Abstract: To assess the level of anxiety as well as the relationship between anxiety and academic performance among chiropractic students. A total of 461 first-quarter students were recruited. The Spielberger State-Trait Anxiety Inventory (STAI) was administered to all participants at the beginning of the chiropractic training program. The mean State-Anxiety (STAI-S) score and Trait-anxiety (STAI-T) score was 35.15 and 35.30 respectively. We found a statistically significant negative correlation between STAI-S scores and both the overall anatomy grades as well as the written exams scores (r=-.105 and r=-.098 respectively). A negative correlation was also found between STAIT scores with both the overall anatomy grades and lab exam scores (r=-.09 and r=-.088 respectively). The results of this study confirmed a negative relationship between anxiety and academic performance among chiropractic students. This suggests that stress and anxiety management should be incorporated into the chiropractic curriculum to for better academic outcomes.

Abstract: Recent educational policies advocate the use of active and experiential methodologies, such as service-learning methodology, in which students serve a community while reflect and learn from the experience. The aim of this study was to describe the use of service-learning methodology in the institution’s curriculum and, if it was the case, how it was being implemented. 48 university professors completed a questionnaire in a university in southern Spain. Results indicate that this methodology is still unknown by many lecturers, despite their interest to participate in eventual implementation of service-learning methodology and training. Additionally, results reveal that those lecturers already implementing service-learning methodology showed a high degree of satisfaction, suggesting, accordingly, the need of higher education institutions to deploy actions to allow students to carry out service-learning practices.

Abstract: Instructional leaders are challenged with numerous expectations, pressures and job responsibilities on a daily basis. It is getting more difficult for Instructional Leadership (IL) programs to prepare candidates with limited time and resources. Virtual simulations can bridge that gap between book knowledge and skill-based practices. This study explores the use of virtual simulations in enhancing the active listening skills among five graduate IL candidates at a large rural southeastern university. This study finds the value in implementing Virtual Environments to a Master’s level IL program. Eighty percent of the participants were successful in defining active listening and had little to no difficulty in utilizing rephrasing skills during the simulation.

Abstract: The study examines the usability and usefulness of virtual reality (VR) technology as a tool for increasing college access. Students in four rural low-income North Carolina high schools used an immersive 360-degree VR app to tour 16 college campuses in the state. Drawing on a sample of 11th grade rural and low-income participants in the high schools, the study explored students’ experiences with the VR technology through observations, surveys, and focus group interviews. Findings indicated students found the technology user-friendly and useful for learning about college choices. The findings highlight the promise of VR technology for increasing postsecondary aspirations, access, and enrollment and the use of VR technology for college access is especially salient in the COVID-19 era. Further research and implementation is needed to fully understand the benefits and costs of utilizing 360 VR for college access.

Abstract: Adolescence is a complicated stage of development for all youth between the ages of 12 and 20. This is particularly for girls of color. Phinney (1992) states that adolescents from ethnic groups who do not view themselves as part of the mainstream social organization will begin to form personal perceptions about themselves based on generalized ideas about ethnicity and race rather than their own individual capabilities. The research in this paper seeks to understand how mentors can help adolescent girls of color develop more individualized personal perceptions about themselves that lead to greater ethnic identify, self-esteem, and selfefficacy.

Abstract: A high grade IELTS (International English Language Testing System) result is one of the most acceptable forms of evidence regarding Chinese candidate’s language proficiency for entering foreign universities or colleges, so attaining the required score in each band of the IELTS is extremely important for Chinese students. The purpose of our study is to unprecedentedly identify the difficulty level of all nine question types in the IELTS reading subtest so as to help students to make improvements in their band score. Our study utilised a framework named task characteristics and via a mixed methodology, we could determine the difficulty level in the academic reading subtest of the IELTS. The findings reveal that the Chinese student test participants think the question type of Gapfilling is the easiest, while the question type of Matching--finding correct endings is the most difficult. The findings also found that the difficulty level of the question types could have an impact on Chinese students’ performance in the IELTS test. The significance of our study is that it could help Chinese IELTS reading teachers to adjust their teaching plans to better prepare their students for the IELTS reading sub-test. They could also be able to more accurately predict their students’ performance according to the combination of different question types in IELTS reading tests.

Abstract: Although millions of young people help to take care of family members worldwide, there is limited awareness, identification, and support of young carers (YCs) in Canada. Given YCs spend most of their days at school, it is an ideal context to identify and support YCs. Therefore, the aim of this study was to understand whether educators were aware of YCs and their perceived role in identifying and supporting YCs within schools. Through an applied research design, eight teachers and three principals from Southern Ontario were interviewed. Results revealed multiple barriers in an educators’ awareness, and in their ability to identify and support YCs in their schools. Barriers included YC secrecy and inadequate school policies. Recommendations addressing educator mandates, proposing policy changes, and incorporating YCs’ cooperation were made.

Abstract: Reviews into teacher education highlight the importance of the mentor teacher during preservice teachers’ in school professional experience. While university programs teach theoretical concepts, the mentor teacher assists the preservice teacher to enact and refine classroom practice. The aim of this study was to explore the literacy mentoring experiences of secondary preservice teachers during professional experience. This investigation used survey design. The survey was administered to 108 secondary preservice teachers’ from seven Australian universities. Data were analysed and reported using Hudson’s Five Factor Model for Mentoring. Results indicated over half of the preservice teachers noted their mentor teachers had the personal attributes for mentoring, modelled practices for effective literacy teaching and provided feedback. However, approximately one third self-reported that their mentor teachers shared the system requirements for teaching literacy. This research suggests the need for professional learning for mentor teachers and further emphasis on literacy teaching in secondary preservice teacher preparation.