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The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL, highlighting its effectiveness and potential role in helping students learn these skills. Steps for successful implementation of PBL are outlined, with particular focus on project design and assessment methods. PBL is then linked to moral education, both generally and with specific reference to the United Arab Emirates, with examples showing how PBL has been utilized to achieve this country's educational policy aims. The paper concludes that PBL should be adopted to deliver the moral education curriculum and promote student engagement in community development projects. [ABSTRACT FROM AUTHOR]

Enabling theory-practice bridging in engineering education is essential for developing twenty-first century graduate capabilities. Massification, resource constraints, and technological development have resulted in significant shifts to alternative forms of practical engagement, such as the use of online laboratories, but how do these contribute to learning? Based on three illustrative case studies at a research-intensive institution in the Global South, this paper offers a conceptualisation of the degrees of complexity entailed in multimodal approaches to teaching Fluid Mechanics, Finite Element Analysis and Control Systems at different stages of their respective programmes The paper examines the different levels of abstract-concrete learning when students engage with verbal, symbolic, graphic and physical representational artefacts designed to enable cumulative learning. The conceptual instruments are theoretically and methodologically drawn from Legitimation Code Theory dimensions, which lend themselves to the graphic analysis of knowledge practices. It is suggested that the explicit integration of and shifting between levels of abstraction and complexity with different kinds of technologies enables the kind of cumulative learning necessary to prepare technically-equipped graduates for complex twenty-first century engineering contexts. [ABSTRACT FROM AUTHOR]

Research into workplace learning explores mostly the learner's perspective, which is also the case within police research. This paper focuses, instead, on police officers who have the role of field-training officers (FTO) and responsibility for presenting, teaching and guiding police students attending the higher education programme. The aim is to characterise the FTOs' expectations of the students as learners, and discuss how these expectations shape the professional development of the future police officers. Through analysis of interviews with the FTOs, we show how police socialisation is sedimented and perpetuated through situated learning in the workplace. The findings show that the FTOs' expectations can be characterised as opposites concerning students' participation in-house and participation on-patrol. In-house, the FTOs expected the students' participation to be passive, adaptive and obedient, while 'on-patrol' the FTOs expected that the students took a highly active role. The paper discusses how the social dimension of learning affects the police students' participation and progression into the police profession, and, in particular, the development their professional identity as future police officers who can contribute to, and further develop, police practice. [ABSTRACT FROM AUTHOR]

This paper presents the impact of student generated representations on students in three secondary schools in Nepal. Qualitative data were obtained from semi-structured interviews, focus group discussions and a classroom observation. Students, teachers and school principals were the research participants of this study. The findings indicated that students can develop a deeper understanding of the subject matter when they have an opportunity to learn through their self-generated representations. Furthermore, evidence drawn from the gathered data indicated that such an innovative pedagogical strategy can enhance student engagement in learning by enabling the learners to remain engaged in more productive discussions. The findings also suggested that learning can become joyful and effective when the students get an opportunity to learn from their peers. Additionally, this classroom pedagogy implemented in a culturally diverse Nepalese context sheds some light on collaborative learning that can foster student empowerment. [ABSTRACT FROM AUTHOR]

In neoliberal times, accountability measures and high-stakes testing further contribute to differentiated outcomes for young people. The way that knowledge is conceptualised in tests regularly fails to recognise the embodied knowledge and abilities of many young people and instead students are positioned as passive receivers of knowledge. Students who are located in structural disadvantage continue to be least successful. This paper offers a critical counter-narrative to the didactic habit inherent in education through the mobilisation of creative and embodied practices as a transformational pedagogical approach. These pedagogies signal an epistemological and pedagogical shift toward mobilising bodies as agents of knowledge production and creativity as cultural capital. This paper reports on research that investigates primary school teachers and teaching artists using creative and body-based pedagogies, with a focus on enhancing student engagement in mathematics through strategies of 'encounter' (MacKenzie, Sarah. 2013. "Poetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations Classroom." Journal for Learning Through the Arts 9 (1): 1–27.). Findings highlight the cumulative affective responses and shifts in subjectivity for both students and teachers when working with the body's ability to move, feel, respond and imagine. In conclusion we argue for the potential of creative and body-based learning to build classroom communities and practices of inclusion. [ABSTRACT FROM AUTHOR]

In e-learning environments, several activities are offered to learners, including learning and assessment activities. During these activities, the learner may encounter difficulties, such as blocking situations or lack of motivation. This paper presents a new approach to detect these difficulties based on the learner's emotional states and recommends solutions to motivate him/her. Our first contribution is recognizing the learner's emotional state using two modules: facial expression recognition using a Gabor filter bank and vocal emotion recognition using MFCC features. Concerning the recommendations in these cases of difficulties, a psychological and/or pedagogical recommendation generator is proposed in this study; it is our second contribution. Three experiments to validate our approach were conducted on two groups of students: test and control. The results indicate that the proposed method improves the learner's emotional state, motivation, and engagement time in the system. [ABSTRACT FROM AUTHOR]

While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the 'students as partners' context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed 'unfitting' to the 'ideal' mentor standards in research and practices. These three cases presented how mentors' mentoring practices were influenced by their dispositions, and identified a growth pattern in holistic competencies which could in return benefit these student mentors' future development. A conceptual model has been designed to capture the potential relationship between mentoring, mentor dispositions and holistic competency development. Both theoretical and practical implications have been made to increase inclusive participation and to provide equitable learning opportunities for more students in higher education. [ABSTRACT FROM AUTHOR]

The growing trend for massification in higher education delivery has contributed to challenges in student engagement and experience. This has been further compounded by the global pandemic, with the sector experiencing reduced financial, staffing and resourcing budgets. The authors identified the delivery of meaningful feedback at scale as a critical emerging challenge. Although models of feedback exist within education, there are few discipline-agnostic frameworks for providing feedback that accounts for first-year education in the context of massification. With a focus on feedback within large-scale teaching and the first-year experience, and drawing on the authors' lived experiences, the paper proposes a conceptual non-disciplinary framework to scaffold the delivery of timely feedback in three stages. The proposed 'strategic framework for feedback at scale' promotes deeper first-year undergraduate students' learning and engagement across multiple teaching contexts through the feed-forward assessment design of automated ongoing feedback, peer-led staged feedback and teacher-led staged feedback. Examples of activities are discussed as well as steps for implementation applicable to tailoring to any discipline setting. Limitations and areas for future research are then discussed, calling for empirical research into the practice and effectiveness of the conceptual framework. [ABSTRACT FROM AUTHOR]

Teaching Mathematics to tertiary students can be a challenge to educators, mainly because they must deal with learners' varying levels of readiness. Some of the factors attributing to the variability are learners' perceptions of mathematics, their previous learning experiences, and fear of failure. We implemented a teaching approach to facilitate student ownership through active peer involvement and flexibility with assessments. In this paper, we analyze students' perceptions of learning mathematics when using the new approach for three consecutive semesters. We discuss the results of our study and the factors that helped students overcome their inhibitions and appreciate mathematical concepts. [ABSTRACT FROM AUTHOR]

In contemporary higher education systems, the processes of assessment and feedback are often seen as coexisting activities. As a result, they have become entangled in both policy and practice, resulting in a conceptual and practical blurring of their unique purposes. In this paper, we present a critical examination of the issues created by the entanglement of assessment and feedback, arguing that it is important to ensure that the legitimate purposes of both feedback and assessment are not compromised by inappropriate conflation of the two. We situate our argument in the shifting conceptual landscape of feedback, where there is increasing emphasis on students being active players in feedback processes working with and applying information from others to future learning tasks, rather than regarding feedback as a mechanism of transmission of information by teachers. We surface and critically discuss six problems created by the entanglement of assessment and feedback: students' focus on grades; comments justifying grades rather than support learning; feedback too late to be useful; feedback subordinated to all other processes in course design; overemphasis on documentation of feedback; and the downgrading of feedback created by requirements for anonymous marking. We then propose a series of strategies for preserving the learning function of feedback, through models that give primacy to feedback within learning cycles. We conclude by offering suggestions for research and practice that seek to engage with the challenges created by the entanglement of assessment and feedback, and that maintain the unique purposes of assessment and feedback. [ABSTRACT FROM AUTHOR]

The aim of this paper is to categorize and describe different types of learners in massive open online courses (MOOCs) by means of a subgroup discovery (SD) approach based on MapReduce. The proposed SD approach, which is an extension of the well-known FP-Growth algorithm, considers emerging parallel methodologies like MapReduce to be able to cope with extremely large datasets. As an additional feature, the proposal includes a threshold value to denote the number of courses that each discovered rule should satisfy. A post-processing step is also included so redundant subgroups can be removed. The experimental stage is carried out by considering de-identified data from the first year of 16 MITx and HarvardX courses on the edX platform. Experimental results demonstrate that the proposed MapReduce approach outperforms traditional sequential SD approaches, achieving a runtime that is almost constant for different courses. Additionally, thanks to the final post-processing step, only interesting and not-redundant rules are discovered, hence reducing the number of subgroups in one or two orders of magnitude. Finally, the discovered subgroups are easily used by courses' instructors not only for descriptive purposes but also for additional tasks such as recommendation or personalization. [ABSTRACT FROM AUTHOR]

The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper, the applicability of the concept of recipience is broadened from its origins in the literature on student feedback to consider its role in developing student knowledge structures that are more receptive to development. This will promote cumulative/meaningful learning that is required to construct professional knowledge. By drawing on Legitimation Code Theory, and visualising the morphology of target knowledge structures in relation to their position on the semantic plane (of semantic gravity vs. semantic density), a fresh perspective is offered to inform student learning that can suggest ways of enhancing the quality of student learning. This is achieved by explicitly enabling the construction of a more coherent perspective of the knowledge terrain generated by complex curricula. [ABSTRACT FROM AUTHOR]

Schools of business are a logical context for the implementation of community-based learning (CBL) given their focus on student engagement, application of knowledge, real-world experience, and diverse work environments. However, it may be new for many faculty members. Innovations often meet with resistance due to incompatible beliefs in what should be done or how. When determining why and how to implement CBL, various elements related must be considered. These include the mindsets, commitments, and competencies of faculty members as well as organizational capacity. This paper explores the factors and conditions surrounding the adoption of CBL with an emphasis on the faculty and identifies gaps in the literature. [ABSTRACT FROM AUTHOR]

Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives on their engagement with this technology. With broader applications to secondary and post-secondary education contexts, findings suggest increased student engagement and an appreciation for the opportunity to work with a geospatial technology mapping platform without needing prior coding, software, or mapping experience. [ABSTRACT FROM AUTHOR]

The article describes the 5E Learning Cycle framework for student-centered learning that focuses on the 5 Es of Engagement, Exploration, Explanation, Elaboration and Evaluation. It explores the difference between student-centered teaching as a philosophy and student-centered teaching as a specific set of instructional strategies, as well as instructional approaches that may be applied in the student-centered classroom. It explains the different stages of the 5E Learning Cycle.

It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS). The main purpose of this study is to inform theory about students' early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS. Data for this study was collected from 74 10th grade students in a high school in the Northwest region of the New England state. An explanatory sequential mixed-method research design was used to examine students' learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit. The results indicated that students' model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives. The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally. [ABSTRACT FROM AUTHOR]

This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs' written form of critical reflection to widen a scholarly understanding of power and impacts of flipped learning as an innovation of educational pedagogy. The researchers discovered that the STs were found successful to engage themselves in a cognitively, affectively, and behaviourally connected manner. Discussions and implications also emerged. [ABSTRACT FROM AUTHOR]

In this article, we introduce instructional choice as a simple, feasible, effective strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors in range of contexts. We provide step-by-step guidance to illustrate how instructional choice can be used by teachers in in-person and remote learning environments as well as how families can incorporate choice into daily routines at home. [ABSTRACT FROM AUTHOR]

In this article, we introduce behavior-specific praise as a portable, feasible strategy for teachers and families to increase student engagement as well as to decrease off-task and disruptive behaviors in a variety of environments. We provide step-by-step guidance to illustrate how behavior-specific praise can be used by teachers during in-person and remote learning environments and how families can incorporate behavior-specific praise into daily routines at home. [ABSTRACT FROM AUTHOR]

Analyzing gender inequalities when teaching political science can be an opportunity. Making inequalities visible in the classroom using students' personal experiences can help teachers generate co-responsible practices which are necessary in a context where group work is increasingly important. Moreover, revealing gender inequalities through the students' daily work can help them to understand a key element of the discipline: that politics needs to go beyond private views of social problems, in order to reach collective solutions. In this article, starting with five discussion groups, we give students a voice, to reveal how female students in the classroom take on private and reproductive roles that increase the work they do and affect the evaluation they receive. We have used this diagnosis to design a teaching sequence, implemented in 4 groups between 2018 and 2022, that aims to make gender inequalities visible in work relationships between peers as a first step toward students interpreting and managing these relationships politically. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between student technology acceptance, student engagement, and perceived learning on tourism-related massive open online courses (MOOCs). The respondents include 389 Indian university students who took tourism-related MOOCs. The results of PLS-SEM indicate the weak relationship between MOOC technology acceptance and the perceived learning of students. Technology acceptance has an impact on student engagement, but the impact is not highly significant. The findings show the strong relationship between student engagement and perceived learning in the context of tourism-MOOCs. The study suggested several ways to ensure student engagement and perceived learning to develop a positive attitude toward MOOC platforms and institutions that deliver MOOCs. Several implications are drawn from the findings, and future research directions are suggested. [ABSTRACT FROM AUTHOR]

In higher education learning environments, critical thinking is often an assumed skill; however, many students require explicit support to effectively achieve in this area. This research focuses on the application of scaffolded learning experiences to promote reflection and critical thinking in a post-graduate educational leadership course. It particularly recognises the unique challenges for international students, managing their transition into a culturally different learning environment while meeting the academic and critical thinking demands of higher education. This research draws on two main data sources: student survey responses regarding reflections on the concept of leadership and researcher reflections on student engagement and critical thinking. Descriptive analysis provided profiles of the student cohort and their views on leadership. Three themes emerged from the analysis of open-ended responses regarding views on leadership: diverse understandings of leadership; the importance of leadership actions for change; and evaluating leadership – self and others. Reflections from one researcher on the conduct of the course and student work provided a link between the initial design and student outcomes. Two levels of positive outcomes were found. Firstly, a greater level of early engagement in course learning activities was observed which continued across the course. Secondly, students' learning and achievement were greater than a previous cohort implying the benefits of early modelling of reflective practices to scaffold students' critical thinking. Importantly, stronger tutorial engagement supporting critical reflections is likely to translate to other post-graduate studies. Recommendations for further research on students' engagement and critical thinking are proposed. [ABSTRACT FROM AUTHOR]

Reform efforts in Taiwan have added a mandatory 'Scientific Inquiry and Practice' curriculum for all high school students, emphasising 'inquiry-based learning content' including observing and questioning, planning and carrying out an investigation, argumentation and modelling, and expression and sharing. The purpose of this study was to develop an inquiry-based laboratory curriculum and to explore students' performance by emphasising 'expression and sharing' during the planning of their investigations and argumentation. This 'Scientific Inquiry and Practice' curriculum lasted 60 h with 17 10th graders. We employed Science Writing Heuristics to help students integrate inquiry, argumentation, and writing practice into laboratory contexts. Data collected via a Multimedia-based Assessment of Scientific Inquiry Abilities, an Achievement Test, students' writing in their Argumentation Writing Journal, and semi-structured interviews showed that some of the students' scientific inquiry abilities, argumentation abilities, and content learning were improved after participating. Moreover, engaging students in the practice of 'expression and sharing' provided them with opportunities to develop competency in designing and evaluating the scientific inquiry, and scientifically interpreting data and evidence. Various interpretations of these results are discussed, and the implications of this study can provide a template for the development of an inquiry-based laboratory curriculum in education and research. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) has been a methodology traditionally associated with student engagement and good results. However, not all experiences are sufficiently satisfactory. Comprehensive models that explain the success or failure of these experiences are still lacking. The objective of this study was to understand the mechanisms that explain student engagement and other satisfactory educational results of PBL. During two academic years, the Sustainable Urban Race (SUR) project was analyzed. In this project, students from secondary schools should design and build an electric vehicle using solar energy. In the present study, a multigroup analysis of structural equations was applied. The data showed a positive association of the challenging and support-enriched context with the students' engagement, being partially mediated by the satisfaction of the competence needs, peer relationships and group autonomy. The study provides a useful framework for practitioners and researchers of student engagement in PBL. [ABSTRACT FROM AUTHOR]

In this article we apply R, a free software, and recent stock-price data to illustrate the portfolio diversification concept, a corner stone of modern finance theory. Currently, recent stock-price data are available on the internet at no cost to users. By using current market data to construct realistic and authentic examples, student engagement can be improved in classroom discussions. However, to focus on learning the finance concepts, the process of accessing the data and applying the statistical software must be user friendly and learner centered. In this article we demonstrate that this can be achieved. We use Shiny – an R package – to provide a user-friendly dashboard that could make the process interactive and easy to use. The proposed tool, when used as a supplement to existing resources, could promote self-discovery and sustain student interest. We also provide the computer code we used for obtaining the results discussed in the article. [ABSTRACT FROM AUTHOR]

This interventional study implemented flipped classroom pedagogy to enhance pharmacy students' academic performance in a physiology course. Ninety-six Pharm. D students enrolled at a private-sector University of Islamabad, Pakistan were provided with video lectures and reading material for pre-sessional learning followed by a faculty-led face-to-face session for case-studies, class discussions and post-class quiz. Students' feedback was recorded through Likert-scale survey and comments on method employed. Up to 90% of students completed the pre-session preparation. Around 90% of students gave positive responses towards flipped classroom. Students reported that they developed a better understanding of the concepts (1.5 ± 0.65), their class participation was improved (1.45 ± 0.56) and they could pay close attention in the class (1.41 ± 0.62), compared to the regular lectures. It is concluded that flipped classroom is an effective way of enhancing students' engagement and active learning and can be used as a tool in Pharmacy education. [ABSTRACT FROM AUTHOR]

Students' engagement in assessment is theoretically and empirically supported to increase their learning outcomes, but the assessment knowledge and skills they need to actively engage in assessment remain poorly understood. We used a scoping review method to inform the screening and selection of literature, with 98 included in the analysis. Analysis and synthesis of the articles resulted in 45 indicators of student assessment literacy, grouped into six domains: general knowledge of assessment, development of strategies to engage in assessment, active engagement in assessment, monitoring learning progress, engagement in reflective practice; and disposition in assessment. These domains were used to develop the framework for student assessment literacy. The results of the study highlight a new conceptualisation of student assessment literacy by providing a more comprehensive definition that clearly defines the domains and identifies individual indicators that comprise students' assessment knowledge and skills, including dispositions needed to effectively engage in assessment. [ABSTRACT FROM AUTHOR]

Student engagement plays a central role in teaching and learning, given its impact on students' retention and ability to actively participate in the learning process. This study evaluates the impact of an Interactive Action-Oriented Learning (IAOL) and teaching style on improving students' engagement in the Explaining Punishment module in a UK university by adopting McNiff's model of action research. Furthermore, it aims to fill a gap in the existing literature regarding the paucity of research on improving student engagement within the Criminology and Criminal Justice discipline. Two focus group discussions, each comprising eight students, were conducted. Additional data were collated from module evaluation, end terms results, and peer-feedback. Based on the end-term results, it was found that the inclusion of the IAOL contents and teaching style improved student engagement and student performance. Hence, this study suggests a model that provides practical outcomes that inform best practices in teaching and learning. [ABSTRACT FROM AUTHOR]

The present study sought to elicit insights into pedagogical practices pertaining to the integration of digital games into teaching and learning. A review of peer-reviewed journal articles published in English over the past 10 years uncovered common pedagogical themes that were categorized into a pre-game, game, and post-game taxonomy. The findings indicated that teachers implemented a variety of instructional activities at the pre-game, game, and post-game stages. Pre-game activities consisted mostly of lectures and gameplay trainings. At the game stage, teachers engaged in content scaffolding, performed classroom management activities, and provided technical assistance to students during gameplay. At the post-game stage, teachers organized debriefing sessions to ensure that gameplay translated into learning outcomes for students. Recommendations are made for the integration of games into teaching and learning in order to maximize student engagement and learning outcomes. [ABSTRACT FROM AUTHOR]

The number of children diagnosed with autism both nationally and internationally is increasing dramatically. Development of social-communication abilities is a major difficulty for those on the Autism Spectrum (AS). Research highlights the positive impact of supporting parents to adopt facilitative communication strategies when interacting with their children on the AS. However, there is a paucity of research exploring the impact of enhancing knowledge and use of such strategies in schools. In response to this, a social constructivist model of professional development (PD) was developed and evaluated using a multiple case study of five different autism-specific classrooms in the Republic of Ireland. Findings indicate that the interactions within the classrooms changed, the adults' communication became mainly facilitative, the duration of positive shared engagement increased significantly, and the pupils' rate of communication increased, particularly their initiations. The More Knowledgeable Other (the first author) played a pivotal role in supporting the adults' active engagement in the learning through facilitation and incorporation of learning activities. This article argues for a model of PD in which the participants are actively engaged in learning activities that require them to implement the content, and to reflect and problem solve both individually and within a group. [ABSTRACT FROM AUTHOR]

Teacher classroom instructional practice can be a powerful influence on student learning. The Classroom Promotion of Oral Language randomized controlled trial tested whether teacher professional learning focused on promoting oral language in classrooms could improve teacher knowledge and classroom instruction. This study focuses on evaluating the impact of the professional learning on teacher classroom instruction. The nature of classroom talk was used as a means of exploring theories of change and the pathways to practice change. Classroom talk was classified according to its function; organisational, doing, and learning. Teachers from early years classes (first 2 years of school) participated in 4 days of professional learning and received implementation support in their school. Teacher instruction was measured through audio-recordings of classroom talk between teachers and students. The characteristics and proportions of the functions of classroom talk demonstrated by teachers who participated in professional learning (n = 40) and those who did not (n = 38) were compared. Findings indicated no differences in the functions of classroom talk measured with Anstey's type of talk framework following participation in the professional learning; similarities in classroom instruction are discussed and implications for professional learning. [ABSTRACT FROM AUTHOR]

The study proposes two new measures, time and location entropy, to depict students' physical spatio-temporal contexts when engaged in an online course. As anytime, anywhere access has been touted as one of the most attractive features of online learning, the question remains as to the success of students when engaging in online courses through disparate locations and points-in-time. The procedures describe an analysis of 5293 students' spatio-temporal patterns using metadata relating to place and time of access. Grouping into segments that describe their patterns of engagement, results indicate that the high location-high time entropy (i.e. multiple times, multiple locations) was the segment with lowest success when compared with other students. Statistical and modeling results also found that female students tended to learn at fixed or few locations resulting in the highest performance scores on the final exam. The primary implication is that female students tend to be successful because they study in fewer locations, and all students who study at consistent times outperform those with more varied time patterns. Existing brain research supports the findings on gender differences in learning performance and spatio-temporal characteristics. [ABSTRACT FROM AUTHOR]

In this study, gamification with game-based activities was implemented in an undergraduate information technologies course in a university. While the qualitative results of this mixed methods revealed what aspects of gamification supported students' learning in this course, the quantitative analysis of responses to pre- and post-testing showed that the implementation of gamification positively affected students' motivation and engagement in the course. After the implementation, semi-structured interviews were conducted with the students to solicit their views of the treatment and its contribution to their learning. The interview results showed positive psychological effects; students who were unmotivated at the beginning of the semester had become more participatory and engaged in the course after experiencing learning through gamification. Overall, the findings of this study show that gamification warrants further examination as an effective pedagogical approach that can increase students' motivation to learn and engagement in class. [ABSTRACT FROM AUTHOR]

The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger's 'broken tool', might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as 'letting learn' with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the 'broken tool', shifting the focus towards what I call 'information tools'. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with 'bricolage' theories and work by Applebaum and others. [ABSTRACT FROM AUTHOR]

A variety of teaching approaches have recently grown in popularity in counselor education, including flipped learning and online learning, yet no researchers have published comparisons of these course formats to traditional or active learning course formats in counselor education. In this study, we compared student course engagement in flipped, active lecture, and online course sections for same lifespan development counseling course. Flipped (n = 24) and active lecture (n = 44) participants reported statistically significantly higher engagement than online participants (n = 21). Flipped participants also reported non-significantly higher engagement than active lecture and online participants. These findings both support and contrast with previous research in other disciplines. [ABSTRACT FROM AUTHOR]

This qualitative case study explored an eighth-grade social studies classroom where the teacher uses StudyCasts as an instructional strategy with his students. Teacher-led StudyCasts were utilized as a way for his students to remember content for upcoming tests. Additionally, his students created their own StudyCasts in the classroom to review social studies content. The study revealed an increase in student engagement, improved communication skills, and introduced an alternative method to study and prepare for classroom content and summative assessments. This study discussed the benefits and limitations of the use of this technology in the social studies classroom. Currently, a limited amount of studies explore the use of StudyCasts in social studies and middle-level education. This study extends the literature in this emerging area. [ABSTRACT FROM AUTHOR]

Learning spaces that engage students actively are becoming more common. Active learning spaces are designed to facilitate collaboration between students as they engage in problem solving, communication, and teamwork. Recently, Auburn University installed an active learning space in the construction management teaching facility which provided a dedicated active learning space for construction education. During the 2018–19 academic year, students were surveyed to better understand their perspectives on the learning environment after having a class in the space. The goals of this exploratory study focused on student experiences within the active learning environment including perceived impact on learning and engagement within construction education. Sixty-eight percent of the students surveyed believed their learning and 82% believed their engagement with the material was enhanced by the space, the teaching tactics, and shared engagement. Results indicated that while the majority of students expressed positive experiences in areas of “group work and collaboration” and the “engaging and interactive” nature of the class, some construction students found the space distracting particularly when traditional lecture teaching was employed. Overall, the active construction management classroom can enhance the quality of students’ experience through appropriate course design and enriched dialogue, and a potential to positively improve the quality of construction education exists. [ABSTRACT FROM AUTHOR]

Today's business management students have come of age in a new, interactive, technology-rich environment; therefore, instructors should modify their teaching modalities to embrace embedded simulations. The authors present a practical application of instruction, a new teaching model that puts business simulations at the center of their course—creating a virtual workplace for learning. Using embedded simulations leads to classroom changes, impacting culture, setup, teams, peer evaluations, student ownership, and learning outcomes. Preliminary results support the use of this model and show strong student engagement and acceptance. [ABSTRACT FROM AUTHOR]

This article investigates translanguaging as pedagogy in an English/Spanish dual language middle school science classroom as teacher and students engage in scientific argumentation about issues of biodiversity. Drawing from literature on bilingual education, bilingualism, linguistically responsive teaching, and scientific argumentation, we consider how the translanguaging practices of a middle school science teacher afforded emergent bilingual students access to the discourse intensive scientific practices being foregrounded in a science education reform-based curriculum intervention. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging is examined for its potential in framing and supporting student access to the practice of scientific argumentation. Results suggest translanguaging as pedagogy functioned as a linguistically responsive approach that afforded emergent bilinguals access to the scientific practices and content of the curriculum intervention. Implications for bilingual education and science education are discussed. [ABSTRACT FROM AUTHOR]

Situational engagement is a key element in promoting students' maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students' situational engagement in science (e.g., situational interest, skills, and challenge), differences in the engagement patterns during regular vs. intervention science lessons, and the extent to which situational expectations and task values (e.g., attainment and utility values) are associated with engagement patterns. Chilean ninth grade students participated in the study using Experience Sampling Method (N = 77 students; 475 situational responses). Three patterns of engagement were identified: a) medium interest and skills (21% and 23% of the moments during regular/intervention lessons, b) high interest and skills (12% and 16%), and c) low interest, skills, and challenge (13% and 15%). Situational task values and expectations were positively associated with high and medium engagement patterns, especially during the regular science lessons. [ABSTRACT FROM AUTHOR]

As the first item often distributed each semester, the syllabus sets expectations and requirements for the educational experience. The Universal Design for Learning (UDL) approach to syllabi design attempts to consider the ways students are engaged, how information is represented, and learning expressed. If syllabi could be built on an UDL framework, a potential for enhanced learning exists. This study examined 33 syllabi from schools of construction. Objectives of the study included determining most and least prevalent UDL elements in construction syllabi, UDL elements absent from construction syllabi, and determining to what degree construction syllabi correlate with elements of UDL that students deem most important. Two faculty members evaluated each of the 33 syllabi individually. Overall results indicated syllabi at almost every level of the considered UDL criteria. Areas of highest UDL inclusion were in "length", "student resources", and "course calendar". Lowest scores were in areas related to assignment information. Areas of UDL important to students did not match the highest scoring areas of this study. Results suggest improvements could be made in syllabi that may better meet UDL criteria and better align with student syllabi preferences. [ABSTRACT FROM AUTHOR]

An editorial is presented on articles publishing in the journal relating directly to student engagement. Topics include offering the readers thought-provoking ideas considering the notion of student engagement with technology; and particularly with technology about artificial intelligence and learning analytics focusing primarily on student engagement with choice of institution, choice of course, platform for learning, tools and devices.