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This quasi-experimental study aimed to investigate the effect of polite corrective feedback (CF) on Iranian EFL learners' immediate and delayed grammatical accuracy. The participants included a convenient sample of 60 intermediate male/female EFL learners (four 15-member groups) selected from a private language institute in Tabriz. After the researcher ensured the homogeneity of the participants, a researcher-made multiple-choice pre-test on present and past English tenses was administered. Later, the first and second experimental groups were treated with +Polite Explicit Feedback (in the form of elicitations) and +Polite Implicit CF (in the form of recasts), respectively while the control groups were provided with -Polite Feedback of the same forms. Following the assessment of the learners' oral grammatical accuracy immediately after the treatment (uptake), a multiple-choice post-test was administered two weeks after the immediate post-test to assess their delayed recall. The independent samples t-test and ANCOVA conducted on the pre-test, immediate learning scores, and delayed post-test scores indicated that, although polite CF in both groups had a significant effect on learners' grammatical accuracy, +Polite Explicit Feedback had a more significant effect on participants' performance than -Polite Explicit Feedback and +Polite Implicit Feedback. The results underscore the significance of integrating politeness element into CF discourse, bearing implications for educational planners, materials developers, and EFL instructors.

Students who are educated by schools in rural areas experienced challenges around the world even before the COVID-19 pandemic, such as lack of resources and inadequate infrastructure (Çiftçi & Cin, 2018; Dube, 2020). The COVID-19 pandemic drew attention to the inequities of the conditions facing students in rural areas (EDC, 2020). These unique challenges were evident for those serving low-incidence disability populations, such as those children with visual impairment. There are unique challenges in providing support to students and their families with visual impairments in rural areas of the country. Those challenges included need for additional supports in technology, internet infrastructure, funding, and full access to accessible materials. Concerns over the health and well-being of teachers and students with visual impairments were also expressed as concerns but was not unique for teachers of students with visual impairments in rural areas.

In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores -- sorted from the highest, which means the most important factor, to the lowest -- are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.

Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.

This article describes a piloted approach to responsive lesson planning and lesson reflection that centers the motivation of both teachers and students in public school settings. Anchored in the African philosophical approach of Sankofa and Self-Determination Theory, the tools and practices described encourage strategic reflection while considering the basic psychological needs of both children and adults. Special Education teachers in Washington, DC employed a Lesson Internalization co-planning tool and found it aligned the paired teachers and filled gaps in the social-emotional and support needs for their students not captured by traditional lesson planning formats. General education teachers in the Bronx utilizing a responsive post-lesson reflection tool were able to adeptly pinpoint problem areas in delivered lessons, identify differences in causes of struggles between different sections of students, and even replace a traditional approach to behavior intervention for a student. Crucially, the practices were found to be fully internalizable and did not unduly add to the planning or reflection workload or time commitment for the teachers. The successes found in these pilots suggest the potential for a broader application of motivation-centered approaches in other aspects of school including conflict resolution, teacher evaluation, coaching, hiring practices, and professional development.

This literature review explores the effectiveness of self-regulated learning (SRL) practices in public school classrooms as a means of improving student engagement, motivation, and academic success. Data was gathered from a collection of peer-reviewed articles on varying topics as they relate to self-regulated learning and student engagement, specifically the concepts of student choice, intrinsic motivation, self-efficacy, and authentic learning. Overall findings indicate that classrooms focused on supporting students' self-regulated learning processes enhance students' levels of engagement.

This study investigates the application of the fuzzy logic method for scoring open-ended items, specifically comparing its effectiveness against traditional scoring methods. Utilizing the fuzzy TOPSIS method within the mathematics domain, this research established seven criteria for evaluating open-ended responses, developed in consultation with three experts. Due to constraints imposed by the pandemic, the study did not proceed with a real-world application; instead, it simulated data for 25 students to compare the rankings derived from traditional and fuzzy logic methods using the MS Excel program. The research produced three distinct rankings using the conventional method and analyzed the correlation between these rankings and those generated by the fuzzy TOPSIS method, employing the Spearman rank correlation coefficient. The findings reveal a significantly positive correlation between the rankings obtained through traditional methods and those acquired via the fuzzy logic approach, suggesting the latter's potential as an effective alternative for evaluating open-ended responses.

Waste, a byproduct of human activity, can cause environmental pollution if released without proper processing. It can accumulate in piles, disturbing natural beauty and emitting unpleasant odors. The aim of this research is to from the students to care about the environment by learning with the Bubble Wrap Recycling Project, Used Plastic and Patchwork. The method of this project is a structured experiment. Common waste includes bubble wrap, plastic, and rags from the convection industry. A student project in an environmental science course involved recycling these materials into sitting pillows. Three variants were tested: 10% bubble wrap, 10% plastic waste, 80% patchwork, 15% bubble wrap, 15% plastic waste, 70% rags, and 20% bubble wrap, 20% plastic waste, 60% rags. The pillow's comfort was measured using a Linkert scale of 1-5. The results showed that the pillow measures 40cm. Recycling is a way to promote environmental care and awareness. Cooperation from educational agents, such as supervisors, leaders, and lecturers, is needed to increase students' environmental awareness. This includes examples of good environmental actions in daily routines, such as disposing of waste and implementing 3R practices.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < [alpha] = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Designing effective literacy interventions is a primary topic of importance in educational law, research, and practice (IDEA, 2004; International Dyslexia Association, 2020). The purpose of this article is to examine inclusive approaches to literacy instruction and reading comprehension for students with autism that in turn supports instructional access within inclusive general education classrooms. This conceptual framework for this article is teaching for: a) inclusive mindset and pedagogy, rooted in social justice and with a presumption of competence for all learners and b) disability studies in education to welcome innate student variation and understand the structural elements that lead to marginalization in schooling. As applied to this article, these conceptual frameworks help in understanding how space can be made to widen the literacy instructional access for students with autism within inclusive general education. The connection between inclusive strategies and examples of practice connected to Universal Design for Learning principles are explored and connects these with effective and evidence-based practices for students with autism in the research. Expanding access to literacy experiences for students with autism ensures this research to practice praxis in inclusive general education classrooms.

As a formative assessment procedure, self-assessment aims to converge learners' and teachers' views in assessment. Hence, reducing the perceptual mismatches between the learners' and the teachers' assessments would positively affect the learning process. For this aim, the present study investigated to what extent the learners' assessment of their writing before and after being provided with a list of rating criteria, agrees with that of their teachers. Therefore, a body of six EFL writing teachers and 27 EFL learners participated in this study. The learners were asked to rate their writing before and after receiving the rating criteria developed by the researchers. The teachers also rated the students' writings following the same criteria. The obtained results showed a significant difference between the students' scores on the first and second assessment occasions. The teachers' and the students' assessments on the second time also were found to significantly correlate. Moreover, the analysis of the students' comments showed that while they rated their writing on some limited aspects of writing in the first rating occasion, they assessed their essays using more components in the second assessment phase. Overall, the findings revealed that providing the learners with rating criteria would not only reduce the perceptual mismatches between the students' and the teachers' assessment but promote a more democratic classroom assessment. The findings of the study reduce the complexity of self-assessment practice by narrowing the perceptual gap between the students and the teachers.

Literary discussions are widely utilized in education, yet their profound impact on students' comprehension requires in-depth exploration. This paper delves into the influence of literary discussions on student comprehension and examines how these discussions can enhance students' understanding and analytical skills. Through literature reviews and case analyses, this study investigates teaching strategies, student engagement levels, classroom ambiance, and other factors involved in literary discussions, revealing the potential mechanisms through which literary discussions influence student comprehension. The paper explores variations in the application of literary discussions across different types of literary works (novels, poetry, drama, etc.) and their relationship with students' creative thinking. Finally, the paper provides recommendations to assist educators in effectively utilizing literary discussions to enhance students' comprehension skills. Students must have the opportunity to discuss literature in ways that provoke deep thought and meaning from each work they encounter. Therefore, English Language Arts teachers and instructors must be creative in finding unique ways in which they encourage their students to experience and respond to literature. This paper discusses a variety of strategies to implement in virtual and in-person classrooms, such as Socratic seminar, Teacher-led as a facilitator, Teacher-led as a promoter of diverse perspectives, Using student-generated discussion questions whole class, Using student-generated discussion questions in small groups, Using Close-ended questions, Using Open-ended questions, Inquiry-based, Making real-world connections to the literature, Literature Circles. These literary discussion strategies can be used for both fiction and nonfiction literature.

The rapid development of artificial intelligence and large language models (LLMs) has led to significant advancements in applying machine learning techniques across diverse disciplines, including educational science research. This study investigates the potential of LLMs like ChatGPT for qualitative data analysis, focusing on open, axial, selective coding, theme or pattern identification, and inter-rater reliability. Our findings indicate promising capabilities of ChatGPT in open coding, demonstrating accurate categorization of qualitative data. However, axial coding posed challenges due to the model's limited understanding, which was partially addressed by refining prompts based on ChatGPT's interpretation. ChatGPT also showed competence in selective coding and theme or pattern identification, providing additional insights. For inter-rater reliability, ChatGPT's performance varied across datasets, with improvements observed when providing contextual information. It is important to note the limitations and variability of LLMs such as ChatGPT, which is in public beta and subject to potential limitations in usage and reliability. Our study demonstrates ChatGPT's potential for coding and inter-rater reliability. Improved results are achieved with refined prompts and utilising ChatGPT's own definitions. The adoption of LLMs for qualitative analysis requires further exploration, including addressing algorithmic bias and the potential for inaccurate responses. Validation techniques are crucial in mitigating these risks.

Scholarship on international students shows that despite university policies designed to create a welcoming atmosphere, international students still face social challenges. This paper applies the capabilities approach to reveal mechanisms that facilitate or constrain the social inclusion of married international graduate students. For married international graduate students, the personal factors (their level of study and marital status) bring with structural factors (e.g., visa policies, healthcare policies, cultural and linguistic barriers), which in combination lead to social exclusion. With one university case study, including original survey and interview data, we unpack these intertwined processes and find that married graduate students' social relation and network patterns significantly differ from single graduate students and undergraduate students. They are less likely to attend campus events, interact with their colleagues, and interact with friends from other countries. As such, we challenge the conventional wisdom that access to higher education alone leads to social inclusion.

Bayesian Knowledge Tracing (BKT) is a popular interpretable computational model in the educational mining community that can infer a student's knowledge state and predict future performance based on practice history, enabling tutoring systems to adaptively select exercises to match the student's competency level. Existing BKT implementations do not scale to large datasets and are difficult to extend and improve in terms of prediction accuracy. On the other hand, uninterpretable neural network (NN) student models, such as Deep Knowledge Tracing, enjoy the speed and modeling flexibility of popular computational frameworks (e.g., PyTorch, Tensorflow, etc.), making them easy to develop and extend. To bridge this gap, we develop a collection of BKT recurrent neural network (RNN) cells that are much faster than brute-force implementations and are within an order of magnitude of a fast, fine-tuned but inflexible C++ implementation. We leverage our implementation's modeling flexibility to create two novel extensions of BKT that significantly boost its performance. The first merges item response theory (IRT) and BKT by modeling multidimensional problem difficulties and student abilities without fitting student-specific parameters, allowing the model to easily generalize to new students in a principled way. The second extension discovers the discrete assignment matrix of problems to knowledge components (KCs) via stochastic neural network techniques and supports further guidance via problem input features and an auxiliary loss objective. Both extensions are learned in an end-to-end fashion; that is, problem difficulties, student abilities, and assignments to knowledge components are jointly learned with BKT parameters. In synthetic experiments, the skill discovery model can partially recover the true generating problem-KC assignment matrix while achieving high accuracy, even in some cases where the true KCs are structured unfavorably (interleaving sequences). On a real dataset where problem content is available, the skill discovery model matches BKT with expert-provided skills, despite using fewer KCs. On seven out of eight real-world datasets, our novel extensions achieve prediction performance that is within 0.04 AUC-ROC points of state-of-the-art models. We conclude by showing visualizations of the parameters and inferences to demonstrate the interpretability of our BKT RNN models on a real-life dataset.

Recent advances in Artificial Intelligence (AI) have brought society closer to the long-held dream of creating machines to help with both common and complex tasks and functions. From recommending movies to detecting disease in its earliest stages, AI has become an aspect of daily life many people accept without scrutiny. Despite its functionality and promise, AI has inherent security risks that users should understand and programmers must be trained to address. The ICE (integrity, confidentiality, and equity) cybersecurity labs developed by a team of cybersecurity researchers addresses these vulnerabilities to AI models through a series of hands-on, inquiry-based labs. Through experimenting with and manipulating data models, students can experience firsthand how adversarial samples and bias can degrade the integrity, confidentiality, and equity of deep learning neural networks, as well as implement security measures to mitigate these vulnerabilities. This article addresses the pedagogical approach underpinning the ICE labs, and discusses both sample activities and technological considerations for teachers who want to implement these labs with their students.

The current review aimed to evaluate the effectiveness of behavior-analytic procedures in increasing face mask-wearing in autistic individuals. This comes following recommended guidance during the COVID-19 pandemic. A systematic review and meta-analysis were completed of peer-reviewed and grey literature. Six databases were searched and seven studies using single-case experimental designs met the eligibility criteria which were then quality appraised. Data were extracted on participant characteristics, study design, independent and dependent variables, fidelity, generalization, maintenance, and social validity outcomes. Both the non-overlap of all pairs and Baseline Corrected TAU were used to estimate effect size. Two studies were rated strong and borderline strong quality and five were rated as adequate or below. All studies showed positive outcomes for mask-wearing, with an average of 0.92 for non-overlap of all pairs and 0.47 for Baseline Corrected Tau effect sizes. The most common and effective procedures for increasing mask-wearing were graded exposure and differential and positive reinforcement. Factors such as mode of delivery, implementer, and setting did not appear to influence study outcomes. Procedures were found to be rated as acceptable by parents and professionals in five of the studies. The existing literature on increasing face mask-wearing in autistic individuals provides promising findings to add to existing literature around increasing tolerance to medical equipment and hygiene practices in autistic populations. However, these findings are based on a small sample size, with six of the studies taking place in the United States with varying study quality.

There is a need to conceptualize a multidimensional taxonomy for learner-AI interaction. This conceptual/perspective article shares recent work on AI learner education and further presents new conceptions for a multidimensional taxonomy for learner-AI interaction. A review of the literature is conducted (N = 11). Open coding is used to summarize an overview of work, challenges, and findings reported. The summarized work is then used to conceptualize considerations for a multidimensional taxonomy for learner-AI interaction. The contribution of this work is in identifying unforeseen limitations in characterizing human-AI interaction and presenting new conceptions for a multidimensional taxonomy for learner-AI interaction based on the synthesis of the reviewed literature. This work thus shares current findings and challenges reported by the literature and our conceptions. Four conceptions are introduced, namely the alignment between the learner and AI; diverse metrics for the learner, AI, and learner-AI interaction; feedback direction when summarizing interactions; and what works in human-AI interaction by using prior research. We find there to be challenges with the use of AI by humans. The more interaction time spent between humans and AI may not necessarily lead to enhanced learning and understanding. Humans may exploit and use AI in inappropriate ways such as plagiarism. This eminent threat begs the question to reconsider our evaluation methods in light of AI systems.

A strong connection between schools and families is vital for student success and well-being. Previous studies on school-family relationships found that open communication between parties may aid in supporting students' needs and ability to attend school. In this paper, authors analyze how leveraging relationships to gain an increased understanding of a family's attendance barriers is more beneficial than relationships built on accountability. From interviews with 38 caregivers, 29 students, and 40 staff members in an urban school district with high rates of chronic absenteeism, authors found that efforts to build relationships with families focused on accountability and caregiver education about their children's attendance and the importance of attending school. Families sometimes perceived these efforts as superficial and ineffective. Authors discuss how school districts and key school personnel, such as social workers, can intentionally use the power of relationships to identify student and family needs and connect them with resources.

Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students.

Attention to the disconnection between culture and mathematics has been addressed then and now (Wilder (in: Graves et al., Proceedings of the international congress of mathematicians, American Mathematical Society, 1950; Liu in Taiwan Journal of Mathematics Education, 8:79-88, 2021b). Recently, studies, workshops, and contests about an approach to relating culture and mathematics, such as incorporating mathematics history or mathematics writings in class, have emerged. However, although the effectiveness of such an approach was proved, employing it as instruction was still significantly ignored, not to mention the approach to creating mathematics literary writings--the goal that the Mathematics-Literature Contest aimed to achieve. Additionally, no empirical studies have systematically assessed the contest, especially from the cultural perspective. Through teachers' and students' perceptions, this qualitative case study aims to examine the impact of mathematics literary writings on the development of mathematics teaching/learning and the mathematics culture represented in the contest. Ten teachers and 20 students were interviewed. Data were analyzed by following Yin's five phases (2016). The study visualizes an evolutionary model of the contest, signifying the development of mathematics culture simultaneously. Results demonstrated that the contest caused teachers and students, who constituted the internal force, to consolidate the mathematics culture, which was enriched by the external force--to reinterpret the connection between mathematics as well as culture and the reform of general education. The developed mathematics culture included elements other than mathematics, such as the Chinese writings and their interactions with mathematics and life experiences. The findings hold implications for mathematics and general education: An interdisciplinary curriculum design can help cultivate teachers' and students' intellectual acumen; higher education communities worldwide must follow the trend.

Over the past two decades, family structures have diversified. International migration has led to a rise in the number of families in which at least one parent is foreign-born. Increases have also been observed in both the rate of partnership separation, leading to a greater number of single-parent households and an increase in the number of families where grandparents have assumed caring responsibilities for their grandchildren. Evidence indicates a strong relationship between family structure and children's educational outcomes. Parental involvement is well documented as a key ingredient for the educational success of children. Drawing on Taiwanese multi-wave survey data (Taiwan Assessment of Student Achievement) and a machine-learning-based propensity score algorithm for multiple treatments, this paper aims to determine the various relationships between children from different household structures (two-parent households, skipped generation households, single-parent households, and immigrant households) and their cognitive knowledge (measured by test scores). Key findings reveal that children from skipped generation households achieve the lowest performance scores and that those from immigrant households tend to perform even better than children from traditional two-parent households in certain disciplines. Our results suggest that policy interventions targeted at providing remedial education and/or financial assistance are needed to support children from skipped generation families to redress existing educational disadvantages in Taiwan.

Teaching a course on religions of the world is challenging, especially considering the cogent critiques of that paradigm and the history of its construction. In our courses and text, we have employed a strategy comparing different representations of a single religion to help students develop analytical and critical thinking skills. Within this approach, we employ a functionalist methodology that addresses how each representation of a religion empowers particular groups as well as how the practices and ideas within each religion function. Organizing a course and textbook in this fashion coordinates with assignments that ask students to compare the construction and functions of different representations of the same religion, thus reinforcing to students that no single description of a religion is complete or free from individual and group interests.

In the current socio-political climate, there is an extra urgency to evaluate whether program impacts are distributed fairly across important student groups in education. Both experimental and quasi-experimental designs (QEDs) can contribute to answering this question. This work demonstrates that QEDs that compare outcomes across higher-level implementation units, such as schools, are especially well-suited to contributing evidence on differential program effects across student groups. Such designs, by differencing away site-level (macro) effects, on average produce estimates of the differential impact that are closer to experimental benchmark results than are estimates of average impact based on the same design. This work argues for the importance of routine evaluation of moderated impacts, describes the differencing procedure, and empirically tests the methodology with seven impact evaluations in education. The hope is to encourage broader use of this design type to more-efficiently develop the evidence base for differential program effects, particularly for underserved students.

This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students' written responses, composed based on multiple texts, relative to a control group; although improvements were found when students were compared to others receiving a writing-organization focused training. Directions for future research and, particularly, the need to attend to students' use of rhetorical devices to communicate integration when writing based on multiple texts are discussed.

This paper synthesizes research on student and teacher emotions in the classroom through the lens of the Ecological Dynamic Systems model. It places emotions in immediate contexts in the classroom including emotionally expressive environment, learning/instruction, and relationships. The paper identifies specific antecedents of emotions within each context. It further discusses how the intersection of classroom events and teachers' and students' goals, beliefs, and relational experiences give rise to emotions. Emotions in the classroom further reflect the complex transactions between classroom and socio-historical contexts. The paper discusses how emotions are influenced by broad socio-cultural factors including educational policies and reforms, school demographics, and culture at large. Finally, it focuses on the role of appraisal for the emotions in the classroom and how appraisals are contextualized by students' and teachers' beliefs and personal experiences. Understanding the interplay of various contexts for emotions in the classroom will inform teacher preparation, designing instructional and behavioral interventions as well as educational policies and reforms.

The career choices of gifted students are significant both in terms of their potential contributions to society and their personal happiness and life satisfaction. The aim of this study was to identify themes of the turning points that influence gifted young people's career decisions and to reveal which factors influence their vocational identity from a Narrative Identity Approach. Data were collected using open-ended questions from 17 (52.94% female, n = 9) gifted young people (age; M = 20.47, SD = 3.69). Data were analysed with reflexive thematic analysis, which identified five major themes (1) individual factors, (2) social factors, (3) giftedness, (4) career goals, and (5) exploration opportunities. Considering the first retrospective study examining gifted students' vocational identity, career guidance might benefit from tailored interventions that account for their unique characteristics, goals, personal and social factors as well as maximizing exploration opportunities.

In this paper, we draw on raciolinguistic ideologies and chronotopes to critique career readiness, a race-evasive educational policy discourse that purportedly benefits all students, as grounded in white linguistic ideologies. Drawing on critical discourse analysis, we analyze state-level career readiness policy documents from Pennsylvania and interviews with teachers and administrators from an ethnographic study at a career and technical education center. Findings show how educators reproduce notions of career readiness as an implicit endorsement of white linguistic norms, informed by standard language ideology, which delegitimizes the linguistic practices of racialized speakers. We conclude with a discussion of the implications for school systems to move toward more inclusive and equitable educational policies and practices for English learners in U.S. schools.

Background: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students. Aims: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking. Sample: We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany). Methods: Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors. Results: Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. 'over-challenged group', 13% of the total sample), and one was coupled with high achievement (i.e. 'under-challenged group', 21%). Furthermore, we found a low boredom and high achievement (i.e. 'well-off group', 27%) and a relatively low boredom low achievement group (i.e. 'indifferent group', 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group. Conclusion: Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged.

As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This theoretical essay pulls from philosophical and social psychological literature to make the case that educators have an intergenerational obligation to educate youth on climate change and that solidarity between educators and students represents a fruitful path forward. Solidarity in climate change education may help youth better manage their climate anxiety and channel this emotion into action. Solidarity expands upon current climate change teaching efforts by advocating for meaningful dialogue between students and educators, grounding action in the unique social-ecological systems within which the learning process is occurring, and fostering realistic hope and agency within students.

Background: Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15-18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff.

This study explores a "design fiction" approach in an educational context by applying it to a third-year industrial design studio class. The "Food Futures" project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design.

Over the last several decades, the opioid crisis has had an increasing impact on the educational environment of schools. The role that principals and superintendents have in leading schools that have been affected by opioids has been mostly overlooked in the research. The present study was conducted in Ohio, a state with areas that have some of the highest death rates due to opioid-related incidents in the nation. Purpose: This study collected data on the perspectives and perceptions of school leaders in Ohio to better understand how principals and superintendents frame their decisions regarding the opioid crisis. Design: We analyze data collected from a survey of 217 Ohio school leaders (n = 164 principals and n = 53 superintendents). The survey required principals and superintendents to rate their perception of the opioid crisis in their schools based on their socioeconomic status, school typology as rural or non-rural, and school location within or outside the Appalachian region. Results: Findings emphasize that opioids remain a factor negatively impacting schools of varying typologies, economic levels, and geographical locations.

In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students' identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practices around Humanistic Knowledge Building Communities (HKBCs). Based on interviews, classroom observations, learning artifacts, as well as in-class reflective diaries, we examined different ways that students negotiated their own interests and identities within a learning domain in doubly authentic HKBCs. The analysis of our data, instantiated across multiple case studies, resulted in an interest-identity-domain configuration framework that we call ENDURE. This research contributes new knowledge about the ways in which students' inquiry interests within knowledge building communities can be supported and sustained through designed activities that foster interconnections between different aspects of their lives and what they study in school.

Sex differences in academic behaviours have long been a concern for adolescent developmental researches. Evidences concerning sex differences in academic seeking help (AHS) behaviours are inconsistent. This paper aims to use meta-analysis to determine whether there is sex difference in AHS behaviours. After extensive retrieval and rigorous inclusion criteria, a total of 47 qualifying studies in the last two decades are identified (covering 27,149 students from grade school through to college). Several findings are standing out. Firstly, the effect size of sex differences in AHS behaviours is - 0.107 (p=0.048), indicating that school girls are more active and more adaptive in AHS behaviours than school boys. When further dividing AHS behaviours into different forms, the statistically significant sex differences are mainly embodied in instrumental HS, and no statistically significant sex differences are observed in executive HS. Secondly, the sex gap is narrowing with the increase of grade levels, but an abnormal rebound is observed in high school stage. Thirdly, there are statistically significant sex differences in instrumental HS for Asian students and executive HS for North American students. Last but not least, the sex gap reported in papers published in Chinese is smaller than that in English. These findings help to reveal the basic mechanism of sex differences in AHS behaviours and provide a basis for the development of effective AHS strategies.

Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.

Task understanding is theorized as a critical aspect of effective learning, but its role in self-regulated learning and overall academic performance has been understudied. Research to date indicates that students with adequate task understanding perform well. However, these studies have not demonstrated what practices are needed for developing task understanding, nor do they explain the mechanism by which task understanding influences academic performance. We propose that the positive impact of task understanding practices in academic performance can be explained through students' experiences of academic challenges. This cross-sectional mediation study investigated whether a collection of academic challenges (i.e., metacognitive, cognitive, motivational, goal and time management, social and emotional, and initiating and sustaining engagement) mediate the relationship between task understanding practices and academic performance. Findings indicate that task understanding practices positively predict semester GPA, and cognitive and metacognitive challenges significantly mediated the relationship between task understanding practices and semester GPA. Our results suggest that task understanding directly contributes to academic performance; and that students who engage in task understanding practices are less likely to experience certain types of challenges and thereby are more likely to perform well academically.