Search Results (11)

With the rise of social media and the sharing of information, as well as the use of AI tools like ChatGPT in education, the ability to evaluate information credibility has become a crucial skill. The CREDIBLE framework, standing for Credibility, Reliability, Evidence, Date, Intent, Bias, Logic, and Expertise, offers a practical, student-friendly approach to source evaluation, especially suited for secondary and postsecondary learners. Unlike models and frameworks designed for higher education, CREDIBLE helps learners critically assess both online and AI-generated content. This paper introduces the framework and explores how educators can embed it into instruction to foster critical thinking, academic integrity, and responsible digital literacy. Full article

Despite progress in inclusive education, students with Special Educational Needs (SEN) often lack valid, tailored tools for career assessment, limiting equitable transitions to adulthood and employment. Closing this gap is crucial for Sustainable Development Goal 4 (SDG 4), which calls for quality and inclusive educational opportunities. This study addresses this need by adapting and validating a 16-item Career Maturity Inventory-Form C (CMI-C) for Chinese post-secondary SEN students (n = 34) in vocational training in higher education. Rasch modeling, supported by exploratory factor analysis, indicated that a two-factor structure—‘career choice readiness’ and ‘intention to seek career consultation’—provided the best fit to the data, rather than the originally hypothesized four-factor model. The results were more consistent with a two-dimensional structure than with prior four-factor frameworks, though both were explored. Two poorly performing items were removed, resulting in a fourteen-item scale with acceptable item fit and reliability indices in this hard-to-reach group. This restructuring suggests constructs such as concern, confidence, and curiosity are closely linked in SEN populations, underscoring the value of context-sensitive assessment. The revised instrument demonstrated satisfactory model fit and internal consistency; however, convergent validity and practical utility should be interpreted cautiously given the modest sample size. While further validation in larger and more diverse samples is warranted, this study offers preliminary evidence for an adapted, inclusive assessment tool that aligns with SDG 4’s aim to promote equity and empower SEN students in educational and career pathways. Full article

Institutional diversity and support for queer Hispanic men is an important component of postsecondary education. While some postsecondary institutions have worked to become more inclusive, queer students continue to experience harassment and discrimination. Guided by the Unifying Model of Sexual Identity Development, the Model of Multiple Dimensions of Identity, and concepts of servingness, this study explored the perceptions of queer Hispanic men on whether HSIs serve their needs based on the intersecting identities they hold. Strategies for rethinking the HSI designation and developing intentional programs and policies to support both queer Hispanic students at Hispanic-serving institutions are presented. Full article

(1) Background: Traumatic brain injury (TBI) is caused from rapid head acceleration/deceleration, focal blows, blasts, penetrating forces, and/or shearing forces, whereas hypoxic–anoxic injury (HAI) is caused through oxygen deprivation events, including strangulation. Most service-seeking domestic violence (DV) survivors have prior mechanistic exposures that can lead to both injuries. At the time of our study, some evidence existed about the exposure to both injuries over the course of a survivor’s lifetime from abuse sources, yet little was known about their co-occurrence to the same survivor within the same episode of physical intimate partner violence (IPV). To better understand the lived experience of service-seeking DV survivors and the context in which partner-inflicted brain injury (PIBI) is sustained, we sought to understand intentional brain injury (BI) exposures that may need to be addressed and accommodated in services. Our aims were to 1. characterize the lifetime co-occurrence of strangulation and intentional head trauma exposures from all abuse sources to the same survivor and within select physical episodes of IPV and 2. establish the lifetime prevalence of PIBI. (2) Methods: Survivors seeking DV services in the state of Ohio in the United States of America (U.S.) completed interview-administered surveys in 2019 (n = 47). Community-based participatory action approaches guided all aspects of the study development, implementation, and interpretation. (3) Results: The sample was primarily women. Over 40% reported having Medicaid, the government-provided health insurance for the poor. Half had less than a postsecondary education. Over 80% of participants presented to DV services with both intentional head trauma and strangulation exposures across their lifetime from intimate partners and other abuse sources (i.e., child abuse, family violence, peer violence, sexual assault, etc.), though not always experienced at the same time. Nearly 50% reported an experience of concurrent head trauma and strangulation in either the first or last physical IPV episode. Following a partner’s attack, just over 60% reported ever having blacked out or lost consciousness—44% experienced a loss of consciousness (LOC) more than once—indicating a conservative estimate of a probable brain injury by an intimate partner. Over 80% of service-seeking DV survivors reported either a LOC or two or more alterations in consciousness (AICs) following an IPV attack and were classified as ever having a partner-inflicted brain injury. (4) Conclusions: Most service-seeking IPV survivors experience repetitive and concurrent exposures to abusive strangulation and head trauma through the life course and by intimate partners within the same violent event resulting in brain injury. We propose the use of the term partner-inflicted brain injury (PIBI) to describe the physiological disruption of normal brain functions caused by intentional, often concurrent and repeated, traumatic and hypoxic neurologic insults by an intimate partner within the context of ongoing psychological trauma, coercive control, and often past abuse exposures that could also result in chronic brain injury. We discuss CARE (Connect, Acknowledge, Respond, Evaluate), a brain-injury-aware enhancement to service delivery. CARE improved trauma-informed practices at organizations serving DV survivors because staff felt knowledgeable to address and accommodate brain injuries. Survivor behavior was then interpreted by staff as a “can’t” not a “won’t”, and social and functional supports were offered. Full article

The objective of this article is to discuss the advantages of effective educational monitoring in the context of a longitudinal RCT. Intentional data collection and monitoring enables the important assessment of issues of both internal and external validity. We discuss how we used mixed methods data collection to reveal important changing contextual factors in an evaluation of a postsecondary access program in the U.S. state of Texas. Specifically, we employed quantitative analysis of the RCT to compare the college enrollment rates of high schools that were randomly assigned a college adviser with schools that were not assigned a college adviser. We employed survey data collection, qualitative interviews, and site visits to monitor the fidelity of treatment implementation and compliance to treatment assignment over time. In the absence of monitoring treatment fidelity and compliance over time in both treatment and control schools, we would have missed critical changes that explain the observed attenuation of treatment effect estimates. We also discuss how monitoring can inform defenses of the stable unit treatment value assumption and suggest how effective the program will be when applied more widely or to other contexts. Full article

In this study, we explore characteristics of public-school districts in the state of Iowa (USA) that contribute to high school graduates’ postsecondary intentions classified as either a four-year university (public or private), a community college, professional training (identified as private two-year or other training), employment or military, or other (homemaker or unknown). To explore this topic, we utilize census, population-level data associated with all Iowa public school districts for a period of three academic years using a series of linear regression models. Findings emphasize the importance of the disciplinary climate in the overall climate of the district as an important factor that contributes to structuring students’ future intentions, with added nuance related to the total enrollment or size of the district. Full article

This study aims to identify the presence of vaccine hesitancy and the factors that could have determined it in a group of mothers in the postpartum period, with an evaluation of both the level of knowledge and information, as well as the attitudes, perceptions, intentions and sources of information about vaccination. The study was based on a survey—Vaccine Hesitancy Identification Survey—applied in two maternity wards from Bihor County and structured into six subscales (34 items). Based on the answers to the key questions (“Which of the following statements best describes your plans for vaccinating your child?”—item 1 of subscale 4; “Overall, how hesitant do you consider yourself to be about vaccinating your child?”—item 4 of subscale 4), we identified two groups: the group of mothers without hesitant behavior (non-hesitant), called the group pro vaccine (GPV), and the group of mothers with hesitant behavior, called the group non vaccine (GNV). Vaccine hesitancy was identified in our study in 47.28% of the participants (191 of the 404 mothers included). Most of them come from an urban environment (57.59%), have university and post-secondary education (58.64%) and are prim parous (58.64%). The behavior of participants from GNV is influenced by a low level of knowledge and information regarding vaccination and by concerns related to adverse reactions, new vaccines and the number of vaccines administered. Also, this group is characterized by an increased perception of the risks related to vaccination, while the perception of the risks associated with the disease is low. For all subscales, important differences were registered between the two groups in favor of GPV, a group characterized by positive attitudes and perceptions and a better level of knowledge compared to GNV. This study aims to represent a starting point for the organization and running of information campaigns regarding vaccination at the level of Bihor County, especially in areas with low vaccination coverage, where this behavior is identified. Full article

Students in postsecondary education are at high risk for experiencing relationship violence, including dating, domestic, and sexual violence. This can result in significant mental and physical health consequences. A relationship violence prevention program has been offered and evaluated for over 10 years at a Canadian university. It is based on a social–ecological model of violence prevention and best practices. Students who completed both pre- and post-program evaluations were used as their own controls to evaluate the effects of the program. Significant changes were noted for most aspects of the program in knowledge, attitudes, and behavioural intents each year, and these changes persisted for up to six months on most measures. The sample sizes were small and potentially overestimated the effect of the program if results were reported individually. Meta-analysis was used to pool the data and examine the effects of the program across the decade. The results indicated that the program was effective in changing knowledge, attitudes, and behavioural intents immediately following the program, but there were insufficient paired data to conduct six-month meta-analyses. Suggestions are made for future programs and further research. Full article

The study investigated the motivational needs of secondary school students and their intentions to pursue higher education. The descriptive survey method was utilised. This study’s sample was comprised of 137 students in grades four and five in secondary schools in Langkawi Island, Malaysia. For data analysis, descriptive and inferential statistics were utilised. The results indicated that these students have high educational aspirations concerning physiological needs, safety needs, social needs, self-esteem needs, and self-improvement needs. The survey also revealed that the need for self-improvement influences the educational ambitions of students pursuing tertiary education. Other motivational elements, including physiological needs, safety needs, social needs, and self-esteem needs, have no statistically significant relationship with students’ plans to pursue postsecondary education. Full article

Background: Early childhood educators (ECEs) influence young children’s early uptake of positive health behaviours in childcare settings and serve as important daytime role models. As such, it is imperative that post-secondary early childhood education programs provide students with the foundational knowledge and professional training required to confidently facilitate quality active play opportunities for young children. The primary objective of the Training pre-service EArly CHildhood educators in physical activity (TEACH) study is to develop and implement an e-Learning course in physical activity and sedentary behaviour to facilitate improvements in: pre-service ECEs’ self-efficacy and knowledge to lead physical activity and outdoor play opportunities and minimize sedentary behaviours in childcare. This study will also explore pre-service ECEs’ behavioural intention and perceived control to promote physical activity and outdoor play, and minimize sedentary behaviour in childcare, and the implementation of the e-Learning course. Methods/Design: A mixed-methods quasi-experimental design with three data collection time points (baseline, post-course completion, 3-month follow-up) will be employed to test the e-Learning course in early childhood education programs (n = 18; 9 experimental, 9 comparison) across Canada. Pre-service ECEs enrolled in colleges/universities assigned to the experimental group will be required to complete a 4-module e-Learning course, while programs in the comparison group will maintain their typical curriculum. Pre-service ECEs’ self-efficacy, knowledge, as well as behavioural intention and perceived behavioural control will be assessed via online surveys and module completion rates will be documented using website metrics. Group differences across timepoints will be assessed using linear mixed effects modelling and common themes will be identified through thematic analysis. Discussion: The TEACH study represents a novel, evidence-informed approach to address the existing gap in physical activity and sedentary behaviour-related education in Canadian post-secondary early childhood education programs. Moreover, e-Learning platforms, can be employed as an innovative, standardized, and scalable way to provide ECEs with consistent training across jurisdictions. Full article

Empirical studies of farm outcomes that rely on survey data often find important roles for education and gender. However, relatively few studies consider either field of study or gender of the decision maker (as opposed to gender of the survey respondent). This paper evaluates how the field of education and gender of decision makers correlate with profitability, farm management, future intentions, risk and norms, and adoption of novel technologies in New Zealand, explicitly accounting for the fact that many farming households make decisions jointly. Findings show that post-secondary education in a relevant field is a strong predictor of farm outcomes such as adoption of best management practices, plans to convert or intensify land use, risk tolerance, and adoption of novel technologies. Male sole decision makers (vis-à-vis joint decision makers) are more likely to have adopted best management practices and to have greater risk tolerance while female sole decision makers have adopted fewer novel technologies. These results have important implications for policy makers and extension officers who wish to encourage the uptake of best management practices and who wish to better understand future land-use change. Full article