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"Students"

This book gives an account of a recent study into the nature of teacher quality that moves beyond typical discussions of teacher impact on student results and into what it means to be a teacher. It describes how a range of different research methodologies were combined to design a process for research-informed examinations of teacher quality and the predictive validity of teaching performance assessments. The authors present qualitative and quantitative evidence that reveals how education stakeholders including teachers perceive what teacher quality is and what it might look like in the classroom. They aim to shift the discourse on this issue by changing the language we use to talk about teachers and what they do. In re-examining how we think about teachers, this work highlights the complex nature of defining teacher quality and what is required for successful engagement in the profession. Putting forth a new understanding of teacher quality, this is an essential resource for education academics and students, as well as teaching professionals. Further information about the study discussed in this book is available at https://www.sydney.edu.au/arts/our-research/research-projects/teacher-quality/whats-the-evidence.html. © 2025 selection and editorial matter, Rachel White and Alyson Simpson; individual chapters, the contributors.

Classroom engagement is a critical factor for evaluating students' learning outcomes and teachers' instructional strategies. Traditional methods for detecting classroom engagement, such as coding and questionnaires, are often limited by delays, subjectivity, and external interference. While some neural network models have been proposed to detect engagement using video data, they generally rely on fixed feature combinations, which fail to capture the logical connections and temporal dynamics of engagement.To address these challenges, this article introduces the MSC-Trans Engagement Detecting Network, a temporal multimodal data fusion framework that integrates a convolutional neural network (CNN) and a multilayer encoder–decoder structure. The proposed network includes two key components: first, a multilabel classifier based on ResNet and Transformer, which embeds labels into image features extracted by the CNN for high-precision classification through background inference, second, a temporal feature fusion module, which leverages an encoder–decoder structure to integrate multimodal features over time, enabling stable tracking of classroom engagement. Meanwhile, this open framework allows users to freely select feature combinations for temporal fusion based on specific scenarios and needs.The MSC-Trans Engagement Detecting Network was validated on the DAiSEE dataset, augmented with real classroom data. Experimental results demonstrate that the proposed method achieves state-of-the-art performance in continuous engagement tracking metrics, with flexible and scalable feature selection. This work offers a robust and effective approach for advancing engagement detection in educational settings. © 2008-2011 IEEE.

Competence-Based Didactic Approach (CBDA) supported students in developing their ability to integrate knowledge, skills, and attitudes. The study aimed to evaluate the effectiveness of CBDA in pediatric nursing education by establishing a CBD Model (CBDM) and examining the nursing students’ scores and grades. The exploratory sequential mixed methods research design was used to explore the CBDM and its effect on the students’ performance through their scores. Six hundred eighteen undergraduate nursing students were involved in the study. Purpose sampling was adopted to identify the CBDA impact on the nursing students score and grades. CBDM was established in parent and child nursing course to emphasize the application of didactic principles with nursing competencies. Study findings proved the highly nursing performance of CBDA among undergraduate nursing students’ scores and grade. The comparison of students’ scores between traditional and CBDA groups (two and three semester system) revealed highly statistically significant improvement (p < 0.001) which justified the research hypotheses of CBDA implementation. The total average of student scores increased from 84.54 ± 3.21 in the traditional group to 88.29 ± 1.59 in the CBDA groups. In addition to the improvement of communication skills which increased from 3.83 ± 0.36 in traditional groups to 5.88 ± 0.22 in CBDA groups. CBDA improved students’ performance by emphasizing their active participation in the learning processes through the application of didactic principles in the nursing education with clear plans that clarified teaching strategies and assessment methods. CBDM is more applicable in nursing courses and improve learning outcomes and curriculum design. © © 2025 Amal Murad and Eman Mater. Nursing Research and Practice published by John Wiley & Sons Ltd.

This study investigates how informal apprenticeships serve as a pathway to entrepreneurship in Ghana, focusing on the factors influencing the decision to enter apprenticeships, trade selection, and entrepreneurial ambitions. Utilizing a multinomial logit model, the research examines data from 1,600 apprentices to identify the interplay between individual characteristics, financial limitations, and trade preferences. The analysis reveals that financial constraints significantly impact the decision to pursue an apprenticeship, while trade selection is largely influenced by perceived entrepreneurial prospects. Interestingly, individuals with higher educational qualifications tend to enter skilled trades, implying that formal education enhances their recognition of business potential in these fields. Contrary to expectations, guidance from parents and teachers appears to discourage apprenticeship participation. Additionally, catering and carpentry emerge as trades with strong entrepreneurial potential, though the limited range of available apprenticeship options presents a challenge. These insights question the notion that informal apprenticeships are primarily for academically weak students, highlighting the importance of strategic interventions to strengthen their role in fostering entrepreneurship. To enhance the effectiveness of informal apprenticeships, policies should focus on broadening trade options, incorporating entrepreneurship education, and strengthening the link between formal and informal learning systems. Further research could explore comparative studies of apprenticeship models across different contexts. © 2025 by the authors; licensee Learning Gate.

Postsecondary education provides substantial benefits to transition-age youth in promoting improved career outcomes, but many individuals with intellectual and developmental disabilities (IDD) are denied opportunities in this area. Previous research has shown that inclusive academic education and vocational activities lead to better outcomes, but it is unclear how often individuals with IDD engage in these activities and how they promote better outcomes in combination. This study analysed data from the High School Longitudinal Study of 2009 to examine the extent to which these experiences predicted postsecondary education for students in the United States. Overall, we found that inclusive academic education was a consistent predictor of postsecondary education, while other associations were more complex. Implications for future research, policy, and practice related to our findings are provided. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: The purpose of this paper is to examine employers’ perspectives on developing the soft skills of business graduates via university–industry partnership in a “developing country” context. Design/methodology/approach: Informed by the interpretivist paradigm, a qualitative study was conducted by exploring the perspectives of 24 industry experts on their roles and the activities they participate in with the interest of developing soft skills. Findings: While industry experts perceived their role as being supportive in nature, they did acknowledge the roles of other salient stakeholders such as academics and students as facilitators and key drivers. Regarding the activities undertaken by the industry, internships and awareness-building activities were mostly highlighted as direct form of industry participation. The presence of stakeholder-related, institutional and contextual barriers appears to limit the effectiveness of collaboration in enhancing graduates’ soft skills. Practical implications: For HEIs, the need for strategic orientation in designing and executing soft skill development interventions through university–industry partnerships, rather than using such collaboration to address need-based, short-term and ad hoc measures is emphasied. Originality/value: This study contributes to the debate on salient stakeholders’ role in soft skills development and provides insights into industry’s engagement in nurturing soft skills via university–industry partnership. © 2025, Emerald Publishing Limited.