviews with 27 undergraduate students and 17 academics in three Chinese universities discussing learner–teacher interactions and relationships. Using thematic analysis, the study revealed nuanced understandings and complex tensions at play in how students and academics reflected on the collectivist relational orientation of China, the risks of stepping outside of top-down policy-driven mandates, and the external global influences shaping everyday pedagogical interactions. The study is timely given the emerging literature on SaP in China and contributes much needed insight into the role of culture shaping the context of learner–teacher relationships in China. By better surfacing cultural forces, forms of partnership can flourish in China that are culturally situated and responsive. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs. [ABSTRACT FROM AUTHOR]

Recent global reckonings with structural racism and histories of colonialism, slavery, and genocide continue to raise questions about how educators should engage students in questions of historical responsibility for difficult pasts. Recent educational scholarship has explored this issue largely through the lens of concepts such as collective guilt and complicity. This article re-evaluates the concepts of guilt, complicity, and historical responsibility in relation to teaching and learning difficult histories and group identity. Michael Rothberg's concept of the implicated subject is offered an as alternative approach for thinking about historical responsibility. The article argues for the development of a pedagogy of 'complex implication' and 'differentiated solidarity' which provides a more nuanced, intersectional, and multidirectional way to teach and learn about interlocking histories of suffering and injustice. [ABSTRACT FROM AUTHOR]

In this article we address the problem of sentimentality in teaching and learning difficult histories in higher education. While sentimentality has been widely theorised, empirical research is scarce. Here we contribute an empirical investigation describing how university students in an Argentinian setting engaged with histories of loss, death, and suffering through specific pedagogical activities in ways that minimised the risks of 'empty sentimentality'. These tasks fostered students' use of linguistic and non-linguistic (artistic, semiotic) means of meaning-making in connection with difficult histories and enabled deeper emotional engagement. The study shows that the creation of critical affective spaces in the classroom cultivated students' responsibility for engaging in transformative action. We suggest that educators need to explicitly challenge the often moralising and self-indulgent character of teaching and learning difficult histories, as this character is constitutive of the very sentimentality with which pedagogical practice is so frequently charged. [ABSTRACT FROM AUTHOR]

The article discusses the concept of growth goal assessment in education and its potential to cultivate lifelong learners. Growth goals focus on individual skill and knowledge development, assessing both cognitive and non-cognitive factors in learning. By fostering an environment conducive to growth, leaders can ensure that these goals become an integral part of the educational journey. Research suggests that adopting a growth goal approach can positively influence academic performance, student wellbeing, attitudes towards homework, school attendance, motivation, and engagement. However, implementing this paradigm shift may require extensive collaboration, communication, resources, and training for teachers. [Extracted from the article]

Despite welcoming millions of displaced individuals over the past 50 years, there is limited policy consideration of US higher education access for displaced learners. This study threads together Critical Race Theory and racialized organization theory to examine institutional websites and key administrator interviews to consider institutional policies and practices centering on displaced learners – refugees, asylees, and Temporary Protected Status holders – in public higher education institutions in Houston, Texas, and Sacramento, California. The findings capture how the essentialization of marginalized populations – through a lack of engagement with displaced learners and limited data on displaced populations – obscures the unique needs of these individuals. Additionally, the findings point to how institutions work to center displaced students, despite policy voids. These findings expand the literature on displaced learner access to US higher education beyond students to focus on the role of institutions, providing a foundation for considering more equitable institutional policy and practice. [ABSTRACT FROM AUTHOR]

This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners' feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students' revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Society is on the heels of one of the largest public health crisis the world has experienced in over a century, the COVID-19 pandemic. Developing the next generation of adept public health researchers is paramount to protecting the world against future health threats and addressing legacy public health challenges. This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can develop a variety of critical thinking skills and data-driven decision-making capabilities that prepare them for future careers, and (3) faculty and universities benefit from the collaboration and community that student research fosters. Since the COVID-19 pandemic, more students have been interested in a career in public health, with many students also eager to help address health disparities, a reality highlighted during the pandemic. This article puts forth the value of student engagement in public health research from the student and faculty member's perspectives. The student lens includes the connection between research and developing greater public health interest, a sense of ethical responsibility, and an attitude of open-mindedness. The faculty lens considers the value of skill-building for students and the benefits of increased academic community-building, greater research productivity, and mutual learning potential for both students and faculty. The article includes specific recommendations for faculty to incorporate research into their student training. It concludes by advocating for institutional and community support to encourage student engagement in research and prepare the next generation of public health professionals and researchers. [ABSTRACT FROM AUTHOR]

Although critical participatory action research (CPAR) has been cited as a means to cultivate more equitable systems in education, its promise has not been fully realized as a mechanism to enhance the experiences of minoritized cultural groups in U.S. higher education. As outsiders within academia who are multiplicatively marginalized, Black women's engagement in CPAR demonstrates unique potential to address this gap. In this paper, I introduce an agentic diversity, equity, inclusion, and belonging strategy embedded in a critical action research methodology known as a participatory action research counterspace (PARC). After situating the proposed methodology in existing literature, I describe a PARC study involving a group of Black women students, faculty, staff, and administrators at a predominantly white institution (PWI), as well as the defining contours of the methodology. A discussion outlining the benefits of the PARC methodology for Black women enrolled and employed in higher education is also included. [ABSTRACT FROM AUTHOR]

Portable mobile technologies and high-speed access to the internet has led to the development of new online-first reading materials such as Korean Manhwa or webtoons, designed for quick consumption on mobile devices. Drawing on in-depth interviews with 11 adolescent girls aged 14 to 15 years old, this study examines why and how adolescents read Manhwa, especially romances. Findings show that these girls read for entertainment and to escape from reality. Strong visual aesthetics, relatable characters and engaging storylines, driven by technological infrastructures encouraging continual engagement, support these adolescents' immersion in online storyworlds. Their engagement with these texts allowed the girls as readers to discover self as reader and person, negotiating multifaceted aspects of their working, moral and romantic lives as they envision present and future possibilities. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

This study explores preschool teachers' considerations when organising children into subgroups in Swedish preschools. Grounded on interactionist perspectives and Bronfenbrenner's ecological systems theory, the study hypothesises that preschool teachers' practice of organising children into subgroups is embedded in and shaped through dynamic interactions with all actors and levels of the entire preschool system. Based on this theoretical framework, a hypothetical model has been specified that brings together variables related to children's characteristics, preschool teachers' interpersonal relationships and working conditions as well as preschools' organisational aspects. The sample consists of 698 preschool teachers from different preschools in 46 municipalities in Sweden who completed an online questionnaire. By applying Confirmatory Factor Analysis technique in evaluating the hypothesised model, the study's objective was to identify factors that determine preschool teachers' decisions when organising children into subgroups. The analysis identified a three-factor model where two residual but distinct factors, namely an interrelational and a structural factor, were nested under one general factor. The results suggest that organising children into subgroups in preschool is partly a collectively negotiated practice and partly closely connected to the complexities of preschool classrooms' actual conditions. [ABSTRACT FROM AUTHOR]

Originally developed in the US educational context, the student engagement concept has become increasingly recognised internationally. It suggests a particular approach to the evaluation of higher education quality and institutional practices for enhancing student growth. However, the lack of cross-national research on student engagement patterns in various national contexts restricts the implementation of engagement practices in different national contexts. This study uses the data of an undergraduate survey conducted in the USA, China, and Russia (n = 166,919) to explore whether the associations between student engagement and four personal characteristics of students (gender, field of study, year of study, and plans after graduation) are consistent across nations. This research disclosed that the USA, China, and Russia do not vary with regard to the associations between personal characteristics and student engagement dimensions. [ABSTRACT FROM AUTHOR]

Career exploration has always been the key to career development, but exploring the formation mechanism of career exploration behaviour from teachers' perspective is still inadequate. A three-stage time-lagged research design is used to obtain a valid sample of 1246 college students from mainland China. Based on self-determination theory, this paper analyzes the causal mechanisms of career exploration from the dual motivation of controlled motivation of teachers' support and autonomous motivation of future work self-salience of college students to explore the mechanisms and function boundaries of career exploration of college students. The results showed that: (1) Students' perceived teacher support positively influences career exploration; (2) Future work self-salience positively moderates the mediating effect of learning engagement on the relationship between perceived teacher support and career exploration. This research contributes to how to enhance the positive effects of career exploration are proposed. [ABSTRACT FROM AUTHOR]

Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 (N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program. [ABSTRACT FROM AUTHOR]

In this descriptive analysis, we consider the experiences of students who prefer face-to-face (F2F) classes but, due to the COVID-19 pandemic, had no alternative other than taking their introductory biology class online during the 2020–2021 academic year. We conducted focus group interviews with 12 college students who enrolled in an asynchronous online introductory biology course for non-majors. We interpret their experiences through the theoretical framing of student engagement, which generally centers students as the directors of their learning experiences. However, when reflecting on their online, technologically mediated experience, our participants regarded their instructors as the hub or convener of their interactions with content, technology, and other learners. We explore the implications of these findings for engaging other students who may find themselves involuntarily online, and make recommendations for pedagogy and communication around the culture of online learning. [ABSTRACT FROM AUTHOR]

Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children. Practitioner Points: Children's math experience begins before formal schooling, but less is known about how preschool teachers' affective and cognitive apprehension about math plays a role in students' math learning environment.Preschool teachers with high math anxiety showed reduced competence in teaching math and interactions with students during math activities.Intervention programs focusing on mitigating teachers' math anxiety as well as improving math teaching efficacy may enhance a positive learning environment for early childhood education. [ABSTRACT FROM AUTHOR]

Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (n = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (n = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students. Practitioner points: Undergraduate students who received wise feedback did not report statistically significant changes in school or relational trust. These findings stand in contrast to earlier research conducted with middle school students. Because older students have more experience with feedback throughout their academic career (for better or worse), it is possible that a more intensive intervention may be necessary to help overcome their pre‐existing expectations.Instructional decisions such as planning for students to have opportunities to meaningfully engage with feedback (through time in class or encouraging resubmissions) may contribute to students' development of feedback literacy and comfort/confidence actively participating in the feedback process.Not only do educators need to provide students with high‐quality feedback comments (e.g., specific, timely, action‐oriented), they should also consider how the broader learning environment, including student–teacher relationships, facilitate or discourage feedback interactions. [ABSTRACT FROM AUTHOR]

Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter‐relations using Partial Least Squares‐Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities. [ABSTRACT FROM AUTHOR]

Enhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal‐related and course content‐related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

School counselling is a well-established means of supporting the mental health of children. Counsellors are most effective when they collaborate with parents, so it is important that parents have a good understanding of and access to school counselling services. Despite this, little is known about parents' perceptions of counselling in Hong Kong schools. We interviewed 27 parents in Hong Kong to investigate how they perceived the counselling services provided by their children's local and international schools, and analysed the data thematically. International school parents recognised the potential of school counselling as a means of support for their children and wanted to work more closely with counsellors to a greater extent than local school parents. Parents were confused about the roles of counsellors and experienced stigma and concerns about confidentiality which inhibited them from engaging with counselling services. Our findings suggest that school principals should work with counsellors to establish and communicate roles more clearly. Greater recognition of counsellors' professionalism, and clearer role differentiation between counsellors and other mental health and educational professionals may improve parental engagement with and support for school counselling. [ABSTRACT FROM AUTHOR]

"Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education" is a book by David Clark and Robert Talbert that explores alternative grading methods in higher education. The authors discuss three common approaches: standards-based grading, specifications grading, and ungrading. They provide case studies and examples from various disciplines to demonstrate how these methods can be implemented. The book also highlights the benefits of alternative grading, such as increased student motivation and reduced instances of academic dishonesty. It offers guidance for faculty interested in adopting these practices and emphasizes the importance of context and individualized approaches. [Extracted from the article]

Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain under-researched. Using a quasi-experimental design, this empirical study investigated the effects of the presence/absence of written dialogue between the peer feedback provider and receiver on students' provision of feedback, adoption of received feedback, improvements in writing quality, and attitudes towards feedback dialogue across a four-week writing program. The study drew on several data sources including feedback texts, revision texts, a questionnaire survey and monthly reflection journals of forty-one students. Results showed that students involved in the written dialogue demonstrated a generally positive attitude towards it and outperformed those without such a process by generating more accurate adoption, focusing comments to a greater extent on higher-order dimensions of writing (unity, support and coherence), and implementing better revisions. The dialogic process enhanced students' feedback literacy and engagement by improving their understanding of feedback, their linguistic and subject knowledge, and their agentic clarification and negotiation of revisions. [ABSTRACT FROM AUTHOR]