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This small scale study aims to analyze the question papers of Board of Intermediate and Secondary Education in the subject of computer science with reference to item analysis and Bloom's taxonomy. Data were collected from 100 students of Grade 9th and 10th from the schools of Lahore city using convenient sampling technique. Data collected on the papers developed by Board of Intermediate and Secondary Education for the year of 2015 and 2016. Item analyses were performed using Conquest software. Findings of the study shows that in the question papers conducted by Board of Intermediate and Secondary Education the majority questions were measuring the student abilities of knowledge and comprehension and only few questions were given to measure the student abilities to analyze, synthesize and evaluate, and this can be very helpful for the policy makers. Result of item analysis shows that many questions were not in the acceptable range of item difficulty and item discrimination. Items in the question papers were either too easy or too difficult. Findings revealed that the papers conducted and administered by Board of Intermediate and Secondary Education were not up to the mark, with reference to Bloom's taxonomy. The researcher recommended to train the assessment committee/panel developing the items. [ABSTRACT FROM AUTHOR]

The article discusses the current state of play in the field of art education and its affiliates, focusing on the theme of care between entities. The author notes a transition in scholarship themes towards expressing more critically conscious care in a post-pandemic world. The article highlights several papers in the Visual Arts Research journal that explore care between professors and graduate students, colleagues in higher education and K-12 schools, the living and the deceased, and disparate races. The article also mentions a guest-edited special topic concentration on intentional play through games, which challenges traditional notions of education. Finally, the article announces a transition in the editorial team of the journal. [Extracted from the article]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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 Chinese University Education Journal is the property of Chinese University of Hong Kong 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.)

A review of several papers of interest to psychology teachers is presented, including "The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course: A Quasi-Experimental Study," by D. J. Peterson, "The Purpose of Tutorial Groups: Social Influence and the Group As Means and Objective," by M. Rosander and E. H. Chiriac, and "Exploring the Effects of Project-Based Learning in Secondary Mathematic Education" by V. L. Holmes and Y. Hwang.

The article focuses on several papers selected from different periodicals by the journal on topics including teaching, learning, and writing. The article "Promoting research to the masses: Assessing the impact of a poster walk" deals with posters made by students on child development. The article "Retrieval-based learning: Active retrieval promotes meaningful learning" discusses retrieval learning helps in recalling, and the article "Innovating pedagogy" presents information on 10 innovations.

The article discusses the historical background of the development of research paper in English curriculum for secondary and postsecondary education in the U.S. In 1987, the American education was transformed in the introduction of the German model of education with the fundamentals of learning, research and writing prior to the opening of Johns Hopkins University. Debate arose over the inclusion of research paper in high school curriculum that was linked with the debate over composition courses. Several alternatives of writing research paper were introduced in various article published between 1923 and 1980. A group of English teachers suggested various types of research presentation which often caters multiple media.

This paper focuses on the connection between a field of education and national curricula in secondary education and individual religious commitment. This article builds on the idea that formal education is not only meant to transmit knowledge but also to create competencies that involve a combination of knowledge, skills, and social values. Moreover, institutional factors related to an educational system may shape religious commitment by providing opportunities and constrains promoted by a national curriculum. While the competencies approach sheds light on the connection between individual education and religiosity, the contextual approach helps in understanding the relationship between a national curriculum in secondary education and individual religiosity. This paper employs multilevel regression models and tests the research hypotheses using data from the European Social Survey (ESS), rounds 2, 3, and 4, and Eurydice 2013/2014. The results show that the field of education and the percentage of mathematics and sciences studied in secondary education should be taken into consideration when analyzing the connection between education and individual religious commitment. [ABSTRACT FROM AUTHOR]

Despite the acknowledged significance of organization communication in achieving positive organizational outcomes, there is a dearth of empirical knowledge regarding internal organization communication (IOC) influence on employee engagement (EE), particularly in Balkan countries. The aim of this study is to fill this research gap by measuring the effect of IOC in EE, thereby providing a significant contribution to the growing domain of organizational communication. Specifically, this paper investigates the relationship between eight dimensions of IOC (such as communication climate, supervisory communication, organizational integration, media quality, co-worker communication, company information, personal feedback, and subordinate communication) and three dimensions of EE (employee vigour, employee dedication, and employee absorption). The present study involved the administration of a survey to a sample of 152 employees working in public secondary education institutions within the Republic of North Macedonia. The data was subjected to analysis using SPSS software. The results of the study indicate that several IOC dimensions play a crucial role in predicting various dimensions of EE, such as employee energy, dedication, and absorption within the organization. The findings of this study make a substantial contribution to the existing knowledge on the relationship between IOC and EE in nonprofit organizations. [ABSTRACT FROM AUTHOR]

Undergraduate students typically learn to write an English research paper by the ninth grade. However, most undergraduate students are not exposed to writing scientifically until at least their junior year. An English research paper and a scientific paper are two different things. A research paper written for an English class can contain "folksy" words and can be long and elaborate. On the other hand a scientific paper demands the author be succinct, create densely packed paragraphs with facts, all of which must be properly cited. Essentially, a scientific paper is tedious to read, but filled with only the important facts and details. Learning to write such a style of paper can be exceptionally frustrating, especially considering the lack of formal education available to undergraduate students. There is a need to incorporate learning to write scientifically in early undergraduate writing courses as it would benefit the scientific community as a whole. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to critically review the new AI-based tool ChatGPT in UAE education and evaluate its impact on students and their learning. The study maintains a specific focus on the issues of equity and governance to allow educators in UAE to ensure that the AI-based tool is used ethically, and safely and does not restrict students’ academic development. Design/methodology/approach: This paper is a conceptual paper presenting the critical reflection of authors working in the Emirates College of Advanced Education in UAE (Author 1: Dr. Othman Abu Khurma, Author 2: Dr. Nagla Ali, and Author 3: Dr. Reem Hashem). Consequently, the study reflects the authors’ evaluation of the issues of equity and governance that maximize the potential benefit of how ChatGPT is used by students in UAE schools and higher education institutions and their thoughts on how it might be improved. Findings: The findings of this study indicate that there are both benefits and drawbacks associated with the use of ChatGPT. The authors made some recommendations to the educators in UAE regarding the ethical and fair use of ChatGPT which does not hinder student learning. Practical implications: The findings of this reflective study can raise educators’ and policymakers’ awareness regarding the potential risks and benefits of the use of ChatGPT by stu)dents. Moreover, the study offers guidance to educators and policymakers in UAE to ensure ethical and effective learning and the safe adoption of this and similar AI-tools by students. Originality/value: The study is a critical reflection of the equity and governance issue related to the use of ChatGPT by students and offers new practical insights regarding how ChatGPT can be adopted safely by students in UAE. The reflection is based on a conceptual analysis of authors’ personal and professional experiences and test usage and is thus different from previous studies. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures. Design/methodology/approach: Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, "How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage. Findings: In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; "Sweet" work; and Black livingness. Originality/value: By centering Black girls' speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire. [ABSTRACT FROM AUTHOR]

Copyright of Sociologija/Sociology: Journal of Sociology, Social Psychology & Social Anthropology is the property of MOD International 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 Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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 Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 interference of technology in education requires the development of new theories of learning. The paper analyzes connectivism as the most important representative of the theories related to the "digital age." From the point of view of the environment, called a remote experiment, learning occurs initially at the individual level, encompassing all three classic theories of learning: behaviorism, cognitivism, and constructivism. It shows that the virtual environment has introduced a powerful lever of imbalance for the real environment. This is how we arrived at the explanation of learning theories in real-virtual environments through the theory of chaos or complex environments. Like any knowledge storage network with nodes between which connections can be made, even the remote experiment is subject to random laws. The addition of knowledge is not simply the sum of the effects produced by each individual node (the system is not linear). A distinction is made between information and knowledge. Even if the information in the nodes can be read, this aspect does not represent learning. The remote experiment not only expanded the realm of knowledge but also emphasized the critical role of time. The time remained constant, while the amount of information increased. The teacher, as a knowledge synthesizer, can help orient the student to this vast amount of information, especially when time is limited. Additionally, the student can also play an active role in organizing and systematizing the information. Two examples of experiments are given, which, being inter- and transdisciplinary, can contribute to the introduction of the elements of non-linearity and unpredictability as a method of designing the educational environment, precisely to be able to transform it into a thinking system suitable for the mixture between real and virtual environments in which we live more and more intensely. [ABSTRACT FROM AUTHOR]

Teaching methods in secondary education have undergone significant changes due to COVID-19. The paper examines the positive impact of investing in education through the Strategic Framework for the Development of Education, Training and Learning in the Republic of Bulgaria (2021-2030) and digital technologies. The aim of this paper is to identify key challenges and relevant solutions through a study of teaching methods in secondary education. [ABSTRACT FROM AUTHOR]

Scholars suggest that when teachers retain, reuse, revise, remix, and redistribute Open Educational Resources (OER), the process of OER-enabled Pedagogy (OEP), they not only gain high-quality, digital teaching materials, but they also transform their teaching (Wiley, et al., 2017). Nonetheless, OEP is not an automatic outcome of using OER, rather it is dependent upon practicing key competencies through strategic professional development (PD). This paper reports a mixed-methods case study that contemplates the impacts of PD on OEP with five secondary education teachers, an under-investigated population. The findings reveal that small-scale PD can be successful in growing knowledge about OER, but that OEP is only catalyzed when teachers are required to reuse the OER in their classroom. Furthermore, small-scale PD cannot combat barriers like digital and information literacy that impede engagement in OEP efficiently and this may ultimately prohibit its sustainability in secondary contexts. [ABSTRACT FROM AUTHOR]

Previous studies show that contextualized measures of high school achievement - in other words, how well students performed relative to their high school peers - can help identify students who have the potential to succeed in college, and thus can serve as a key measure in holistic admissions. Building upon previous work, this study further examines whether contextualized measures of high school achievement may help identify students who have the potential to succeed in engineering programs, especially among traditionally underrepresented students in engineering (defined in our paper as low-SES students, underrepresented students of color, and women). Based on longitudinal data from a Midwestern state's Department of Education database, this study finds that contextualized measures of high school performance are significantly associated with students' college performance - for all students in engineering, as well as across our three subsamples of traditionally underrepresented students. These findings have important implications for incorporating contextualized measures of high school performance when making undergraduate admissions decisions in engineering programs, to help better identify applicants from traditionally underrepresented student populations in engineering. This is particularly crucial as admissions offices move toward more holistic and test-optional practices. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore teachers' shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time. Design/methodology/approach: The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions and others emerged from the data. The authors also used memos to contextualize the interviews and triangulate findings. Findings: Teachers described embracing new, expansive approaches to teaching ELA as they shifted from focusing on skills to big questions, and from literary analysis to "real-world" writing and assessment. These data illuminated three tensions around "traditional" versus PBL approaches to ELA: What counts as ELA? What counts as student success? And is PBL for everyone? Originality/value: Few studies have explored teacher perceptions of PBL in secondary ELA classrooms. This paper uniquely illuminates some pathways for addressing the tension between "traditional" and PBL approaches. The authors call for deliberate, ongoing and gradualistic approaches to engaging in PBL routines that support educators to make meaningful shifts in instruction. [ABSTRACT FROM AUTHOR]

Educational aspirations play an important role in shaping students' educational trajectories and destinations. Drawing on longitudinal data from the TREE2 study, this paper investigates the effect of tracking on the formation and adjustment of the educational aspirations of Swiss students upon leaving compulsory school. We show that educational aspirations are highly responsive to the educational track attended in upper secondary education. While students in general education tend to stick to their aspirations, their counterparts in vocational programmes exhibit less stable aspirations. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is an exploration of stories told by multilingual students participating in a literacy project in a secondary English course as part of a larger three year practitioner inquiry study, in which the author analyzed students' literacy project to create a culturally responsive English curriculum. In this paper, the stories of two participating students were examined to derive ideas for an English curriculum in which students' assets, such as cultural heritage and religious traditions, are recognized and honored. Design/methodology/approach: Two objectives of the study were to learn about my students' assets and to use them to complement the district-mandated texts in ways that honored students' cultural traditions and accumulated knowledge. This paper focuses on an artifactual literacy project paired with reading the novel To Kill a Mockingbird in an English course for emergent bilinguals, in which the modified curriculum highlighted their experiences and traditions. Findings: Two themes emerged from the analysis. First, religious communities are often valuable to emergent bilingual students. Second, although borders often separate the families of these students, they continue their religious traditions with those in their new communities in the USA, whose members have also carried traditions across borders to honor and preserve their families' cultures, languages and religions in new places. Originality/value: Religion is rarely discussed in public school English classrooms. This research project demonstrates the value of artifacts in secondary classrooms which provide a space for students to discuss personally meaningful religious and cultural literacy practices. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal Educational / Hrvatski Casopis za Odgoj I Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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 analyzes the impact of the position of questions on students' performance on the National Secondary Education Examination (Enem) in 2016. From a sample of 4,427,790 cases, we calculated the hit rate per question for the different workbooks in the Mathematics and its Technologies test. The results indicate presence of the fatigue effect on the 2016 Enem, that is, the order in which the questions are presented affects the proportion of correct answers, which is diminished as an item is presented closer to the end of the test. The exploratory evidence also suggests that the fatigue effect is manifested in students of both low and high performance. For example, the position of an item reduced the hit rate up to 18%, controlling for performance level. This paper conducts the first empirical evaluation of the fatigue effect during the Enem. The results contribute to the literature on the non-cognitive influences in evaluation, being useful to substantiate more systematic studies on the fatigue effect's impact on large-scale standardized tests, beyond the case analyzed. At the end, we suggest measures that can mitigate this effect during the Enem. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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.)

Based on context-input-process-product (CIPP) model, this paper proposed an evaluation system of the talent cultivation quality of modern apprenticeship in high vocational education schools, and applied the proposed system to evaluate the talent cultivation quality of modern apprenticeship in an example school H. The research findings of this study revealed that, on the one hand, it will greatly improve the quality of cultivated talents if the talent cultivation objectives are kept in line with the requirements of employer companies, the apprenticeship system is built according to the law of student growth and development, and there're good apprenticeship project resources, support and management; on the other hand, it will have an adverse impact on the effect of apprenticeship projects if students' employment willingness has not been fully motivated, or the implementation environment is poor for the apprenticeship, or the tutors in enterprises change frequently. Based on these findings, this paper proposed a few countermeasures for improving the talent cultivation quality of modern apprenticeship, that is: fully consider students' appeals and boost their desire for employment; forge a team of enterprise tutors capable of and good at teaching; improve the quality of apprenticeship projects for junior year students; deepen the integration between industry and education and provide strong guarantee for both school education and enterprise training. [ABSTRACT FROM AUTHOR]

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The objective of this paper is to evaluate the effectiveness of a training program, based on the flipped learning model, for future teachers of Secondary Education and Vocational Training. For this study, a pre-experimental research design was used, and an instrument was applied to determine the level of training acquired in active methodologies, design of activities, technological tools, evaluation strategies, and student satisfaction with the training program. The results show the effectiveness of the program for training students in the active methodologies and technological tools most appropriate to implement the flipped model in the classroom [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature 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 centers on high school pre-teacher education students' reviews of their peers' digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students' voices and experiences and also to encapsulate the authors' different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates' digital stories using the seven elements of digital storytelling (Dreon et al., 2011). Design/methodology/approach: Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates' digital stories is addressed and discussed through university and high school instructors' narrative reflections. Through peer reviews of their fellow classmates' digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts' digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students' narratives through the contexts of peer reviews. Findings: The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students' responses in their evaluations of their peers' digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students' reflective practices of peer reviewing were the foundational aspects of this paper. Research limitations/implications: The research the authors have done has been in regards to reviewing and analyzing students' peer reviews of their classmates' digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students' artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students' authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis. Practical implications: In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students' peer reviews as a kind of authentic assessment. Social implications: The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students' voices and lives. Originality/value: As the authors speak of the original notion of using students' crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students' lives and the creation of rapport within the classroom. [ABSTRACT FROM AUTHOR]

Modern technology offers many ways to enhance teaching and learning that in turn promote the development of tools for educational activities both inside and outside the classroom. Many educational programs using the augmented reality (AR) technology are being widely used to provide supplementary learning materials for students. This paper describes the potential and challenges of using GeoGebra AR in mathematical studies, whereby students can view 3D geometric objects for a better understanding of their structure, and verifies the feasibility of its use based on experimental results. The GeoGebra software can be used to draw geometric objects, and 3D geometric objects can be viewed using AR software or AR applications on mobile phones or computer tablets. These could provide some of the required materials for mathematical education at high schools or universities. The use of the GeoGebra application for education in Laos will be particularly discussed in this paper. [ABSTRACT FROM AUTHOR]

Research shows that students starting higher education (HE) often lack an essential level of information literacy (IL). To address this issue, a growing number of Higher Education Institutions (HEIs) engage with schools through Information Literacy Outreach Programmes (ILOPs). This paper explores the forces and motivations behind how and why HEIs engage with schools through ILOPs, and discusses their impact on beneficiaries. Using a UK research-led university in the North of England as a single case study (hitherto XXXX), this research project adopted a qualitative case study approach and used Situational Analysis to explore and analyse the data collected. Data collection involved semi-structured interviews with key staff that participated in the IL outreach programme, and a model was developed to illustrate diagrammatically the key outcomes and phases of the IL Outreach Programme. Key findings revealed that the IL Outreach Programme at XXXX is an effective mechanism for bridging the social worlds of schools and HE; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners. The significance of this paper is that it helps us understand the impact of IL outreach programmes, and how such programmes provide schools and HEIs with an opportunity to work collaboratively and share knowledge and best practice. It also provides a valuable addition to IL literature. [ABSTRACT FROM AUTHOR]