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This paper aims to clarify the differences between students’ travel behaviours in Australia and China and the association between students’ environmental attitudes and their travel behaviours in both countries.

The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/consideration. An online survey was used with 230 students at Mawson Lakes campus of University of South Australia and Beiyangyuan campus of Tianjin University (China). Statistical tests (i.e. mean test, one-way analysis of variance, factor analysis) were used to analyse the data.

The study reveals that a high dependence on private vehicles amongst students at the Mawson Lakes campus, whilst a more environmentally sustainable modal choice dominated at the Beiyangyuan campus. Those who studied at Mawson Lakes campus tended to have stronger involvement in environmental activities than their counterparts at Beiyangyuan campus, which presented a clear association between environmental awareness and the travel behaviours of the sampled students.

The study focussed on two respective campuses of both universities in Australia and China. Future work could be expanded with students at all campuses of two universities.

The study affirmed the value of nurturing environmental awareness for students in both universities to encourage more environmentally sustainable travel behaviours amongst students. The paper provides policy recommendations such as establishing infrastructure, and facilities for new stream of mobility included sharing bike schemes, which would be very practical due to flexibility and cost effectiveness within University campuses. The paper attempted to transfer lessons from Chinese bike friendly society to Adelaide’s car dominated campus.

This study brings remarkable contributions as comparing university students’ travel behaviours in two different nations. It is the first one in Australia, which links the environmental concerns among university students with their travel behaviours. The paper was successful in getting the gap between theory and practice filled to some extent. The paper has a capability to be used as an evidence-base work in the area of sustainability education.

Presently, there is a need for graduate students to be well prepared with accounting professional competencies (APCs) as the market is characterized by intensive activities and rare job opportunities. In relation to this is the significant role of student engagement (SE) practices and e-learning. Thus, the present study examined the mediating role of e-learning on the relationship between SE practices and APC, as well as the moderating role of student's demographics on the same relationship.

The study used a structured questionnaire distributed to 428 accounting students enrolled in institutions in Jordan and the obtained response rate was 65.84%. The formulated hypotheses were tested using structural equation modeling in PLS-SEM analysis Version 3.2.7.

On the basis of the results, there is a significant relationship between SE and e-learning and APC, with e-learning partially mediating the SE-APC relationship. The results also showed that students' demographics have a significant moderating relationship between the same.

The author recommends that universities employ advanced technologies with SE practices for the mobilization of accounting graduate students, with the prerequisite APC skills so they will become competitive and thrive in their professional and practical lives.

The purpose of this paper is to describe the evaluation of a set of potential logos for a campaign aimed at promoting an environment of solidarity and support on college campuses for students with mental illness.

Participants completed an online survey responding to statements about college students and mental illness by selecting the logo they thought best represented each statement.

One-sample χ2 tests were conducted to assess difference in frequency of brand endorsement by statement.

Through use of the scientific method to evaluate three potential logos designed to represent this campaign, it is more likely that the campaign will have its intended impact, and avoid potential deleterious effects. Limitations of the study include the representativeness of the sample, and the fact that endorsement of statements may not translate to behavior, the ultimate outcome of interest. Future studies should include population research strategies.

A campaign such as the one described here, with a scientifically selected brand, may have a greater effect on stigma surrounding mental illness, a significant public health concern.

This is the first study of its kind to scientifically evaluate the brand for an anti-stigma program. The findings of this study would be of value to advocates, college and university administrators, staff, and educators, and college student with mental illness seeking to promote supportive environments on college and university campuses for students with mental illness.

To study college students' attitudes toward and behavioral intention of shopping online for apparel products by using the theory of reasoned action.

Focus group interviews and a literature review identified specific items of interest related to the desirability of shopping online for apparel products. A questionnaire was developed and distributed to two groups of respondents: college students who lived in rural and urban areas.

The students, in general, had positive attitudes toward shopping online for apparel products. ANOVA results showed that the students who intended to shop online for apparel products had more positive attitudes than those who did not have the intention. The GLM results showed that internet usage, employment status, and car access had significant influence on students' attitudes toward online shopping for apparel products.

The samples for this study were randomly chosen from two universities in the United States. This limited sampling frame may affect the generalization of findings.

Both local retailers in rural college towns and online retailers can benefit from the findings of this study.

This research contributes to the literature by studying college students attitudes toward online shopping for apparel products.

The general objective of this paper is to investigate the mathematics achievement of middle grade students in Pakistan. Specifically: to determine whether mathematics achievement varies systematically across students and schools; to what extent the mathematics curriculum and frameworks are implemented in schools; to what extent gender and location account for differences in mathematics achievement (at item and test scores levels); to what extent student demographics, home background, and homework variables predict mathematics achievement; to what extent schools' physical and academic resources predict mathematics achievement; and to what extent student‐ and school‐level variables interact to predict achievement indirectly.

The approach was to undertake a quantitative survey of 14,440 students from 770 schools across the country. The analytic strategy included item‐level Rasch analysis, DIF analysis across gender and regional location, and MLM analysis to test various student‐ and school‐level models.

Rasch analysis indicated that students were able to pass low‐rigour items requiring simple mathematical skills. The DIF analysis indicated that items favouring female students in either content domain belonged to knowledge of concepts to recall basic facts, terminologies, numbers, and geometric properties. Items favouring male students in either domain belonged to the problem solving level. MLM analysis revealed that at the student level, gender, location, and some home background and homework variables contributed towards mathematics achievement. At the school level, availability of learning resources and better physical facilities were found to be associated with increase in achievement scores.

Only a few major variables with policy and research implications were tested to keep the interpretations clear and simple. The next stage of this study could examine the more complex pattern of relationships and interactions among relationships for subgroups.

The study has implications for a review of the gender gap in school enrolment, the national curriculum for mathematics, homework policy, the role of regional languages as a medium of instruction in schools, the provision of school resources, and learning aids in schools.

The paper shows that the estimated models were successful in explaining the variation in average achievement in terms of proportion of variance explained and significance of estimates of the effects.

This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.

This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.

Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.

MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.

Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.

This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.

This paper aims to address the issue of why students want to drop out from a course and suggests appropriate strategies to enhance student retention.

A sample of 260 hospitality management students were surveyed based on both Tinto's model of student–institution integration and a theory of planned behavior on student departure. The research applies data mining and decision tree using the classification and regression trees (CART) method as an analytic tool to identify a group, discover relationships between groups and predict future events for segmentation.

The results regarding the demographics indicate that the most critical factors of dropout included residency status, financial situation, quality of class and occupation.

This is a limited US sample, based on student perceptions only and not lecturer or institution perceptions.

The paper provides empirical evidence of student perspective along with institutional and learning environment factors. It includes data from students who are currently enrolled (which previous literature has not covered) by testing student–institution integration and planned behavior on student departure.

The purpose of this paper is to provide an empirical comparison of two measures of school success – a value‐added assessment system and the federally‐mandated system of adequate yearly progress (AYP) – to identify highly effective urban schools in the USA and to explore the predictive relationship between evidence‐based decision‐making and school improvement.

A total of 204 urban schools with 6,684 teachers and 149,665 students in grades 1 through 10 participated in the study. Data included teacher survey and students’ standardized reading and math scores from 2002 through 2005. Analyses included factor analysis, growth modeling, and multiple logistic regression analyses.

AYP status was strongly predicted by student and school demographics rather than by organizational climate and instructional practices. In contrast, school growth as measured by the district's value‐added assessment system was unrelated to the demographics of the student population and related strongly to specific school practices. Specifically, high growth schools exhibited strong evidence‐based decision‐making practice where teachers used the district's benchmark assessment to reflect on instructional practice, used the core curriculum to guide instruction, and received frequent and high quality professional development on reading and math instruction.

As states gravitate away from relying on AYP status as a measure of school success, districts will benefit from integrating measures of growth and using school data management systems that integrate benchmark assessment capabilities and provide teachers with the training and tools needed to use the information in their daily practice.

This study provides a direct comparison of evaluation models using a variety of current methods within a single district that has played a central and highly‐visible role in the education reform movement in the USA.

Food-borne diseases can be prevented with the knowledge of food safety. Food-related infirmity, especially in developing economy perspective such as Iraq can be addressed effectively with adequate food safety knowledge. So, this study aims to analyse the food safety knowledge of Iraqi students studying in food science programs.

Four aspects of food safety, namely, the food poisoning, personal hygiene, temperature control and cross contamination and cleaning were considered to understand the food safety knowledge of Iraqi students. A survey of 105 Iraqi food technology students was conducted to know their food safety knowledge. A structured questionnaire was made involving multiple choice scales. Among the alternatives, one alternative was right and all other alternatives were wrong. Respondents were asked to pick the correct answer amongst the given alternatives. Correct answer given by the respondent was considered a measure of food safety knowledge.

Findings of the study revealed that students had insufficient knowledge about various dimensions of food safety. Students had knowledge about the food poisoning (p < 0.001) Students had partial understanding about personal hygiene wherein they had knowledge about handwashing practices (p < 0.001) and food-handling practices (p < 0.001). Respondents had knowledge about role of freezing in bacterial growth (p < 0.001). Students only had knowledge about separation of cooked and uncooked food (p < 0.001), indicating partial understanding about cross contamination and cleanliness. Both age and gender of the student did not have relationship with their food safety knowledge. The results implied that instructors and tutors should stress upon the socio-cultural facets to facilitate the food safety knowledge. Educators should also emphasize upon the application and laboratory demonstration of food safety knowledge rather than over-emphasizing the theoretical part.

The present study suffers from multiple limitations demanding specific mention. The study undertook a quantitative methodology and made use of a close-ended questionnaire. As generally the quantitative studies include the self-reported actions or behaviours of the selected respondents, the present study also offers its results on the basis of self-reported behaviour of the students. It might be possible to observe the difference between the stated and actual behaviour of the food technology students. Other researchers might use an observational study to obtain more genuine results.

It is important to study food technology students regarding their food safety knowledge due to their projected future roles, as students are stipulated to perform the role of managers, food handlers, trainers, experts and caterers in the future in food industry. These students are more likely to influence the food safety orientations of society at large than the those belonging to other educational programs. Hence, this study offered a review of food safety knowledge of food technology students.

The purpose of this paper is to expand the growing body of research on the educational impact of 1:1 mobile devices, investigating the iPad’s potential to reduce the disparity of access to high-quality instructional technology and achievement for low income, racially, and linguistically diverse students.

This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative reduced the disparity of technology access and instructional use and improved student learning and attendance. The research design included survey data on student technology skills, experiences and use and teacher focus groups to confirm and contextualize the survey data.

Across all three years, ninth graders and students who were white, female, eligible for free/reduced lunch and those with stable enrollment were more likely to have an individual iPad (THP). Having a THP was associated with greater satisfaction, ease and frequency of technology use, higher attendance and GPA.

Inequitable distribution, inconsistent administrative support, and uneven faculty support for iPads limit generalizability.

This research identifies barriers to successful technology integration and impact on student achievement including inequitable access, inconsistent administrative and teacher support, and limited professional development.

This research focuses on an issue of digital equity that has not yet been studied in depth with 1:1 iPads and investigates students’ technology access, experiences and use to support student achievement in a high poverty, highly diverse high school.