Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers-working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities-who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.

This study examines how advisor support, support from within their STEM social environment, and belonging in STEM influenced international doctoral women's STEM persistence and psychological well-being. It was guided by an intersectionality framework, and our sample consisted of 118 international women students enrolled in US-based STEM doctoral programs. Overall, the results indicated that social support from within one's STEM program (i.e., institutional support) and feelings of belonging positively influenced in- ternational women doctoral students' mental health and STEM persistence. Path analysis revealed that the direct effects of advisor support on STEM persistence intentions, perceived social support on belonging, and belonging on STEM persistence intentions were positive and significant, while the direct effect of belonging on psychological distress was negative and significant. Results of our mediation analysis indicate that belonging is a statistically significant pathway in deepening our understanding of the relationship between support and psychological distress, as well as with STEM persistence intentions. Implications and recommendations for how STEM faculty can better support international women doctoral students are discussed.

Literature on STEMs' chilly climate shows that minoritized students attrite from the STEM labor force faster than White and Asian men following graduation. Demand side theories posit that this lack of diversity is the result of unwelcoming work environments relative to opportunities outside of STEM, while supply side theories argue that women in particular lack confidence to persist in STEM coursework and in the STEM labor force. We hold that educational experiences help shape both who pursues a STEM career and what ensuing climate difficulties persist in STEM work settings. We show that STEM college clubs are important sites of cultural capital development associated with students' attitudes toward womens' inclusion in the STEM workforce. Using data from two large U.S. universities, we find that student involvement in honorific clubs, where membership is based on achievement, and affinity clubs, where membership is based on common identities or interests, are associated with a decrease in sexist attitudes for most groups. Our intersectional analysis, however, reveals that the association between club involvement and sexist attitudes differs by the type of club, and by respondents' race, gender, and field of study, revealing subgroups of men for whom club involvement is associated with increased levels of hostile sexism. We find that club involvement has no effect on members'confidence in crafting a successful career and thus does not at present reduce gender disparities in career confidence. This research suggests closer scrutiny of the hidden curriculum of extracurricular STEM activities.

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students' (n = 64) experiences of connectedness with their teachers and peers and examine how students' perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students' self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one's science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable.

PurposeWe asked whether children with developmental language disorder can learn vocabulary or grammar targets and curricular content simultaneously. We replicated prior work integrating two language interventions into a first-grade science curriculum and extended it by testing delivery via teletherapy.MethodA parallel arm randomised controlled trial was conducted using telehealth approaches. Children aged 4-7years with developmental language disorder were randomly assigned to one of three arms, science-only (n = 13), science plus grammar (n = 11), and science plus vocabulary (n = 10), with fidelity documented for both science and language instruction. The primary outcome measures were changes in the taught language targets and science content, with secondary outcome measures including distal measures of language and science.ResultComplete data for 32 participants were analysed with mixed effects regression. All arms improved on science and grammar targets, with gains in the vocabulary arm exceeding those in the control arm. There were no gains on the distal measures.ConclusionSimilar to the findings in the replicated study, children with developmental language disorder can learn language targets in the context of curricular instruction. Enhanced rich vocabulary instruction holds promise as an approach that can be embedded in the curriculum and produces gains both in person and via telehealth method of instruction.

Successful problem-solving and enhanced creative ability may improve physical health, cognitive well-being, and overall independence of older adults. In general, older adults who are more creative, may be better able to cope with cognitive decline and navigate everyday tasks. While previous research on creative performance in older adulthood showed age-related stability, open questions remain regarding the specific underlying cognitive basis for this invariability across the lifespan. Mediation analyses showed that intelligence measures served as underlying cognitive mechanisms for the stability of creative thinking in older age. The broader implications of these findings provide insight into the complex relationships supporting age-related preservation in creativity.

Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals' misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.

A paradigm shift toward workforce development is essential to ensure that the future workforce meets the expectations of the architecture, engineering, and construction (AEC) industry. Both industry and academic communities play different, but essential and complementary roles, which suggests a need for stronger industry–academia collaborations. These could be achieved by connecting instructors with practitioners through web-based collaborative platforms. However, user requirements for facilitating such collaborations on web-based platforms are yet to be formalized. As a precursor, this study investigates the factors which instructors in AEC-related academic programs would consider when collaborating with AEC practitioners to complement their pedagogical efforts. Understanding these factors could aid the development of web-based networking platforms that could facilitate greater interactions between industry and academia in preparing students for the workplace. To ensure triangulation, a mixed method approach was adopted, and data analysis was conducted from individual differences perspective based on demographic characteristics. Instructors’ considerations are influenced by students’ preferences and bias, students’ career and development, ease of organizing course-support activities, student learning outcomes, curriculum structure, and ethnic and gender diversity. The results showed both demographic similarities and differences in the considerations of instructors. The results of this study could serve as inputs for the design of a web-based collaborative network of instructors and practitioners. This study contributes to expanding literature on collaborations between industry and academia for future workforce development. The study also offers insights that could enhance these collaborations for maximal benefits to students. © 2024 American Society of Civil Engineers.

The process of setting goals and creating plans is crucial for self-regulated learning (SRL), yet students often struggle to construct efficient plans and establish goals. Adaptive learning environments hold promise for assisting students with such processes through adaptive scaffolding. Through the examination of data collected from 144 middle school students, we present a data-driven analysis of students' explicit planning activities in Crystal Island, a narrative game-based learning environment. In this game, students are provided with a planning support tool that aids them in externalizing their science-related goals and plans before putting them into action. We extracted features from their planning tool use and connected them to several SRL processes and problem-solving outcomes. We found that students who engaged with the planning support tool were more likely to successfully complete the learning scenario. To investigate the potential for adaptive support with this tool, we also constructed a student plan recognition framework aimed at predicting students' goals and planned action sequences. This framework uses student gameplay sequences as input and student interactions with the planning tool as labels for both prediction tasks. We evaluated these tasks using six machine learning models and found that all approaches improved on the majority baseline classification performance. We then investigated additional machine-learning architectures and a technique for detecting when students enact all steps in their plans as methods for improving the framework. We demonstrated performance improvement with these enhancements. Overall, results demonstrated that the planning support tool can help students engage in SRL activities and drive adaptive support in real time.

Numerate adults know that when two sets are equal, they should be labeled by the same number word. We explored the development of this principle—sometimes called 'cardinal extension'—and how it relates to children’s other numerical abilities. Experiment 1 revealed that 2- to 5-year-old children who could accurately count large sets often inferred that two equal sets should be labeled with the same number word, unlike children who could not accurately count large sets. However, not all counters made this inference, suggesting that learning to construct and label large sets may be a necessary but not sufficient step in learning how numbers represent exact quantities. Experiment 2 found that children who extended labels to equal sets were not actually sensitive to exact equality and that they often assigned two sets the same label when they were approximately equal, but differed by just one item (violating one-to-one correspondence). These results suggest a gradual, stagelike, process in which children learn to accurately count, learn to extend labels to perceptually similar sets, and then eventually restrict cardinal extension to sets that are exactly equal. (PsycInfo Database Record (c) 2025 APA, all rights reserved)