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Preparing special education preservice teachers (PTs) to serve students with autism includes understanding theoretical foundations of teaching strategies and developing competency in applying the resulting knowledge and strategies within teaching settings. The current pilot study explored the Internet-Based Parent-implemented Communication Strategies (i-PiCS) program, targeting evidence-based teaching practices, as an alternative training method in an autism field-experience course conducted online during the COVID-19 lockdown. The purpose of the pilot study was to explore changes in PTs' knowledge, confidence, and implementation of naturalistic communication teaching strategies in a pre- and postfield-experience course. The participants were nine females enrolled in a 3rd-year special education teacher preparation program. A multimethod assessment was utilized, including self-rating questions, knowledge quizzes, video-model analysis, and videotaped teaching simulations. Quantitative data were graphically displayed and compared. Teaching simulations were analyzed qualitatively. The results showed that all PTs improved the identification of instructional steps. Self-rating of knowledge and confidence level improved as well. Five PTs improved the accuracy of evaluating the instructional steps, albeit the level of fidelity of implementation improved only mildly. We conclude that i-PiCS could be useful for training PTs in a special education program. We discuss the limitations of the current application of i-PiCS and the appropriate implementation modalities that could be further explored.

Science, technology, engineering, and mathematics (STEM) education research and physics education research, in particular, are currently struggling with a dearth of research into understanding the experiences and identity development of neurodivergent students. In addition, an even larger gap in research exists looking into nonacademic members who have left the field and still strongly identify with their disciplinary identity. As valued members of our physics community, these colleagues provide a unique perspective as to how identity and participation are nurtured and developed, particularly among rising disabled physicists. To resolve these current issues and aid in future research, we operationalize our new Critical Disability Physics Identity framework and present results from interviews with three neurodivergent post-baccalaureate nonacademic physicists (those who have left physics and retain a strong affinity toward their identity as a physicist). As the first paper in a four-part phenomenological study into the identity development of neurodivergent physicists, we also present an analysis of each interview through a Critical Disability Physics Identity lens and discuss the implications of their Critical Disability Physics Identity development. We find that neurodivergent students experience very little outright discrimination and violence but experience structural ableism in the form of assessment that is not constructed for how neurodivergent physicists perform physics-related tasks. Additionally, we find that neurodivergent physicists seem to ground identity in having a strong interest in physics, something that is only shaken by professors and others in power being neutral toward the discrimination experienced by neurodivergent people. We find that there are very large power imbalances between professors and neurodivergent students and that only when professors and others in power are actively anti-ableist is this power imbalance remedied and neurodivergent students begin to feel that they are physicists.

With the expansion of social media and the multiple possibilities for communication they offer, flirting is increasingly developing online. The aim of this article is to analyze how the adolescent population uses Instagram to initiate and develop courtship. For this, the results of 14 focus groups held in Secondary Education Institutes in Castilla-La Mancha (Spain), in which a total of 114 students between the ages of 12 and 17 participated, are analyzed. The results show that the online courtship game has its own rules and strategies. The most common Instagram strategies are: "best friends," the use of songs, and direct appeal for audience response. The results show that social interactions continue to be influenced by regulated and stereotyped social patterns.

The importance and the impact of communication in every domain that deals with human resources is undeniable. Yet, as far as the authors' knowledge concerns, the research has been mostly developed in the human resources field. In the project management field, the research developed is still scarce. Yet, some authors emphasise the role of the project managers' communication with teams, and the importance of the project management teams on the success of projects. Therefore, this paper aims to analyse the influence of the communication styles and leadership of the project managers on the motivation of the teams and the success of projects. Literature was reviewed and exploratory research was developed using a qualitative methodology (content analysis of eight semi-structured interviews). A conceptual framework was developed. The results suggest that communication style and leadership are related and impact the teams' motivation and the projects' success.

Conspiracy theories (CTs) are spectacular narratives, widely spread, that pose societal threats. We test whether CTs might be linguistically creative products, which would facilitate their transmission and thereby account for their widespread popularity. We analyzed nominal compounds (e.g., "mind control," "carbon dioxide"; N = 1,713,568) from a large corpus of conspiracist and mainstream texts matched by topic. In conspiracist texts, compounds showed greater originality, divergence, and sophistication, but they were used with lower frequency and were more often repeated in different contexts. This pattern suggests a creative aspect in the generation of compounds, coupled with rigidity in their use. We interpret these findings as an effect of loosely defined conceptual boundaries among conspiracist writers, in conjunction with social functions like status or group signaling. Our findings not only contribute to the discourse on creativity in CTs but also provide insights into the communicative advantage of CTs.

ePUZSOLVED is designed to help students understand the general communication models and experience the advantages and disadvantages of each. It will highlight how various modes of communication, when used appropriately, may lead people to solve problems, as exemplified by the online puzzle. Courses: Introduction of Communication Models, Review of Communication Models. Objectives: By completing this activity, students should be able to identify and differentiate the different categories of communication models; name situations where the different categories of communication models are applied; and explain the relevance of knowing the different categories of communication models.

Courses Leadership, Strategic Communication, and courses within communication that include a complex group assignment. Objectives The Zombie Apocalypse (ZA) learning activity is part of a second-year course in an international master's program. The course introduces students to key concepts in strategic communication and leadership and encourages students to apply these in practice. The ZA aims to 1) prepares students for undertaking a complex group assignment (develop a strategic communications concept) in a diverse group. Specifically, it concentrates on the following objectives: assess priorities, challenge own values and perspectives, experience challenges of planning and acting with limited information, understand the importance of delegation and trust in teamwork, reflect upon emotional responses and their impact on performance under time pressure. By that, the ZA is not limited to strategic communication and leadership courses. It is suited to prepare students for complex group assignments in a wide variety of communications courses.

Meeting today's prospective college students where they are is key to staying ahead of current enrollment challenges. Understanding which messages resonate with which students and at certain parts of the enrollment funnel helps to ensure institutions are getting the right message, to the right student, at the right time in their journey. By utilizing a MaxDiff approach, one can better understand the impact a particular message has compared to others and which combination of messages will ultimately drive action. The maximum difference scaling (MaxDiff) method provides useful guidance on how enrollment professionals can better segment their communication strategies to their multiple constituents. While affordability messages are most impactful, especially to parents, prestige and employability were well received by already-admitted students. Further differences between key segments emerged from the data, creating a better understanding of how to inform strategic initiatives. The messaging preferences of additional groups, however, remain to be explored, such as graduate students, adult learners, international students, alumni, and other segments that are important for institutions that are building and refining their strategic enrollment plans. This article provides a framework on how institutions can better optimize their messaging to maximize impact in the student enrollment journey.

The rapid growth of social media popularity and consequently social media marketing is creating a challenge in terms of the appropriate teaching strategy. Advances in technology are racing ahead of clear terminology. The definitions of Public Relations (PR) and Advertising are being widened to encompass more digital activities and this turf war is causing confusion within the industry, the academic world, and the classroom. This article addresses the need for more research on teaching social media marketing from a strategic perspective based on Integrated Marketing Communications (IMC) objectives. It explores the use of the Paid/Owned/Earned Media (POEM) framework as a form of engaged pedagogy and part of the Active Blended Learning framework. Adopting a Participatory Action Research (PAR) approach, 40 student applications of the POEM framework were analyzed, and the results indicate that it enables students to identify activities within an integrated campaign and their impact on the customer journey. These results were supported by a qualitative analysis of the views of three experienced educators in this field. It is proposed that the application of classifications, such as Paid, Owned, and Earned media, are more useful when teaching social media marketing within IMC than the classifications of Advertising and PR.

With high demand on specialist child mental health services internationally, there is significant interest in prevention and early intervention, as well as innovative and efficient approaches for increasing access to high-quality care. Digital communication technologies can improve communication between different professionals and agencies involved in young people's lives, which is especially important in rural locations and became more necessary during the COVID-19 pandemic. This study examined the perceived value, feasibility, and acceptability of digitally mediated team communication for responding to emerging social, emotional, and mental health support needs in primary school settings in a rural county in the UK. A pre-/post-study design was used as a process evaluation of digitally mediated team communication and pilot test of feasibility and perceived value. Fifteen individual children (aged 4-9 years) were referred to a digitally mediated multidisciplinary team (with representation from relevant children's services) where formulation was used to develop specialised action plans implemented by education staff and parents/carers. Findings suggest that digitally mediated team communication was highly valued for enhancing practice in supporting individual children by education staff and for making progress towards personalised goals by both education staff and parents/carers. Analysis further suggests that digitally mediated team communication was feasible and acceptable to education staff and parents/carers. A digitally mediated model for an early and multidisciplinary team response holds promise for empowering education staff as an extended mental health workforce, with a need for future research with larger samples to investigate service efficiency and outcomes of this health service delivery model.

This case provides students with an opportunity to observe RunCzech, a historically successful sport event organization, as they navigate a crisis and strive to satisfy all stakeholders, with emphasis on the sponsor stakeholders. Students are familiarized with the challenges facing RunCzech and their corresponding response. The event organizers strive to mitigate these challenges with their crisis management strategy. This strategy includes creating new events in partnership with their sponsors while remaining in compliance with changing government restrictions. RunCzech's crisis management, and the communication surrounding it, is framed in terms of Coombs's situational crisis communication theory. The students see innovative crisis management, with a primary focus on sponsors as stakeholders, before being tasked with communicating these crisis management efforts to one specific sponsor, adidas.

This paper responds to Ippolito et al.'s (2021) "wonder," "What preparation and in-service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools" (p. 182) by describing the obstacles and complexities experienced by two first-year literacy coaches as they transitioned from classroom teacher to coach. They described challenges related to adult learning principles and communication (e.g., questioning) and understanding their role and position when working with teachers. Ultimately, they wanted to feel valuable to teachers but did not know what that looked like. The findings from this paper highlight the need for specific training in negotiating roles within relationships and adult learning principles. Coaches must understand adult-centered communication and receive ongoing professional learning to develop a repertoire of adult communication strategies that will help them work with a broad swath of teachers.

This study reports bilingual international students' communicative strategies to preempt and resolve English as a lingua franca (ELF) miscommunication in an English-medium virtual learning program offered by an international university in times of the global pandemic. Drawing upon 18 hours of Zoom recordings and supplementary ethnographic data, this study follows a spatial orientation [Canagarajah, S. 2018a. "The Unit and Focus of Analysis in Lingua Franca English Interactions: In Search of a Method." "International Journal of Bilingual Education and Bilingualism" 21 (7): 805--824. doi:10.1080/13670050.2018.1474850] to analyze international students' polysemiotic meaning-making practices for virtual communicative effectiveness. Key findings highlight the students' explicitness-raising strategic moves such as indexing and reflexive pointing, repetitive highlighting, visual contrasting mediated by the mouse cursor and screen-based resources while navigating moments of (potential) miscommunication. To remedy and preempt understanding problems, they coordinate and align polysemiotic spatial repertoires across expansive spatiotemporal scales to enhance the clarity of potentially ambiguous referents, communicative topics, and key information. This study advances current understanding of bi/multilinguals' polysemiotic translingual pragmatic ability for communicative success in lingua franca scenarios, and provides implications that help prepare international higher education for effective virtual communication, teaching, and learning in the post-pandemic digital era.

Background: Spoken discourse impairments post-traumatic brain injury (TBI) are well-documented and heterogeneous in nature. These impairments have chronic implications for adults in terms of employment, socializing and community involvement. Intervention delivered by a speech-language pathologist (SLP) is recommended for adults with discourse impairments post-TBI, with an emphasis on context-sensitive treatment. The developing evidence base indicates a wide array of treatment components for SLPs to evaluate and implement within their clinical practice. However, there is limited insight into how SLPs are currently treating discourse impairments and the rationales informing clinical practice. Aims: To explore the under-researched area of clinical practice for spoken discourse interventions with adults post-TBI, including treatment components and clinician rationales, and to contribute towards a shared knowledge base. Methods & Procedures: Participants were recruited via purposeful sampling strategies. Six SLPs participated from Australia, the United Kingdom (UK) and the United States (US). Semi-structured interviews were conducted via Zoom. Interviews were manually transcribed, coded and analysed via a qualitative content analysis approach. Outcomes & Results: Participants described discourse treatment practices across various settings and TBI recovery stages. Results indicated that SLPs used numerous treatment activities, resources and outcome measures. Intervention approaches primarily targeted social communication skills, strategy development/utilization and insight-building. Clinical practice conformed to available guidelines where possible, reflected best practice and incorporated components of the research literature. Participants reported using individualized treatment activities aimed at addressing client-specific factors and rationales prioritized tailored, context-sensitive and goal-directed treatment. Conclusions & Implications: This study provided insight into a previously under-researched area. It highlighted a wide range of treatment activities and factors informing current SLPs' treatment of spoken discourse impairment post-TBI. Overall, clinical practice and rationales discussed in this study were aligned with best practice and emphasized a contextualized, individualized approach to discourse treatment across service settings and stages of recovery. Participants identified areas requiring further support, including access to training, resources and research, and the challenge of finding suitable outcome measures. Further investigation into discourse management post-TBI, from initial assessment to outcome measurement, may help inform clinical decision-making and the transfer of research to practice.

Veterans are a growing student population in institutions of higher education in the U.S., and universities adopt a variety of marketing efforts to recruit them. With a focus on university marketing messages as a targeted and public way for universities to attract student veterans, the current study examines how student veterans are framed and presented in marketing messages. Qualitative analysis of the marketing messages put forth by 110 schools ranked as top 10 Military Friendly® across 11 school types revealed three types of message framing: (1) deficit/challenge-based, (2) strength-based, and (3) support-based. The analysis revealed that most of the military-friendly schools' marketing messages do not draw on strengths discourses to recruit student veterans. Rather, isomorphic messages communicate a deficit framing of student veterans through the subtle characterizations of student veterans as challenged and in need of institutional support to facilitate their success. Calling for a shift from deficits to strengths, this article discusses the implications of a strength discourse on universities' marketing and student recruitment and engagement efforts.

Communication is used to engage and involve students in addressing food deserts and developing sustainable solutions. This application-based activity allows students to explain the reality of food deserts, map the food deserts in an area of interest, develop an intervention, and present their communication intervention to a nonprofit interlocutor. The goals of this unit activity are to guide students along the research process, argument formation, and advocacy-centered presentations for the marginalized group's access to affordable healthy food options. Courses: This activity is great for high school and college students in classes such as Public Speaking, Health Communication, Rhetoric of Critical Health, and Environmental Communication. Objectives: By the end of this activity, students will be able to: (1) visualize and communicate disparities within food deserts; (2) develop community-engaged and advocacy-oriented presentations; and (3) distinguish key factors differentiating food availability utilizing mapping techniques.

Texting has been identified as a tool that has the potential to enhance informational exchanges between academic advisors and students. We use focus group and survey data from a recent texting intervention to assess student and advisor receptivity to texting as a new mode of communication. The data reveal that most students immediately saw the benefits of this new tool. In contrast, advisors initially were very skeptical of its value. They raised concerns about having a voice in the content of the messages and the time commitment that would be needed to respond to students' texts. Over time, this feedback led to modifications in the texting protocol and, in turn, advisors came to view texting as an important mechanism for improving communication with students. Our study ends with a discussion of texting best practices within the context of academic advising.

Background: Historically the voices of people with intellectual disability have been occluded by barriers imposed by research practice. More recently, adaptive research approaches have been proposed to enhance the inclusion of people with intellectual disability in qualitative research. Method: This article presents an adaptive interviewing approach employed with five people ageing with intellectual disabilities in rural South Australia. The interviews were conducted within a broader participatory action research project in which tools and resources were co-designed for post-parental care planning. Results: We describe our adaptive interviewing approach incorporating multiple methods: (i) responsive communication techniques; (ii) the inclusion and support of family carers; (iii) visual tools; (iv) walking interviews. Conclusion: Findings contribute knowledge about how an adaptive interview approach supports the participation of people with an intellectual disability in qualitative research.

This article offers a view on the emerging practice of managing external relations of the modern university, and the role of science communication in this. With a representative sample of research universities in four countries, we seek to broaden our understanding of the "science communication (SC) function" and its niche within the modern university. We distinguish science communication from corporate communication functions and examine how they distribute across organisational levels. We find that communication functions can be represented along a spectrum of (de)centralisation: public relations and marketing activities are more likely carried out at the central level (central offices), and public affairs and SC activities are more likely carried out at decentral levels (e.g. in specific offices and/or research institutes, departments). This study shows that little attention is paid to science communication at central structures, suggesting that it is not a practice that aligns easily with university corporate communication, yet SC might find its niche increasingly in decentral locations of activity.

National studies continue to indicate that the graduating STEM student body is not representative of the diversity of the U.S. population. In addition to, or in the absence of, institutional change, instructors must learn how to implement equity-focused pedagogical changes in order to better support their students. This article describes my experience introducing a weekly reflection protocol in a proof-based mathematics course with the dual goals of promoting metacognition and opening an additional communication channel with my students. Towards these goals, this intervention was largely successful and I provide examples of how I was able to use what I learned from my students to better support them throughout the semester. Drawing on the "Deep Teaching Model" for faculty development, I share how this experience continues to be a critical component of my evolving teaching practice. Though this intervention on its own may not solve the representation and equity problems in our field, the self-awareness I developed through this experience has positioned me as a more effective instructor, mentor, and advocate.

Currently, the analysis of rhetorical moves is extensively applied to business genre conventions. This paper adopts a corpus-assisted genre approach to compare three major rhetorical moves in corpora of students' and professionals' project proposal abstracts to elicit evidence-based recommendations for the pedagogy of business communication. The findings indicate that, while overall features in the proposal abstracts written by actual business professionals and those by students of business vary quantitatively but not qualitatively, students focus more on the aim of the project, and professionals tend to evenly highlight all sides of the project and position it within the context.

Communicating with adolescents about climate change can be challenging if we want to safeguard their emotional well-being. Here, we evaluate the emotional impact of climate change communication that is informed by self-determination theory (SDT). We conducted two experiments with samples of ethnically diverse adolescents from the United States to examine adolescents' emotions when reading needs-aligned, needs-misaligned, and needs-neutral (control) communication about climate change. Adolescents who read needs-aligned communication reported less anxiety compared with adolescents who read needs-misaligned (Study 1) and needs-neutral (Study 2) communication. Unexpectedly, compared with adolescents who read needs-neutral communication, adolescents who read needs-misaligned communication reported more positive emotions (i.e., enjoyment, pride) when learning about climate change (Study 2). Our research provides initial evidence that SDT can inform climate change communication strategies that buffer adolescents from experiencing anxiety.

Deaf and hard of hearing (DHH) students in Hong Kong face great challenges in academic learning since for decades oral language has been the only means of communication in classrooms. The establishment of the Sign Bilingualism and Co-enrollment in Deaf Education (SLCO) Program aims to provide an accessible mainstream environment that supports DHH children's education. This study explores the impact of SLCO education on DHH children's academic performance. A longitudinal study was conducted for four cohorts of DHH students (n = 24) who completed their 6-year primary education at the SLCO school. Data on their academic performance based on standardised assessments in Chinese Language, English Language and Mathematics were collected over the six years of primary education to review their development against normative grade levels and annual growth rates. Results indicate that SLCO-DHH students achieve normative standards in both English Language and Mathematics based on their median grade levels. They do, however, lag behind normative standards by one year in Chinese Language. When their academic development was analysed annually, they were comparable to their hearing peers, with an average growth rate very close to "1" for all three subjects. Additionally, no significant relationships could be found between degrees of hearing loss and speech perception and their academic performance. Instead, early Chinese literacy attainment serves as a strong factor predicting their later academic attainment in both Chinese Language and Mathematics. The SLCO education environment appears to be an education model that effectively reduces barriers to accessing academic content in classrooms and promotes positive academic development.

Background: People with intellectual disabilities are less physically active and suffer from ill-health more than the general population. Support staff play an important role in the person's life. This study aimed to explore the support staff's experiences regarding the feasibility of adapted web-based exercise for people with intellectual disabilities. Method: Participants with intellectual disabilities living in community-based settings were recruited for a web-based exercise study. Eight semi-structured interviews were carried out with their support staff before and after the intervention period. Results: The main theme, 'Support staff are crucial for feasibility' encompasses the importance of communication, structure, and motivation in improving physical activity for people with intellectual disabilities. Conclusion: The experiences of support staff, indicate that a web-based exercise program is feasible for the target group, and one way to overcome challenges for PA, where the role of the staff is crucial.

Purpose: Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies. Design/methodology/approach: This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context. Findings: Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results. Originality/value: The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life balance. Strategies include shutting down and disconnecting from work, acknowledging one's own humanity when making mistakes, and prioritizing and saying no when needed. The authors discuss these and other suggestions and how they might be used in school settings.

Delivering bad news is an inevitable aspect of management. Teaching students to deliver bad news effectively and professionally can be successfully implemented into a course that addresses elements of managerial communication. In this article, we explain an experiential exercise that applies components of a three-phase model for delivering bad news. This exercise challenges students, working in groups, to plan and craft the text of an email message that delivers bad news and then to write a response to that message from the perspective of the participant. Students then analyze how other groups handled the same scenario. The exercise may fit with instruction about tone and word choice in written communication, especially as it relates to delivering bad news. The four-step exercise can be used in an undergraduate- or graduate-level course. Recommendations for adapting the exercise to the online environment are included.

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, "Sleep Drives Metabolite Clearance from the Adult Brain" (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373--377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of "scientific attitudes" (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.

This study aims at exploring communication practices between students and supervisors in thesis projects. The study conducted a comparison between face-to-face and mediated communication through the use of emails. The researcher used the autobiographical reflection to document examples of information communicated during the two interactions. Furthermore, it utilized semi-structured interviews with three students who were conducting their thesis in the Information Studies Department at Kuwait University. Then, the researcher conducted interviews with four students' from other masters' programs. The study used a qualitative method to analyze the results. The findings showed that students used face-to-face meetings and mediated communication to seek different types of information. The topics discussed varied between the face-to-face and mediated interaction. Face-to-face communication was perceived as more effective and productive, while mediated communication was easier and faster. Students used e-mails to set appointments with their supervisors, ask questions and get feedback on assignments. Students faced some communication barriers such as difficulty of sense-making and experiencing the "black-hole" phenomenon. The study suggested applying an electronic supervision system to facilitate students' communication with their supervisors. This study has practical significance as it helps students and supervisors interact successfully during different thesis writing stages.

There is an increasing interest and growing practice in Citizen Science (CS) that goes along with the usage of websites for communication as well as for capturing and processing data and materials. From an educational perspective, it is expected that by integrating information about CS in a formal educational setting, it will inspire teachers to create learning activities. This is an interesting case for using bots to automate the process of data extraction from online CS platforms to better understand its use in educational contexts. Although this information is publicly available, it has to follow GDPR rules. This paper aims to explain (1) how CS communicates and is promoted on websites, (2) how web scraping methods and anonymization techniques have been designed, developed and applied to collect information from online sources and (3) how these data could be used for educational purposes. After the analysis of 72 websites, some of the results obtained show that only 24.8% includes detailed information about the CS project and 48.61% includes information about educational purposes or materials.

Teachers' communication skills are integral to classroom management skills. If teachers implement effective communication skills and appropriate communication strategies, they are more likely to support learner autonomy, engagement, self-concept, well-being, or responsibility and succeed in behaviour management. This study examines student teachers' awareness and use of communication strategies to address common disruptive learner behaviours. Although the participants showed limited ability to support learners through communication, they were more likely to identify effective communication responses than to produce them themselves. The study unveils that student teachers in the last year of a graduate program cannot respond to disruptive behaviour without communication roadblocks. They need to develop communication strategies to address disruptions in the classroom, while supporting learner engagement, motivation, self-concept, and autonomy. These findings correspond with other research studies that show a lack of opportunities to develop communication skills during preservice teacher education.

This study examined translingual practices in two playdates of a Korean four-year-old boy (Theo) with a Korean boy and an American boy. The boys played a game called "Candy Land." In both playdates, the boys' naturally occurring English and Korean communication strategies were observed and analyzed based on Canagarajah's (2013) four types of negotiation strategies: "envoicing," "recontextualization," "interactional," and "entextualization." They adapted and accommodated translingual practices in communicative situations using strategies such as body language, whispering, codemeshing, and codeswitching. Interviews were conducted with Theo to examine his understanding of his language as a user of Korean and English in the United States. Theo expressed his thoughts about language in metaphor, using his hands, and asserted that he needed English to have a sense of belonging and access to resources in his preschool.

Schools are typically highly structured institutions, so any shifts in processes can potentially generate anxiety, confusion, and even anger among staff. As such, when there is frequent change, initiatives often fail to achieve their intended goals. Well-intentioned initiatives can go awry when not consistently implemented correctly by all staff; lack of buy-in due to confusion of how the initiative is necessary also impacts outcomes. Ensuring buy-in and consistent implementation of new initiatives can be even more challenging in virtual school environments. How changes are communicated is crucial to how they are received and to the success of their implementation. A communication intervention was implemented at a 100% independent study personalized learning non-classroom-based remote setting of 2400 students where the staff of over 200 works from home. All departments agreed upon common goals and a common template for rollouts was instituted. Staff reported less confusion and administrators reported less "pushback" over changes as well as vastly reduced misimplementation of initiatives, resulting in improved academic outcomes for students. The determination was made that the more clarity there is in rollouts, the better equipped staff are to support students, and student outcomes are more likely to improve.

The purpose of this study was to examine teachers' e-learning instructional design and practices for deaf/hard of hearing students during the COVID-19 period. For this reason, this study is assumed to serve as a reference point for the development of accessible e-learning instruction for teachers of deaf/hard of hearing students. This study is a quantitative research in survey design. During the COVID-19 pandemic, education and communication were maintained thanks to e-learning, which has become an integral part of education. Since it was intended to establish the attitudes, thoughts, and behaviors of the sample over a specific time period, a cross-sectional design was used. The data collection tool was an online survey developed by the researcher. The participants of the study were 138 teachers. However, neither before nor throughout the COVID-19 period, 13 of the participating teachers had no experience with e-learning. Therefore, they did not answer the questions related to e-learning in the third part of the survey. Descriptive statistics were used to analyze the data As a result, it was determined that teachers of deaf/hard of hearing students were unprepared for the e-learning process. They require assistance with the instructional design for e-learning.

The aim of this research is to examine the language usage of Twitch tv users in the context of Turkish education. The data of the study, which is descriptive qualitative research, were collected from the chat message of three streamers who produced the most watched Turkish programs aired on Twitch tv. The number of viewer messages analysed in the study is 32.764. The findings show that these messages are produced mostly in Turkish language, but there are also others produced in other languages. The messages are found to contain emotes, abbreviations, neologisms and random laugh expressions which are used for communicative purposes. Turkish expressions are used more in the chat broadcast whereas in the game broadcast foreign origin words are more frequently used. In addition, when the chat messages of the three streamers for the same game were examined, differences are found in the language usage of the viewers. In the use of emotes, abbreviations, neologisms and random laugh expressions, there is no difference from the language used by the streamer or in the content. The analysis shows that the use of these linguistic features changes depending on the context. When we examine the data in the context of Turkish education, it has been determined that the language used in the platform does not match the aims of the Turkish Course Curriculum (2019). In addition, it was determined that emotes, abbreviations, neologisms and random laugh expressions were an essential part of communication. It has been suggested that some language elements that young people use frequently in the digital environment and that contribute to the meaning should be included in the Turkish teaching process.

Given the pervasive influence of patriarchy in politics, women in the political arena must be equipped to address the various challenges that come with it. Therefore, there is a need for political education tailored to their specific needs. Women's political representation plays a vital role in advancing democracy. This study investigated political communication strategies and ideologies of Islamist parties in Indonesia, with a focus on enhancing female politicians' voters through political education. One of the Islamic parties in this research is the Prosperous Justice Party, also known as Partai Keadilan Sejahtera (PKS). The study employed a qualitative approach as the primary research method. The research suggests that Islamic parties can enhance their political communication strategies by integrating their political ideology. This political ideology can be transformed into guiding principles and spiritual development platforms that serve as a form of political education for political party cadres. This study highlights the challenges faced by those who may be reluctant to fully support women in politics. The strategy employed by PKS does not involve the abandonment of its core party ideology but rather focuses on reinforcing and promoting this ideology among its cadres and sympathizers through effective da'wah and cadre development.

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster students' engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the students' engagement. Using a qualitative descriptive design, the present research investigated students' communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing students' self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.

The purpose of the current study is to determine Turkish as a foreign language learners' tendency to use communication strategies. Quantitative and qualitative research models were used together in the study. The survey method was used in the qualitative part and the phenomenological method was used in the quantitative part of the study. The study group of the study is comprised of 77 participants from 13 different nationalities with Turkish language proficiency levels of A2, B2 and C1. Quantitative data were collected by using the "Oral Communication Strategies Inventory" and qualitative data were collected by using a semi-structured interview form. Descriptive analysis was performed on both the quantitative and qualitative data. The results of the study revealed a strong correlation between the level of competence and the tendency to use strategies. Participants with low language proficiency levels tend to use strategies including the behavior of moving away from the verbal boundaries of the target language. On the other hand, those with a high level of language proficiency tend to use strategies that include the effort to stay within the boundaries of the target language. In the qualitative dimension of the study, 10 different communication strategies were determined based on the episodic memories and experiences of the participants. These are strategies mostly used in compensatory functions.

Confronting the existential threat of climate and ecological crises in undergraduate teaching presents complex challenges. Educators in environmental and climate change studies rightly communicate the scale and urgency of these unfolding crises, yet at times fail to take into account the emotional and mental health impacts upon students acquiring this knowledge. This article examines the affective dimensions of learning in 'crisis subjects'. It draws insights from case study research on the experience of Australian university teachers and students in a subject called Environmental Communication, delivered during a period of intersecting crises: climate-change driven drought, catastrophic bushfires, and the emergence of COVID-19. The psychoanalytic concept of 'difficult knowledge' (Britzman, 1998; 2004) is taken up to shed light on the inherent challenges of teaching and learning in this context. Many students in the study were deeply affected by their learning experience, and recognise its importance, but also struggle to integrate it with anticipated future roles. The authors argue that students and educators need new knowledge, capacities and resources to address the affective dimension of teaching and learning and to grapple with the collective social trauma of the climate crisis.

English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is considered one of the variables affecting the success of foreign businesses investing in Vietnam and Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were 18-19 and had already attained elementary level. This research uses questionnaires and interviews using the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the study's conclusion. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.

This study examines the content strategies of 12 Chinese universities' international websites. Going beyond the Hofstede--Hall model, we explore a novel mixed-method study using both content strategy analysis and user research to investigate intercultural web-based communication strategies. Our study identifies the impacts of Chinese cultural and socio-political values on web content and the mismatch between such values and the information needs of globally distributed prospective students. We conclude that universities' web content strategies should fully understand target audiences' needs. Designers benefit from doing stakeholder interviews and competitor analysis to provide relevant, accurate, and accessible information to users from different cultures.