With the increased emphasis in communicative language learning and task-based language teaching, classroom assessment increasingly includes performance-based assessments (e.g., essays, speeches, projects, presentations), which require careful planning and can be challenging to implement and assess. The ability to design and use well-designed…

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers' classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning,…

Given increasingly crowded education marketplaces, an emerging perspective views education as a marketable product and seeks to explain what drives loyalty of alumni. Satisfaction has been used as an indicator of education quality and resides in a complex relationship of factors pertaining to students and institutions. The nonprofit graduate…

In Canada, various studies investigating literacy learning have contributed to our understanding of the lives of the adult student. Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations of the important life changes that have resulted from their participation in…

This paper reports on the postmigration experiences of a group of Somali refugee students attending public schools in a southwestern city in Ontario, Canada. The findings were drawn from a qualitative study conducted to investigate the participants' postmigration experiences. Data were collected through semi-structured, one-on-one interviews with…

This paper presents a six-week telecollaborative project carried out between B2 (Common European Framework of Reference for languages -- CEFR) level learners of English from the Universitat Politècnica de València (UPV), Spain, and B1 (CEFR) level students of Spanish as a foreign language from the University of Bath (UK). The aim of the project…

The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an…

AASHE's advisory committee on Diversity, Equity, and Inclusion conceived of "No Sustainability without Justice: An Anthology on Racial Equity and Social Justice" as a way to share guidance around how racial equity, social equity, diversity, and inclusion are integral components to sustainability for those employed in higher education.…

The purpose of this qualitative study was to identify effective teaching strategies used with students with autism to enhance social skill development. With the growing need for teachers to address students with autism, viable strategies are needed to be implemented effectively to ensure social outcome success for students. The Individuals with…

Social-emotional factors associated with youth aggression have largely been studied in the context of social information-processing models. The ability to accurately encode and appropriately interpret others' emotions has yet to be fully examined in the context of aggressive behavior, particularly during adolescence. Using cross-sectional data…

Adolescents have the highest rate of internet use, when compared to any other age group. The debate about adolescent social media use and its impact on their mental health has sparked research; however, there is a gap in the literature associated with adolescents diagnosed with depression and their use of social media. The purpose of the…

This study examines the agreement across informant pairs of teachers, parents, and students regarding the students' social-emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to…

The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

The paper offers a theoretically grounded analysis of international postgraduate students' perspectives on the importance and development of global citizenship knowledge and competences while they are studying, and how these are valued and enacted afterwards. It draws on a series of interviews with non-Western international postgraduates during…