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Classroom management is a vital aspect of teaching that greatly affects students’ learning experiences, particularly in secondary schools. This review paper examines the various strategies teachers use to maintain order and promote effective learning. In Pakistan, where classrooms often face challenges like large sizes and diverse student needs, teachers employ a range of techniques to keep students focused and engaged. These include establishing explicit guidelines, utilizing interactive teaching techniques, and fostering a positive environment. The article helps to find out the answers of these research questions: (1) how do different classroom management strategies impact student engagement and academic performance in secondary education? (2) To what extent do teacher preparation programs contribute to the development of effective classroom management skills for teachers working in diverse classrooms? The assessment also highlights the importance of teacher preparation programs and policies that support effective classroom management. It means that by understanding and implementing tried-and-true management techniques, educators can create a learning environment where every student has the opportunity to succeed. Since effective classroom management changes over time, it calls for ongoing effort. Enhancing the learning environment can be achieved through incorporating evidence-based practices, theoretical insights, and a thorough understanding of each student's needs. It encourages students' empowerment, academic advancement, and the growth of their interest in learning. [ABSTRACT FROM AUTHOR]

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. [ABSTRACT FROM AUTHOR]

Over the last few decades, researchers have been investigating the uses of student-generated questions (SGQs) in multifarious areas. In understanding the potential benefits of SGQ, this action research is designed to examine a group of students' perceptions after experiencing interventions of web-based student generated questions (e-SGQs) and paper-based student-generated questions (PB-SGQs) in the classroom. For this research, ten students were recruited to construct test items for their own mid-term preparation. The student generated items were split fairly evenly with about half of the items being e-SGQs and the other half being PB-SGQs. The two modes were compared through the analyses of a survey, a group interview, and individual in-depth interviews. The data analyses reveal that the participants perceived their experiences of generating questions to be very helpful for understanding their class content. Although many of them clearly recognized the advantages of e-SGQs as an educational tool, most of the participants chose PB-SGQ over e-SGQ. This result can be explained by the survey and interview data which illustrate that the respondents preferred the test taking strategies that they were used to such as marking, underlining, and skimming through the test items on a paper. [ABSTRACT FROM AUTHOR]

Purpose Method Results Conclusion WHAT THIS PAPER ADDS What is already known on this subject What this paper adds to existing knowledge What are the clinical implications of this work? This study was designed based on the need to verify the effectiveness of education in the vocology area concerning refining perceptual auditory skills. The purpose of the project described in this paper was to examine the effect of knowledge and skills training during a 2‐week voice disorders graduate course on auditory‐perceptual skills of pre‐professional speech‐language pathologists. The training effect was evaluated by comparing pre‐ and post‐course results of ratings of voice quality using auditory‐perceptual measures.A cohort of 24 graduate students in speech‐language pathology participated in this study. Each student rated a total of 24 voice samples of typical and disordered voice quality from a database using Consensus Auditory‐Perceptual Evaluation of Voice (CAPE‐V). The same voice samples were rated before and after the training, in randomised order. The speakers ranged in age from 35 to 80 years; 16 identified as females and 8 as males. A total of 16 samples were associated with various degrees of dysphonia of organic and functional aetiologies; the remaining 8 voice samples included in the study were classified as normal. The training involved different components including knowledge and auditory‐perceptual skills as part of a voice class offered as an intensive 2‐week course with daily blocks of 4 h sessions. Exploratory comparisons of results to objective outcomes were conducted through comparisons with computer‐generated indicators of the Cepstral Spectral Index of Dysphonia (CSID), a component of the Analysis of Dysphonia in Speech and Voice (ADSV) software from Pentax for capturing the CSID.There was a significant increase in ratings of roughness, breathiness, loudness, pitch and overall severity after the course. Furthermore, there was a significant increase in the intra‐ and interrater reliability post training. Statistically significant positive indications were found in correlations between mean perceptual ratings and the acoustic measure of CSID. Reliability of data was measured by using Pearson's correlations. Intrarater reliability resulted in values of ≥0.90 in all parameters. Similar findings were demonstrated by intraclass coefficients used to estimate interrater consistency: all values were >0.90 but in the Loudness parameter [r (22) = 0.60].Effectiveness of the training in improving the auditory perceptual skills of students was based on the increased reliability of ratings. Indications of successful implementation and outcomes on auditory‐perpetual training procedures in classroom environments will support the development of effective educational methods, which will in turn lead to increased efficacy of service delivery in voice disorders. The effects of training on perceptual assessment performance have been indicated in the literature. Past evidence has demonstrated that various types of training produce a significant impact on auditory perceptual skills. Although dedicated research has been advancing over the past decade, further aspects of auditory‐perceptual reliable assessment include queries about specific training approaches, optimal duration, and interval time for recalibration. While past research suggests that increased exposure in identifying voice characteristics impacts assessment skills, there are limited published data on the relationship of knowledge and skill in association with teaching and learning environments, particularly at the pre‐professional stage. Practical data from actual classroom application constitute an ideal scenario for inspecting effectiveness of graduate training in voice disorders involving acquiring knowledge and applied skills, including auditory‐perceptual voice evaluation. This study is an attempt to expand on previous literature, particularly by examining effects of auditory‐perceptual skills training in graduate students following teaching and learning in a systematic 2‐week voice disorders course. Outcomes indicative of successful training procedures in a classroom environment will support the development of effective educational methods to increase efficacy of service delivery in voice disorders. [ABSTRACT FROM AUTHOR]

AbstractThis paper introduces the concept of polyphonic relational epistemology, an extension of relational epistemology that emphasizes knowledge as a dialogic and multivocal process. Drawing on Mikhail Bakhtin's theory of polyphony, the paper argues that the act of knowing emerges from the interaction of multiple, irreducible voices. This approach challenges traditional epistemological frameworks that prioritize individual coherence and logical consistency, proposing instead a view of truth as a dynamic interplay of diverse perspectives. The paper examines the contributions of key scholars in relational epistemology, such as Kenneth Gergen, Barbara Thayer-Bacon, and Lorraine Code, and builds upon their insights to develop a polyphonic understanding of knowledge. The practical implications of polyphonic relational epistemology are explored in the context of education, highlighting its potential to foster inclusive and collaborative learning environments. By embracing the complexity and multiplicity of human experience, polyphonic relational epistemology offers a rich framework for rethinking the nature of knowledge and its role in our lives. The paper concludes by outlining avenues for future scholarship, including empirical research, interdisciplinary approaches, and the integration of technology, to further refine and apply this conceptual framework in educational practice and beyond. [ABSTRACT FROM AUTHOR]

A core focus of self‐regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity for personalised learning experiences, including adaptive interventions. Exploring the application of adaptivity to enhance SRL is an important and emerging area of research that requires further attention. This editorial introduces the contributions of seven papers for the special section on adaptive support for SRL within digital learning environments. These papers explore various themes related to enhancing SRL strategies through technological interventions, offering valuable insights and paving the way for future advancements in this dynamic area. [ABSTRACT FROM AUTHOR]

Adaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices.It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning.Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes.What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts.Summarizes the insights on (S)SRL through ADLEs in collaborative learning.Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning.Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research.Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state. [ABSTRACT FROM AUTHOR]

Effective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.Practitioner notesWhat is currently known about this topic Immersive learning environments simulate real‐world situations, helping students improve their teamwork skills.In these settings, students can have multiple simultaneous conversations while working together on tasks at different physical locations.The dynamic nature of these interactions makes it hard for teachers to assess teamwork and communication and for students to reflect on their performance.What this paper adds We propose a method that employs multimodal learning analytics for automatically generating teamwork‐related insights into the content of student conversations.This data processing method allows for automatically transcribing and coding spatially distributed dialogue segments generated from students working in teams in an immersive learning environment and enables downstream analysis.This approach uses spatial analytics, natural language processing and automated speech recognition techniques.Implications for practitioners Automated coding of dialogue segments among team members can help create analytical tools to assist in evaluating and reflecting on teamwork.By analysing spatial and speech data, it is possible to apply learning analytics advancements to support teaching and learning in fast‐paced physical learning spaces where students can freely engage with one another. [ABSTRACT FROM AUTHOR]

In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments. This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion. Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions. Posthumanism offered alternative insights, challenging traditional notions of music education practice and extended human-centric perspectives and school assessment metrics. It expanded our understanding of what it means to be a musician and pedagogue. This paper proposes that posthumanism can challenge existing notions of music education practice while simultaneously moving the discussion of important matters in music education research into new areas of thinking, doing, and being. [ABSTRACT FROM AUTHOR]

In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers. This paper explores the potential applicability of ChatGPT—a generative, text-based artificial intelligence (AI) chatbot—to ELT. It offers insights and guidelines for using ChatGPT to develop receptive and productive skills. First, ChatGPT can help teachers generate input materials for listening and reading practices. Second, with ChatGPT, teachers can create individualized opportunities for students to practice their speaking and writing skills. We also note important caveats for teachers to consider when implementing ChatGPT as an instructional tool. By exploring its potential benefits and limitations, this paper contributes to the growing discourse on technology integration in ELT and offers practical recommendations for creating a productive learning environment using AI-driven language models like ChatGPT. [ABSTRACT FROM AUTHOR]

Abstract Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for learning and teaching in many fields of education far from the traditional classroom environment. Over the past decades, research in the field indicates a proliferation of e-learning contents and discrepancies that affect interoperability patterns in education for students and teachers; however, little has been done to assess the usability of e-learning systems. From a different perspective, this study aims to provide information on the numerous findings relating to the cumulative results of e-learning in education. This systematic review uses a full protocol with the aim of standardizing and specifying all the procedures adopted to collect and code 99 academic articles from 2010 to 2018 with keywords: education and e-learning. The text analysis as conducted using the qualitative software Leximancer to extract meaning from the large number of articles retrieved. The results highlight four dominant themes, namely education systems and learning issues that in turn promote student behaviours and the use of online learning tools. This research contributes towards providing research propositions that can be used in a cogent theoretical framework and, based on the analysis, we also propose a new definition of e-learning. Graphical abstract Image 1 Highlights • This systematic review provide information on the cumulative results on e-learning in education. • The study identified 99 papers with peer review from 2010 to present. • This research offers research propositions that can be conceptualized in a cogent framework. • The findings help to propose a new definition of e-learning. [ABSTRACT FROM AUTHOR]

In this paper we report on a review of papers written by teachers aimed at knowing more about teachers’ perceptions of the current situation of classroom assessment in primary mathematics education in China. The review is based on 266 papers included in the China National Knowledge Infrastructure database. We found that the teacher-authors reflected various aspects of their classroom assessment practice, including the purpose of assessment, the content of it, the person who is the assessor, the assessment methods that are used, and the feedback that is provided. Most attention was paid to feedback; it seems many teacher-authors considered classroom assessment to be equivalent to feedback. In general, the conceived classroom assessment practice as described in the papers echoed well nearly all aspects that are advocated in the Chinese mathematics curriculum standards. The only aspect that was scarcely discussed in the papers was the use of assessment results to adapt and improve instruction. [ABSTRACT FROM AUTHOR]

This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perceptions, and comparisons with those of teachers, and argues that a 'researcher's agenda' frequently imposes limitations on data gathered. A research design utilising personal construct repertory grids was therefore developed to allow respondents to 'speak for themselves'. Respondents were asked to build repertory grids in respect of task types from their classroom, in order to establish the constructs they draw on when thinking about their language lessons. Findings show that the teachers and learners have very different views, with evidence that the learners view the classroom as a 'social event' in direct contrast to the teachers, who view the classroom as 'a pedagogic event'. The significance of this is that the learners are unlikely to be oriented towards achievement in language learning, and that the teachers will therefore find it difficult to keep learners focussed on the learning objectives. The paper concludes that only by involving learners in establishing aims and objectives, and in determining ways of working, will teachers and learners be brought to 'inhabit the same classroom world'. [ABSTRACT FROM AUTHOR]

This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current monolingual language policy and practices in higher education in the country. The paper draws on a 4-month ethnography carried out in eight Malawian universities. Findings indicate that the language 'rules' imposed by staff are highly variable and that diverse language 'policies' are implemented and enforced by staff, some of whom operate strictly monolingual approaches while others adopt multilingual approaches. Staff display a range of attitudes towards multilingualism, influenced by competing pressures of ensuring students comprehend the subject matter while also seeking to improve their English skills against the broader backdrop of language practices and expectations in the country. [ABSTRACT FROM AUTHOR]

Deploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire's dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan calls the real. The author suggests that the locus of trauma stands as the elusive, yet central and constitutive axis around which Freire's dialogical engagement turns. Following psychoanalysis' attention to biography, the paper first examines how Freire's personal experience of exile informs his philosophical orientation to being, politics, and education. Turning to a specific classroom event Freire outlines in Pedagogy of Hope, the paper then develops a new interpretation of Freire's idea of naming, and through Lacanian analysis, extends Freire's insight on the relationship between psyche, ideology, and social antagonism. Pushing the idea of class subjectivity in Freire beyond its familiar determinants (namely as an 'identity'), the paper resituates the notion of radical subjectivity in critical pedagogy as the effect of a traumatic loss or gap in the sociosymbolic order of being. The author argues that the 'naming event' in Freire is formally rooted in an encounter with this unconscious gap. To conclude, the paper offers critical educators some new points of departure for conceptualizing the transformative labor of problem-posing dialogue. [ABSTRACT FROM AUTHOR]

Astrocytes are a ubiquitous and enigmatic type of non-neuronal cell and are found in the brain of all vertebrates. While traditionally viewed as being supportive of neurons, it is increasingly recognized that astrocytes play a more direct and active role in brain function and neural computation. On account of their sensitivity to a host of physiological covariates and ability to modulate neuronal activity and connectivity on slower time scales, astrocytes may be particularly well poised to modulate the dynamics of neural circuits in functionally salient ways. In the current paper, we seek to capture these features via actionable abstractions within computational models of neuron-astrocyte interaction. Specifically, we engage how nested feedback loops of neuron-astrocyte interaction, acting over separated time-scales, may endow astrocytes with the capability to enable learning in context-dependent settings, where fluctuations in task parameters may occur much more slowly than within-task requirements. We pose a general model of neuron-synapse-astrocyte interaction and use formal analysis to characterize how astrocytic modulation may constitute a form of meta-plasticity, altering the ways in which synapses and neurons adapt as a function of time. We then embed this model in a bandit-based reinforcement learning task environment, and show how the presence of time-scale separated astrocytic modulation enables learning over multiple fluctuating contexts. Indeed, these networks learn far more reliably compared to dynamically homogeneous networks and conventional non-network-based bandit algorithms. Our results fuel the notion that neuron-astrocyte interactions in the brain benefit learning over different time-scales and the conveyance of task-relevant contextual information onto circuit dynamics. Author summary: Astrocytes, a non-neuronal cell type, constitute a significant portion of all cells in the brain, yet our understanding of their involvement in neural computation remains limited. In this paper, we use computational modeling to examine how astrocytes may interact with neurons to expand the types of activity and, ultimately, computations that neurons can produce. Two features of astrocytes make them interesting in this context. First, a single astrocyte is able to modulate dozens of neurons and synaptic connections between them. Furthermore, this modulation occurs at slower temporal scales than the neural activity itself, thus meaning that astrocytes could have long-lasting effects on neural activity and connectivity. Our computational models capture both of these features. Using these models, we show that networks with astrocytes can more readily adapt to slowly varying task parameters versus those with neurons alone. We further analyze the models to understand, in mathematical terms, why such effects may arise. Our results shed light on the potential computational role of this common, but enigmatic type of brain cell. [ABSTRACT FROM AUTHOR]

Digital games (DGs) have the potential to immerse learners in simulated real‐world environments that foster contextualised and active learning experiences. These also offer opportunities for performance assessments by providing an environment for students to carry out tasks requiring the application of knowledge and skills learned in the classroom. Although widely used for teaching and learning, there are challenges in using digital game applications for assessment. Designing assessments around tasks in complex learning environments like DGs is not always easy, particularly for educators new to using these technologies for teaching. This paper presents a game‐based assessment framework (GBAF) that is designed to be educator‐friendly and useful for the design of assessments for immersive learning environments. The application of the framework to the design of embedded and external (multiple‐choice questions) assessments is also presented. The GBAF offered an easy and structured basis for the design of two distinct assessments for a computer game. It provides educators with useful guidelines for designing assessments around pre‐existing games. Practitioner notesWhat is already known about this topicImmersive technologies are increasingly being used for teaching and learning due to their benefits to knowledge and skills acquisition. However, for educators interested in using these tools for formal classroom teaching, there is a lack of resources and guidance on assessment designs and implementations. The most commonly used assessment design framework, the evidence‐centred design (ECD), is complicated to use, requiring advanced machine learning skills to implement. This has so far limited its use to large‐scale computerised and game‐based testing.What this paper addsThis paper presents a framework developed to guide educators through the design and implementation of assessments when teaching with immersive learning applications. Grounded in the constructive alignment principles and the ECD framework, the game‐based assessment framework is designed to help educators align assessment tasks to game tasks and the intended learning outcomes. It also provides step‐by‐step guidelines for the identification of appropriate immersive applications. It shows the practical application of the framework to the design of embedded (in‐game) assessments and external (multiple‐choice tests) assessments.Implications for practice and/or policyThe framework presented in this paper provides a structured and pedagogically sound basis for the design of assessments when measuring performance, or skills and knowledge acquisition with immersive learning applications. [ABSTRACT FROM AUTHOR]

The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to Covid‐19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper. [ABSTRACT FROM AUTHOR]

With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people's social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students' aspirations relating to 'being a "good" student' and being able to 'soma kwa bidii' or 'study hard', this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for 'being' in education in conjunction with future aspirations for 'becoming'. [ABSTRACT FROM AUTHOR]

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

This paper aims to explore the narrative expression skill of design students through manipulating image structure. Moreover, narrative expression is the skill of interpreting design with narrative. The study is a classroom experiment conducted naturally, and the experimental data is obtained and analysed by quantitative analysis. We found differences in students' narrative tendencies and richness in overall narrative expression. The teaching and training of design narrative can effectively help students familiarise themselves with the design process and personal skill integration and encourage students to pay attention to the design of elements and content. This will improve students' design competencies under skills different from technology. The paper concludes that students must improve and integrate design competencies through practical methods under other narrative tendencies. Furthermore, the lecturer can explore and adjust design teaching through design narrative training to strengthen or balance students' design performance competency. [ABSTRACT FROM AUTHOR]

The Flutter framework with Dart programming allows developers to effortlessly build applications for both web and mobile from a single codebase. It enables efficient conversions to native codes for mobile apps and optimized JavaScript for web browsers. Since utilizing a wide range of widgets in Flutter ensures consistent experiences on various devices for users, it becomes crucial in programming education by providing a unified environment for learning app development while reducing the need for platform-specific knowledge. However, the setup of the Flutter environment is challenging for novice students due to its multiple steps, such as installing dependencies and configuring environments. To support independent learning for these students, it is essential to simplify the setup by providing user-friendly instructions and automated tools. In this paper, we present a Docker-based environment for Flutter app developments across Windows, Linux, and Mac through Visual Studio Code, ensuring a unified learning experience. This paper aims to simplify complex configurations and address the obstacles encountered by students when initiating Flutter projects. For the evaluation, we prepared three simple Flutter projects along with the setup environment in a Docker container. Then, we asked 24 Master's students at Okayama University, Japan, to install the environment and modify the source codes in the projects independently by following the given instructions. The results show that all the students successfully completed the assignments, which confirms the efficiency and validity of our proposal. [ABSTRACT FROM AUTHOR]

Augmented paper has been proposed as a way to integrate more easily ICTs in settings like formal education, where paper has a strong presence. However, despite the multiplicity of educational applications using paper-based computing, their deployment in authentic settings is still marginal. To better understand this gap between research proposals and everyday classroom application, we surveyed the field of augmented paper systems applied to education, using the notion of "classroom orchestration" as a conceptual tool to understand its potential for integration in everyday educational practice. Our review organizes and classifies the affordances of these systems, and reveals that comparatively few studies provide evidence about the learning effects of system usage, or perform evaluations in authentic setting conditions. The analysis of those proposals that have performed authentic evaluations reveals how paper based-systems can accommodate a variety of contextual constraints and pedagogical approaches, but also highlights the need for further longitudinal, in-the-wild studies, and the existence of design tensions that make the conception, implementation and appropriation of this kind of systems still challenging. [ABSTRACT FROM AUTHOR]

Nowadays, academic research relies not only on sharing with the academic community the scientific results obtained by research groups while studying certain phenomena but also on sharing computer codes developed within the community. In the field of atomistic modeling, these were software packages for classical atomistic modeling, and later for quantum-mechanical modeling; currently, with the fast growth of the field of machine-learning potentials, the packages implement such potentials. In this paper, we present the MLIP-3 package for constructing moment tensor potentials and performing their active training. This package builds on the MLIP-2 package [Novikov et al., "The MLIP package: moment tensor potentials with MPI and active learning," Mach. Learn.: Sci. Technol., 2(2), 025002 (2020)], however, with a number of improvements, including active learning on atomic neighborhoods of a possibly large atomistic simulation. [ABSTRACT FROM AUTHOR]

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three groups. The first group used personal computers (netbooks), the second group used an interpersonal computer (ie, one projector with a screen, one computer and one mouse per child) and the third group used pen-and-paper. The results of the experiment indicate that all three groups achieved an increase in learning, as shown by the pretest and posttest scores. No significant difference was found between the interpersonal computer and personal computer groups. This suggests that the key characteristic shared by the two groups is the provision of feedback. The format that such feedback takes, either private (through a personal screen) or public (through a shared screen), is shown to make no difference. However, the results significantly favour groups that are provided with instant feedback (interpersonal computer and personal computer) as opposed to delayed feedback (pen-and-paper). [ABSTRACT FROM AUTHOR]

School systems in North America have widely adopted social-emotional learning (SEL) to promote students' well-being and academic development over the last few decades. Despite the abundant evidence supporting the efficacy of content-specific, standalone SEL interventions, there is little knowledge about how to infuse SEL practices into regular academic curriculum or how to leverage SEL as a strategy for systemic improvement. The research is especially lacking among English learners, a rapidly growing population in U.S. schools. Literacy classrooms framed with an equity lens can play a pivotal role in shaping students to become critically reflective, deeply empathetic, and socially responsible individuals. This paper integrates a discussion of effective social-emotional curriculum and relevance of culturally responsive teaching. We propose a new pedagogical approach CULTURE that emphasises inclusive classroom practices. The goal is to create a meaningful and equitable classroom learning environment for English learners, where they could actively reflect on and integrate their worldviews, lived experiences, values, identities, strengths, and cultural assets into various aspects of their literacy development so that they could feel empowered to navigate their own social and emotional learning, and contribute to their schools and communities. [ABSTRACT FROM AUTHOR]

While digital twin networks (DTNs) can potentially estimate network strategy performance in pre-validation environments, they are still in their infancy for split learning (SL) tasks, facing challenges like unknown non-i.i.d. data distributions, inaccurate channel states, and misreported resource availability across devices. To address these challenges, this paper proposes a TransNeural algorithm for DTN pre-validation environment to estimate SL latency and convergence. First, the TransNeural algorithm integrates transformers to efficiently model data similarities between different devices, considering different data distributions and device participate sequence greatly influence SL training convergence. Second, it leverages neural network to automatically establish the complex relationships between SL latency and convergence with data distributions, wireless and computing resources, dataset sizes, and training iterations. Deviations in user reports are also accounted for in the estimation process. Simulations show that the TransNeural algorithm improves latency estimation accuracy by 9.3 % and convergence estimation accuracy by 22.4 % compared to traditional equation-based methods. [ABSTRACT FROM AUTHOR]

In this paper, we propose a teaching approach centered on community and care, aimed at fostering a democratic classroom environment. We highlight the communal co-creation of the Rights of the Learner (RoTL) as the foundation for establishing a shared responsibility atmosphere. Our interpretation of the RoTL challenges traditional power dynamics, control structures, and authority in educational settings, advocating for an environment of mutual respect and collective learning. This approach promotes a more inclusive learning environment, where responsibility is distributed among all classroom members, enhancing unity and collective investment in the learning process. We provide concrete classroom practices to illustrate the enactment of the RoTL by offering a practical approach for integrating community and care to transform teaching and learning of mathematics into a democratic, inclusive, and equitable community for all learners. [ABSTRACT FROM AUTHOR]

Biologically inspired design (BID) in engineering is a convergent, systematic approach that uses analogies from biological organisms to develop solutions for human engineering and design problems. Based on outcomes from prior studies of integrating BID in higher education, incorporating BID into pre-college education is a logical evolution. For effective BID instruction of these convergent concepts in pre-college education, teachers need to be well-equipped with biological, engineering, and pedagogical knowledge, both in general and those unique to the convergent, still evolving discipline. In this paper, we investigate the Professional Learning (professional learning) environment designed to foster engineering teachers' understanding of BID integration in engineering and to determine to what extent the evolving professional learning environment fostered engineering teachers' conceptual knowledge of BID across the three-year project. This design study applies conjecture mapping with design-based research (DBR) to examine a professional learning environment that changed over three summers and its impact on teachers' conceptual understanding of BID integration in engineering. The analysis indicates that a combination of experiential and informal learning experiences along with engagement in a formal design challenge promoted teacher enthusiasm and a conceptual understanding of BID across the three years. Professional learning fostered teachers' understanding of BID integration in engineering and enabled them to integrate BID into their engineering teaching practice. [ABSTRACT FROM AUTHOR]

English has, for historical reasons, risen to global prominence as the unchallenged lingua franca internationally. World Englishes (WE) has, as a result, established itself as a visible line of research, exploring localised/indigenised varieties of English from around the world (e.g. India, Sri Lanka, Pakistan, Hong Kong, Singapore, Nigeria). However, most of the discussions so far concern English written in the Latin script as people would normally expect. Against a backdrop of globalisation and the juggernaut of English, this article points to an increasingly salient phenomenon that English especially in superdiverse and/or (post)colonial societies (e.g. India and Pakistan) may disguise in seemingly inscrutable and 'mysterious' local scripts (e.g. Perso‐Arabic script and Devanagari script) and even 'pass off' as local languages in these countries' linguistic landscapes through phonetic transliteration. This emerging trend begs the question whether these should be understood as new varieties of local languages or new kinds of world Englishes disguised in non‐Roman scripts. This phenomenon is theorised in this paper conceptually. To illustrate our point, examples of authentic signs taken from the linguistic landscapes relating to South Asia and South Asian communities are discussed. As English is increasingly glocalised and becomes part of other less dominant languages, this article calls on researchers in World Englishes (WE) and (socio)linguistics in general to look beyond English written in the Latin script in a conventional/traditional sense and to expand the scope and remit of WE research to explore how English, as a dominant code, becomes indigenised using local scripts and morphs into and even 'passes off' as 'local' surreptitiously. This fundamentally calls for the crucial need for researchers from diverse and multilingual backgrounds to work together to better understand English and other non‐dominant languages' role in the 21st century. [ABSTRACT FROM AUTHOR]

Following calls to 'bewilder' (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a 'desire path' that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator's choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori's pedagogy, not as pioneering but as nomadic, and suggest that social desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways. [ABSTRACT FROM AUTHOR]

In federated learning environments, it is crucial to assess the quality of client data, especially when a validation set is not available. Traditional evaluation methods rely on measuring the loss of client models on the validation set of a central node to assess data quality. To address these issues, this paper proposed a method for scoring model quality based on peer information. This method involved tailoring the model parameters uploaded by the client and designing a model quality scoring mechanism based on the theories of correct scoring rules. It developed an optimized aggregation algorithm, leveraging the scores of clients to mitigate the impacts of low-quality local models on the global model. Experiments conducted on datasets like MNIST, Fashion-MNIST, and CIFAR-10 demonstrate that the proposed scoring mechanism is straightforward and effective in identifying three types of low-quality data clients: free-riding clients, overly privacy-protective clients, and mislabeled clients. The proposed method enhances the robustness of federated learning performance. [ABSTRACT FROM AUTHOR]

We explored the usage of smartphones in university classrooms across three different countries from the instructor’s perspective. Using a qualitative, cross-cultural approach, we interviewed 30 instructors via semi-structured interviews to understand their viewpoints and experience with student smartphone usage in class. Instructors reported positive benefits that included active learning and the accessibility and sustainability of the smartphone as a learning tool. Participants also highlighted the challenges that include preventing critical thinking and direct instructor issues including distraction, loss of control, and discouragement. Instead of implementing new technology strategies in a top-down manner, organisations should co-create strategies with students and instructors to enhance motivation and focus. With technology being a common cohabitant in the classroom, this paper adds value from the perspective of instructors regarding their struggles, opportunities, and strategies when dealing with smartphones. [ABSTRACT FROM AUTHOR]

Psychological Safety within the hidden curriculum in medical education is an important and essential piece of the learning environment puzzle. The purpose of this paper is to outline the process of establishing this psychological safety among students as they encounter teachings of the hidden curriculum. Students rely on the skills that they gain through the hidden curriculum, and educators have the means to create a space that is safe for students to share their opinions and give contributions without the fear of embarrassment or ridicule. Educators can establish and reinforce this psychological safety by establishing ground rules for the team and building the foundation of good team dynamics, inviting participation from students and being able to provide productive feedback to their students. The implementation and enforcement of policies and policy-enforcing committees can be established to ensure that educators are accountable for any barriers that may disrupt that psychological safety. [ABSTRACT FROM AUTHOR]

Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent years: explanatory videos, in particular, are being viewed as promising digital tools for learning. This article asserts that instructional explanations constitute integral components within nearly all learning environments where communication about science takes place. It has two goals. Firstly, the article aims to develop a coherent, constructivist theory of explaining, including both teacher explanations and explanatory videos. This theory offers an inductive‐statistical explanation of the underlying mechanisms of communicative situations that involve experts and novices. Secondly, based on this constructivist perspective, the article distinguishes instructional explanations from scientific explanations and argumentation. It contends that (a) reducing instructional explanations solely to teacher‐centered, didactic teaching represents a misconception with potentially adverse effects and (b) it also is a misconception that instructional explanations, scientific explanations, and argumentation are (nearly) interchangeable. The paper argues that instructional explanations, including both teacher explanations and explanatory videos, are not only a potentially effective part of all kinds of science teaching but also a core practice of science teachers. [ABSTRACT FROM AUTHOR]

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza's life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed. [ABSTRACT FROM AUTHOR]

This paper responds to Ippolito et al.'s (2021) "wonder," "What preparation and in‐service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools" (p. 182) by describing the obstacles and complexities experienced by two first‐year literacy coaches as they transitioned from classroom teacher to coach. They described challenges related to adult learning principles and communication (e.g., questioning) and understanding their role and position when working with teachers. Ultimately, they wanted to feel valuable to teachers but did not know what that looked like. The findings from this paper highlight the need for specific training in negotiating roles within relationships and adult learning principles. Coaches must understand adult‐centered communication and receive ongoing professional learning to develop a repertoire of adult communication strategies that will help them work with a broad swath of teachers. [ABSTRACT FROM AUTHOR]

Design-Based Learning (DBL) is a pedagogical approach where learning is situated in the context of design activities that are typically carried out in groups. During collaborative design inquiry, reflection is of vital importance for learning from design experience. The paper presents a research-through-design study with the intention to generate knowledge on how to design for supporting reflection-in-action during design-based learning. This study addresses the research question: how can a media tool support a group of students in externalizing reflection while they are engaging in DBL? This paper describes the design and evaluation of ReflectionSchema, a tool intended to support reflection-in-action in such a learning environment. The tool offers visualized guidance for coordinating a group of students' understanding of how they can combine reflecting with making design representations. The tool was trialed by 13 groups of students aged 12 to 13, who used the tool to record short reflection videos along their whole DBL process. We analyzed the efficacy of ReflectionSchema in terms of supporting collaborative reflection-in-action. Furthermore, we investigated the process of reflection-in-action during Design-based learning processes by examining the collaborative reflection patterns in the reflection videos that include the actions, roles, recording preference/style, and strategies employed. We discussed how these findings can inform the design of other reflection tools for similar settings. [ABSTRACT FROM AUTHOR]

What: Regarding education, disability inequality is arguably a structural and systemic issue. The social model of disability, enshrined in teacher education programs in the UK, espouses the ways in which school environments, rather than disabled children themselves, need to adapt and change. However, the role of psychology in addressing disability-related systemic injustice is less clear. The aim of this paper is to consider the potential role of the psychology of education in working towards disability justice in schools. Why? Many inclusive teacher-education programmes set out the ways in which environments may be created to include disabled children. Psychologists have focused on disabled children's needs to access and participate in the classroom, but often do not consider their exclusion in social model terms, from curriculum materials, classroom displays, or material culture more generally. Favazza and colleagues (e.g. 2017) now offer a sizeable body of research showing that disability representation in school classrooms is negligible. This lack of representation is reflected among the staff in the teaching profession, where the 2016 census suggests that 0.5% of English teaching staff declared a disability (DfE, 2017), and more recent census data show that disability data were not collected (DfE, 2023a). It is this lack of representation of disabled people and its possible psychological underpinnings that this paper addresses. How? This paper uses social and affirmative model lenses to (a) explore the ways in which disability may be seen as a structural inequality in contemporary UK education and (b) suggest ways in which researchers and practitioners in the Psychology of Education may work towards disability justice. This may be achieved by considering extant research practice and through research focusing on the perceptions of and attitudes towards disability, alongside existing psychological work that focuses on disabled children's individual needs. [ABSTRACT FROM AUTHOR]

The Internet of Things is shifting the way people interact with each other, the way people interact with objects, and the way objects interact with each other. This reality is creating a new paradigm, where the world becomes more interconnected. In the field of Education, we are at the beginning of understanding the profound transformation that IoT can bring to teaching and learning, namely the exploitation of these technologies as a teaching resource. Despite different approaches, there seems to be a consensus regarding its transformative potential, especially when we think about the concept of hypersituation. This paper presents the main results relating to the teachers' perception of an IoT-based learning environment supported by a low-cost and open-source IoT device and a set of didactic guides to approach curricular contents of the 7th grade in Portugal. Regarding the organization of the paper, firstly an introductory contextualization is presented, where IoT challenges and potentialities in education are highlighted. After that, we present the followed methodology during the research described. Finally, the results and conclusions, where the perceptions of the involved teachers, regarding the use of IoT technologies in the described contexts are shown and explained. [ABSTRACT FROM AUTHOR]

Personalized learning leverages technology and data analytics to provide customized and adaptive education based on individual student needs. This paper examines how machine learning techniques can predict student performance in order to enable personalized interventions and support. A systematic literature review of 16 most cited studies on forecasting student outcomes using machine learning is presented. Key findings show that online activity patterns, assessment grades, and affective factors strongly predict achievement. Regression, neural networks, and tree-based models demonstrate promising results. However, further research is needed on blended learning contexts, socialemotional skills, and model interpretability. Guidelines are provided for collection of quality data, algorithm selection, and ethical use of analytics. The paper establishes machine learning as an essential driver of personalized learning at scale. [ABSTRACT FROM AUTHOR]

Private tutoring participation is increasing in several developing countries, and this expansion has attracted the interest of scholars spanning disciplines of economics, sociology and history. This paper presents a theoretical model of private tutoring demand. The model incorporates the household and school characteristics in a developing country context and demonstrates the source of gender gaps in access to private tutoring. Using a recent database from India and employing a hurdle model approach, the paper also provides estimates of the drivers of private tutoring participation and spending for pre-secondary students. Our results indicate evidence of gender gaps in private tutoring access, and that the socio-economic profile of a student is positively correlated with tutoring demand. Further, school quality indicators are negatively correlated with tutoring participation, suggesting that students at 'better' schools rely less on tutoring. Overall, the findings suggest that tutoring demand is influenced by a mix of demand-side (household, community drivers) and supply-side (school quality and learning environment) factors. The results bring into focus the equity implications of tutoring growth and the need to improve school quality in order to reduce the dependence on private tutoring. [ABSTRACT FROM AUTHOR]

Touch-based interaction is increasingly a key feature of digital learning environments, yet we know little about the specific ways in which digitally mediated touch reshapes interaction for very young children. This paper examines how finger painting processes, a common activity in early years learning environments, might change in digital (iPad) versus physical (paper) learning environments. It draws on the observations of nursery school participants, from one and half to three years old, finger painting on paper and on the iPad, using similar digital painting/drawing activities. The analytical approach draws on multimodal methods of description and builds on multimodal procedures for working with video. In particular, the analysis focuses on different forms of touch-based interaction, to explore whether digital environments engender different kinds of touch and re-shape the character of the physical painting process. Findings indicate both quantitative and qualitative differences in types of touch across these two environments; and suggest that individual children demonstrate different repertoires of interaction, which may be linked to family practices and familiarity with technologies, such as touch screen and handheld devices. Findings are discussed in terms of the implications for learning and children's mark making development, future research directions, and methodological implications for multimodal research approaches. [ABSTRACT FROM AUTHOR]

Dynamic changes in ship maneuverability challenge the accuracy and effectiveness of ship maneuvering models. This paper proposes an online prediction method based on the adaptive weighted ensemble learning framework, which can adaptively update the model according to changes in maneuverability, especially for reoccurring changes. The method contains two main mechanisms: the change monitoring mechanism and the adaptive weighting mechanism. The former identifies the change in ship dynamics and decides when to incorporate a new base model; the latter adjusts the weights of the base models to align with current scenarios, thus ensuring the predictive accuracy. To assess the method's effectiveness under varying ship dynamics, the online prediction of ship maneuvering motions under speed-induced dynamic changes is investigated. Compared with the offline model, the result demonstrates the superiority of the adaptive weighted ensemble model. The proposed method can consistently provide accurate predictions in the scenarios with reoccurring changes, and can also enhance the model capability by adjusting weights to cope with some unencountered changes. [ABSTRACT FROM AUTHOR]