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Recent advances in criminal justice risk assessment have emphasized the need for rigorous external validation of prediction models across different populations and time periods. A 2025 study by Akpanekpo et al. developed a Cox proportional hazards model to predict 24-month violent recidivism in custodial youth and examined its validity when applied to community-supervised youth in New South Wales (NSW). While demonstrating good discrimination in both settings, the study highlighted that statistical adjustments were necessary to maintain accuracy across these different contexts. The proposed study represents a novel application and the first systematic comparison of supervised learning algorithms for calibrating a youth justice risk prediction model. Using 27 years of linked administrative data from NSW (1994-2020), we will conduct rigorous temporal and cross-context external validation of the published model. The validation will be performed on two distinct cohorts from the NSW dataset: (1) young people in custody and (2) young people under community supervision. The predictive performance of the model will be assessed across different time periods for both cohorts to ascertain temporal validity in each setting. This will also allow for a direct comparison of cross-context validity and how it may have changed over time. The study will compare six calibration approaches: no calibration, baseline hazard adjustment, linear predictor scaling, combined traditional methods, Platt scaling, and isotonic regression. Our primary objective is to conduct a large-scale external validation of the Akpanekpo et al. (2025) model to assess its predictive stability over a 27-year period. Temporal validation will be conducted in parallel for both the custodial and community-supervised cohorts. These analyses will allow us to evaluate (a) the model's performance over time within each setting, and (b) the stability of its cross-context validity. Following this validation, a secondary objective is to systematically compare the effectiveness of traditional parametric and supervised learning algorithms for recalibrating the model in both the temporal and cross-context scenarios. Expected outcomes include evidence-based recommendations for both the ongoing maintenance (temporal validation) and broader application (cross-context validation) of prognostic models in youth justice. Key innovations include: (1) the most comprehensive youth violence risk model validation to date, combining 27-year temporal validation with cross-context assessment; (2) the first systematic comparison of traditional versus supervised learning calibration in criminal justice contexts; and (3) a practical framework for maintaining model accuracy across time periods and supervision settings.

The current research sought to measure the value-perception priorities of Korean HRD professionals based on a modified previously developed HRD value matrix. Findings show that Korean HRD practitioners perceived the learning process and performance-related values as more important than environmental factor-related values on both individual and organizational levels. Finally, significant differences were not found for the value-priority based on gender, year of experience, and occupations. (Contains 3 tables and 2 figures.)

A study examined language learners' ability to integrate information from sentence contexts and semantic decomposition in interpreting novel kanji compounds (i.e., words consisting of two or more Japanese characters). Subjects, 59 English-speaking college students learning Japanese, inferred the meanings of 72 unknown compounds consisting of familiar kanji characters under 3 conditions. Overall, students were more likely to obtain correct answers when they had kanji compounds within sentence contexts than when they received either compounds in isolation or sentences with target words blanked out. Further analysis, however, indicated considerable individual differences among students in the information to which they pay attention. In addition, inferring word meanings from context required a different ability from the ability to use information from word elements. Findings suggest that (1) learning word meanings from multiple information sources is more advantageous than learning from a single source; (2) contextual information and information from word components are qualitatively different; and (3) language learners show individual differences in their choice of information when multiple sources are available. (Contains 38 references, 3 notes, and 8 tables of data.) (Author/RS)

According to the literature, students' motivation and satisfaction can influence their perceived learning outcomes. However, little is known about what kind of a role do motivation and satisfaction play in the context of online peer feedback. This exploratory study aims to examine the relationship between students' motivation and satisfaction with their perceived learning outcomes in an online peer feedback environment. To do this, 49 graduate students from a Dutch university participated and they were involved in an online peer feedback module for argumentative essay writing. At the end of the module, students were asked to fill out surveys regarding their motivation, satisfaction, and perceived learning outcomes. The results showed that there is a positive correlation between students' motivation and satisfaction with their perceived learning outcomes in an online peer feedback environment in the context of argumentative essay writing. These results provide insight into how students' motivation and satisfaction can impact their perceived learning outcomes during an online peer feedback activity in the context of argumentative essay writing. [For the full proceedings, see ED630893.]

The Philadelphia Education Research Consortium--or PERC--was launched in August 2014 as an innovative partnership designed to provide research and analyses on some of the city's most pressing education issues. This partnership was forged among the School District of Philadelphia, Philadelphia's charter school sector, and Research for Action (RFA). PERC draws on the rich research expertise in Philadelphia--both within RFA and from three of the city's major research universities--to conduct research that meets the information needs identified by representatives of Philadelphia's public schools. Building on their initial study of blended learning definitions, empirical evidence, and conditions for implementation success, this Research Brief examines educators' on-the-ground perspectives about blended learning implementation. In their two-pronged study approach, the authors: (1) explore best practices in implementation at four sites: New York City's iZone schools; District of Columbia Public Schools (DCPS); Lebanon, Pennsylvania School District; and E.L. Haynes Public Charter School in Washington, DC; and (2) present findings from a local survey of technology coordinators and teachers in the School District of Philadelphia and the city's charter partners regarding the capacity of schools to implement blended learning models and strategies. Three appendices are included: (1) Alignment of Philadelphia Needs, Best Practices, and Recommendations; (2) Technology Coordinator Survey Responses to Implementation Questions; and (3) Technology Coordinator Survey Responses.

Saudi Arabian Ministry of Education is seeking for the best English language textbook to be taught in schools in order to develop the Saudi education in the future. To choose the most beneficial one, frameworks or tools were designed to analyze and to evaluate a unit of a textbook in Saudi Arabia based on standard criteria. These standard criteria were concentrated on vocabulary by setting two required conditions to be applied in the analysis of textbook. Firstly, frequency and learnability are the main concentrations to examine vocabulary. Secondly, it is to apply the four strands in teaching and learning vocabulary items. To be able to extract the criteria for analyzing and evaluating and the unit of the textbook, this major research paper is built on two important concepts: Nation's four strands in teaching and learning vocabulary through pedagogical approaches and vocabulary learnability and Lewis' theories in lexical approach and syllabus design. The results were (1) the vocabulary is infrequent but learnable but with insufficient exercises of the four strands, (2) two of the four strands have heavily activities whereas other two strands have few activities, and (3) no consistency to recycle all vocabulary to retain the words and their meanings. There are some limitations regarding this paper. This paper needs to expand the study by observing the teacher and the students through making focus-group and interview both parties to evaluate the textbook and what kind of recommendations should address the publisher to improve the textbook.

This study is a follow-up to the first experiment of the project testing the effect of variability of appearance and context on face learning (https://doi.org/10.17605/OSF.IO/6GP8B). The aim of this second experiment is to investigate the impact of learning context on the encoding of stable and variable faces.

Social robots are increasingly finding their way into everyday life in society, including the area of education. The aim of this study is to evaluate whether and which effects the robot’s social role in a human-robot learning context have on learning success, motivation and credibility. For this purpose, the learning outcomes of three experimental conditions (peer robot, robot tutor, no robot) are compared and the extent to which they differ from each other is examined.

Social robots are increasingly finding their way into everyday life in society, including the area of education. The aim of this study is to evaluate whether and which effects the robot’s social role in a human-robot learning context have on learning success, motivation and credibility. For this purpose, the learning outcomes of three experimental conditions (peer robot, robot tutor, no robot) are compared and the extent to which they differ from each other is examined.

The aim of this project is to study the impact of activating instructor video and peer video in a virtual classroom learning context on learners' situational interest and attention. Attention in this project will be studied in terms of mind wandering and attentional distribution in space (using eye-tracking measures).

In this reflective essay, five members of a research team involving graduate students and a faculty member offer individual "studies" of specific moments in the field in which lessons about methodology, the research context, and the researcher herself/himself crystallized. The article highlights the pedagogical possibilities of portraiture for introducing graduate students to qualitative research methodology. Each "study" illuminates how different kinds of boundaries are negotiated: whether it is the boundaries of access to a research site; the boundaries of personal or professional recognition; the boundaries of the body and physical space; the boundaries of racial identification; or the boundaries of the interior and exterior selves. These are not lessons that can be taught/learned within the constraints of a classroom, whether a lecture hall or the most progressive seminar. It is in the actual experience of negotiating these boundaries that the intricacies of the research process manifest, and in the process, the inquiry itself grows and moves through the necessary explorations that are the heart of qualitative research. (Contains 4 notes.)

This paper argues that understanding the source and development of student motivation for learning English as a Foreign Language (EFL) is very important for educational purposes. The purpose of this study of 234 Korean 9th graders was to identify the following: (1) Korean students' orientations and motivations for learning English; (2) what kinds of orientations could lead to motivations; (3) how new cognitive variables, such as confidence and attributions, are related to students' motivations; and (4) how gender relates to and affects student motivation. Methodologies employed included factor analysis to extract underlying motivations, Pearson product-moment correlations to assess relationships among these factors, and discriminate function analysis to examine the effects of gender. The following findings are discussed: integrative reasons for second language learning are most significant; goal salience, attributions, and self-confidence are the main motivators; all orientations should be internally controllable by students before leading to motivations; and females consistently report higher integrative orientations and more positive attitudes toward second language learning. It is concluded that formal, extrinsic, classroom-related motivations were more important factors in second language learning than traditional integrative and instrumental motivations in Korean EFL contexts. Extensive quantitative empirical data and 64 references are included. (Author/KFT)

This paper argues that understanding the source and development of student motivation for learning English as a Foreign Language (EFL) is very important for educational purposes. The purpose of this study of 234 Korean 9th graders was to identify the following: (1) Korean students' orientations and motivations for learning English; (2) what kinds of orientations could lead to motivations; (3) how new cognitive variables, such as confidence and attributions, are related to students' motivations; and (4) how gender relates to and affects student motivation. Methodologies employed included factor analysis to extract underlying motivations, Pearson product-moment correlations to assess relationships among these factors, and discriminate function analysis to examine the effects of gender. The following findings are discussed: integrative reasons for second language learning are most significant; goal salience, attributions, and self-confidence are the main motivators; all orientations should be internally controllable by students before leading to motivations; and females consistently report higher integrative orientations and more positive attitudes toward second language learning. It is concluded that formal, extrinsic, classroom-related motivations were more important factors in second language learning than traditional integrative and instrumental motivations in Korean EFL contexts. Extensive quantitative empirical data and 64 references are included. (Author/KFT)

This paper argues that understanding the source and development of student motivation for learning English as a Foreign Language (EFL) is very important for educational purposes. The purpose of this study of 234 Korean 9th graders was to identify the following: (1) Korean students' orientations and motivations for learning English; (2) what kinds of orientations could lead to motivations; (3) how new cognitive variables, such as confidence and attributions, are related to students' motivations; and (4) how gender relates to and affects student motivation. Methodologies employed included factor analysis to extract underlying motivations, Pearson product-moment correlations to assess relationships among these factors, and discriminate function analysis to examine the effects of gender. The following findings are discussed: integrative reasons for second language learning are most significant; goal salience, attributions, and self-confidence are the main motivators; all orientations should be internally controllable by students before leading to motivations; and females consistently report higher integrative orientations and more positive attitudes toward second language learning. It is concluded that formal, extrinsic, classroom-related motivations were more important factors in second language learning than traditional integrative and instrumental motivations in Korean EFL contexts. Extensive quantitative empirical data and 64 references are included. (Author/KFT)

This publication describes the first phase of the Classroom Environment: Teaching for Learning Study in Australia, a six-year international research effort to identify correlations between teaching practices and student achievement. The report's first chapter presents a resume of the study and reviews research findings on managerial and instructional teaching practices which were the major focus of the study. Research studies on the context in which learning and teaching occur are reviewed in chapter 2. Context variables in these studies were teacher characteristics, school policy and organization, instructional setting, and student characteristics. Chapter 3 deals with the selection of relevant teaching practices and contextual factors and the development of the survey questionnaire. The survey sought information on teaching methods, teacher characteristics, and mediating influences on teaching practices. Chapter 4 describes the target population of teachers, the selection of a representative sample of teachers, and the survey procedures used in the collection of data. Chapters 5, 6, and 7 are concerned with the analysis of data collected from teachers during the survey. The final chapter offers a perspective on the study and summarizes features occurring in classrooms in Victoria. The features discussed are grouped under the headings which framed the survey questionnaire. A copy of the survey questionnaire and tabulated findings are appended. (JD)

This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having smartphones detect the learners' location and supply them with multimedia content matching their real-time communicative situation, the authors developed a hybrid language learning environment supporting different types of learning. Based on observations that learners tended to use resources rather for preparatory or retrospective learning, and on considerations about the potential of social media as a space for informal language learning, the authors added a feature that supports learners when writing a social networking service (SNS) post about their everyday experiences abroad. Help is offered based on the analysis of the learners' geolocational position--hinting to what situation they might want to write about--and on the text they already entered. Based on these data, they are provided with help in the form of vocabulary and/or model texts. [For full proceedings, see ED565087.]

Over the last decade, Papua New Guinea (PNG) has pursued educational reform in elementary teacher education. Because elementary teachers and teacher education are central to the reform agenda, there is a need to gain empirical evidence about how PNG teacher trainers' understandings about learning and teaching impact on their practice. The study uses cultural-authorship as a theoretical framework to investigate the nature of changes in understanding about learning and teaching for 18 teacher trainers as they progressed through a two-year Bachelor of Early Childhood upgrade course. It addresses the research question: What do elementary teacher trainers in PNG understanding about learning and teaching and how has this changed during their course? The focus on such understandings provides valuable insights into their professional identities at a critical time in PNG's education reform agenda. Analysis of journal entries at the beginning and end of the course showed that, over time, teacher trainers described increasingly more complex ways of understanding learning and teaching. By the end of the degree program, teacher trainers referred to the critical role of communities and families in educational processes and the notion of the teacher as a change agent. This watershed finding demonstrates notable shifts in teacher trainers' professional identities from trainers to community leaders in elementary education. (Contains 2 tables and 1 figure.)

Over the last decade, Papua New Guinea (PNG) has pursued educational reform in elementary teacher education. Because elementary teachers and teacher education are central to the reform agenda, there is a need to gain empirical evidence about how PNG teacher trainers' understandings about learning and teaching impact on their practice. The study uses cultural-authorship as a theoretical framework to investigate the nature of changes in understanding about learning and teaching for 18 teacher trainers as they progressed through a two-year Bachelor of Early Childhood upgrade course. It addresses the research question: What do elementary teacher trainers in PNG understanding about learning and teaching and how has this changed during their course? The focus on such understandings provides valuable insights into their professional identities at a critical time in PNG's education reform agenda. Analysis of journal entries at the beginning and end of the course showed that, over time, teacher trainers described increasingly more complex ways of understanding learning and teaching. By the end of the degree program, teacher trainers referred to the critical role of communities and families in educational processes and the notion of the teacher as a change agent. This watershed finding demonstrates notable shifts in teacher trainers' professional identities from trainers to community leaders in elementary education. (Contains 2 tables and 1 figure.)

Three elementary-aged students with severe, multiple disabilities acquired basic communication and motor objectives within cooperative learning activities conducted in their regular education classrooms. With gradually fading assistance from the instructor, the nondisabled members of the cooperative learning groups provided cues, prompts, and reinforcement to promote the learning of the disabled member. Results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the nondisabled members of their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities. The study concluded that, within the structure of cooperative learning groups, there appears to be adequate opportunity, support, and motivation for learning basic communication and sensorimotor skills by students with severe, multiple disabilities. (Author/JDD)

This report focuses on assessing the quality of undergraduate education. A framework for thinking about the topic is provided, followed by a discussion of the ways in which the educational context is typically organized and student achievement is typically measured, with suggestions for new indicators and measures. The significance of contexts and processes is noted, with 10 suggested measures of process and context variables. Suggestions are also made for improving the content of alumni surveys. How these quality-related issues are viewed in relation to concerns for accountability, standards, evaluation, and assessment is briefly discussed, with renewed emphasis on how assessment can best contribute to learning and improvement. An adequate assessment of educational and instructional quality requires a battery of measures, a variety of observations, and the recognition of multiple aims. In addition, the role of students in evaluations needs to be given greater attention; by keeping time logs, diaries, and writing an autobiography, students can directly express and document both the process and results of learning. Two tables and 20 figures are included. (SLD)

Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of learning can influence its outcomes. The first section of this paper looks at how aspects of three contexts shape Workplace Literacy and Essential Skills (WLES) program delivery and results. Program participants' cultural and contextual factors affect how they participate and learn. The nature of the workplace, employers, and unions also influence learning, while the macro context of social, economic, and political factors affects both programs and workplaces. The second section reviews research on "ecologies" of learning in which participants, stakeholders, partners, and programs interrelate within complex environments. The final section discusses how WLES programs might apply the findings.

Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of learning can influence its outcomes. The first section of this paper looks at how aspects of three contexts shape Workplace Literacy and Essential Skills (WLES) program delivery and results. Program participants' cultural and contextual factors affect how they participate and learn. The nature of the workplace, employers, and unions also influence learning, while the macro context of social, economic, and political factors affects both programs and workplaces. The second section reviews research on "ecologies" of learning in which participants, stakeholders, partners, and programs interrelate within complex environments. The final section discusses how WLES programs might apply the findings.

This research focused on the problem of learning semantics from multimedia data associated with broadcast video documents. The authors proposed to learn semantic concepts from multimodal sources based on style and context detectors, in combination with statistical classifier ensembles. As a case study, they present their method for detecting the concept of news subject monologues. This approach had the best average precision performance amongst 26 submissions in the 2003 video track of the Text Retrieval Conference benchmark. Experiments were conducted with respect to individual detector contribution, ensemble size, and ranking mechanism. It was found that the combination of detectors is decisive for the final result, although some detectors might appear useless in isolation. Moreover, by using a probabilistic ranking in combination with a large classifier ensemble, the results can be improved even further.

The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants' instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners' attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants' instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners' attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants' instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners' attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants' instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners' attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

Dual language learners (DLLs)—young children learning and developing in two or more languages—make up a third of children served by Head Start (HS) programs; as such, supporting DLLs is of high relevance to the goals and outcomes of HS. The most recent revision of the HS Program Performance Standards (HSPPS) explicitly states that “for dual language learners, a program must recognize bilingualism and biliteracy as strengths and implement research-based teaching practices that support their development” 45 CFR§1302.31(2). Importantly, these standards and HS’s federal-to-local funding model ensure that grantees can tailor their services to best meet the needs of DLLs in their local contexts. However, little is known about how the local contexts of DLLs in HS vary across the United States. No research to date has explored the neighborhoods characteristics of the centers in which DLLs attend HS, nor how the most effective classroom supports for DLLs may differ across these neighborhoods. Such insights can identify HS classroom experiences that drive early learning outcomes for DLLs and permit HS programs to more equitably recruit and better support DLL children and families most in need of services. The proposed project will provide new information to support HS policy and practice using the HS Family and Child Experiences Study 2014 cohort and newly released Contextual Variables dataset. With these data, we will address the following research questions: (1) What are the multidimensional neighborhood contexts (latent classes defined by multilingualism, race/ethnicity, urbanicity, opportunity) in which DLLs attend HS? (2) What is the association between HS neighborhood context and (a) DLLs’ family and demographic characteristics; (b) DLLs’ approaches to learning and language skills at HS entry; and (c) classroom experiences, including observed classroom quality and DLL-specific classroom supports such as home language use and teachers’ DLL-specific training? (3) How do neighborhood contexts and classroom experiences separately and concurrently predict DLLs’ approaches to learning and language skills at the end of HS? To address these questions, we will use a combination of rigorous research methods. First, we will use latent class analysis to identify the neighborhood contexts in which DLLs attend HS. Next, we will explore how DLLs’ family characteristics, demographics, skills at the start of HS, and classroom experiences vary across neighborhood contexts. Finally, we will use hierarchical linear models to examine how neighborhood context moderates the associations between classroom experiences and skills at the end of HS. Findings will be interpreted and disseminated with the support of a community advisory board of HS practitioners.

Congruency effect can be defined as; slower and more error-prone responses to incongruent trials than congruent trials in conflict-inducing tasks. Congruency Sequence Effect (CSE) has been defined as a decline in congruency effect after incongruent trials compared to congruent trials. The CSE is considered as an indicator of cognitive control. In our previous study (Atalay & Inan, 2017), we showed that context repetition has an effect on CSE but only under certain circumstances. Contextual feature did not influence the CSE when there is a contingency between target- and distractor dimensions; but, when the contingency confound was removed, the CSE was observed. In our previous study, we did not remove the repetition of the target and distractor dimensions across the consecutive trials, the memory confound that influences the CSE. In other words, we observed differential effects of context on CSE only when target-distractor repetitions exist. In the current study, both contingency learning and target- and distractor dimension repetitions will be removed. We will investigate the effects of context repetition/alternation on CSE by using a Flanker and a Stroop task in which dynamic visual white noise will be the contextual feature.

Humans can spontaneously or intentionally synchronize their movement with regular auditory cues, e.g., clapping to a musical rhythm. This rhythmic capacity is referred to as Sensorimotor Synchronization (SMS). The capacity to perceive and time movements to rhythmic stimulation is likely hard-wired as it appears spontaneously and quite early in development (Provasi et al., 2014). For instance, newborn infants can perceive a beat in simple rhythms (Winkler et al., 2009). Yet, more advanced SMS skills such as synchronizing with musical rhythms can only be learned by imitating and synchronizing with social partners (Zatorre et al., 2007). Recent theories, e.g., the music and social bonding hypothesis (Savage et al., 2021), posit that core biological components of human SMS skills coevolved as a mechanism supporting social bonding, while recent empirical evidence suggests that SMS skills acquisition may critically depend on interactive coordination (Feldman, 2007). The latter fosters SMS capacities as it occurs when we temporally coordinate our movement with social partners. For example, 3-year-old children can drum in synchrony with an adult but not with the beat from an audio recording (Kirschner & Tomasello, 2009). However, empirical research on the effects of social context on SMS and rhythm learning capacities is very limited. The general goal of this project is to boost children's (8-12 years old) and adults' (over 18 years old) synchronization skills with interactive coordination. Virtual Reality (VR) environments will be used to simulate the interaction with a partner and reveal the effect of social contexts on rhythmic tasks. Virtual partners playing rhythmic sequences with drums will be displayed in the VR. Participants will be instructed to drum in synchrony with the virtual partner and the sounds of the sequence. In the first part, participants will play the sequence with the virtual partner (synchronization phase). In the second part of the experiment (reproduction phase), they must reproduce the sequence four times. A distraction task (synchronization with a metronome) will be added between the two parts, so that short-term learning is tested. The experiment will include 4 conditions: interactive condition (human-like virtual partner expressing non-verbal communication), intermediate condition (human-like partner without non-verbal communication), non-interactive condition (only drumsticks playing rhythm sequences will be displayed), auditory control condition (only rhythmic sequences will be played without any visual cue). We expect that synchronization to and learning of rhythmic sequences will be enhanced with a human-like virtual partner expressing non-verbal communication, compared to conditions without these non-verbal cues. We also hypothesize that participants' gaze (measured with eye-tracking) will be more directed to the virtual partner's non-verbal communication clues (gaze, facial expressions) in the interactive condition and toward movement in the intermediate and non-interactive conditions.

Humans can spontaneously or intentionally synchronize their movement with regular auditory cues, e.g., clapping to a musical rhythm. This rhythmic capacity is referred to as Sensorimotor Synchronization (SMS). The capacity to perceive and time movements to rhythmic stimulation is likely hard-wired as it appears spontaneously and quite early in development (Provasi et al., 2014). For instance, newborn infants can perceive a beat in simple rhythms (Winkler et al., 2009). Yet, more advanced SMS skills such as synchronizing with musical rhythms can only be learned by imitating and synchronizing with social partners (Zatorre et al., 2007). Recent theories, e.g., the music and social bonding hypothesis (Savage et al., 2021), posit that core biological components of human SMS skills coevolved as a mechanism supporting social bonding, while recent empirical evidence suggests that SMS skills acquisition may critically depend on interactive coordination (Feldman, 2007). The latter fosters SMS capacities as it occurs when we temporally coordinate our movement with social partners. For example, 3-year-old children can drum in synchrony with an adult but not with the beat from an audio recording (Kirschner & Tomasello, 2009). However, empirical research on the effects of social context on SMS and rhythm learning capacities is very limited. The general goal of this project is to boost children's (8-12 years old) and adults' (over 18 years old) synchronization skills with interactive coordination. Virtual Reality (VR) environments will be used to simulate the interaction with a partner and reveal the effect of social contexts on rhythmic tasks. Virtual partners playing rhythmic sequences with drums will be displayed in the VR. Participants will be instructed to drum in synchrony with the virtual partner and the sounds of the sequence. In the first part, participants will play the sequence with the virtual partner (synchronization phase). In the second part of the experiment (reproduction phase), they must reproduce the sequence four times. A distraction task (synchronization with a metronome) will be added between the two parts, so that short-term learning is tested. The experiment will include 4 conditions: interactive condition (human-like virtual partner expressing non-verbal communication), intermediate condition (human-like partner without non-verbal communication), non-interactive condition (only drumsticks playing rhythm sequences will be displayed), auditory control condition (only rhythmic sequences will be played without any visual cue). We expect that synchronization to and learning of rhythmic sequences will be enhanced with a human-like virtual partner expressing non-verbal communication, compared to conditions without these non-verbal cues. We also hypothesize that participants' gaze (measured with eye-tracking) will be more directed to the virtual partner's non-verbal communication clues (gaze, facial expressions) in the interactive condition and toward movement in the intermediate and non-interactive conditions.

Correctly integrating contextual information is essential when facing threatening situations. Context not only modulates immediate behavior but also shapes future reactions through memory. In this study, we aim to investigate how contextual representations influence human defensive responses and memory processes using Virtual Reality. By employing complex and realistic scenarios, we seek to uncover the behavioral and physiological nuances of the defensive system and context-dependent memory mechanisms from a translational perspective.

Correctly integrating contextual information is essential when facing threatening situations. Context not only modulates immediate behavior but also shapes future reactions through memory. In this study, we aim to investigate how contextual representations influence human defensive responses and memory processes using Virtual Reality. By employing complex and realistic scenarios, we seek to uncover the behavioral and physiological nuances of the defensive system and context-dependent memory mechanisms from a translational perspective.

The objective of this study is to investigate the relationship between Iranian EFL Learners' willingness to communicate (WTC) inside and outside the classroom and their language learning orientations. Sixty seven intermediate students (36 males and 31 females) who were majoring in English Literature and Translation at University of Isfahan during the academic year of 2010-2011 participated in the study. The students were bilingual and their age ranged from 19 to 24. Modified versions of likert-type questionnaires developed by MacIntyre, Baker, Clement, and Conrod (2001) were used for measuring students' willingness to communicate inside and outside the classroom and language learning orientations. The data obtained from the study indicated language orientations to be more correlated with willingness to communicate outside than inside the classroom.

Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained. (Contains 5 tables.)

Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained. (Contains 5 tables.)

A qualitative interpretivist study analyzed interrelationships among professional practice, knowledge gained in continuing professional education (CPE) programs, and context of employment. Eighty semi-structured, tape-recorded interviews were conducted with social workers, lawyers, adult educators, and nurses who had attended continuing education programs 9-24 months previously. Findings indicated professionals construct a knowledge base by moving back and forth between continuing professional education programs and their professional practice. Each profession described the process used to construct knowledge differently. Social workers framed their construction of knowledge from CPE programs through their advocacy role. Lawyers saw CPE as providing a "road map" for their practice. Adult educators indicated that from attendance at CPE programs they often would get one idea that was the "spark for a creative process" of connecting the new information to ideas and experiences, or "connecting different bodies of knowledge." Nurses described how they linked client needs with new information from CPE so the entire knowledge base became integrated. This process of knowledge construction was affected by elements of the structural, human resources, political, and symbolic frames of the contexts in which professionals were employed. (Contains 36 references.) (Author/YLB)

This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. This process of knowledge construction is affected the structural, human resources, and political frames of the contexts in which teachers are employed. Implications for research and practice are drawn. [For complete proceedings, see ED491481.]

This research reports on interpretive and cognitive approaches that were used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethical issues associated with cancer. Students were encouraged to use an inquiry approach. They were also provided with opportunities to engage in open and critical discourses and develop independent learning skills through metacognitive behaviors. The students', teachers', and researcher's perspectives on aspects of the unit of work and learning were used to evaluate the approaches used. Small group discussions and peer checking of essay drafts, as well as reflective journal writing, were perceived by students to have developed their thinking about cancer issues. Some students reported that making the skills explicit for researching and writing their essays was very useful in the inquiry process. This investigation indicates that students must have procedural knowledge and be motivated to use it in order to enable more effective learning. Bioethical contexts explore the ethical issues and decision-making associated with the use of living organisms and medicine (Macer, 1994). In countries such as New Zealand, where there is strong economic reliance on biotechnologies, science curricula now include biotechnology. The associated ethics and social responsibilities linked with the use of new technologies are being seriously questioned by society (Van Rooy, 1994). This is reflected in "Biology in the New Zealand Curriculum" (Ministry of Education, 1994) where the aim of including bioethical issues is to provide opportunities for students to be prepared to respond to issues in adult life by giving them experience in discussing personal, social, and ethical aspects (Conner, in press). In a democratic society, where citizens are expected to be able to make autonomous decisions, the impacts of technology on society need to be explored and elaborated, so that a culture of informed citizenry develops (Solomon, 1993). (Contains 26 references.) (Author/ASK)

There have been concerns about the teaching and learning modes in both conventional and Open and Distance Learning (ODL) institutions globally. Such concerns emanate from issues of quality and standards in education. In view of such concerns, the study examined the teaching and learning modes in Open and Distance Learning (ODL). These were examined in relation to how they contribute to quality and standards within the the context of ODL. The study focused on the Zimbabwe Open University (ZOU), an ODL university in Zimbabwe. It used the qualitative methodology and the case study design. A purposively selected sample of twenty students on the Bachelor of Education in Educational Management (BEDM) programme, another twenty on the Masters of Education in Educational Management (MEDM) programme and and thirty students on the teacher development programmes were selected from a population of one hundred and sixty two students in the Department of Education in Harare region. In total, the sample was made up of seventy students and fifteen tutors who were observed teaching. Data was collected through the use of interviews, open-ended questionnaires and analysis of documents. Data was collected from current students in the Faculty of Arts and Education in the Departments of Educational Studies and Teacher Development. Data was also collected through the evaluation instruments and other related documents used at ZOU. Furthermore, students evaluated the different teaching and learning modes used in the university. These included reading material, modules, tutors and tutorials. The study concluded that whilst students expressed satisfaction in areas such as the work and efforts of their tutors and the relevance of the courses to their jobs and promotion prospects, they were concerns about the non-availability of learning materials in some cases, the coverage of some topics in some modules and the language of instruction used by the tutors. The cases observed indicated that the institution was lagging behind in modern technology. These are concerns that could compromise quality if not addressed.

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between motivational antecedents and motivational behaviour, becomes another variable influencing learners' strategy use. Therefore, the current study will focus the influence of achievement motivation and goal setting on learners' strategy use, aiming to deal with (1) the typical types of learning strategies held by the college students under investigation; (2) effect of different levels of achievement motivation on the use of learning strategies; (3) the relationship among goal-setting, learning strategies and achievement motivation. The results show that compensation and metacognitive strategies are reported as being used the most frequently, followed by cognitive and affective strategies, while the three least frequently used individual strategies involve "use words differently," "start L2 conversation," and "ask for native's help." Concerning the relationship between achievement motivation and strategy use, motive to achieve success (Ms) is positively and significantly correlated with four of the six types of learning strategies, i.e. cognitive, metacognitive, affective and social strategies. On the contrary, motive to avoid failure (Mf) is negatively but not significantly correlated with all the strategies. With regard to goal-setting and strategy use, the study shows that all six learning strategies are significantly correlated with goal-setting except affective strategies. As to relationship between goal-setting and achievement motivation, motive to achieve success (Ms) has significant positive relations with three levels of goal-setting, while motive to avoid failure (Mf) is positively related to "short-term goal" and "mastery goal."

This booklet discusses the future directions of adult education in the field of population issues. Particular emphasis is on the continuing need to interpret the post-1994 Cairo conference paradigmatic shift, from a strictly demographic focus towards a new vision of development and gender rights. Section 1 discusses reproductive rights in the post-Cairo context and the key role adult education should play in providing women and men with the information about their options and in empowering them to make reproductive choices. Section 2 addresses how reproductive choices and information available will be conditioned by different cultural contexts and, in particular, by different belief systems. Section 3 stresses that the subject of sexuality should be treated as private and confidential in the adult learning context. Section 4 focuses on the relationship between men and women and emphasizes that women's empowerment is crucial. Section 5 considers AIDS education and how it is closely linked to issues of reproductive rights, women's empowerment, responsible sexuality, and adult learning. (YLB)

This booklet discusses the future directions of adult education in the field of population issues. Particular emphasis is on the continuing need to interpret the post-1994 Cairo conference paradigmatic shift, from a strictly demographic focus towards a new vision of development and gender rights. Section 1 discusses reproductive rights in the post-Cairo context and the key role adult education should play in providing women and men with the information about their options and in empowering them to make reproductive choices. Section 2 addresses how reproductive choices and information available will be conditioned by different cultural contexts and, in particular, by different belief systems. Section 3 stresses that the subject of sexuality should be treated as private and confidential in the adult learning context. Section 4 focuses on the relationship between men and women and emphasizes that women's empowerment is crucial. Section 5 considers AIDS education and how it is closely linked to issues of reproductive rights, women's empowerment, responsible sexuality, and adult learning. (YLB)

We study methods for automated parsing of informal mathematical expressions into formal ones, a main prerequisite for deep computer understanding of informal mathematical texts. We propose a context-based parsing approach that combines efficient statistical learning of deep parse trees with their semantic pruning by type checking and large-theory automated theorem proving. We show that the methods very significantly improve on previous results in parsing theorems from the Flyspeck corpus.

In the context of policy change in the EU, lifelong-learning has acquired a growing significance due to its promise to foster both professional development and personal fulfillment and thus contribute to the enhancement of social inclusion, active citizenship, competitiveness, and employability. The need for developing a smart and sustainable economy puts greater emphasis on the efficient management of Human Resources in order to produce quality services and improve governance, especially in public administration. Education and training can play a pivotal role towards this objective, as the development of the public servants' skills and competences through an effective competent-based learning platform will contribute to the enhancement of the organization's operational and administrative capacity. Greece is a member-state in need of intensified policy transfer in general and of further developing learning organizations in particular. Focusing on Greece's State Scholarships Foundation (IKY) as a case study encourages us to explore two distinct but closely related aspects: (a) the role of the Foundation in policy transfer and the transnationalisation of policy and (b) the changes which the Foundation itself is undergoing as a learning organization. The paper suggests that viewing the transformation of public organizations into learning organizations as an instrument for policy reform may be a valuable way forward in the attempt to modernize public administration in Greece's reform-resistant context.

Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.

This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom's Taxonomy, which are used in the exams of the courses in a business administration bachelor's degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applying level questions in parallel with the literature. Contrary to the studies in the literature, the remembering and understanding-level questions better distinguished the learners who received high scores from the learners who received low scores compared to the applying-level questions.

This brief is based on the report "Encouraging Social and Emotional Learning in the Context of New Accountability," which describes how states might measure and promote social and emotional learning (SEL) in their accountability and continuous improvement plans. Under the Every Student Succeeds Act, states have an opportunity to broaden their definitions of student success to include students' SEL--the foundation for academic and life success. The authors review measures of students' social-emotional competencies, as well as indicators of school climate, supports for SEL, and related student outcomes. They conclude their analysis with considerations for states as they revamp their accountability systems. Resources included in the full report include: (1) detailed description of each indicator; (2) discussion of the pros and cons of using indicators for high-stakes accountability purposes; (3) curated lists of and links to survey tools; and (4) sample survey items. [For the full report, see ED606438.]

A study was conducted to gain insight into the process that facilitates emancipatory education. The sample consisted of 24 Caucasian middle-class women who had experienced a transformation of consciousness related to women's issues and who were acting for the structural change of society through communications, politics, religion, or education. The women were identified through books and journals and networking. Data were gathered through open-ended interviews and a review of literature on emancipatory education, developmental psychology, and feminism. The data and literature review ascertained three prominent themes: (1) emancipatory learning and its facilitators are grounded in an experience of praxis that leads to social change; (2) both a psychological and a culture identity change may be part of emancipatory learning; and (3) women's psychological development and way of knowing may involve an experience of relatedness that is enhanced by intuitive activity. The findings of the study suggest that the essence of emancipatory learning for these women change agents was a transformation in their way of knowing. These women came to own an integrated knowing centered in an experience of the authentic self. When this knowing was grounded in a context of relatedness, new knowledge that critiqued dominant society was created. This knowledge then motivated them to act for social reconstruction. The implications of the study for educational practice include a challenge to adult educators to consider the experience of women in educational programs. Educators need to create opportunities where women can publicly name their alienating experiences and contribute to the reconstruction of educational systems. Another implication is that educators should encourage women to value their experience and to use that experience. Finally, educators should encourage the construction of knowledge that reflects an intuitive sense. (Contains 23 references.) (KC)

A study examined the effects on early literacy learning of two dimensions of learning contexts: formality (peer writing and pretend play) and social relationships (friends and acquaintances). Same gender dyads of kindergarten friends were observed in peer writing and pretend play settings across the school year. A total of 33 males and 23 females participated. Observational measures of literate language and emotion language were collected across a 9-month period, as were proximal and distal measures of reading and writing. Results indicated that (1) the emotional tenor of close relationships afford children opportunities to reflect upon cognitive and linguistic processes which constitute early literacy; (2) close relationships for girls, compared to boys, afforded opportunities to express literate language; (3) differences were observed when children were observed with friends, compared to acquaintances; (4) the formality of the interactional setting also influenced language between peers; and (5) talk about language and literacy was a reliable predictor of literacy. Findings support the importance of close relationships and emotion for early literacy development. (Contains 46 references and 4 tables of data.) (Author/RS)