Many researchers and policymakers assume a strong, direct relationship between teachers' self-reported intentions to stay and their observed retention. This study critically reviews 24 studies on teachers' turnover intentions, illustrating the range of ways this construct has been conceptualized and measured as a proxy for actual retention. Second, analyzing survey and nine-years of retention data from 620 mathematics teachers, this study finds that the relationship between intended and observed retention is weak, regardless of specification or measure. Turnover intentions may still be a valuable construct but may be more related to psychological commitment than actual retention.(c) 2023 Published by Elsevier Ltd.

Objective COVID-19 has presented threats to adolescents' psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e., family conflict, parental social support, peer social support), emotional (i.e., COVID-19 health-related stress), and physical (i.e., sleep quality, food security) factors influence adolescents' same- and next-day affect and misconduct and whether these factors functioned differently by adolescents' economic status. Method Daily-diary approaches were used to collect 12,033 assessments over 29 days from a nationwide sample of American adolescents (n =546; M-age = 15.0; 40% male; 43% Black, 37% White, 10% Latinx, 8% Asian American, and 3% Native American; 61% low-income) at the onset of the COVID-19 pandemic. Results Peer support, parent support, and sleep quality operated as promotive factors, whereas parent-child conflict and COVID-19 health-related stress operated as risk factors. Although these links were consistent for adolescents irrespective of economic status, low-income adolescents experienced more conflict with parents, more COVID-19 health-related stress, less peer support, and lower sleep quality than higher-income adolescents. Food insecurity was connected to decreased same- and next-day negative affect for low-income adolescents only. Low-income adolescents also displayed greater negative affect in response to increased daily health-related stress relative to higher-income adolescents. Conclusion These results highlight the role of proximal processes in shaping adolescent adjustment and delineate key factors influencing youth psychosocial well-being in the context of COVID-19. By understanding adolescents' responses to stressors at the onset of the pandemic, practitioners and healthcare providers can make evidence-based decisions regarding clinical treatment and intervention planning for youth most at risk for developmental maladjustment.

Learning sciences are embracing the significant role technologies can play to better detect, diagnose, and act upon self-regulated learning (SRL). The field of SRL is challenged with the measurement of SRL processes to advance our understanding of how multimodal data can unobtrusively capture learners' cognitive, metacognitive, affective, and motivational states over time, tasks, domains, and contexts. This paper introduces a self-regulated learning processes, multimodal data, and analysis (SMA) grid and maps joint and individual research of the authors (63 papers) over the last five years onto the grid. This shows how multimodal data streams were used to investigate SRL processes. The two-dimensional space on the SMA grid is helpful for visualizing the relations and possible combinations between the data streams and how the measurement of SRL processes. This overview serves as an analytical introduction to the current special issue “Advancing SRL Research with Artificial Intelligence (AI)” and we encourage to position new research and unexplored frontiers. We emphasize the need for intensive and strategic collaboration to accelerate progress using new interdisciplinary methods to develop accurate measurement of SRL in educational technologies. © 2022 The Authors

Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for three years in a row to explore the development of two elements of teachers' pedagogical content knowledge (PCK) of mathematics: (1) knowledge of students' mathematical thinking and (2) knowledge of mathematics teaching. By using linear growth modeling to analyze the data derived from teachers' analyses of videos clips of mathematics classes, we found that teachers increased both elements of PCK, albeit at different rates. Further, the growth of these two important elements of PCK were associated with different teacher-related factors. Having a robust knowledge of mathematics played a key role in teachers' learning of students' mathematical thinking, whereas having a credential in mathematics teaching played a role in the development of teachers' knowledge of mathematics teaching. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studies of math talk occur in the lab and target non-Hispanic, English-speaking families. We expanded inquiry to the spontaneous math language (i.e., number and spatial language) of Spanish-speaking mothers and their 1- to 2-year-olds (N = 50) during home activities. Mothers varied enormously in their use of math language, and mother math language related to toddler math language, whereas mother non-math language did not. Children's math language both preceded and followed mother math talk, suggesting imitation and reinforcement as important processes in children's math language learning. Children also produced math language outside the context of mother input. Findings advance an understanding of children's early math language in natural settings and have implications for interventions aimed at promoting math skills in toddlers from diverse backgrounds.

Questions of high (vs. low) cognitive demand (CD), which encourage children to engage in abstract or critical thinking (e.g., problem solve, reason about cause-and-effect relations, make inferences), may drive relations between children's language exposure and early skills. The present study adopted a micro-analytic approach to examine caregivers' high-CD questioning with their preschool-aged children while viewing a wordless picture book (n = 121) and in the moment (e.g., interaction time, child responses) and global factors (e.g., caregiver education). The probability of caregivers' high-CD questioning increased with interaction time and caregiver education. Post-hoc exploratory analyses revealed that the relation between children's responses and caregivers' high-CD questioning depended on caregivers' perceptions of children's vocabulary skills. Specifically, the probability of caregivers' subsequent high-CD questioning was greater if their child did not respond previously and if caregivers perceived them to have high vocabulary skills. In contrast, caregivers' questioning remained relatively constant for responsive children across different vocabulary skills. Thus, caregivers may employ certain types of input during brief, informal learning interactions with their children by considering their own and their child's propensities and micro-level changes that occur during their conversations.

Children tend to prioritize whole number information over relational information in proportional reasoning tasks, such that they judge a spinner with 4/10 red pieces as more likely to land on red than a spinner with 2/3 red pieces, because 4 > 2 (e.g., Hurst & Cordes, 2018a; Jeong et al., 2007). This whole number bias is hypothesized to be a driven by fluency in verbal counting in early childhood, which is thought to promote attention to whole number information. In this study, we explored (1) the relation between verbal counting abilities and whole number biases and (2) whether distinct framing contexts - either encouraging children to maximize the number of stickers won, or minimizing the number of stickers lost -differentially impact children's proportional reasoning. Three-to nine-year olds (N = 210, M-age = 5.7 years) chose which of two spinners they preferred to spin. Children in the Gain condition learned that if the spinner landed on red, they would win a sticker and if it landed on blue, nothing would happen; children in the Loss condition learned that if the spinner landed on red, nothing would happen, but if it landed on blue, they would lose a sticker. Counter to prior work, performance of both older (6-9 year olds) and younger (3-5 year olds) children revealed whole number biases. Notably, whole number biases were not related to counting abilities. Importantly, we find framing the task in a Loss scenario lessened whole number biases, suggesting that task framing can alter children's attention to whole number information in a proportional reasoning context.

The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and hearing children and systematically examined the relationship between their language experiences and mapping skills. We asked whether the timing of children's language exposure (early vs. later), the modality of their language (signed vs. spoken), and their rote counting abilities related to mapping performance. We found that language modality did not significantly relate to mapping performance, but timing of language exposure and counting skills did. These findings suggest that early access to language, whether spoken or signed, supports the development of age-typical mapping skills and that knowledge of number words is critical for this development.

This study examines: (1) dilemmas experienced by teachers adapting to the role of 'facilitator' in a student-centered, technology-supported, STEAM learning environment; (2) strategies they implemented to address them; and (3) students' responses. Data sources included interviews and video-ethnographic, classroom observations with 29 teachers and 325 students, from 20 schools across the United States. Using thematic coding, we identified eight dilemmas and three types of strategies facilitators used to address them. We discuss students' responses to strategies. Findings have implications for understanding how teachers might best facilitate STEAM learning activities and for our understanding of how teachers adapt to educational change.

The ideal of U.S. public education as a great equalizer remains unrealized across large swaths of the country. Young people in schools are at varying levels of educational advantage and disadvantage owing to wide gaps in learning opportunities and disparate access to high-quality curriculum. Unequal educational achievement has also been linked to inequities affecting some students before they enter school due to socioeconomic circumstances, prejudice, and discriminatory social systems and structures. In this study, we begin to partition the various factors that account for inequality in student outcomes in the context of U.S. geography education. Using large-scale data sets provided by the National Center for Education Statistics within the U.S. Department of Education, we developed a two-level statistical model to analyze the extent to which geography achievement in eighth grade varies systematically with contextual opportunity to learn (OTL) factors and the relative poverty level of neighborhoods around schools. Hierarchical linear modeling was used to account for data clustering, producing an achievement estimate for each predictor and controlling for the effects of all other predictors. Statistically significant OTL predictors included instructional exposure, taking geography prior to eighth grade, teaching experience, and the availability of computers in classrooms. Schools located in neighborhoods with higher income-to-poverty ratios outperformed schools in neighborhoods closer to the federal poverty threshold. Controlling for OTL and school neighborhood effects accounted for some of the geography achievement disadvantage associated with race and other student characteristics. Geographers can further explore these relationships with formal mediational models and educational programs based on equity-oriented frameworks.