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The purpose of the current research is to present an explanatory framework for how people selectively attend to privacy-related news information about LBA depending on the extent to which they know about LBA already as well as their appraisals of privacy threats and efficacy.

The proposed model was tested using structural equation modeling based on a total of 522 useable responses obtained from an online survey.

The results revealed two different approaches to information exposure: (1) people choose to seek out privacy-related news articles when their persuasion knowledge and perceived threat level are high, whereas (2) they tend to avoid such information when perceived threats accompany fear as well as psychological discomfort, or when they believe that they are knowledgeable about LBA practices and highly capable of protecting their privacy.

With the development of real-time location-tracking technologies, the practice of LBA is becoming increasingly popular. As such, however, concerns about data collection and privacy are also on the rise, garnering a great deal of media attention. Despite the importance and constant stream of news reports on the subject, a comprehensive understanding of consumers' privacy assessments and information consumption remains underexamined. By incorporating the persuasion knowledge model and extended parallel process model, the current research presents an explanatory framework for consumers' privacy perceptions and information choice.

While there has been a growing call for insights on algorithms given their impact on what people encounter on social media, it remains unknown how enhanced algorithmic knowledge serves as a countermeasure to problematic information flow. To fill this gap, this study aims to investigate how algorithmic knowledge predicts people's attitudes and behaviors regarding misinformation through the lens of the third-person effect.

Four national surveys in the USA (N = 1,415), the UK (N = 1,435), South Korea (N = 1,798) and Mexico (N = 784) were conducted between April and September 2021. The survey questionnaire measured algorithmic knowledge, perceived influence of misinformation on self and others, intention to take corrective actions, support for government regulation and content moderation. Collected data were analyzed using multigroup SEM.

Results indicate that algorithmic knowledge was associated with presumed influence of misinformation on self and others to different degrees. Presumed media influence on self was a strong predictor of intention to take actions to correct misinformation, while presumed media influence on others was a strong predictor of support for government-led platform regulation and platform-led content moderation. There were nuanced but noteworthy differences in the link between presumed media influence and behavioral responses across the four countries studied.

These findings are relevant for grasping the role of algorithmic knowledge in countering rampant misinformation on social media, as well as for expanding US-centered extant literature by elucidating the distinctive views regarding social media algorithms and misinformation in four countries.

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

Despite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.

This study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.

The findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.

The findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.

The present chapter explicates urban and rural childhoods in India. It presents childhood as a dynamic product arising out of an intersection of children's experiences in different familial–socio-cultural contexts, and children's positions within parent–child interactions and relations. These contexts and interactions tend to colour and shape the childhoods that children inhabit. Drawing on fieldwork conducted in urban and rural India, the chapter documents (1) nature of children's engagements and (2) parent–child relations, explicitly observed in parent–child interactions, provisioning warmth and care; parental control and supervision over children and children's participation in the overall fabric of family life and so forth. Forty-eight parents (24 urban and 24 rural) of children aged 7–11 years participated in the study. Qualitative data gathered through semi-structured interviews and home observations revealed distinctions in urban and rural Indian childhoods. Urban childhood is characterised by rights and privileges, and the centrality of academic pursuits, while rural childhood is featured with subtle induction into economic and social fabric of rural life. Although the world of ‘Indian childhood’ seemed plural, childhood playfulness and learning seemed to be the unifying themes. Geared to the fact that children have to make a living with limited means in the future, both childhoods were accelerated in preparation for future. Dwelling on the complexities in children's lives, this article appreciates diversity and multiplicity in childhoods.

The purpose of this article is to describe the key aspects of and provide examples about Essential Nine of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.

The research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.

The results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.

This is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.

These results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.

While many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

This paper aims to investigate the impact of perceived risk, ethical judgement, value consciousness, susceptibility to social influence and neutralisation on counterfeit clothes and accessories purchase intention in Egypt.

A single cross-sectional survey was conducted. Questionnaires were used to collect data from 361 counterfeit buyers in Egypt. To test the hypotheses, partial least squares-structural equation model was applied.

The results indicate that neutralisation, perceived risk and susceptibility to social influence significantly impact attitudes towards counterfeiting and purchase intentions, whereas value consciousness impacts counterfeit purchase intention. In addition, attitudes mediate the effects of perceived risk, susceptibility to social influence and neutralisation on purchase intention.

Brand producers/retailers and the government need to adhere to a number of practices to curb counterfeit demand, mainly by tackling the neutralisation’s impacts, demonstrating various risks of counterfeiting and developing a collective attitude against counterfeiting.

This study contributes to the ethical decision-making literature by empirically testing and quantifying the impact of neutralisation on shaping counterfeit buyers’ attitudes and purchase intention.

The purpose of this paper is to describe, analyze and understand international users' library experience in the Digital Age in order to inform library service design and ensure it provides an inclusive environment. In this study, the behavioral and experiential aspects of user library experience are merged to develop essential interconnections between information behavior (IB) and user experience (UX) in the context of the academic library with the goal of constructing a more holistic understanding of ‘library experience.

The study was built on the concept “library experience” through analyzing its essential components of IB and UX. It was developed through findings from mixed methods research, consisting of the quantitative investigation from a library log analysis, and qualitative investigations via cognitive mapping exercises and semi-structured interviews, both targeted on the largest single group of international students in United Kingdom – international Chinese students.

The findings demonstrated the complexity and multilayered characteristics of international Chinese students' library context, and three unique contexts emerged from the data shaping their library experience. Building on the previous findings on the connections between IB and UX, the work attempted to redefine “library experience” by joining both behavioral and experiential aspects. It is found that the key components of cultural library experience are the multilayered context, cultural group's perception needs, sense-making process and subjective evaluations.

This study joins the behavioral and experiential perspectives together to explore library experience in a more holistic way and proposes a systematic structure to understand and analyze library experience, especially that of international users in a cross-cultural context, which, in turn, will better serve their information needs and inform the design of a more equal and inclusive library system.

The purpose of this study is to explore the perceptions of teachers’ and undergraduate students concerning the provision of written corrective feedback (WCF) in Saudi EFL writing classrooms in the form of a case study.

The sample consisted of three teachers and five students, whose views on WCF were recorded via individual semi-structured interviews to gather qualitative data.

The results revealed some divergent viewpoints between students and teachers and among peers in both groups.

By offering the best WCF practice and considering students' interests, this research is important for improving the pedagogical approaches used by EFL instructors for teaching writing to university learners. It will, therefore, have more of an impact on EFL writing instruction.