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This article analyses the complexities experienced by two student-teacher groups hailing from two diverse campuses of one Higher Education Institution. The timespan focused on their transition from face-to-face teacher education learning to online. Since COVID-19, lecturers have had to reassess curricula delivery as online teaching became the norm. This shift has been impacted by complex challenges that enable and constrain prospective teachers' professional development and academic success. Immersed in the qualitative paradigm, this paper uses a positive psychology framework to analyse students' well-being experiences. The main data production instrument utilised was an online questionnaire completed by 473 student-teachers. The narratives within this qualitative study framework were central to this study by providing a voice to the well-being of developing professional teachers during a global pandemic. A qualitative questionnaire of 473 students constituted the data. The comparative biographical profile of these participants shows that students from the rural campus could continue their studies more successfully online despite barriers. By contrast, the urban students, mostly working class, were constrained by a lack of readiness, family support, financial resources, online connectivity, and difficulty adjusting to the new pedagogy. Economic and cultural capital separate the students' development experiences to become qualified teachers. The article concludes by exposing the fundamental findings that provide insights into the possibilities of using a flexible or hybrid approach to learning and teaching based on the lessons learned. [ABSTRACT FROM AUTHOR]

This paper intends to estimate a structural equation model that can represent the relationship between latent variables, and the relationship between latent variables and indicator variables. The latent variables studied in this research are Campus Environment (KPS), Family Environment (LK), Community Environment (LM), and Seating (TD) on oneself (DS). The method used to analyze the data is Structural Equation Modeling (SEM) based on Partial Least Square (PLS). The research data was obtained through a survey using a questionnaire of Padjadjaran University students with simple random sampling technique. The research result shows that (1) Campus Environment has a significant positive influence on Oneself by 23.5%. (2) Family Environment has a significant positive influence on Oneself by 30.6%. (3) Community Environment has a significant positive influence on Oneself by 22.8%. (4) Seating has a significant positive influence on Oneself by 20.8%. The SEM model formed has a coefficient of determination (Rsquared) of 0.90. So, SEM-PLS is an analysis that can provide information that can be used as a support for making learning process policies. [ABSTRACT FROM AUTHOR]

This paper draws on longitudinal birth cohort data for Britain to analyse participation in learning activities by people in their 30s and 40s. People in this age group have received less attention than either young adults or people in retirement. Yet technical change and the need for new skills make it important for them to engage in learning to improve their prospects at work. We investigate participation and non-participation in a range of different types of learning including gaining qualifications, vocational training and learning for interest. Statistical models explore how factors which occur before their 30s influence learning in this phase of the lifecourse. The results show that cumulative advantage is important – those with the highest qualifications in early adulthood were most likely to engage in further learning later on. Participation in learning activities of any kind in young adulthood was also a key antecedent factor predicting higher chances of participating in learning in mid-life. [ABSTRACT FROM AUTHOR]

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL. [ABSTRACT FROM AUTHOR]