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This study analyzes the influence of locus of control and supervision channeled to an organization as a whole on organizational commitment and examines and describes the influence of locus of control and supervision on organizational commitment. The instrument uses questionnaires. The sample is determined by proportional stratified random sampling. From 268 teacher samples from 33 public junior high schools in Tangerang Regency, data analysis used structural equation modeling (SEM). The findings show that locus of control and supervision significantly affect organizational commitment, and locus of control significantly affects supervision. These findings prove that the locus of control and supervision of teachers can act as indicators of organizational commitment. The practical implication of this research is to provide knowledge and information for teachers and school management to increase organizational commitment by applying the concepts of locus of control and teacher supervision.

When individuals are released from prison, they typically enter a period of post confinement community supervision. While under community supervision, their behaviors are subject to special conditions requiring them to report to supervisors and prohibiting certain behaviors such as drug and alcohol use. Many supervisees are returned to prison because they violate those special conditions, or because they commit minor crimes that would not result in prison were they not being supervised. But others are returned to prison for serious new crimes. We distinguish the two as nuisance behaviors (the former) and pernicious behaviors (the latter). Our research applies competing events survival analysis to distinguish a structural model that accounts for nuisance behaviors from a structural model that accounts for pernicious behaviors. We demonstrate that returning offenders to prison for technical violations and minor crimes may reduce the incidence of major crimes because the occurrence of nuisance behaviors and pernicious behaviors are highly correlated. Our findings support the theory that nuisance behaviors signal the likelihood of pernicious behaviors.

Objective: There are multiple risk factors, such as individual features, parenting behaviours, and peer influences associated with the development of conduct problems. The Alabama Parenting Questionnaire-Child Form (APQ-CF) is a commonly used instrument to measure parenting behaviours. The study aimed to examine the factor structure of the instrument report in the Turkish context. Method: The psychometric properties of the Turkish translation of the APQ-CF was examined with a sample of 357 high school students (M[subscript age] = 15.68, SD = 1.07, 54.1% female). Confirmatory factor analyses were conducted to examine the factor structure of the APQ. In addition, criterion-related validity and reliability coefficients for the scale were investigated. Gender differences were examined with independent samples t-tests. Results: Confirmatory factor analyses with a five-factor solution (involvement, positive parenting, poor monitoring/supervision, inconsistent discipline, and corporal punishment) showed good fit. Criterion-related validity indicated that the monitoring subscale is positively correlated with conduct problems and prosocial behaviours; mother involvement and father involvement were positively associated with prosocial behaviours. Significant gender differences emerged; while girls received more mother involvement and positive parenting, boys received less monitoring behaviours. Conclusions: These findings are indicative of acceptable psychometric properties for the Turkish version of the APQ-CF. Researchers and practitioners can use the instrument to measure parenting behaviours regarding conduct problems for various purposes such as diagnosis, treatment and intervention, and relation to behavioural and mental health outcomes.

The increasing need for innovative research driven by rapid global changes gives doctoral supervisors of early-stage researchers a significant role in facilitating the ethical conduct of qualitative research. In the context of European Commission funding, the demands of research ethics and integrity place a tremendous responsibility on the supervisors of early-stage researchers involved in cross-national projects. This document study seeks to illuminate the role of the supervisors in facilitating research ethics in these projects. Specifically, we describe and discuss the supervisor role associated with five approaches to doctoral supervision of qualitative research, namely those described as 'Functional', 'Enculturation', 'Critical thinking', 'Emancipation' and 'Developing a quality relationship'. The main challenges for supervisors of cross-national research projects are the cultural and linguistic mobilisation of ethical principles in qualitative research processes and the management of the future use of open data. The results from this study have implications for planning and conducting cross-national studies within research involving human participants. These results can guide supervisors in the codification and mobilisation of ethical qualitative research in practice.

Although improving instructional supervision has already been featured in theoretical debates and even advocated for in the policy frameworks of many nations -- including the USA, UK, and countries across Europe -- little is known beyond the Western world about the potential difficulties faced by school principals seeking to implement instructional supervision practices to promote teaching and learning in their schools. This study investigated barriers to school principals' effective instructional supervision practices. The participants of this qualitative study included a total of 57 principals and teachers working in secondary schools. Data were collected through interviews and analysed through qualitative content analysis. Bringing evidence from a centralised educational context, we identified four major barriers to the effective instructional supervision process: (i) lack of supervisory skills and content knowledge, (ii) negative attitudes to supervision, (iii) maintaining a family-like school atmosphere, and (iv) lack of time and heavy workload. Based on the findings, we provide several implications for policy and practice.

Purpose: This paper contends that data generated by research on supervision are often taken as authentic data. Through an examination of studies that use audio/visual recordings to investigate supervision, the paper both promotes and problematises the recording of supervision meetings as a useful technique for doctoral supervision research. This paper aims to encourage a critical evaluation of methodological choices in research on supervision, and both promotes and problematises the practice of recording supervision meetings to enhance nuance in research on supervision practices. Design/methodology/approach: This paper reviews how prior studies have adopted different research methods to construct the space of supervision, and how the chosen methods have been justified. The paper draws on data from an empirical study which included interviews with supervisors in China, based on recordings of their supervision meetings. Findings: Presenting a single case with one participant to explore the recording and interview process in detail, this study demonstrates how hearing the supervision meeting can present a multi-faceted picture of supervision practice. This multi-faceted picture underpins the alternative understanding of authentic data that this study unpacks. Originality/value: Drawing on the tradition of poststructuralist critiques of traditional research methodology, this study is presented as a methodological paper, with a core aim of interrogating and problematising methodological decisions taken in studies of doctoral supervision. This study reviews research methods that were used in prior studies on supervision, investigating how the chosen methods were justified and how these methods affect the resultant construction of supervision.

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master's and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master's and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master's and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master's and doctoral candidates flexibility and increased their learning engagement.

Using concept mapping, the authors examined peer feedback exchanged in group supervision to understand how master's level interns perceived feedback received from their peers. Five regions and 18 clusters were represented through 193 feedback statements, and the interns rated the benefit, desirability, accuracy, and impact of the feedback they received.

High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings--including ECE--increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important. Thus, the aims of this study were to assess the feasibility, acceptability, and appropriateness of RS in state-funded pre-Kindergarten (state pre-K) programs, as well as delineate the implementation determinants that either advanced or challenged the use of RS in state pre-K. This study was informed and guided by the updated Consolidated Framework for Implementation Research (CFIR) and the CFIR Outcomes Addendum. Participants included 11 state pre-K program supervisors who had been trained in RS. Participants completed brief measures of feasibility, acceptability, and appropriateness of RS, and semi-structured interviews. Descriptive analyses of quantitative measures revealed that participants perceived RS as feasible to implement in their programs, highly acceptable, and highly appropriate, thereby suggesting that RS is likely to be implemented successfully in this setting. Qualitative data obtained from interviews and coded using the updated CFIR lent greater nuance to these results by specifying the facilitators and barriers affecting implementation. All participants reported great need for RS at the supervisor, teacher, and child/family level, and identified numerous other facilitating factors within four CFIR domains (i.e., "Innovation, Outer Setting, Inner Setting," and "Individuals"), ranging from the relative advantage of RS to individual supervisor motivation and capability. Participants also cited barriers to using RS, most notably staffing difficulties, competing demands, and lack of policy and leadership support. Through theory-driven implementation frameworks applied to a real-world ECE setting, these findings extend prior research suggesting that RS may be an effective supervisory approach by highlighting the contextual factors that make RS more or less likely to be adopted, used, and sustained in state pre-K.

School counsellors who work with children and young people within the education system and have experienced trauma themselves can be significantly affected by challenging events. The current research focussed on understanding the post-trauma needs of school counsellors who continue their work in earthquake-affected regions. A phenomenological design was used in this study. Twenty-two school counsellors who experienced the 7.7 and 7.6 magnitude Maras earthquakes in Türkiye in 2023 and are still working in the affected areas were interviewed. The findings showed that the needs of school counsellors after the earthquake could be categorized into three themes: (1) I want practice, not theory, (2) I want hope for myself and (3) I want people for my profession. Specifically, school counsellors reported a need for trauma and crisis intervention training, individual support, supervision and physical resources (e.g. collaboration, accommodation and stationery). The implications for school counselling are discussed.

Cheating in online exams without face-to-face proctoring has been a general concern for academic instructors during the crisis caused by COVID-19. The main goal of this work is to evaluate the cost of these dishonest practices by comparing the academic performance of webcam-proctored students and their unproctored peers in an online gradable test. With this aim in mind, we carried out a randomized field experiment using a simple video surveillance system through Google Meet during an online closed-book final exam of an Introduction to Microeconomics course. Given that all conditions except for webcam monitoring were identical, differences in between-subjects scores are attributed to academic dishonesty. After controlling for potential confounding factors, including gender, academic degree, instructor, previous score and whether students were repeaters or not, we found that those students who were proctored via webcam obtained statistically significant lower scores in the final exam than those who were not using this surveillance system with a low level of invasiveness. Inspection of the potential factors behind these differences in scores suggests that the poorer performance of proctored students is more related to academic dishonesty than to reasons involving anxiety or heterogeneity factors.

The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions.

Background: In the field of Learning Design, it is common that researchers analyse manually design artefacts created by practitioners, using pedagogically-grounded approaches (e.g., Bloom's Taxonomy), both to understand and later to support practitioners' design practices. Automatizing these high-level pedagogically-grounded analyses would enable large-scale studies on practitioners' design practices. Such an approach would be especially useful in the context of mobile learning, where practitioners' design practices are under-explored and complex (e.g., involving both formal and informal learning activities, happening between physical and digital spaces). Objectives: We inquire about the kind of designs that practitioners create in mobile learning by analysing the entire databases of two m-learning tools, Avastusrada and Smartzoos, which promote inquiry learning outdoors. Methods: We use supervised machine learning to classify the textual content of the designs based on the cognitive level required from learners, the inquiry-based learning phases they cover, and their connection with the learning context (e.g., the role played by the situated environment). Results and Conclusions: Results from the in-the-wild studies emphasize practitioners' tendency to design contextualized activities, but that include few higher-order thinking tasks and elements of inquiry learning. This raises questions about the real-life pedagogical value of similar mobile learning tools and highlights the need for providing pedagogical guidelines and technical solutions that would promote the adoption of good learning design practices. Major takeaways from the study: While we show that machine learning techniques (informed by learning design elements) can enable large-scale studies and provide useful insights, to best understand and support practitioners' design practices it would be necessary to combine them with other quantitative and quantitative analyses (e.g., a qualitative understanding on why practitioners take specific design decisions). Future research could use similar machine learning approaches to explore other design settings, as well as explore scenarios where similar algorithms can be embedded in design tools, to guide practitioners' design practices.

School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists' practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers' experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.

The primary objective of this manuscript is to examine the online assessment and exam security procedures during the pandemic, with a particular focus on higher education. In this context, the study investigates the measures employed by instructors, the challenges they encountered, and the strategies they employed to overcome these challenges in a higher education institution. To this end, a case study was conducted, employing a mixed research approach and utilizing both quantitative and qualitative data obtained through a questionnaire. The study group consisted of 163 instructors who provided distance education during the pandemic and volunteered to participate in the study. The findings have shown that the measures were largely contingent on the capabilities of the Learning Management System (LMS) in use. It was emphasized that students should be informed before the exam, that the appropriate exam duration and technical infrastructure conditions should be determined, and that accessibility should be ensured. The results highlight the necessity for the development of policies to address ethical concerns and the suggestion of standardizing the use of cameras in online exams. For more generalized results and recommendations, longer-term studies can focus on synthesizing the experiences and opinions of different stakeholders.

Despite the proliferation of graduate programs in universities around the world, there are limited numbers of studies that have evaluated the current status of these programs. This paper attempts to examine the assessments of graduate students of their programs and of the graduate education process. A survey method was adopted and conducted with a total of 294 graduate students from different institutions and regions of Türkiye. The results reveal that the students reported academic challenges, time-related issues, and supervisor and colleague-related problems. Moreover, the students indicated a need for academic writing support, effective feedback, access to databases, and support with materials. The study discusses the measures that may be taken to increase the quality of graduate education.

Supervision in higher education (HE) often balances the tension between fostering student autonomy and providing sufficient guidance, especially within undergraduate programs. This paper explores an under-researched area: the dynamics of group supervision in undergraduate education, specifically how students challenge their supervisor's expertise. Using video recordings of a group of engineering students at Aalborg University working within a Problem-Based Learning (PBL) framework, the study investigates moments of disagreement between students and their supervisor during project supervision. Employing conversation analysis (CA), the study examines the negotiation of epistemic claims--where students draw on their experience to challenge the supervisor's expertise--and the subsequent impact on the learning trajectories. The findings highlight that students use their epistemic authority from experience to challenge their supervisor's proposed academic direction, while the supervisor defends their stance based on disciplinary knowledge. The study emphasizes the importance of aligning cognitive congruence and situated learning to facilitate productive supervision interactions. Ultimately, the paper sheds light on the critical yet often overlooked role of student agency in supervision and offers insights into improving the supervisory process in HE, particularly in group settings.

This paper explores how the concept of "the facilitator as a fool" can be used as a guiding principle for supervising students at universities adhering to problem-based learning pedagogies. With the example of students enrolled at spatial planning studies, the paper argues that students should learn how to face uncertainty and take matters into their own hands. For this purpose, the paper proposes that supervisors act as "fools" in their conversations with students, mimicking a reflective practice. The paper reflects on how this concept fares when applied to a real-life situation of supervising planning students at both Bachelor's and Master's levels at Aalborg University in Denmark. In the end, the paper concludes that the applied concept can work to a certain degree, but it also requires a supervisor who is familiar with the theoretical and methodological "landscape" that students need to navigate in, and through, to become professional and reflective practitioners.

Service learning is a collaborative approach to teaching and learning built around reciprocal relationships between universities and community organisations. Recently, the University of Canberra established the 'Good Start in Life' (GSIL) service-learning program to address growing gaps in all domains of child development. This study explores experiences and perceptions of ten speech pathology students who participated in this program as part of their clinical placement. Qualitative data was collected during focus groups. Data was transcribed and analysed in NVivo using thematic analysis. Four themes emerged: confidence in communicating, consolidation of course content, delivering services across the community, and student experiences of workload and supervision. The results highlighted the value of working across community settings to increase students' ability to adapt their communication in different contexts. Results indicate participation in the GSIL service-learning program supported student clinical competency development, suggesting that service-learning may be a suitable alternative to traditional clinical placements.

Most health-related educational programs are traditionally stressful. One of the most frequent academic stressors that students report is their gross anatomy experience. A variety of symptoms, including stress, anxiety, and emotional distress, have been reported among students in anatomy, particularly concerning working with anatomical donors. However, the literature remains sparse concerning what other stressors could contribute to the experiences of students in a donor-based anatomy course. Reports of stress are also common among students in non-donor dissection-based courses. This study aimed to investigate what stressors occupational and physical therapy students experienced in both the laboratory and lecture components of their anatomy course. A thematic analysis based on a descriptive phenomenological study was designed. This allowed the exploration of anatomy-related stress from the students' perspective as a phenomenon they experienced during their study. Thematic responses were categorized into laboratory and non-laboratory anatomy-specific stressors. Themes included dissection supervision, dissection group dynamics, emotional preparation, fear of death, condition of anatomical donor, anatomical donor's subcutaneous tissue, quality of dissection, previous anatomy experience, anatomical terminology, amount of information, teaching styles, fear of failure, self-directedness, and time constraint. Most stressors pointed to a course or curriculum issue and could be potentially modifiable. Knowledge of these stressors that students face could contribute to understanding the challenges in the study of anatomy from the student's perspective and contribute to future efforts in addressing these stressors.

The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.

In this study, we analyze undergraduate student responses in 1,364 surveys to better understand student reactions to online proctoring. We present findings regarding two aspects of student reactions to online proctoring: First, we assess whether students believe that the act of cheating in online exams diminishes the legitimacy of their courses; and second, whether students think online proctoring reduces cheating and enhances the perceived legitimacy of their course performance in the eyes of graduate schools or employers. Additionally, we explore how anxiety interacts with these student perceptions. The data collected in this study support the contention that cheating reduces perceived course legitimacy, and online proctoring minimizes cheating and increases perceived course legitimacy. Finally, the data shows that when asked if they would prefer to take their examinations in the classroom or with online proctoring, students who participated in this study said they would pick online proctored exams.

Interpreters are some of the most important people in the lives of our deaf and hard of hearing students, yet hiring and retention requirements are weak, variable, or nonexistent. Despite this, many school interpreters have become skillful and effective professionals driven by their desire for competence and sense of integrity. State employment standards, however, have created a national emergency regarding interpreting services for our students. Establishing and strengthening standards to ensure high quality interpreting services is an urgent need in public schools. This article is about what is happening in schools and what change is needed.

This scoping review explored university supervisors' roles, responsibilities, challenges, and changes over 70 years. Using the PRISMA-ScR method and 90 analyzed publications, the results yielded articles from every decade and from educator preparation programs across the United States. The findings highlight historical perspectives and controversies surrounding field supervision. These include influences throughout the decades from areas outside education, including psychology and business. Finally, recommendations for preparing and elevating the role of university supervisors are shared.

This study targets to investigate the opinions and perceptions of the online and distance learners regarding to online proctored exams. A qualitative case study was employed to explore views of the participants related to the online proctored exam practice. The data were collected from 69 undergraduate distance learners via an online form. A content analysis approach were employed to analyze the data. As a result of the content analysis three themes namely, satisfaction, dissatisfaction, and exam administration emerged. The findings indicated that while online and distance learners were satisfied with the online proctored exams as they are secure, convenient, accessible, and reliable they also dissatisfied because of the technical problems and surveillance. Furthermore, the results also revealed that the administration of the online proctored exams needs to be reviewed. It is hoped that the findings will pave the way for future applications and research on the design and implementation of online proctored exams. Implications and future research suggestions are discussed.

This study reports on the experiences students registered for a first-year, undergraduate English Studies module and English Studies lecturers had with the Invigilator app during an online examination in the first semester of 2023. Current research indicates that e-proctoring induces anxiety and uncertainty in students when they write online examinations. However, there is a paucity of research on the VUCA elements that the Invigilator app triggers in students and in lecturers during online examinations. The study was informed by a critical data surveillance framing, and it used convenience sampling to collect data through semi-structured interviews with seven lecturers (n = 7) for various undergraduate English Studies modules. Additionally, it employed purposive sampling to collect data from five (n = 5) email queries sent by five first-year, undergraduate English Studies module students to their lecturers when they experienced problems with the Invigilator app during their online examination. The findings indicate that lecturers and students struggled with the Invigilator app as an e-proctoring tool. Future research should focus on other less-invasive and better AI-proof assessment methods of maintaining academic integrity in online assessments.

The study aimed to (1) investigate the components and indicators of active learning instruction competency among elementary school teachers, (2) examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and (3) develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multistage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: (1) there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: (1) Designing of active learning management: comprising 6 indicators, (2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, (3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and (4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. (2) The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. (3) The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: (1) Planning, (2) Observation, (3) Reflection, and (4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

In this study, an alternative method of addressing the problem of high plagiarism in graduation theses is proposed, which results in low motivation among candidates as well as supervisors. Using international experience in training economics specialists, particularly those not commonly implemented in Kazakhstan, the researchers propose a new approach to graduate thesis preparation. This involves introducing the use of unstructured cases by candidates while ensuring alignment with university policies. This study compares two ways of organizing graduate thesis preparation, distinguishing between the traditional method and the method that utilizes case studies. The study conducted throughout 6 months covers 160 undergraduate students divided into two groups. Each group prepared and defended their graduate theses according to one of the models. Statistical analysis revealed that the model of thesis preparation using the case-based approach were more effective. The approach involving case study provided an improvement in both candidates' and supervisors' responsibility and advanced the professional skills contributing to employment upon graduation.

The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that orientations toward supervision for social justice can be characterized as "multicultural," "critical," "culturally responsive," or "anti-racist." This literature base described practices associated with supervision for social justice such as problematizing, storytelling, critical reflection, role-playing and rehearsals, and the use of professional learning communities. The identified literature also details challenges to supervising for social justice, including institutional barriers and power hierarchies, silence, or hesitancy with regard to conversations of race and racism, and the need for more research.

Due to the marginalization of supervision (Butler, et al., 2023; Nolan, 2022) and few frameworks to conceptualize supervision in teacher preparation, educational supervision of clinical experiences receives less attention and fewer resources, which perpetuates its marginalization. It is imperative that scholars develop additional theoretical models or constructs to improve the understanding and practice of supervision to elevate its status beyond technical helping. In this paper, we draw upon several sources in the instructional supervision literature to re-conceptualize commonly used images of supervisors in teacher education. In addition to traditional conceptions (The Critic, the Popular Parent, the Co-Inquirer), we 'introduce' two new images, The Advocate and The Contemplative, to reflect changes and movements in education. These images can serve as one theoretical model or construct to improve understanding and practice of supervision to elevate its status.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student's final grade in a course, and GPAs are used by employers and graduate schools to indicate a student's subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

Work-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external 'host' organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying academic, physical, and other capabilities. An inclusive workplace will seek to facilitate a positive and rewarding experience for all WIL students. Recent WIL literature has seen a strong focus on inclusive access to WIL. This article examines key elements that can contribute to host organizations providing an inclusive environment for students. Socio-cultural theories related to learning in the workplace are used as a theoretical lens. An Inclusive WIL Workplace Framework is proposed, highlighting principles, practices, and supervisor and co-worker characteristics, that can be utilized by workplaces to assess their inclusivity and address any gaps, and by students to understand the expectations of HEIs on host organizations.

COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.

A substantial percentage of international students are placed on academic probation each year. This study explored the challenges and resilience characteristics of Chinese international students placed on academic probation in their first year of college. Semi-structured interviews were conducted with nine probationary Chinese international students, and the data were analyzed using a thematic analysis approach. The results indicated that challenges with daily routine, reduced adult supervision, inadequate academic preparation, and limited participation in the application process were the main factors that contributed to their academic probation. Proactivity, independence, and flexible thinking were important resilience characteristics that may have helped students cope positively with stresses relating to academic probation. Targeted institutional support could be strengthened. Implications, limitations, and suggestions for future research are also discussed.

A homogeneous distribution of students in a class is accepted as a key factor for overall success in primary education. A class of students with similar attributes normally increases academic success. It is also a fact that general academic success might be lower in some classes where students have different intelligence and academic levels. In this study, a class distribution model is proposed by using some data science algorithms over a small number of students' dataset. With unsupervised and semi-supervised learning methods in machine learning and data mining, a group of students is equally distributed to classes, taking into account some criteria. This model divides a group of students into clusters by the considering students' different qualitative and quantitative characteristics. A draft study is carried out by predicting the effectiveness and efficiency of the presented approaches. In addition, some process elements such as quantitative and qualitative characteristics of a student, data acquisition style, digitalization of attributes, and creating a future prediction are also included in this study. Satisfactory and promising experimental results are received using a set of algorithms over collected datasets for classroom scenarios. As expected, a clear and concrete evaluation between balanced and unbalanced class distributions cannot be performed since these two scenarios for the class distributions cannot be applicable at the same time.

This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.

Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise.

Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for master's degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output.

This research aimed to: 1) investigate the components and performance indicators for organizing experiential activities that foster life skills among early childhood students, particularly those taught by teachers under the Office of the Basic Education Commission of Thailand; 2) examine the current state, desired state, and the needs of supervision models for teachers to develop experiential competency that promotes life skills in early childhood students; and 3) enhance the supervision models for developing experiential competency, specifically focusing on promoting life skills among early childhood students taught by teachers under the Office of the Basic Education Commission of Thailand. The research is divided into 3 phrases. Phase 1: examine the components and indicators, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: investigate the needs of the supervision models. The sample group comprises 320 early childhood teachers, selected through multi-stage random sampling using a questionnaire with a 5-level Likert scale. Phase 3: developing the supervision models. Nine qualified experts selected through purposive sampling examined the appropriateness of the supervision models. The data were collected through questionnaires, interviews, assessments, and observations. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: (1) The components and indicators of life skills serve as standards for teachers in organizing experiences that promote life skills for early childhood students. There are 5 components and 23 indicators, categorized as follows: 1) Decision-making with 5 indicators, 2) Problem-solving with 5 indicators, 3) Analytical thinking with 4 indicators, 4) Empathy with 4 indicators, and 5) Communication with 5 indicators. Overall, the proficiency level is rated as the highest. (2) The current state is rated as the highest, and the desired state is also at a high level. When assessing the needs of the supervision models, it is found that the component with the highest need is Component 3--Analytical Thinking. This is followed by Component 2--Problem-Solving, Component 4--Empathy, Component 1--Decision Making, and Component 5--Communication, with the lowest index of essential needs respectively. (3) The results of enhancing the supervision models for teachers to develop experiential competency that promotes life skills in early childhood students reveal that the supervision models encompasses five formats: 1) Preparation: Planning and development, 2) Strengthen Relationships and Increase Knowledge: Building relationships and expanding knowledge, 3) Knowledge into Practice: Applying knowledge into practice, 4) Reflection: Reflecting on outcomes for understanding, and 5) Evaluation: Quality measurement and assessment. These formats are deemed highly suitable, appropriate, and effective.

In this study, we looked at the competencies and practices of clinical supervisors' role in teacher education programs in Israel. The study encompassed two phases. The first was holistic and included multiple data sources. The second took place in real-life in schools. We opted for a smallscale qualitative embedded multiple-case study design. The findings reveal three patterns of clinical supervision. The first, the most prevalent, focused on the responsibility of the clinical supervisors exclusively for the pre-service teachers. The second was collaborative supervision of clinical supervisors and mentor-teachers. The third pattern, which was rarely found, was characterized as hybrid-supervision. We argue that the challenges of changing the relationships among all stakeholders and leading collaborative learning require a new definition of clinical supervisors as academia-school partnership leaders and a different paradigm of teaching and learning.

Quality in research supervision is one of the main concerns among the institutions and stakeholders today especially those involved in open and distance learning (ODL). This research examined the supervision experiences of postgraduate research candidates during different stages of research at the biggest open and distance learning institution of Pakistan. The study was based on mixed-method approach using sequential design (Quan[right arrow]qual). Survey was conducted from the postgraduate research candidates enrolled under the four different faculties of Allama Iqbal Open University, Pakistan. An adapted version of Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was administered along with autobiographical accounts of the research candidates selected through a multi-stage sampling design. The generated data were used to identify the supervision related experiences of research candidates with respect to the different personal and institutional factors. Further, to explore region specific supervision issues, their reasons with respect to the ethnic and cultural aspects focused group discussion was conducted at Provincial Head Quarters (PHQs) of the university. The findings implicated valuable academic and administrative adaptations for improving the quality of research supervision practices for open and distance learning institution.

This research analyzed and compared administrators' supervisory and teachers' pedagogical skills concerning quality education in Public and Punjab Education Foundation Funded Schools at the secondary level, in line with the Vision of Sustainable Development Goal 4 (SDG-4) by 2025 (Minimum Standards for Quality Education in Pakistan, 2016). The research employed a descriptive method and adopted a quantitative approach. For this study, 248 head teachers were selected from public schools and 126 from Punjab Education Foundation Funded Schools via simple random sampling, making a total sample of 374 respondents. Data were collected using a five-response Likert scale and analyzed with SPSS, including mean, standard deviation, t-test, and f-test to assess the difference between administrators' supervisory and teachers' pedagogical skills towards quality education in both school types. The study concluded that administrators in public secondary schools exhibited better academic and professional qualifications and that both administrators' supervision and teachers' pedagogical skills were superior in public schools. Additionally, public schools were more aligned with the Minimum Quality Standards for Schooling to meet the vision of Sustainable Development Goal 4 (SDG-4) by 2025 for quality education compared to Punjab Education Foundation Funded Schools. It is recommended that the heads of Punjab Education Foundation-funded schools enhance their supervisory skills, while teachers should improve their pedagogical skills to align with the vision of Sustainable Development Goal 4 (SDG-4) by 2025.

Background: Postdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, "misaligned expectations" are often touted as a key source of postdoctoral strife. Purpose/Hypothesis: This article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training. Design/Method: An embedded mixed-methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample of n = 118 postdoctoral scholars and n = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews with n = 29 postdoctoral scholars and n = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions. Results: LPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well-Rounded Mentor, Exemplar Mentor, and Leader-Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader-Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of "misaligned expectations" in postdoctoral literature. Conclusions: The mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars.

Online and computer-assisted learning have become widespread in the rapidly evolving education landscape. However, these learning modalities uniquely challenge academic integrity, escalating the potential for academic cheating. This systematic review used thematic and narrative syntheses to examine the relationships and the effects of self-doubt and self-regulation on academic cheating in online and computer-assisted learning environments. It involved a sample of 93 peer-reviewed empirical studies published between 1998 and 2023 across five electronic databases adhering to the principles of the PRISMA framework. Findings reveal that different emotional, motivational, and cognitive factors act as primary mediators, while the individual, situational, and environmental factors were significant moderators. These findings underscore the context-dependent and inconsistent effects of self-doubt and self-regulation on academic cheating. Notably, while self-doubt and self-regulation exert opposing influences on academic cheating, other factors, such as gender, culture, performance, feedback, peer pressure, and proctoring, significantly modify these effects. Hence, the relationship between self-doubt, self-regulation, and academic cheating in online and computer-aided learning is thus intricate and dynamic, depending upon various individual, situational, and contextual elements that shape students' motivation, emotions, and cognition. Therefore, this study contributes to the broader discourse on online and computer-aided learning by offering strategies to prevent and reduce academic cheating. Recommendations include promoting self-regulation, reducing self-doubt, focusing on specific mediators and moderators, and utilizing different resources and techniques to measure and identify academic cheating. The results underline the importance of a concerted, multi-faceted approach to upholding academic integrity in the era of digital learning.

This study focuses on the changes that doctoral education has experienced in the last decades and discusses the role of doctoral supervisors. The figure of doctoral supervisor continues to be a subject of much debate; therefore, the aim of this study is to provide a universal, global, and common definition that clearly establishes the roles and functions of doctoral supervisors. Employing a multi-method approach, the study utilized the perspectives of linguistic relativism and prototype theory to understand how linguistic and label diversity may influence the perception and approach to supervisory tasks. We examine a corpus of 55 different labels to refer to "doctoral supervisor." Data was collected from 116 countries, encompassing 47 different languages and 55 distinct labels from Europe, Africa, America, Asia, and Oceania, forming a unique corpus of information. The results reveal a total of 18 functions to be fulfilled by the doctoral supervisor. Additionally, the findings underscore the significance of linguistic influence in conceptualizing the functions associated with the supervisor in various cultural contexts and highlight the necessity for redefining the role of the thesis supervisor. The results hold potential benefits for doctoral schools and supervisors, serving as guidelines for standardizing the functions of the doctoral supervisor.

Unproctored and teacher-proctored exams have been widely used to prevent cheating at many universities worldwide. However, no empirical studies have directly compared their effectiveness in promoting academic integrity in actual exams. To address this significant gap, in four preregistered field studies, we examined the effectiveness of unproctored and teacher-proctored exam formats in deterring cheating behavior among university students and the role of academic integrity reminders. All four studies used a double-blind, randomized, controlled design. Before taking an exam, students were randomly assigned to take either an unproctored condition or a teacher-proctored exam, with or without receiving an academic integrity reminder. We found that the unproctored exam format is significantly more effective in reducing cheating than the teacher-proctored exam format and adding academic integrity reminders before the exams significantly reduces cheating. These findings demonstrate that incorporating unproctored exams and pre-exam academic integrity reminders into a university's assessment practices may be a useful strategy for reducing academic dishonesty and upholding assessment validity.