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Purpose – Studies suggest that children's experiences during first grade help establish educational trajectories that eventually shape their life chances. Research also indicates that student attentiveness in the classroom is integral to learning and later academic achievement, with low-income students of color running a greater risk of “attentional difficulties.”

Methodology – Joining these two bodies of work, I map the social conditions that shape attentiveness in the first-grade classrooms of “at-risk” students. Using ethnographic data collected over three school years, I examine how children actively construct attentiveness during their everyday interactions at school.

Findings – First graders sustain attention but often onto their own auto-involvements and mutual engagements, focal concerns teachers consider “distractions.” By learning the moment-by-moment variations of what to pay attention to and how “attentiveness” looks, children navigate the social ropes of schooling. Young students apply these lessons to self and peers, regulating attentiveness and socializing one another to the norms of their classroom. They are also resourceful actors who skillfully use their understandings of attentiveness to maneuver around the strict order of the day. Schoolchildren multitask, conceal other focal concerns, and give the impression of attentiveness, all of which influence what behaviors get detected as “(in)attentive.”

The purpose of this paper is to present a straightforward technique for engaging students and building a sense of community in the university classroom by allowing students to give brief extra‐credit presentations on topics of personal interest.

The paper includes an overview of the literature related to engagement and “sense of community,” a discussion of the motivation for incorporating “off‐topic” presentations in the university classroom, a description of the presentation requirements and grading practices, and comments on the results of employing the presentations. Because individual perceptions were the goal of this research, survey methodology was used. All items were measured on a five‐point Likert scale and administered to students at the end of the most recent term.

Using survey results, factor analysis, and regression, the paper finds that the presentations increased student attentiveness and fostered a sense of community in the classes in which the presentations were employed.

This research presents a unique method – the use of off‐topic presentations – to increase sense of community in the university classroom.

Drawing on Bandura's social cognitive theory, the present study examines the relationship between teacher self-efficacy and student misbehaviour, while exploring the moderating effects of teacher gender using gender schema theory.

The structural equation modelling examined the study model. Data were collected using self-report questionnaires from 464 teachers in secondary schools in Sri Lanka.

The results revealed that teachers' self-efficacy in overall teaching negatively correlated with student misbehaviour. Teacher gender had no moderating effects, implying an indistinct patriarchal influence on which the hypothesis was based.

The present study offers suggestions and practical recommendations in the areas of classroom management, school leadership, teacher education, and education administration on ways to enhance teachers' self-efficacy, particularly their self-efficacy in managing students' problematic behaviours. The findings of the study may also imply that the patriarchal dominance in Sri Lankan households may be waning.

This research is the first ever to apply gender schema theory to explore the moderating effects of gender in the self-efficacy–student misbehaviour relationship.

The purpose of this research is to aim to develop a deeper understanding of the teaching qualities of effective lecturers that students desire and to uncover the constructs that underlie these desire expectations and reveal the underlying benefits for which students look.

A semi‐standardized qualitative technique called laddering was applied that allows researchers to reach deeper levels of reality and to reveal the reasons behind the reasons. The study was conducted amongst teacher education students at a large German University of Education and laddering questionnaires were handed out to 53 students enrolled in a business management course.

The exploratory study gave a valuable first insight into the desired qualities of lecturers. In particular, the study results indicate that students want lecturers to be knowledgeable, enthusiastic, approachable, and friendly. Students predominantly want to encounter valuable teaching experiences to be able to pass tests and to be prepared for their profession. This study also showed that students are mainly concerned about vocational aspects of their studies and are less interested in their subject.

Owing to the exploratory nature of the study and the scope and size of its sample, the results outlined are tentative in nature. As the study involved only a single group of university students from one university, the results cannot be generalized to the student population as a whole.

The study was the first to successfully apply the means‐end approach and the laddering technique to the issue of service quality in higher education. The study has, hopefully, opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic.

The key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968–2017?

Interview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968–2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes.

The findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the “other”, they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching.

While in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions.

The purpose of this conceptual paper is to present a framework for the interplay between ethics education and consumer wisdom for future empirical research. The paper aims to conceptualize the influence marketing ethics education has on students as consumers, not as future marketing executives per se due to the little literature that exist in this direction. By tackling this research gap, this paper extends the understanding of the social cognitive theory. It examines the role marketing ethics education plays in enhancing students' moral attentiveness and ethical awareness, which consequently shape their consumer wisdom.

The proposed conceptual framework is based on theoretically observing and analyzing the possible interrelations between ethics education and consumer wisdom.

This research offers multiple research propositions to examine these interrelationships through future empirical research.

The value of this paper lies in its potential importance for policymakers and marketing educators. Shedding light on this relationship is beneficial to educational institutions and the means by which courses' curricula are designed. Consequently, students will be equipped with the right foundation to become more ethical and wiser consumers.

This conceptual paper extends the research in the field of consumer behavior and marketing education. It employs the reciprocal causation model of Bandura's (1986) social cognitive theory to consumer wisdom; a novel construct in the field of consumer behavior. This opens an array to understanding the potential role of ethics education as a potential antecedent in shaping consumer wisdom. The study also explores the prospective mediating role of moral attentiveness and ethical awareness to the conceptualized relationship.

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction).

Using Finn et al.’s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes.

Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes.

This study applies Finn’s framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes.

The purpose of this paper is to present the full range of choices that academic institutions presently have for attending to educational results.

The approach takes the form of a systematic comparison of the eight models currently available to colleges and universities for attending to educational results, relative to four necessary organizational purposes: individual student improvement, individual student accountability, organizational improvement, and organizational accountability.

This is a time of innovation, not of standardization. As new choices become available, the standard for accountability for educational results continues to rise.

The choices, ranging from established practices to expected alternatives to unexpected innovations, differ significantly in their capacities.

Online learning can present challenges and barriers for students, especially when it comes to self-motivation and discipline. Non-traditional learners and those who may be underprepared are often the students most likely to seek virtual learning options. As a result, methods of supporting online learners must be intentional and robust to stay attentive to students’ needs. The American Women’s College (TAWC) at Bay Path University designed its Social Online Universal Learning (SOUL) model to promote degree completion through a constellation of evidence-based practices that cultivate student engagement in a personalized online learning environment. SOUL employs an innovative adaptive technology approach with Universal Design for Learning (UDL) principles to promote accessibility and affordability. Foundational to these frameworks is a commitment to leveraging technology to gather data that drives action-oriented analytics, triggering interventions by faculty and staff and generating predictive models to inform wrap-around support. SOUL’s high-tech, high-touch attributes give students agency over their unique learning paths and provide instructors and administrators the meaningful insights needed to target efforts in a personalized yet scalable way, to promote and positively impact student success. Lessons learned in the process of developing data-driven “high-tech, high-touch” practices are presented.

Volume 14 of Sociological Studies of Children and Youth (SSCY) is comprised of empirical research and theoretical papers within three areas, namely children's well-being, children and youth peer cultures, and the rights of children and youth. In this volume, the term “children” is used inclusively to encompass those from infancy through the transition to adulthood. These empirical studies include children's voices and experiences from four continents and a range of methodological and theoretical orientations. Additionally, a clear connection to social policy is made in many of these studies. Altogether, these studies highlight how structure and culture both limit and enable the life chances of children, how children interpret and construct their social relations and environments, and finally, how children view themselves as well as how others view the rights of children.