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Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.

Considering the importance of subject retrieval for scientific visibility, and the need to guide authors in self-archiving their papers in institutional repositories of university libraries, this study observed the patterns and strategies used by authors while indexing for keyword assignment. The study examined four categories of analysis: criteria for keyword assignment; use of controlled vocabulary for keyword assignment; understanding of the importance of keywords; and ordering criteria and function of assigned keywords. The study found that, while assigning keywords, authors: consider fundamental concepts for representing significant content of the text; act as domain expert indexers; and are unaware that keyword assignment is an indexing process that requires controlled vocabularies. The research suggests that institutional repositories implement a hybrid information representation and retrieval system to allow for both the representation of more specific subjects of knowledge domains, as well as controlled vocabulary indexing terms.

Selecting the right academic major significantly shapes an individual's future career path, making it a longstanding focus of research. The shift to online platforms, accelerated by the challenges posed by the coronavirus pandemic, has transformed counseling and guidance systems. Consequently, developing robust online support systems has become imperative for extending guidance to all students. This article introduces the design, development, and evaluation of "My Future Career," a multidimensional recommendation system (RS) crafted to aid students in navigating university and academic major selection decisions. The system relies on three key student-driven parameters: central university entrance exam scores, rankings, and occupational personality types, utilizing cosine similarity and normalized distance to align user and item profiles. Following the system's completion, an assessment was conducted using data from real users, revealing an impressive accuracy (hit rate 100%, precision 88%) in recommendations following the inclusion of contextual post-filtering features. The findings not only highlight the system's effectiveness but also underscore the positive user experience, as students express contentment with its ease of use and practical utility. The results emphasize the endorsement of expert's regarding the system's consistency (52%), relevance (96%), and acceptance (96%) in providing recommendations.

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research (k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

Amid concerns about creating internationally recognized world-class universities in China, this study aims to explore the factors that influence the selection of two prestigious universities in China, namely Tsinghua and Beida, by high school students. In light of concerns surrounding the establishment of globally renowned universities in China, this study applies Simon's Bounded Rationality Theory (Q J Econ 69(1):99-118, https://doi.org/10.2307/1884852, 1957, Models of bounded rationality, MIT Press, Cambridge, 1982) to examine the decision-making tendencies of students when faced with limited information. The study analyzes survey data collected from 10 senior high schools in Henan province. Our findings reveal that students lack clarity regarding Chinese universities and majors. Students' misconceptions about Tsinghua and Beida are linked to insufficient information and socially entrenched images of these two universities. Students' social environment may subtly influence their choice between Tsinghua and Beida, with different socioeconomic backgrounds resulting in varying expectations. Additionally, we identified enrollment strategies that impact high school students' choices. The study provides policy implications for Chinese elite universities and suggests that universities can enhance enrollment strategies by effectively promoting their institutions.

This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. The study focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunneling, or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked using a stationary eye tracker in a laboratory setting, and think-aloud data was collected. In the subsequent phase 2, participants were allowed to freely choose one YouTube video on a second topic of the above-mentioned ones while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making, e.g., as evidenced by a categorization of the study participants' arguments and thoughts voiced. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have been found to be significantly correlated with the videos' explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire including rating scale items support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching.

Translation, an ancient activity, has only been acknowledged as an independent discipline since the 1970s. Translation Studies was introduced as a program in Turkish higher education in the 1980s, with English translation and interpreting programs being the first to emerge. It was not until 2011 that the first program for training Arabic translators and interpreters was established at Kirikkale University. Subsequently, the same program was introduced in nine other universities. In this study, we explore the profiles of prospective Arabic translators and interpreters in ten Turkish universities offering undergraduate-level programs for Arabic translation and interpreting, focusing on various aspects such as gender, geographical location, educational background, high school type, academic ranking, foreign language test scores, program preferences, and post-graduation plans. Our findings indicate that female students show a greater inclination towards the program, with one-third of the students choosing the program in their city. Arabic translator-interpreter candidates mostly originate from the Central Anatolian Region, with one-third being recent graduates and another third being experienced ones. More than half of the students who enrolled in the program graduated from Imam-Hatip High School, and top-performing students are less inclined to select this program. On average, a language test score of forty-six is required for admission to the program. Finally, we found that students who completed the program often preferred programs related to Arabic language teaching and literature.

This glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially "fit" reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman's choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides - recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is "value neutral."

Publication selection bias undermines the systematic accumulation of evidence. To assess the extent of this problem, we survey over 68,000 meta-analyses containing over 700,000 effect size estimates from medicine (67,386/597,699), environmental sciences (199/12,707), psychology (605/23,563), and economics (327/91,421). Our results indicate that meta-analyses in economics are the most severely contaminated by publication selection bias, closely followed by meta-analyses in environmental sciences and psychology, whereas meta-analyses in medicine are contaminated the least. After adjusting for publication selection bias, the median probability of the presence of an effect decreased from 99.9% to 29.7% in economics, from 98.9% to 55.7% in psychology, from 99.8% to 70.7% in environmental sciences, and from 38.0% to 29.7% in medicine. The median absolute effect sizes (in terms of standardized mean differences) decreased from d = 0.20 to d = 0.07 in economics, from d = 0.37 to d = 0.26 in psychology, from d = 0.62 to d = 0.43 in environmental sciences, and from d = 0.24 to d = 0.13 in medicine.

Online courses for the professional development of workers in service is ever pervasive and continually growing. However, studies of teaching with technology are mostly conducted in K-12, pre-service, or higher education settings resulting in a lack of attention given to the professional development context. In addition, most studies tend to investigate learners instead of instructors, even though the latter are reportedly struggling in conducting online teaching. One of the struggles instructors face includes choosing effective technologically enhanced course types in line with the learning content. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly one in a government institution namely the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By analyzing curriculum documents followed by interviewing online instructors, the present study aimed to uncover practice-based considerations to guide the selection of course types for online courses. There were essentially three main course types at FETA: distance learning, web-based learning, and webinar courses, each suitable for various kinds of learning content.

Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students' motivation and learning behaviors. Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and interviewed. Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered so that students can develop their own interests in nonacademic areas. While the reform promoted some students' intrinsic motivation and mastery goals--that is, students reported their intention to develop interests and improve competences--some students made strategic decisions (e.g., avoiding choosing Physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests. Originality/Value: This is a timely study that provides insights into school changes and impacts on students' learning in a changing educational context. Implications for future research and practices are discussed.

Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students' options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options "produces" social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices "legitimates" social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant groups to blame nondominants as creating their own troubles through feckless choices. Purpose: This paper focuses on one particularly important realm of choice--higher education--because it has come to play a central role in the transmission and legitimation of social inequality. Four higher education choices are of particular interest: whether to enter higher education, which college to attend, what major to choose, and what modality to attend college (for example, part time versus full time or in person versus online). Analyzing this choice-making process, the paper focuses on the impact of inequitable access to high-quality information. Beyond analyzing how choice proliferation and information inequity join to produce and legitimate educational inequality, the paper lays out detailed recommendations for what can be done to reduce this inegalitarian impact. Research Design: The paper draws on a wide variety of social science literatures including sociology of education, critical race theory, behavioral economics, and cognitive and social psychology. More particularly, the paper synthesizes sociology of education research inspired by Pierre Bourdieu and work drawing on critical race theory. Although there are major tensions between these two bodies of work, they can be fruitfully combined to both illuminate and overcome the ways information inequity produces and legitimates educational inequality. Recommendations: To reduce the role of information inequity in producing and legitimating educational inequality, the paper recommends four strands of change. One strand involves providing high-quality information more equitably through restructured and much more pervasive school counseling and other forms of information provision during middle school, high school, and higher education. A crucial component of this more equitable information provision is drawing on the community cultural wealth of nondominant communities. Second, it is important to design an "architecture of choice" that simplifies choice making and nudges students toward better choices by such means as simplifying the financial aid process, improving credit articulation for community college transfer students, and building guided pathways through college. A third strand involves reducing the harms of suboptimal choices by creating the means to monitor student progress and intervene when students might or actually do go off course. Finally, because suboptimal choices will still occur, it is important to enlighten student choosers and their observers about how choice making under conditions of information inequity produces and legitimates social inequality and to empower them to combat that stratified and stratifying process.

Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities -- influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity.

The significance of harm to the life and development of victims results from the deprivation of certain goods and the violation of their dignity. The experience also impacts the decisions made by the victims regarding the perpetrators and others and, thus, their moral development. In this article, the relationship between the forgiveness and moral reasoning of victims of harm to life is discussed and the unusual and controversial thesis is proposed: Forgiveness is a condition for making morally good decisions. Consequently, from the perspective of victim morality, forgiveness can be considered not as an act of supererogation, but as a necessary act. To confirm this thesis, the misconceptions about forgiveness, which blur the lines between forgiveness and acts such as excuse and pardon, are discussed. Thereafter, how forgiveness conditions the moral reasoning of the victims is shown.

Choosing a course of study is one of the most consequential decisions a university student will make. While there is considerable literature investigating how personality influences students' choice of discipline, there is currently no evidence about how students cluster in disciplines relative to their civic-mindedness. This is an important gap in knowledge for faculty and staff who are increasingly implementing programmes and curricula aimed at developing civic-mindedness. Using data from a survey conducted at a single Dutch university (N = 1514) conducted prior to the start of first-year students' undergraduate studies, we estimated a confirmatory factor analysis model to measure two constructs related to civic-mindedness, Service Motivation and Civic Efficacy, and personality traits included in the five-factor model. We present distributions of these traits across disciplines of study and show large differences between disciplines in both measures of civic-mindedness. We also found that a model including personality, Service Motivation and Civic Efficacy explained a small, but non-trivial (six percent) amount of the variation in discipline selection. A better understanding of the distribution of civic-mindedness across disciplines will help educators and policy makers develop types of civic education that are better suited to the heterogeneity of today's student population.

Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N = 189, 49% girls, mostly White, data collection: 03.2021-09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals.

Information can be conveyed via multiple channels such as verbal and gestural (visual) channels during communication. Sometimes the information from different channels does not match (e.g., saying right while pointing to the left). How do addressees choose which information to act upon in such cases? In two experiments, we investigated this issue by having participants follow instructions on how to move objects on the screen. Experiment 1 examined whether people's choice of channel can be altered by feedback favoring either the verbal or the gestural channel. In Experiment 2, there was no feedback and participants were free to choose either channel. We also assessed participants' verbal and visuospatial working memory capacities. Results showed that, when faced with contradicting information, there is a natural bias at the group level toward relying on the verbal channel, although this bias can be temporarily altered by probabilistic feedback. Moreover, when labels were shorter and of higher frequency, participants relied more on the verbal channel. In the absence of feedback, the capacity of individuals' visual, but not verbal, working memory determined reliance on one channel versus the other. Collectively, these results show that information selection in communication is influenced by group-level biases, as well as the properties of items and characteristics of individuals.

The National School Lunch Program (NSLP) is a federal program that provides free and reduced priced lunch to millions of low-income children in urban schools. Empirical research shows mixed results on the physical and nutritional health of urban students participating in the program. However, a considerable limitation of this literature is that it focuses on student participation in the NSLP rather than what students consume when they receive a school lunch. By directly collecting a random of sample of school lunches, we analyze the nutritional content of both selected and consumed school lunches (n = 141) at a Title I middle school in a large US city. Results indicated that the food items that students select for school lunch are low in nutrients and high in sugar. Furthermore, food that students ultimately consumed during lunch had even lower nutritional value while consumption of sugar remained high. Future research is needed to investigate school-based interventions that leaders can deploy to foster healthy eating in urban schools.

As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers' repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship between primary teachers' attitudes towards student-choice (minimal, emergent, and planned) and their science teaching efficacy beliefs and reported science teaching practices. A sample of 206 Australian primary teachers responded to a digital quantitative survey comprised of items that included professional demographics, the Science Teaching Efficacy Belief Instrument A (STEBI-A), science teaching approaches, and student-choice in science teaching. Descriptive statistics, T-tests, ANOVAs and Chi Squares were used in data analysis. The results showed that teachers who reportedly embraced student-choice were more efficacious and reported more expansive arrays of science teaching approaches than those who purported to minimise choice. Although there is a need for follow-up proximal research to elucidate these findings, some speculative interpretations and recommendations are discussed.

In recent years, the discipline of statistics has begun reckoning with its difficult history. Institutions are reconsidering names that have honored key historical figures in statistics who have deep ties to eugenics movements and racial and class prejudice. These names, however, continue to appear in our classrooms, where we teach the methods created by these individuals, raising the question of how instructors should address their legacies. Three examples of famous statisticians and their work - Francis Galton's use of conditional probabilities to demonstrate "hereditary talent," Karl Pearson's attempt to quantify the intelligence of Jewish immigrant students, and Ronald A. Fisher's creation of the analysis of variance to de-emphasize environment in human development - highlight the intimate ties between statistics and eugenics. These examples, along with a discussion of the context of these men, eugenics movements, and the statisticians and scientists who opposed their eugenic programs, can humanize the field for students, teach them about the challenges in accurate and unbiased data collection and analysis, and connect historical mistakes to contemporary ethical issues. Confronting this history in the classroom can both improve the teaching of the statistical methodologies themselves and begin a broader conversation about the role of statistics in the world. Supplementary materials for this article are available online.

This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the mathematics teachers' specialized knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process.

The aim of this study was to examine gender stereotyping by pre-school children in selecting a picture book cover and assigning gender to animal characters in illustrations. We aimed to explore which gender children would assign to bear characters, when these are portrayed in different more or less gender stereotyped activities, occupations or emotional states. Furthermore, we analysed the criteria on which the children based their decision. The sample included 71 children aged 5-6 years. The findings showed that children's selection of their favourite cover was consistent with gender stereotypes; most children picked the cover stereotypical of their gender. Similarly, the children's assigning of gender to bear characters was consistent with gender stereotypes as well. The criteria they used when determining gender of a bear character could be categorized into three broader categories referring to the appearance of the bears; colours used and gender roles present in child's environment.

Extension for Community Healthcare Outcomes (Project ECHO) is a telementoring program for health professionals that uses adult learning techniques and interactive video technology to connect distal community providers with specialist and multidisciplinary teams in real-time collaborative sessions. We examine the adoption, implementation, and sustainability of ECHO programs at four academic medical centers through case studies based on structured interviews. The study and its analysis are informed by the Diffusion of Innovation theory and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. We found that early adopters became aware of ECHO by chance and were persuaded through observations to adopt ECHO. Finding a home for ECHO was an important initial adoption decision. Five context factors influence the implementation of ECHO: Funding, networks, staffing processes, leadership, and individual characteristics of staff. Sustainability requires ongoing funding, which itself may rely on evidence of outcomes. Findings from this study can inform the implementation of Project ECHO at other academic medical centers and extend to decisions to adopt, implement, and sustain similar telementoring programs designed to close the research-practice care gap between communities and academic medical centers.

The purpose of this study was to identify differences in the length of attention in 2-year-olds across three teaching conditions. A total of 49 2-year-olds were observed within their childcare classrooms. The child's regular classroom teacher was asked to select three highly preferred toys to use in offering the child choices within the teaching conditions of adult presentation (one toy) and adult choice (two toys); the child was given the instruction to "go play" during the child choice condition and could select from any material in the classroom. Children's attention in the adult choice condition was significantly longer. Results from the present study highlight the importance of a highly skilled teacher who has knowledge of child development and an understanding of individual child preferences.

Over the past decade, there has been an urgent calling for the improvement of teaching and learning of mathematics. At that same time, research has provided promising findings in the value of self-regulation and choice on learning for student achievement. With the ever-increasing availability of resources for educators to support student learning, this study explores student motivation, learning strategies and learning associated with student choice in a blended learning environment. A quantitative quasi-experimental designed study revealed no significant difference in student motivation, learning strategies, or mastery of geometry content between groups of students.

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.

The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly White adults from a Western university (N = 89) and children aged 9-14 years old recruited nationwide (N = 87). Participants completed an associative recognition task during which they memorized items worth varying point values under one of three feedback conditions (point feedback, memory-accuracy feedback, or no feedback). Developmental differences emerged such that children were most likely to selectively remember high-value items when receiving memory-accuracy feedback while adults were most selective when receiving point-based feedback. Furthermore, adults had more accurate metacognitive insight into how value impacted performance. These findings suggest developmental differences in the effects of feedback in value-based remembering and the role of metacognition.

The basis for mastering neurophysiology is understanding ion movement across cell membranes. The Electrochemical Gradients Assessment Device (EGAD) is a 17-item test assessing students' understanding of fundamental concepts of neurophysiology, e.g., electrochemical gradients and resistance, synaptic transmission, and stimulus strength. We collected responses to the EGAD from 534 students from seven institutions nationwide, before and after instruction. We determined the relative difficulty of neurophysiology topics and noted that students did better on "what" questions compared to "how" questions, particularly those integrating concentration gradient and electric forces to predict ion movement. We also found that, even after instruction, students selected one incorrect answer, at a rate greater than random chance for nine questions. We termed these incorrect answers attractive distractors. Most attractive distractors contained terms associated with concentration gradients, equilibrium, or anthropomorphic and teleological reasoning, and incorrect answers containing multiple terms were more attractive. We used X[superscript 2] analysis and alluvial diagrams to investigate how individual students moved or did not move between answer choices on the pre- and posttest. Interestingly, students selecting the attractive distractor on the pretest were just as likely as other incorrect students to move to the correct answer on the posttest. In contrast, of students incorrect on both the pre- and posttest, students who selected the attractive distractor on the pretest were more likely to stick with this answer on the posttest than students choosing other incorrect answers. Combining the EGAD results with alluvial diagrams can inform neurophysiology instruction to address points of student confusion.

In this paper is proposed a straightforward model selection approach that indicates the most suitable count regression model based on relevant data characteristics. The proposed selection approach includes four of the most popular count regression models (i.e. Poisson, negative binomial, and respective zero-inflated frameworks). Moreover, it addresses two of the most relevant problems commonly found in real-world count datasets, namely overdispersion and zero-inflation. The entire selection approach may be performed using the programming language R, being all commands used throughout the paper available for practical purposes. It is worth mentioning that counting regression models are still not widespread within the social sciences.

Adaptive spacing algorithms are powerful tools for helping learners manage their study time efficiently. By personalizing the temporal distribution of retrieval practice of a given piece of knowledge, they improve learners' long-term memory retention compared to fixed review schedules. However, such algorithms are generally designed for the pure memorization of single items, such as vocabulary words. Yet, the spacing effect has been shown to extend to more complex knowledge, such as the practice of mathematical skills. In this article, we extend three adaptive spacing heuristics from the literature for selecting the best skill to review at any timestamp given a student's past study history. In real-world educational settings, items generally involve multiple skills at the same time. Thus, we also propose a multi-skill version for two of these heuristics: instead of selecting one single skill, they select with a greedy procedure the most promising subset of skills to review. To compare these five heuristics, we develop a synthetic experimental framework that simulates student learning and forgetting trajectories with a student model. We run multiple synthetic experiments on large cohorts of 500 simulated students and publicly release the code for these experiments. Our results highlight the strengths and weaknesses of each heuristic in terms of performance, robustness, and complexity. Finally, we find evidence that selecting the best subset of skills yields better retention compared to selecting the single best skill to review.

Water, particularly in the lives of Black Americans, has historically been characterized by its danger, offering up notions of fear, horror, and death. Ironically, Black children's schooling experiences regarding "literature" have been described similarly. Throughout this essay, I take up Sharpe's (2016) wake work and King's (2019) black shoal as I detail my own experiences with water alongside my reading journey. I explicate how both reading and water can and have served as sites of trauma "and" healing and what that can tell us about how, as educators of Black children, we might more meaningfully think about the texts we select for students and how we teach them. I conclude with three texts and accompanying questions that may provide educators with an entrée into discussing the healing nature of water with Black students.

Increased food selectivity among children with autism spectrum disorder may lead to nutritional inadequacy. We designed this study to examine the prospective relationship between autistic traits in children and subsequent nutrient intake in later childhood and whether this relationship changes over time. We utilized longitudinal data obtained at two time points from the Shika study, an ongoing population-based study conducted in a rural area of Japan. Participants were 759 Japanese children aged between 7 and 12 years at baseline and between 10 and 15 years in the follow-up. The results obtained showed relatively lower intakes of sodium, calcium, magnesium, iron, vitamin D, vitamin B2, and vitamin B12 among children with than without autistic traits. Interactions were observed among autistic traits and time points for iron, vitamin B2, folic acid, and pantothenic acid. The results of this study suggest the importance of screening the nutrient intake of children with autistic traits across childhood in order to reduce the risk of restricted intake.

The purpose of this study is twofold: to examine the curriculum structure for instructional leaders' training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders' recruitment, selection and retention strategies. Unstructured interviews were made with purposely selected thirty-one (31) interviewees until information saturates. Hence, the perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. The data analysis and presentation was made based on the major themes identified as purposes of the study. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum's lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives.

Students' degree choices are often made without an achieved vocational identity. In fact, some students perceive a discrepancy between their ambitions and their university course choices. In this preliminary study, I employed the interpretative phenomenological analysis approach to study the experiences of two master's degree economics students enrolled in two Italian universities. The aim was to understand the students' perception of emotional costs associated with the discrepancy between their vocational identity and their university degree choices. Five themes, regret, disappointment, selfishness, the influence of family/teachers and job opportunities emerged from the interpretation. The emotional cost of wrong degree choices hindered the students' process of overcoming their psychosocial crises. Finally, recommendations were made for providing counselling services in secondary schools.

The purpose of this study is to investigate how Harmony Public Schools' (HPS) ' Class of 2024 high school students' current selves (high school experience, math and science efficacy, parent, and teacher expectations) affect to possible future selves (i.e. choosing a science, technology, engineering, and mathematics [STEM]-major in college). 1464 tenth grade students participated in the study. We utilised logistic regressions for the study. It was found that males are 1.9 times more likely to consider STEM majors in college. African American students are least likely to choose STEM majors compared to all other ethnicities. Students who had STEM professional relatives are more likely to choose a STEM major in college. Students with higher self and parent encouragements are 1.2 and 1.3 times more likely to select a STEM major after graduation, respectively. Students with more STEM club participation, more STEM competitions (e.g. science fairs, mathematics Olympiads etc.), and higher GPA scores are more likely to plan majoring in STEM areas in college compared to less of each. Finally, students with higher math self-efficacy and science self-efficacy scores are 1.3 and 1.5 times more likely to choose a STEM-related area in college compared to students with lower math and science self-efficacy scores.

Pregnancy is a frequently applied exclusion criteria for many forms of research. Common justifications for this exclusion include the potential for teratogenicity, as well as the potential for physiologic changes in pregnancy to impact the research itself. The systematic exclusion of pregnant persons from clinical studies has created a significant gap in knowledge regarding medication safety and efficacy in pregnancy, which continues to cause significant harm to pregnant persons in need of medical therapy. To produce meaningful data and facilitate effective knowledge translation to the clinical setting, special consideration to the pharmacology of pregnancy, as well as to outcomes of concern for this population is essential. The exclusion of pregnant participants from research is not ethically justifiable, as it violates the principles of autonomy, justice and nonmaleficence. While the inclusion of pregnant patients in research presents it's own challenges, with appropriate methodological, ethical, and clinical considerations, we may be able to narrow the knowledge gap and improve drug availability and safety for pregnant patients and their children.

Scholarship on multimethod case selection in the social sciences has developed rapidly in recent years, but many possibilities remain unexplored. This essay introduces an attractive and advantageous new alternative, involving the selection of extreme cases on the treatment variable, net of the statistical influence of the set of known control variables. Cases that are extreme in this way are those in which the value of the main causal variable is as surprising as possible, and thus, this approach can be referred to as seeking "surprising causes." There are practical advantages to selecting on surprising causes, and there are also advantages in terms of statistical efficiency in facilitating case-study discovery. We first argue for these advantages in general terms and then demonstrate them in an application regarding the dynamics of U.S. labor legislation.

Purpose: This study aims to understand in what way international cooperation between universities and/or firms can be seen as a vehicle in the transfer of knowledge and innovation for implementation of environmentally sustainable practices. Design/methodology/approach: To do so, a qualitative approach was adopted, resorting to the case study method: the "EdgeWise" project. Data were obtained from interviews, documentation provided by partners and observation, and the content analysis technique was also used. Findings The results lead to the conclusion that this type of international cooperation is supported by solid dimensions, such as knowledge transfer and appropriate choice of partners. In addition, the dimension related to organisational culture is not considered a barrier in the cooperation process studied here, but rather as a form of learning among partners. Practical implications: The empirical evidence suggests that it will add value to the understanding of the various issues surrounding resources (water and energy) that differ from country to country. However, the administrative-bureaucratic dimension is identified as a barrier to this type of cooperation/project, with its analysis being suggested for future studies. Originality/value: This innovative study shows that the literature and the case study made identified various dimensions; motivations, barriers and drivers, of knowledge transfer, choice of partners and organisational culture. In addition, this study contributes for international universities-firms cooperation in sustainability area.

Although advising relationships are key for doctoral student success, little research has addressed how they form. Understanding the formation of advising relationships can help contextualize their later development and ultimately support a student's decision to persist in the doctorate. To understand relationship formation, the purpose of this qualitative study is to identify and describe the types of advisor-advisee selection processes that exist in engineering, science, and math doctoral programs and examine patterns across disciplines within those fields. We conducted interviews with doctoral program directors and engaged in document analysis of graduate student handbooks from 55 doctoral programs in the aforementioned fields in high research institutions across the United States. Using principal-agent theory as a theoretical lens, our findings showed that engineering programs tend to decentralize the advisor selection process by funding students across different funding sources upon enrollment. Contrariwise, science and math programs tended to fund all students in a cohort from a common funding source, which allowed students to have more time to gather information, meet, and select an advisor. These findings also show important nuances when comparing graduate education in these programs that directly impact the doctoral student experience and reiterates the necessity to study these fields separately.

Cognitive control (also referred to as executive functions) corresponds to a set of cognitive processes that support the goal-directed regulation of thoughts and actions. It plays a major role in complex activities and predicts later academic achievement. Importantly, while growing up, children are progressively transitioning from engaging cognitive control in an externally driven fashion, i.e., relying on external guidance, to exerting it self-directedly, i.e., autonomously determining when and how to engage it. Although growing self-directedness in cognitive control engagement is critical to autonomy gains during childhood, relatively little is known about the underlying cognitive mechanisms. Incorporating previous main proposals in cognitive control development, we propose that self-directed control development is driven by the ability to identify relevant goals, facilitated through accumulated knowledge on how to engage cognitive control with age. Importantly, we argue that there are two key processes that are part of successful goal identification: context-tracking and goal selection. We argue that most developmental changes are linked to context-tracking as the demands on this process are particularly high in self-directed situations. We then derived main predictions from this theoretical model as well as promising future directions.

To evaluate how Advanced Placement (AP) courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in twenty-three schools that had not previously offered the course. We find no AP course effects on students' college entrance exam scores (SAT/ACT). As expected, AP course-takers are substantially more likely to take the AP exam than their control group counterparts. At the same time, treatment group students opt out of the exam at very high rates and most do not earn a passing score on the AP exam. Though less precisely estimated, the results also suggest that taking the AP course increases students' aspirations to attend higher-quality colleges but does not lead to enrollment in such institutions.