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Background: The relevance of teachers' emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment. Objective: The primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs. Methods: A literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers. Results: Activities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants. Conclusion: The importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers' self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers' instructional practices. Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers' years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers' instructional practices. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore the understanding and observance of the program "This School is a Zone of Peace" (SZOP) in schools where conflict and violence are not prevalent. Design/methodology/approach: This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation. Findings: The participants elucidated the declaration, "This School is a Zone of Peace," as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment. Originality/value: A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as experts) and examined the discrepancies between the two indicators. We also examined whether there was a correlation between the estimation by the head of the school and the views and attitudes of the teaching staff and school heads. One important finding to emerge was the more than the twofold difference between the external classifications reported by individuals belonging to the majority population, and the students' self-identification. In other words, the school heads tended to overestimate the proportion of Roma students in their schools compared to the students' own self-identification, which was related to their pedagogical practices, beliefs, and commitment. In particular, school heads overestimated the proportion of Roma students in schools where teachers perceived that there were lower expectations and where teachers attributed school failure to cultural differences. [ABSTRACT FROM AUTHOR]

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study examined the impact, trends, and impact levels of factors affecting Pediculus capitis infestation in primary school students. Subject and methods: Among the papers reviewed, 226 were selected, as they contained information that suited the study objectives. Results: The factors whose trends have higher gradients have a higher impact on the infestation level. In order of impact, the gradients of hair washing frequency, health instructor involvement, bathing frequency, mother's and father's education, existence of bathing facility, family size, hairstyle, and family income trends are higher than hair length, and age and education trends. As a result, the factor impacts are diminished from the beginning to the end. The importance of the family size, father's and mother's education, bathing facility existence, health instructor involvement, and bathing and hair washing frequency factors, whose trends increased over time, is higher than family income, hairstyle and length, and age and education, whose trends remained constant or decreased. Based on the gradient of the factor level impact trends, it seems that hair washing frequency, father's and mother's education, and health instructor involvement are the factors with the greatest effects on infestation level, in that order. These are followed by the influence of family income and size, and hairstyle factors. The existence of bathing facilities, bathing frequency, hair length, and education factors have weaker effects. Conclusion: This work provides the importance and impact levels of factors affecting Pediculus capitis infestation levels in primary school students, which will help meet the needs of policymakers. [ABSTRACT FROM AUTHOR]

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. [ABSTRACT FROM AUTHOR]

The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers' community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers' transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education. [ABSTRACT FROM AUTHOR]

This paper focuses on the perspectives of adolescents attending a private Christian single-sex secondary school. The research literature into the impact of single-sex schooling upon learners, while plentiful, is equivocal and few scholars have delved into the views of adolescents in such contexts. To demonstrate their perspectives of single-sex schooling, the findings are represented as poetry clusters, grouped together to highlight the ways in which the adolescents teetered amongst competing views. Better understanding the related formative presence of societal messages and gendered expectations shaping single-sex learning environments offers possibilities for teachers to disrupt these norms. [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]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We often look at leisure time in different spheres of life by default and not so much importance. The aim of the paper is to consider and observe the views of boarding school teachers towards the paradigm of education through leisure activities in the boarding school. The obtained findings indicate that teachers perceive the importance of leisure activities, but that a large number of them estimate that there is not enough developed competence for the specific section they lead in the boarding school. When it comes to cooperation with colleagues in the direction of improving leisure time, the teachers’ opinions are divided, where there are answers that reflect good cooperation, but there are also answers from teachers that suggest that cooperation is bad or non-existent. [ABSTRACT FROM AUTHOR]

Higher education plays a significant role in promoting human and societal well-being and developing India as envisioned in its constitution. The National Education Policy (NEP) 2020 discusses how to equip future teachers with transforming the teaching--learning process and innovative pedagogy. A teacher is the central figure in the formal teaching--learning process, and students' future depends on them. The aim of this paper is to provide strategic recommendation for transforming the faculty/teachers of higher education institutes according to the guidelines of NEP 2020 supported with the literature. The critical points for teacher transformation considered are multidisciplinarity, student engagement, leadership, lifelong learning, technology, and faculty as a curriculum designer scientist. Using the keywords "NEP 2020, teacher, transformation, curriculum, and higher education," literature was searched in scientific databases. Relevant literature information related to the key teacher-related sections in NEP 2020 was compiled, grouped, and discussed accordingly. The proposed strategic recommendations are as follows: NEP 2020 is a roadmap for the future; the teachers should train students in multi-disciplinary environment; Student-centric education and supporting self-directed learning should be promoted; teacher to transform as mentor or guide; faculty to be trained in leadership skills; blend learning and life long learning to be promoted; faculty to be trained in digital technology and to take a new role as curriculum designer scientist. [ABSTRACT FROM AUTHOR]

How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers' strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers' unions, the infrastructure they provided to organize, connect, and legitimize teachers' actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions' coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of "organizing without organizations," these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations. [ABSTRACT FROM AUTHOR]

Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many factors can influence EFL teachers of older adults' teaching performance and its perception. Pre-service (presumably inexperienced U3A EFL teachers) and in-service teachers (experienced U3A EFL) were teaching EFL to selected older adults (aged from 64 to 75 years) at the Karkonosze University of Applied Sciences in Jelenia Góra, Poland, U3A. Their teaching Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many facting performance factors list. By utilizing a critical foreign language geragogy and a strengths-based approach inspired by positive psychology, the research emphasized the role of general teaching experience and/or age-targeted teaching experience. And it led to validating the desirable teaching performance factors as factors that defined U3A EFL teaching performance as successful and positively evaluated by given older adult learners, i.e. on a small scale. Based on a qualitative comparative exploratory study, the paper analyses how to approach teaching EFL to older adult learners at a University of the Third Age(U3A). It aimed to design a desirable U3A EFL teaching performance and to validate it on a small scale. It focused mainly on what role teaching experience and official educational study path play. A comparison is made between pre-service (presumably non-experienced U3A EFL teachers) and in-service teachers' (experienced U3A EFL teachers) teaching performance at one selected U3A EFL course and its attendees (aged 64 to 75 years). The study revealed that positively perceived (and successful) teaching performance needs to involve, among others, the following factors: establishing a friendly atmosphere, adjusting materials to the target group and the tempo, becoming partners with learners, and being sensitive to their limitations and barriers and respectful to their wishes and needs. However, within researched countries, pre-service teachers are not being prepared to teach older adults in their formal education path. The teachers' experience plays high role in the ability to adapt and adjust, however the foreign language enjoyment perceived by older adults is universal. It was perceived at both variants, i.e. at pre- as well as in-service teachers' teaching performance. [ABSTRACT FROM AUTHOR]

This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonized, the process of decolonialization becomes rhetoric. We also question how much we can decolonize whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d'être is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognize the tensions and resistance to decolonialize, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher–practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanizing and debilitating. [ABSTRACT FROM AUTHOR]

This study assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success. [ABSTRACT FROM AUTHOR]

This paper presents critical reflections on the interdisciplinary peer observation experiences of early career lecturers at an Irish University in 2020. Participants (from electronic engineering, economics, history and law disciplines) engaged in a reciprocal peer observation of teaching process. This article highlights the observations and lessons learned from the experiences of the participants. In doing so, the study demonstrates the potential benefits of interdisciplinary peer observation, which may encourage early career teachers to adopt a similar approach for teaching observations in other higher-level education institutes. [ABSTRACT FROM AUTHOR]

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the formation of the teachers' movement in South Korea, focusing on the publication of the short-lived magazine Minjung Gyoyuk (People's Education) in 1985. Progressive teachers published this magazine to systematically critique the education practises of the time and seek a new direction for education under repressive conditions, which led to dismissals and arrests of the contributors. This incident became central to the formation of the Korean Teachers' Union (KTU) in 1989, which emerged in the milieu of compressed growth and the struggle for democratisation. By looking at the cultural notions of shame as a source of struggle, the paper examines the complexity of political and social values inherent in the progressive movement, undergone in the process of compressed modernisation and democratisation. [ABSTRACT FROM AUTHOR]

This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach based loosely on 'comparative history as a comparison of contrasts', the paper examines differences in political support for immersion education between the two regions. It considers the impact of this support on planning strategies and mechanisms and considers how a range of pedagogical factors including age of exposure, language-use in the classroom and teacher training are tackled in the two contexts. It finds that the Welsh system enjoys far greater political support than that of Brittany because control of the education system is in the hands of a devolved regional authority which fully supports the regional language. The situation may be about to improve for Breton owing to the publication of a recent circular authorising full-immersion education within the state-education system for the first time. The paper recommends close collaboration between the two regions moving forward in an attempt to save Breton from extinction. [ABSTRACT FROM AUTHOR]

The knowledge-based approach of the PE subject involves the achievement of a mix between a theoretical and a practical component. This approach aims to provide the student with the necessary theoretical notions for an in-depth understanding of the role that practical activity plays in maintaining health. In this way, PE becomes a meaningful school subject for the student. Aim: This paper aims at testing the following hypotheses, built on the conclusions of previous studies: (1) PE teachers consider the theoretical content as less important than the practical one; (2) teachers would rather not deal with the implementation of theoretical content. Method: A data collection tool was devised taking as reference a group of 210 PE teachers, selected by mixed randomization from 7 counties of Romania. The obtained data were then analysed using the statistical programming language R (see 4.1.3). Results and discussions: Teachers value practical content more (4.948) than theoretical content (4.082). And we find this difference even after analysing the data according to the seniority of the teachers within the department. The lowest value is recorded when teachers were asked for their opinion related to the necessity of a PE textbook (3.063). Conclusions and future implications: The two components (theoretical and practical) are not equally appreciated by specialized teachers. This fact highlights the need to emphasise the role of theoretical knowledge within the PE lesson in the training of future teachers. [ABSTRACT FROM AUTHOR]

The paper is of a theoretical nature and deals with teacher education, which is a keystone of the quality of education and the development of society. Pregraduate teacher education, the training that takes place before getting a job, plays an important role in the preparation of future teachers. In today's rapidly changing world, it is becoming imperative that we adapt pregraduate teacher education to new challenges and opportunities. [ABSTRACT FROM AUTHOR]

Educators working in museums, zoos, and botanic gardens are increasingly required to demonstrate impact. These requirements position 'performative evaluation' as the dominant model, one which also acts as a political, non-neutral, and managerial form of accountability. In contrast, 'practice evaluation' is intended to be democratic, dialogic, and developmental. To explore this contrast, Foucault's concept of the docile body is directed toward interviews with five educators from Italy, Portugal, and the United Kingdom who worked in museums, zoos or botanic gardens. In addition to their work mediating informal learning, all five also had responsibilities to provide evaluation reports to audiences including managers, trustees, funders, policy makers, and politicians. Analysis of these interviews identified a set of dilemmas that the participants faced—dilemmas which illustrate how performative evaluation becomes a disciplinary mechanism which produces docile bodies. I argue that such evaluation is not only inappropriate for the context of informal learning, but undemocratic and non-dialogic. The paper concludes that a reset of performative evaluation from an accountability technology, to a developmental one—along a more sophisticated reading of how informal learning is defined—would not only generate rich evaluate data but mitigate against educators being rendered docile by the process. [ABSTRACT FROM AUTHOR]

Over the last decade, policymakers have been experimenting with competency-based education, an instructional reform that relies on flexible pacing to enable students to achieve content mastery at their own pace. In this paper, we draw on mixed-methods data from teacher surveys and interviews to examine the use of flexible instructional pacing in five Michigan school districts implementing competency-based education. While implementing flexible pacing was challenging for all five districts, we identified several promising practices that facilitated flexible pacing in their districts. These included the adoption of school-wide interventions and the ability of teachers to share students across classrooms. These practices resulted from explicit prioritization of flexible pacing in some districts, whereas in others, they occurred somewhat by happenstance. In all cases, structural challenges (e.g., the division of time and space and the allocation of students to individual classrooms) inherent in "the grammar of schooling" impeded some or all efforts to implement flexible pacing. It will be essential to tackle these structural challenges to flexible pacing in future efforts to implement competency-based education reforms. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Política is the property of Universidad Nacional de San Luis, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Review of Public Law is the property of European Public Law Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. Education is very important for all humans. There are so many learning media available for teachers and students. Educators and students can use one of these media, one of which is audio visual media. However, educators and students have not been able to use this audio visual media properly. Which by applying this audio visual media students are easier to understand learning. Purpose: This study aims to find out how to use this audio visual media for learning Al Qur'an hadith. Method: This research method uses quantitative methods and in-depth interviews. The results of this study are to find out the existence of teachers who apply audio visual media in learning Qur'an hadith, and there is an increase in student learning outcomes after the teacher applies this audio visual media. Results: This study explains that the role of audio-visual media in learning is very important, especially in learning Qur'an hadith. Conclusion: Because the existence of audio-visual media is very helpful for teachers in learning Qur'an hadith so that students easily understand the lesson, and also improve student achievement. [ABSTRACT FROM AUTHOR]

This study explored the nuanced perceptions of teacher involvement among adolescents and teachers, shedding light on its distinct impacts on adolescents' behavior and emotional well-being—a relatively under-explored area in the Indian educational landscape. It aims to unravel how differing perceptions of teacher involvement from both parties influence adolescents' behavior and emotional problems. Employing a mixed-methods approach across two studies, involving the same group of participants, the research utilized the Adolescents' Behavioral and Emotional Problems Scale (ABEP) and Teachers Involvement and its Impact Scale (TI) for quantitative analysis, alongside semi-structured interviews with adolescents, teachers, and parents for qualitative insights. Results reveal that while teacher involvement perceived by adolescents significantly affects their behavior and emotional well-being, teachers' assessment of their involvement lacks significant impact. Themes from interviews underscore the pivotal role of teacher behavior, including public critique and preferential treatment, in influencing students' emotional wellness and academic engagement. Additionally, the study underscores the significance of teacher performance evaluation and job security concerns in shaping positive teacher-student dynamics, particularly for academically challenged students, whose difficulties may strain interactions further. The findings stress the importance for educators in Assam to prioritize fostering supportive relationships with students, actively listening to their perspectives, and addressing their individual needs for a conducive learning environment. [ABSTRACT FROM AUTHOR]

This research investigated the role of continuing professional development (CPD) in further education (FE) through a small-scale study involving two general FE colleges and two independent training providers (ITP) in England. Teachers' experiences of their continuing development were collected through focus groups. These encouraged the teachers to disclose formal and informal learning, together with development opportunities that they undertook. Analysis of the data revealed that the purposes of these developmental activities could be divided into two categories: organisational and occupational. Organisational training functioned to transmit knowledge linked to externally-driven objectives, whilst occupational development functioned to update vocational subject specialisms and develop classroom pedagogy. Organisational training was college/provider-led, whereas occupational development was teacher-controlled. Essentially, both were needed to support teachers in their full professional roles, but organisational training took precedence. The study will further an understanding of professional development processes and purposes in FE, thereby informing the planning of CPD systems and policy in the sector. [ABSTRACT FROM AUTHOR]

This study investigates the beliefs of future educators regarding academic literacy processes, focusing on the particularities associated with the Education disciplines. It examines how university students in Early Childhood Education and Primary Education degrees perceive the importance of communication skills, training in academic writing in discipline, and the suitability of teaching strategies in their academic and professional development. Using a quantitative descriptive approach, data were collected from a representative sample of 1000 Spanish university students through a validated questionnaire. The data were analyzed using IBM SPSS Statistics 29.0.2.0 statistical software, and Chi-Square tests were conducted to determine the statistical significance of observed differences. The results highlight a dissonance between the importance students attribute to skills associated with academic literacy and the actual educational reality in university syllabi. Additionally, participants perceive relevant differences between academic writing in the education discipline, more closely linked to the development of reflective and research-oriented teachers in practice, and that of other areas of knowledge. In this regard, specific discursive genres considered most representative and necessary for professional teaching development have been identified. Based on the findings, recommendations are provided to enhance training in these areas, aiming to prepare educators for the evolving challenges of the educational environment. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 pandemic and the major challenges generated in education, thousands of scientific papers have been published, contributing to the establishment of a distinct research line in the field. This study provides a bibliometric overview of the educational publications linked to COVID-19 indexed by the Web of Science Core Collection for the years 2020 and 2021. The findings show a growing interest of researchers in education in this area. The proportion of articles among the types of documents proved to be dominant. Journals dedicated to chemistry and medical education stood out for the high number of pandemic-related papers. Higher education has been an intensively explored area during the pandemic. The USA and its universities were the most productive in publishing studies on COVID-19 in education. Our study indicated research themes that have been explored by the researchers, such as online learning in different educational settings, curriculum and instructional approaches in the online learning setting, and the psychological consequences of COVID-19 on the educational actors. The implications of the pandemic on potential research avenues for education research were also emphasized. [ABSTRACT FROM AUTHOR]

The article presents the discussion on profession, teacher career professional life, or beginning teacher educators’ professional development. Topics include conditions for understanding and enhancing quality in teacher education contributing to valid research in the area; and reflection being cultivated in pre-service teachers through a pedagogy of self-assessment.

This paper examines how teachers see policy and how the visibility of various aspects of policymaking are mediated by our school contexts. As a perspective from a K-12 classroom teacher conducting policy research with other classroom teachers, this paper also explores how teachers, in turn, might make our policy work visible to ourselves and the implications for teacher agency. Teachers in the study took part in a two-year participatory action research endeavour, joining school-based policy inquiry groups where we identified policies, mapped policymaking processes, and discussed the implications of our contexts. On one hand, these engagements highlight the central role a school's institutional narratives and professional culture play in constructing the ways we see policy. At the same time, they point to how our seeing exceeds and moves with and through such constraints. With reference to postcolonial interpretations of agency, I describe how as part of inquiry teachers constructed spaces for ambiguity and alternative accounts, and in doing so movement and difference, in policymaking. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addressing teachers' ability to better navigate stress and emotional responses has the potential to improve classroom behaviors, student learning as well as teachers' wellbeing. While there is growing interest in mindfulness-based interventions (MBIs), there is need for greater attention to design aligned with relevant theories and transparent reporting to improve the rigor and translation of research. While utilized widely in health and behavior fields, behavior change theory has not been applied extensively in education or MBI research. This descriptive methodological paper articulates the intervention mapping and design process of an MBI to improve teachers' stress and emotional regulation. To improve reporting, we use a post hoc application of a well-established behavioral model. Application of the Behavior Change Wheel (BCW) as part of an intervention mapping approach for an MBI to align teacher's needs with intervention elements most likely to achieve desired behavioral outcomes. The paper illustrates an approach which includes defining the problem in behavioral terms, identification of target behaviors and behavioral change techniques, and selection of strategies and modes of intervention delivery. A systematic intervention mapping approach applying the BCW can yield a holistic MBI for the desired behavior change, enhanced emotion and stress regulation in teachers. This example of applying the BCW to the design of an MBI demonstrates how intervention designers and researchers can make decisions about which techniques and delivery components to include in their interventions, and how to systematically describe them. Such approaches have the potential to improve the reporting and methodological rigor of future MBI research and the successful application of interventions in practice. [ABSTRACT FROM AUTHOR]

In this paper, we explore second-level students' understanding of the concept of creativity and the implications for their engagement in class-based assessments. We propose that creativity represents an important outcome of education, particularly at second level. We use a single case study, with data presented from a series of semi-structured focus groups. The participants are students who take classes in a range of subjects including science, languages and practical subjects. Our findings suggest that second-level student's recognition and value creativity. Our findings also indicate that creativity plays a positive role in the students' educational development as it encourages them to learn new things. However, their attitudes change during second level. This is due to factors: including the attitudes of family, peers and teachers. In addition, the format of assessments and the form of feedback can contribute significantly to the students' propensity to be creative. This research contributes to the literature on the role of schools in supporting creativity. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Perseitas is the property of Revista Perseitas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a new approach for music therapists in schools wishing to support the work of teachers. This music therapy approach is underpinned by theoretical resources drawn from community music therapy and a critical inclusive approach to education. Illustrative examples of the first authors' music therapy practice as part of a teacher professional learning program, Music for Classroom Wellbeing, are offered. Two practice principles, "focus on the teacher" and "enable sharing," are presented to provide a framework for music therapists striving to support teachers. Following these principles may allow teachers to grow their musicality, teaching, and self-care practices. This paper concludes with implications of reframing the focus of music therapy practice with teachers for other music therapists working in the current performance-driven schooling system. [ABSTRACT FROM AUTHOR]

Purpose: The education sector acts as an input for every other sector and contributes around 7% to the service industry; hence, it is important to identify, measure and analyze the drivers that impact the delivered service quality. Design/methodology/approach: This paper used different approaches to identify measure and analyze the drivers that impact the service quality. In addition to a thorough literature review, qualitative tools like brainstorming, the focused group technique, and the survey technique have been used. Decision-making tools like the analytic hierarchy process (AHP), and a quantitative tool, one-sample t-test, with the help of MINITAB software, were used to analyze the inputs received from 179 experts. By using the stated approach, the planned research outcomes have been achieved. Findings: Quality of teachers, quality of students, quality of policies, and quality of facilities have been identified as the key drivers that impact quality of education. The paper highlights that the people quality drivers play a significantly important role in the quality of education when compared to the quality of non-people drivers. From the statistical analysis of the hypotheses, it was inferred that the People quality consisting of the quality of a teacher and the quality of students are the two prominent drivers to the Quality of education. This paper demonstrates the importance of the quality of a teacher and its significance to the quality of education. The recommendations made might be considered for the implementation, which can improve the quality of education in the country. Research limitations/implications: This paper is focused on the data collected from the experts in the top-ranked management institutes only. The data from the experts from undergraduate institutions and other management institutes could have added more value. Practical implications: In the paper, the drivers were identified and further analyzed to suggest that teacher quality is a dominant driver of education quality. The findings also suggest that there should be a high focus on having a great quality teacher as compared to the facilities. The weights identified will enable the researcher to arrive at the overall quality scores of any Institute. As a part of the process, the user just needs to collect the ratings from the end customers (the parents of the students) against each driver, and the institute level scores can be derived. These scores can then be used by the Institute's management to analyze the results and improve upon the weak areas to improve the delivered service quality in the education sector. Originality/value: A holistic approach to exploring major drivers that impact the quality of education is a new approach. Moreover, using different tools like AHP, hypothesis testing, t-test, using the coefficient of variation in a single paper has not been attempted before. The revalidations of accepted hypotheses with respondents is also a new approach. [ABSTRACT FROM AUTHOR]

Copyright of Vocational Education is the property of Az Buki National Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sexuality, Gender & Policy Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)