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Highlights: [•] Feedback studies, increasing contextual, have missed teacher context. [•] Using activity theory, I implement a case study of 3 first-year composition teachers. [•] Coping tools are goal setting, dividing work, managing criticism, and sharing work. [•] Productivity psychologists have found these same coping tools in academic writers. [•] Researchers need to conduct contextual analyses of writing feedback processes. [ABSTRACT FROM AUTHOR]

Abstract This study investigates the association between multicultural school leadership, multicultural teaching and majority pupils' ethnic prejudice. Multilevel analyses were carried out on data of 2006 Flemish pupils in 38 Flemish secondary schools, collected through a written questionnaire. Multicultural leadership is not related to pupils' ethnic prejudice or teachers' degree of using examples and information from different cultures in their subject area. Nevertheless, when teachers implement more multicultural teaching, Flemish pupils seem to be less ethnically prejudiced. Preservice school leaders and teachers must be prepared to create a more multicultural school culture by learning how to cope with conflicting interethnic relations. Highlights • We examine how multicultural school leadership, multicultural teaching is related to majority pupils' ethnic prejudice. • Multicultural leadership is not related to majority pupils' ethnic prejudice. • Multicultural leadership is not related to teachers' multicultural practices. • Teachers' multicultural practices are related to majority pupils' ethnic prejudice. [ABSTRACT FROM AUTHOR]

Though much research has dealt with feedback practices in L2 writing classes, scarce studies have tried to investigate learner and teacher feedback perspectives from a wide angle. Drawing on an 8-dimension framework of feedback in writing classes, this study investigated the potential matches and mismatches between Saudi university students' English writing feedback preferences and their teachers' reported practices. Quantitative and qualitative data was collected using a student questionnaire and a teacher one. The two surveys assessed students' preferences for and teachers' use of 26 writing feedback modes, strategies and activities. A total of 575 undergraduate English majors at 11 Saudi universities completed the student questionnaire, and 82 writing instructors completed the teacher questionnaire. The data analysis revealed that the differences between the students' English writing feedback preferences and their teachers' practices vary from one feedback dimension to another. The study generally indicates that the mismatches between the students' writing feedback preferences and the teachers' reported practices far exceed the matches. The qualitative data obtained from the answers to a set of open-ended questions in both questionnaires provided information about the students' and teachers' feedback-related beliefs and reasons. The paper ends with discussing the results and their implications. • Scarce studies have surveyed L2 learner and teacher writing feedback perspectives. • This study compared students' L2 writing feedback preferences and teachers' practices. • The study used two questionnaires with 26 close-ended items and five open-ended questions each. • Matches and mismatches were found between feedback preferences and teacher practices. • The mismatches far exceeded the matches in feedback dimensions. [ABSTRACT FROM AUTHOR]

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls' English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed. [ABSTRACT FROM AUTHOR]

Cet article rend compte d'une expérience d'atelier d'art-plastiques mené hors-les-murs , auquel participaient à la fois des enfants de classe dite « banale » et des enfants inscrits en ULIS. Les auteurs souhaitent montrer comment un tel dispositif, pourtant fruit d'un « éclatement » momentané de l'institution, a pu paradoxalement favoriser que s'y inscrive un enfant détaché des exigences du lien social. En se fondant sur l'approche psychanalytique du groupe et la clinique des médiations thérapeutiques, les auteurs vont analyser conjointement les modulations de l'ambiance sensorielle du groupe et les déambulations en son sein d'un enfant en particulier, que les défenses autistiques avaient jusque-là exclu de toute possibilité de partage d'une expérience faite en commun. Nous verrons que c'est grâce à la présence médiatrice de l'objet artistique, et à sa résonance avec ces autres éléments co-créés que sont les enveloppes sensorielles et psychiques groupales, qu'une place a pu être ouverte à cet enfant, lieu potentiel d'une créativité collectivement reconnue comme telle. Les auteurs proposeront d'emprunter à la géométrie, le Tesseract , pour figurer au mieux les phénomènes d'emboîtements, d'étayage et de transformation que le dispositif a su provoquer sur les différents niveaux de temporalité entre cet enfant isolé et le groupe de ses pairs. À l'image des cubes du Tesseract, toujours à la fois contenus et contenants, cette expérience montre qu'une autre pensée de l'inclusion est possible, mettant l'accent sur la possibilité d'un « être ensemble » moins tributaire du mouvement qui va du pathologique vers la normalisation. This paper explores the relationship between the effects of group dynamics and engagement with art on the symbolization processes among children with autism spectrum disorder. The authors investigate how the participation of a mixed group of schoolchildren and their teachers in an art-based initiative could encourage the inclusion of children with special needs with their "ordinary" schoolmates. The researchers focused on the "sensory atmosphere" within the group, enhanced by the different senses (sight, sound, touch, and the body in movement) in a collective experience of creative transformations. The resulting hypothesis is that the simultaneous exposure to multi-sensory modalities, the sensory atmosphere , and to the group dynamics during the creative activity would motivate constructive encounters with children who had no access to language and were excluded from social bonding at school. The clinical participant observations were conducted in an art workshop outside the school with a mixed group of schoolchildren ("ordinary" and special needs) and their teachers. The modulations of the sensory atmosphere in the group and the ambulation of a particular child, whose autistic defenses had previously excluded him from any possible shared experience with his peers, were analyzed, using the psychoanalytic approach of group dynamics and the practice of art-mediation in group therapy. The artistic activities in and by the group made it possible, through the proposal of a created-to-create object operating as a transitional mediator, to (re)energize the modalities of communication and connection: on the intrapsychic level for each group member, and on the intersubjective level among all group members. The presence of the adults and the group dynamic fulfilled the functions of holding and containment for the joint emergence of a creative process and group psychic processes. The artistic object, as a third-party mediator to the mixed group members, and its resonance with other co-created elements emerging from the multi-sensory modalities during the creative engagement, enhanced a reassuring sound envelope and a familiar sensory atmosphere. The reorganization of the group dynamics, on both manifest and latent levels, allowed for a potential bonding experience, by indulging the group in a collective creative production. During the first session, a "getting-used-to" stage was identified. The children were invited to explore the art workshop that contrasted with the spatial-temporal organization in their classrooms. In the fourth session, the object of mediation allowed for the transformation of the archaic elements originating in the various sensory modalities into elaborated elements of a collective creation process. It operated as a script which would be taken up and re-addressed in the group. A progressive construction of stylistic differentiation at the end of this stage was identified as a potential engagement in the process of symbolization. The authors suggest the figure of the Tesseract , a four-dimensional object (the three dimensions of space to which time is added), to represent the phenomena of interlocking, scaffolding, and transformation of the bonding and connections that the art-based device was able to provide on the different levels of temporality, in the intrapsychic and intersubjective spaces, between this autistic child and the group. This figurability makes it possible to underline the role of the various sensory modalities in regards to the process of symbolization in the group, at the topographical (the space of the workshop) and topological (the deformation of the created-to-create objects) levels; both influencing and supporting the unconscious-preconscious passage of the sensory archaic elements to formal signifiers. Like the cubes of the Tesseract , always in process, both containing and contained, these clinical participant observations hope to show that another way of thinking about inclusive education is possible, which could emphasize the possibility of a "being together" that is less dependent on the movement from pathology to normalization. The process of transformation is based on the encounter between the "body of the creator" and the "body of the work" and is not only based on the two-dimensional data of the body-psychic relationship. The child with autistic spectrum disorder can initially be welcomed in his or her "sensorimotor anchoring" within a frame co-constructed by the adults who also participate in the group activities. He or she can temporally use the group psychic apparatus to experience the presence of the artistic mediation and the humanizing encounter of the other. [ABSTRACT FROM AUTHOR]

As technology advances, paper-based text is transitioning to e-books, and this affects every aspect of educational practices. Fostering student literacy is critical to success. Reading ability is an important skill that allows young students to acquire knowledge. Several researchers have noted that fluency is highly correlated with reading comprehension ability. In the past, however, it was difficult to track students' reading behavior during a paper-based learning process. In this study, we establish an e-book-based detection system to record the reading process of students in the lower grades of elementary school in order to evaluate reading fluency. This study's goals are as follows: (1) to design and implement a suitable reading assessment tool which can better assess student's reading literacy, and (2) to compare the e-book system with the traditional paper-based manner of assessing reading fluency. The e-book-based detection system gives teachers the ability to evaluate reading fluency using real-time data during the reading process. • The ebook system record students' reading process for diagnosing reading fluency. • The system is as a suitable reading assessment tool to assess the reading literacy. • Compared the difference between paper-based way and ebook-based way. • The ebook system provides teacher to diagnose reading fluency through timed data. [ABSTRACT FROM AUTHOR]

Assessment literacy has been recognized as important for teachers because it helps them use information about student learning to teach more effectively by responding to students' learning needs. The aim of this paper is to present an updated, expanded model of assessment literacy that represents three key aspects of assessment literacy in context. The paper reports the results of a Delphi inquiry with international experts on educational assessment and teacher education. Conclusions include implications for research on educational assessment and teacher professional development. • Critical literature review on teacher assessment literacy was performed. • A new model was proposed to a selected panel of experts. • Experts provided feedback on this new model. • Experts' feedback made explicit the cultural and contextual nature of assessment literacy. • Paths for future in-depth studies are presented. [ABSTRACT FROM AUTHOR]

Highlights • Explores the building of disciplinary knowledge and literacy in school contexts. • Examines teacher–student conversations as a dynamic language use. • Contributes to the understanding of content area teachers' discourse strategies. Abstract Content area teachers have a crucial task in promoting students' building of disciplinary knowledge and language. This paper explores, on an elaborated theoretical foundation, how subject-specific knowledge and discourse in educational contexts may be discerned and promoted. The study draws on data from an interdisciplinary design-based three-year research project. Teacher–student interaction in a lower secondary science classroom is examined, and findings from analyzed video-recorded data reveal the complex use of semiotic resources. The teacher seeks to promote student participation and raise awareness about scientific discourse. In this paper, the verbal teacher–student interaction is visualized and described, and the results display a dynamic language use, revealing how the discourse, in wavelike patterns, gradually moves towards dense nominalized expressions, aligned with the features of disciplinary discourse. The results contribute to the understanding of content area teachers' discourse strategies when they seek to facilitate the development of disciplinary knowledge and language. [ABSTRACT FROM AUTHOR]

• Participation in decisions is positively related to subjective well-being at school. • Material deprivation has a considerable impact on subjective well-being. • Bullying and school safety both affect children's subjective-wellbeing at school. • Results suggest relationships important for subjective well-being at school. This paper considers the relationship between children's subjective well-being at school and the fulfilment of their participation rights. Our research focuses on the association between children's involvement in decision-making in school and their subjective well-being (SWB) using international evidence from the Children's Worlds survey. The analysis uses data from the third wave of the Children's Worlds survey collected from 12-year-olds within 13 EU and former EU countries. We focus on the school in response for calls for more domain-specific analysis of children's SWB, and in light of the considerable amount of time children spend in school and the compulsory nature of schooling. We identify an association between subjective well-being and participation in decision-making at school, across all countries included in this study, except Malta. The paper also finds that relationships with teachers and other peers (as measured by bullying) also impact upon children's school-based SWB. [ABSTRACT FROM AUTHOR]

In response to changes in policing practices, scholarship has increasingly begun to explore whether police contact has negative implications for youth. A small subset of scholarship has examined the implications of police contact for educational outcomes. This research has generally focused on serious police contact (arrest, court involvement, and incarceration) and has found that police contact is associated with worse educational outcomes. In this paper, we build on this research in three ways: 1) By differentiating between arrests and stops that do not result in arrest; 2) By examining the implications of vicarious police contact; and 3) By examining the pathways through which experiencing arrest, experiencing a police stop without an arrest, and vicariously experiencing police contact may impact educational achievement. Using data from the Fragile Families and Child Wellbeing Study, we find that arrest, police contact that does not result in arrest, and vicarious police contact are all associated with reductions in educational achievement. We also find that these associations are mediated at least in part by the impact of police contact on teen delinquency, teen attitudes towards teachers, and teen mental health. • We examine the impact of direct and vicarious police contact on the GPA of teens. • We use data from the Fragile Families and Child Wellbeing Study and multivariate regression. • Arrest, police contact not resulting in arrest, and vicarious police contact are all associated with reductions in GPA. • Teen delinquency, teen attitudes towards teachers, and teen mental health at least partially explain the associations. [ABSTRACT FROM AUTHOR]

Abstract Understanding the emotional aspects of pedagogical approaches for primary-aged school children engaged in synchronous audio-led one-to-one online tuition is the focus of this qualitative research study. Data are drawn from the process evaluation element of a large randomized control trial of a 27-week, affordable online mathematics tuition intervention that involved 600 pupils spread across 64 schools in England. Focus groups and interviews conducted with pupils and school staff were used to investigate the pupils' emotional experiences of the mathematics intervention, with reference to the pupil–tutor relationship and the online environment. Our findings suggest that audio-led synchronous one-to-one online tuition provides variable and limited access to emotionally positive pupil–tutor relationships. Whilst our study largely supports the argument that synchronous technologies enhance the sense of communicating with a "real" person (social presence), we conclude that this does not necessarily have a positive effect. We found that the quality of social presence is contingent on the quality of the pupil–tutor relationship. This paper advances our understanding of social presence theory and highlights the need for program developers to facilitate, and tutors, to consider pupil-sensitive collaborative teaching approaches. Highlights • Synchronous 1-2-1 online tuition provided limited access to emotionally positive pupil–tutor relationships. • The emotional quality of the tutor–pupil relationship is interconnected with pupils' sense of their tutors as "real" people. • Social presence is dependent on the quality of the pupil–tutor interpersonal relationship. • Text-based technologies can alleviate emotional and social stress. • Pupil-sensitive collaborative teaching approaches can enhance the emotional and pedagogic experience. [ABSTRACT FROM AUTHOR]

The Chinese Hukou system, a major tool for social control employed by the government, has undergone various fundamental reforms and has received increasing attention in recent years. This study investigates the relationship between Hukou policy innovations and migrant children's cognitive and non-cognitive outcomes, which are vital to the lifetime development of individuals. On the basis of 2654 children holding non-local Hukou from the 2013–2014 wave of the China Education Panel Survey, the results show that migrant students who expect to have fair access to local senior high schools have significantly higher test scores and higher educational aspirations than their counterparts. The expectation of attending a local senior high school improves migrant students' relationship with teachers and the social acclimation with classmates. These findings carry policy implications for addressing migrant children's educational challenges and shed light on China's reform of its Hukou system to achieve social justice and equality. • This paper analyzes the impacts of Hukou reforms on migrant students. • Test scores are higher for migrant students expecting fair access to local senior high schools. • Fair access is positively related to higher educational aspirations. • Fair access improves student-teacher relationships for migrant students. • Fair access improves classmate relationships for migrant students. [ABSTRACT FROM AUTHOR]

This ethnographically oriented study followed the writing experiences of four students on an international masters programme in Finland. Gathering a range of data, the study set out to examine what counts as good writing on a programme with a very diverse student body in which English is used as a lingua franca. Both teachers and students emphasised the importance of arguing one's 'own point of view' in academic writing, and teachers often formed impressions of students on the basis of their texts, drawing attention particularly to their use of metadiscourse markers (e.g., self-mentions, attitude markers and hedges). The present article therefore combines a quantitative analysis of students' use of metadiscourse in their papers with qualitative analysis of the voice types they construed in their texts and the ways in which their practices were perceived. The analysis found that students' use of metadiscourse varied from text to text, and they construed strikingly different voice types in their writing. Based on interview and journal data, their practices seemed to be influenced by their experiences of the classroom and teacher, as well as their disciplinary backgrounds. Teachers seemed to prefer the voice of a detached cultural analyst, with fewer explicit expressions of the writer's stance. However, they also drew on their impressions of the individual student's learning and on images of cultural norms in interpreting their practices. • Students construed very different voice types in their writing on an EMI programme. • Teachers preferred the voice of a detached analyst, with few overt stance markers. • Teachers drew on impressions of the student in interpreting his/her writing. • Students drew on impressions of the teacher in explaining their writing choices. • Students expressed difficulties in arguing their views using disciplinary discourse. [ABSTRACT FROM AUTHOR]

Highlights • Service learning helps marketing students develop instrumental competences. • Systemic and interpersonal competences do not impact on perceived learning outcomes. • Students do not perceive a direct relationship between learning outcomes and grades. • Curriculi that use competency categories improve the student evaluation process. Abstract The European Higher Education Area (EHEA) promotes the use of student-centered participatory methodologies and the design of curricula focused on the acquisition of competences. The objective of this paper is to identify the categories of competence that contribute the most to achieving learning outcomes through the practice of Service Learning (SL) in the teaching of marketing. Using the categories described in the Tuning model, we design a model to analyze the relationships between perceived learning outcomes and competences. The main findings are: 1) there is no evidence of any relationship between perceived interpersonal and systemic competences and perceived learning outcomes, 2) there is a relationship between perceived instrumental competences and perceived learning outcomes and, 3) students do not perceive that achievement of learning outcomes is the cause of the grades they obtain. These findings have important theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Abstract The Strategies for Enhancing Early Developmental Success (SEEDS) Preschool Program aims to promote school readiness in families connected to the child welfare system by enhancing children's self-regulation, parents' engagement in their children's early learning experiences, and parent/child/teacher relationships. Given high levels of prenatal alcohol exposure and early adversity in welfare-connected children, the SEEDS Program integrates evidence-based interventions for fetal alcohol spectrum disorders and early childhood stress and trauma. From an early education perspective, an innovative aspect of the program is the conceptualization of school readiness as occurring at the family level; in SEEDS, parental participation is as intensive as children's participation, both during dyadic activities and in a separate but highly coordinated parent group curriculum. To illustrate design and implementation of the program, the current paper uses parent- and teacher-reported data to summarize the progress of three participating families with diverse histories and presenting issues. Each individual family's response to intervention was examined (1) by calculating individual reliable change index scores using pre- and post-intervention reports on standardized measures of child adjustment and parental stress, and (2) by plotting the time series of teacher-reported progress on family goals over the course of the program. Although emotional, behavioral, and executive functioning difficulties appeared to initially interfere with children's engagement in learning material, enhancing social-emotional functioning at the level of the parent, child, and the dyad addressed many of the parent- and teacher-identified intervention goals. Consideration of mixed outcomes in one of the three cases highlights areas of improvement for future implementations of the SEEDS Program. Highlights • The feasibility of a family school readiness program for children with prenatal alcohol exposure and early trauma was supported. • Case examples illustrate child and family progress on parent- and teacher-identified social-emotional intervention goals. • Some mixed outcomes among three families suggests ways that the program could be improved for future implementations. [ABSTRACT FROM AUTHOR]

Much literature is available on private schools that operate alongside public schools, and on public schools that are encouraged to operate more like businesses in order to become more efficient and client-oriented. This paper, by contrast, focuses on privatisation by default behind a façade of fee-free education. It concerns supplementary private tutoring provided by government-employed teachers, in many cases to their own students in large classes and on the school premises. Drawing on questionnaire and interview data from secondary school students and teachers in one province of Cambodia, the paper examines interlinked factors that contribute to this process. These factors include low teachers' salaries, lack of instructional time, large classes, and the possibility of different teacher-student relationships in supplementary lessons. The paper is contextualised within the wider literatures on privatisation and shadow education. [ABSTRACT FROM AUTHOR]

This study investigated the Syrian refugee students' sense of school belonging and educational aspirations in Türkiye. The study used a mixed methodology. The sample consisted of 318 Syrian students in middle (grades 5–8) and high schools (grades 9–12) in a metropolitan municipality located in a large city in central Anatolia in the fall of the 2021–2022 academic year. The quantitative data was collected with the Sense of School Belonging Scale. Descriptive statistics, correlation, regression, and factor analysis were used to analyze the quantitative data. The qualitative phase involved semi-structured interviews with 15 voluntary students through an interview form with open-ended questions, and content analysis was used to analyze the qualitative data. The results indicated that students' perceptions sense of school belonging was at a medium level. Student perceptions of their sense of school belonging differed based on student gender, duration of stay, and the schools in which they were enrolled. A sense of belonging was important for students in certain schools. Students' educational aspirations were related to family socioeconomic status, social alienation, school acceptance, parental education, and the gender of the students. The paper concluded by suggesting that targeted policies are required for the improvement of the sense of belonging of Syrian refugee students. • Gender was important for both student sense of belonging and student aspirations. • Female students face more difficulties to continue their education. • Attending all-girls religious public schools related to stronger sense of belongingness. • Teacher support is most critical factor for refugee student sense of belonging. [ABSTRACT FROM AUTHOR]

• Reflexivity is an intersubjective process intrinsic to a decolonizing agenda in education. • Autobiographies are decolonizing texts that might challenge colonial practices in classrooms. • Decolonizing pedagogies are carried out by people , whose lives are embedded in coloniality. The teaching of English in Mexican elementary schools is emblematic of colonial practices. Counteracting this trend, this paper presents results of an "English" teaching praxicum which, allowing for decolonizing subjectivities, was conducted by two of the authors of this paper (Jatziri and Gerardo), Mexican student teachers in a low-socio-economic elementary school in Oaxaca, Mexico. Utilizing decolonizing pedagogies as a theoretical framework and critical ethnography as methodology, this paper presents the childhood life stories of Jatziri and Gerardo, and their decolonizing attempts during their language teaching praxicum through their dialogue with a student. Findings suggest these student teachers developed acute awareness of the diversity in the classroom through reflexive teaching. Hence, language education programs with decolonizing agendas should include reflexive teaching. [ABSTRACT FROM AUTHOR]

This paper is based on case study research in the grounded theory tradition. In this paper we describe and theorise feedback interactions on EAP writing which were observed in classes in our institution. Working from detailed descriptions of feedback incidents and from interviews with teachers and students, we theorise a series of teacher and student actions. We argue that combinations of these actions are both reflective and constitutive of patterns of teacher–student relationships in the classes observed. Using interview data, we explore factors which may influence the nature of the actions and relationships which we have modelled. We also comment on the possible consequences for learners' ongoing understanding of academic writing. [ABSTRACT FROM AUTHOR]

Between 2011 and 2012, 40.1% of all sexual offences in South Africa involved children under 18. Important scholarship has demonstrated how large-scale social and economic inequalities structure African girls’ risk to and experience of sexual violence leading to a condemnation of violent masculinities and the social processes that produce it. Under conditions of chronic poverty and unstable living conditions, girls’ vulnerability to sexual violence is increased. Schools located in extreme settings, without adequate material and social resources are often in the frontline in dealing with sexual violence. This paper examines how a selected group of teachers located in a township primary school understand their role in the social protection of young girls in the context of sexual violence. An ethic of care dominated teachers’ responses to girls’ rendered vulnerable to sexual violence, but as this paper argues, caring is both vital and inadequate. This point becomes particularly clear as turbulent social conditions and material struggles beyond the school limit teachers’ potential to safeguard the needs of girls, resulting in their silence and fear contracted by their difficulty to work with parents. These social processes underscore the need to attend to interconnected interventions beyond and within education recognizing that teachers’ work in addressing sexual violence in extreme setting exceeds the terrain of schools. The paper concludes with recommendations within schools and beyond that address teachers and the social, gendered and economic contexts which give rises to girls’ sexual vulnerability. [ABSTRACT FROM AUTHOR]

You and I may be little words but they do a great deal. In spoken discourse they reference shared knowledge and mark stance. In pedagogical contexts, they maintain relations in teacher-student discourse. However, language classrooms may rarely explore this array of pragmatic meanings. A lack of awareness of the variety of these functions may be problematic for learners when seeking to construct interpersonal relations and operate successfully in particular spoken contexts. This paper presents a study of you and I in two spoken corpora: a corpus of English language learner task talk and a corpus of university seminar talk. Findings illustrate different patterns of I and you between the two corpora: I and you have a higher rate of occurrence in learner discourse, and pronoun repetition is more frequent in learner discourse, though it does not account for the higher rate of you and I . These findings suggest that language learner task talk displays more features tied to speech production and self-regulation and fewer features associated with attempting to point to the informational space of others, a key feature of university classroom talk. This paper concludes by outlining pedagogical applications to overcome features perceived as disfluent. [ABSTRACT FROM AUTHOR]

Abstract This paper analyses the interactions between pupils and between pupils and their teacher, and the teacher's strategies in an inclusive classroom while pupils enrolled at a primary school work collaboratively on laptops. Video observation data collected from 21 s-grade pupils, one teacher, and her assistant, along with qualitative questionnaire data collected from the teacher, were examined using inductive content analysis. The findings divide interactions into four categories—non-verbal, verbal, emotional, and kinaesthetic—and indicate that their interactions are triggered by the social intimacy, teaching strategies, feedback, and classroom facilities. The results are useful for teachers and teacher education programmes. Highlights • This study examined the interactions between students and their teacher in an inclusive classroom. • Interaction comprised many forms: non-verbal, verbal, emotional, and kinaesthetic. • Five teacher strategies for enhancing pupils' interactions were identified. • The main triggers for interaction were social intimacy, teacher strategies, and classroom facilities. • Two main roles of laptops as triggers of interaction were identified. [ABSTRACT FROM AUTHOR]

Abstract Based on Self-Determination Theory, specifically the mini-theory of Relationships Motivation Theory, the current paper aimed to examine the within and over-time associations between students' perceived need satisfaction and their social relationships with peers and teachers during adolescence. The data stemmed from a large sample (N = 1088; T1 M age = 13.70, SD = 0.53; T2 M age = 14.86, SD = 0.57) of German secondary school students, following a two-wave longitudinal research design. Results of cross-lagged panel analysis demonstrate a significant effect of a positive teacher-student relationship at the beginning of the 8th grade on students' need satisfaction (competence, relatedness, autonomy) at the end of the 9th grade, whereby the association with autonomy perception is reciprocal. In contrast, there were no over-time associations with students' perception of their student-student relationships and their need satisfaction. Highlights • Positive teacher-student relationship supports adolescents' need satisfaction over time. • Student-student-relationship has no over-time effect on adolescents' need satisfaction. • The relationship between teacher-student relationship and perceived autonomy is reciprocal. • Social relations in school are positively associated with need satisfaction within time. [ABSTRACT FROM AUTHOR]

For many years, education researchers have grouped students into categories based on their skills and abilities. This research can help teachers and curriculum developers to understand the transition through the overlapping stages of reading acquisition, and can provide opportunities for appropriate instruction and targeted interventions for students who are struggling with certain aspects of reading acquisition. Using Early Grade Reading Assessment (EGRA) data on a nationally representative sample of second grade students in Indonesia, we have developed a new approach for categorizing students into learning profiles, which are directly tied to their particular instructional needs. We divided students into five learning profiles based on their reading ability (Grade 3 Ready, Fluent, Instructional, Beginner, and Nonreader) and then examined the relationship among these profiles and their reading skills on a variety of EGRA subtasks in order to determine the instructional need required to promote students from one profile to the next. Although the exact cuts points will differ by orthography, the framework laid out in this paper is tied directly to two EGRA subtasks in order for it to be easily adjusted for use regardless of the language or country. Accordingly, this approach significantly increases the value of EGRA results in terms of their practical implications and can be used to provide clear guidance to researchers, ministry officials, aid organizations and policy makers aiming to address educational shortcomings and improve student performance across countries. [ABSTRACT FROM AUTHOR]

Flourishing relationships are at the core of teachers' work and effective pedagogy. This paper presents an exploratory case study of 59 secondary schoolteachers to investigate the role that gratitude may have in enhancing teacher–student relationships. Although the potential of gratitude has been gaining international attention in the areas of positive and social psychology, there have only been a few studies on the effect of teachers' gratitude. The paper presents a conceptual framework that postulates the meaning and significance of gratitude in this context and then describes a qualitative case study. Results indicate that gratitude impacted positively on the teachers, classroom and school environment. [Copyright &y& Elsevier]

This paper uses conversation analysis to document countering actions taken by a teacher for turn-taking traffic management in the classroom institutional settings. Adopting the notions of “parallel activity” and “subversion,” I introduce a particular teacher's accounting practice that was used to curtail potentially disruptive activity among students. The data for the study come from 20 h of video recordings collected from a Japanese public junior high school classroom. Analysis of the videotaped classroom interactions revealed the use of a specific interactional practice, viz., the teacher's use of subversive questions to put an end to parallel activity among students without forcefully asking them to desist. Since subversive questions are designed to reflect the sequential environment of the central activity and take different forms depending on it, students who can answer teacher's subversive questions thereby evidence their previous participation in the central activity, and hence the teacher closes the sequence with positive feedback. In contrast, students who are not able to answer the subversive questions evidence their lack of participation in the central activity and receive reprimand. These findings contribute to the literature on classroom interaction from the turn-taking traffic management point of view. [ABSTRACT FROM AUTHOR]

This paper presents a case study of teacher agency for social justice in a primary school in Scotland. Mixed methods and tools, including a questionnaire, interviews and observations, were used to explore the expressions of teachers’ sense of agency in their beliefs and context-embedded practices. Teachers perceived agency for social justice as part of their role in helping students adapt to the institutional structures. Relationships with students, families, colleagues and other professionals, and participation in decision-making were seen as both functions of agency, and as features of structural environments that enable agency. Methodological challenges for future research are discussed. [ABSTRACT FROM AUTHOR]

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26–0.64, p < 0.001), corresponding to a 42% reduction in risk of past week physical violence. This nested qualitative study involved 133 interviews with students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such innovation could usefully be incorporated in teacher training syllabi to equip teachers with knowledge and skills to maintain discipline without the use of fear or physical punishment. [ABSTRACT FROM AUTHOR]

Building on an ethnomethodological multimodal conversation analytic approach, this paper explores the normative character and interactional embodied organization of negative emotions, in particular displays of anger, in classroom situations in which a student refuses to comply with the teachers’ reproaches. We examine how embodied displays of negative affect and ascriptions of negative emotions work as procedures in teacher–student interactions for invoking issues of accountability and teacher authority for managing problematic classroom conduct. The analyses draw on a video ethnographic study in a special teaching class, tracing trajectories of reproach-response sequences in which a student repeatedly contests the moral ordering of classroom relations. It is found that non-compliant student responses are shaped as embodied affective stances through prosody, body postures and gestures that accentuate the student's unwillingness to submit. The results show the dialogical organization of reproach-response sequences and the vulnerability of teacher reproaches to escalation of non-compliant student responses, here indexing aggressive acts as unjustifiable classroom conduct. [ABSTRACT FROM AUTHOR]

This paper argues that resolving cognitive or emotional conflicts experienced in practice can promote student-teacher development and bridge the theory-practice divide. Critical incident (CI) writing in ePortfolios is introduced as a means for student-teachers to record conflicts experienced and what was learned from them. Ten student-teachers of English from a Japanese university did a 2-week teaching practicum at three Thai secondary schools recording their CIs in an ePortfolio. Using the CI technique, we identified the teaching concepts and techniques which emerged and discuss the implications for teacher learning. Lastly, we introduce an ePortfolio design to better bridge the theory-gap divide. [ABSTRACT FROM AUTHOR]

Abstract: Lesson study has been implemented as a viable approach to support teachers'' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers'' professional development as well as their practices of identity construction. [Copyright &y& Elsevier]

Abstract: Objectives: Adolescents who have a history of being detained report rates of STI that are 8 to 10 times higher than peers without such histories. Over the last decade, an increasing number of studies have identified multiple factors that are associated with STI risk behaviors and acquisition among detained youth. However to date, no reviews of this literature have been conducted, which is the aim of this paper. Method: We conducted a review of the published literature to identify correlates of risky and STIs among detained youth. PsycINFO, PubMed, MEDLINE and Googlescholar were searched for English-language publications from 1999 to present. These dates represent the time period when the majority of research was conducted among this population. Results: This paper utilizes an ecological model to review risk and protective factors related to STIs among this population. Findings indicated that individual factors (i.e., age, gender, substance use, and mental health); micro factors (i.e., parental monitoring, family violence, and peer influences); meso factors (i.e., school enrollment, student-teacher connectedness, and community violence exposure); and macro factors (i.e., race/ethnicity, cultural norms, gender violence and health care policies) were related to risky sex and STIs. Conclusion: We discuss conceptual and theoretical mechanisms that may account for such relationships and conclude with recommendations for advancing future research and service delivery with this population. [Copyright &y& Elsevier]

Abstract: This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account. [Copyright &y& Elsevier]

Abstract: The paper draws upon empirical material from a two year qualitative research project. The paper briefly outlines the key research questions, research design and data collection strategies. The following sections draw on observational, interview and journal data from the learning sites and the teachers and students who work and learn in them are used to show how college-based learning (CBL) is also work-based learning (WBL). We argue that to differentiate between CBL and WBL in this particular case is unhelpful and three separate contexts are identified to show where learning typically occurs for students of animal care. The discussion draws upon Lave and Wenger''s ‘communities of practice’ and Fuller and Unwin''s notion of ‘expansive learning environments’ to illustrate the ways in which full time students of animal care undertake valuable real work (albeit mostly unwaged) on farms, in stables and in reptile houses. Characteristics of communities of practice, namely, recognition of distributed expertise, inclusive language and interactions, ways of communicating about animals and nurturing teacher–student and student–student relations are identified. We differentiate situated learning for vocational students and more fully acknowledge the work-based learning which actually occurs in college. The consensual, inclusive language identified in the two departments is briefly explored with examples of anthropomorphism used to illustrate the indexical way staff and students talk about animals. ‘Communities of practice’ is a useful metaphor for thinking about the particular learning cultures of the animal care departments. Both departments are characterised by an ethic of care and staff go to great lengths to ‘look after the whole student’. What unites the students and their teachers is a real passion for animals. This is a prerequisite for winning a place on an Animal Care course. [Copyright &y& Elsevier]

A new school subject, Leaving Certificate Computer Science, was introduced in September 2018 into Irish schools in a period of curriculum reform and change. Drawing on concepts of teacher agency and learner agency, and viewed through a figurational sociology lens, this paper explored the realities of teaching LCCS and the role teacher agency and learner agency played in such enactment. Through a case study design, four teachers were interviewed in a focus group semi-structured manner. To delve deeper into the pedagogical approaches used in LCCS, a further one teacher and their nine students were interviewed. The findings highlight an influential relationship (positive and negative, encouraging and discouraging) between teachers' agentic decisions in their process of achieving teacher agency and the students process of achieving learner agency. The paper offers a figurational viewpoint of the relationship between teacher agency and learner agency through a constructed Figure. We explicitly argue that the responsibility should not be placed on the teacher and student in achieving agency (as a product) but it is a combination of the teacher and the students and the other interdependent relationships within their figurations, alongside contextual factors, and educational social processes, which determine the fluctuation of the process of achieving teacher and learner agency. The paper provides considerations for computer science teacher education. • Explores the relationship between teacher agency and learner agency in Computer Science subject. • Uses figurational sociology to further understand the process of achieving agency. • Qualitative research study. • Considerations provided for Computer Science teacher education. [ABSTRACT FROM AUTHOR]

Abstract: The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching. The research aimed to explore both commonalities in trainees’ views of which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching, and subject discipline dimensions of ICT use, i.e. the ways in which training needs might vary between trainees in different school subjects. The study focused on the views of two successive cohorts of science and history trainees (133 trainees in all), and 21 of their supervising mentors. The outcomes showed that some important determinants of progression in the ability to deploy ICT confidently and effectively in subject teaching were common to both subject groups, but that there were differing views on which ICT applications offered most potential for enhancing teaching and learning in their subject and differences in their preferred priorities for investment in ICT. The study also revealed that trainees felt that many of the experiences and resources which they had encountered in the course of their training had not been helpful. A follow up survey was undertaken of 114 trainees across six subject areas to further explore some of the findings from the initial survey. The concluding section of the paper suggests ways in which trainee teachers might be prepared more effectively for using ICT in their subject teaching. [Copyright &y& Elsevier]

Abstract: This paper reports on results of research from a 25-year program of studies investigating teacher–student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher–student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students’ and teachers’ perceptions of the teacher–student relationship. The authors review studies showing that teacher–student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness. [Copyright &y& Elsevier]

In this paper, we present a theorized case study of one pre-service teacher''s understanding and practices of care in teaching. We argue that the notion of care can be used as a lens through which to explore relationships between and among teachers and students, as well as the cultural, institutional, and societal contexts in which these relations exist. The paper analyzes data from a longitudinal study with one pre-service secondary teacher over the four semesters of her teacher education program as well as key participants in that program. We draw on a cultural models framework and tools of narrative inquiry to analyze the participant''s changing understandings of care in teaching, focusing both on her cultural models of care, and some key dilemmas she wrestled with in her experiences as a student teacher. [Copyright &y& Elsevier]

Abstract: Providing examples is part of the daily routine that classroom teachers carry out in the course of their lessons, and yet we rarely examine how examples are produced and what kinds of work they do in the lively context of classroom interaction. The present study inquires into how instructional examples are portrayed in prior literature by educational psychologists and brings out what can not be seen through their cognitively oriented research. Following ethnomethodology and conversation analysis, this paper proposes that providing examples is a practical and interactional task enacted within witnessable details of classroom interaction. The second part of the paper provides analyses of talk exchanges taken from college ESL classrooms to demonstrate how instructional examples are part of developing sequences of discourse-in-interaction and how they pull into view an array of competent practices of teaching in and as the teachers’ communicative actions. [Copyright &y& Elsevier]

While email has been used in L2 composition classrooms as a way to develop fluency, it can also be used as a means of creating and sustaining relationships, as it is often used outside the classroom. This paper examines the way students in a graduate-level ESL course used email on their own initiative to interact with their instructor. The paper examines 120 email messages received by the instructor during the course and categorizes them into four areas: (1) phatic communion, (2) asking for help, (3) making excuses, and (4) making formal requests. From these categories, representative samples were chosen to illustrate what rhetorical strategies the writers used to achieve their purpose for sending the email messages. The results show that the students were able to employ a wide variety of rhetorical strategies to interact with their instructor outside of the traditional classroom setting. For these students, email seemed to be an important means for interacting with their instructor. Moreover, the students exhibited a good ability to switch between formal and informal language, depending upon the rhetorical context of the message. In the conclusion, some of the issues regarding teaching the use of email are discussed. [Copyright &y& Elsevier]

In this paper, we examined 14 pre-service secondary mathematics teachers' (PSMTs) criteria used in evaluating the validity of self-constructed and student-generated arguments in the domains of algebra, geometry, and number theory. During the interviews, participants produced and analyzed their own proofs or counterexamples for the three tasks first and analyzed if six student-generated arguments could be counted as proofs next. The two criteria most frequently used by PSMTs in evaluating their own construction and a student-generated argument as a proof or not a proof were verification and clear details. Our finding showed that more PSMTs were inclined to pay attention to clear details presented in students' work than their own productions. Our finding also showed that more PSMTs focused on the verification feature in their self-constructions than in student-generated arguments. These results suggest that the criteria–verification and clear details–do not have the same weight for PSMTs when evaluating the validity of their own work and student-generated products. This study also has implications for proof-intensive courses, as PSMTs' conceptions of proofs are more likely affected by their instructors in those proof-intensive classes. • Determining if student-generated arguments qualify as proofs is a critical skill and challenge practice for pre-service secondary mathematics teachers to provide constructive feedback for students. • What criteria were used by pre-service secondary mathematics teachers when determining if their own arguments and students' productions of the same mathematical statements can be counted as proofs or non-proofs from a learner perspective and a teacher perspective beyond high school geometry. • The two criteria most frequently used by pre-service secondary mathematics teachers in evaluating their own argument as a proof or not a proof from a learner perspective were verification and clear details. • The two most important features used by pre-service secondary mathematics teachers regarding if students' arguments qualified as proofs or non-proofs from a teacher perspective were verification and clear details. [ABSTRACT FROM AUTHOR]

It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with disabilities is an essential step in improving the educational outcomes and school experiences of these students. There has been an increase in investigations into teacher attitudes of disability in recent years. Many of these studies used traditional theoretical frameworks as a basis for research instrument development, and investigation of attitudes towards teaching students with disabilities. These studies often viewed attitude as a single entity, which can distort the depiction of these attitudes in the realm of special education. This paper outlines how a theoretical framework of attitude, developed by Van Aalderen-Smeets et al. (2012) for the investigation of primary school teachers’ attitudes toward science, can be applied to research in the area of special education, and disability research. It argues that this framework is the most appropriate for the investigation into teacher attitudes towards students with disabilities and should serve as the theoretical basis for future research in this area. [ABSTRACT FROM AUTHOR]

This paper draws on data from a longitudinal investigation into the transitions of at-risk youth. It reports on the role teachers play in building resilience and improving outcomes for these youth. The experiences of two groups are analysed, one facing high risks ( n = 520), the other ( n = 400) with low risk exposure. Positive relationships with teaching staff were inversely related to student risks, they enhanced resilience and positive outcomes for both groups. At-risk students reported better outcomes when teachers took account of the impact that risks had on student performance and when teachers worked respectfully with them and provided opportunities to exercise personal agency. The results suggest that schools constitute an important protective asset for at-risk students. [ABSTRACT FROM AUTHOR]

Optimizing the quality of early childhood education (ECE) is an international policy priority. Teacher-child interactions have been identified as the strongest indicator of quality and most potent predictor of child outcomes. This paper presents ethnomethodological and conversation analysis of an interaction between an early childhood educator with two children as they engage in Web-searching. Analyses shows that question design can elicit qualitatively different responses with regard to sustained interactions. Understanding the design of teacher questions has pedagogic implications for the work of the teacher and for the broader quality agenda in early childhood education. [ABSTRACT FROM AUTHOR]

Sustainability in Higher Education has been investigated mainly through examining institutional approaches, curricula content, or students' and teachers' perceptions of sustainability in practice. However, a deep characterisation of the foundations of this phenomenon is lacking. This article aims to address the existing lack of depth and comprehensiveness by identifying and categorising the critical attributes of Sustainability in Higher Education. Categories are the basic levels for knowledge classification, and critical attributes relate to the main perceived characteristics within categories. Both were structured through a literature review and a systematic analysis using the Proknow-C method. A set of 2513 studies on sustainability in education and related fields, published between 2000 and 2015, enabled the identification of 259 as appropriate for devising four categories: foundations, knowledge, personal, and integrative assets with 4, 4, 4, and 3 attributes respectively. From these, 129 papers presented at least four relationships among attributes of all categories. An assessment between the attributes identified for the selected studies delivered 85 analyses, with the following findings: (i) epistemologies of Sustainability in Higher Education develop in learning context; (ii) creativity should better link foundational and personal assets; (iii) transdisciplinarity is an epistemic transgression; (iv) resilience of active learners emerges in knowledge and personal assets relationships; (v) knowledge deconstruction and affectiveness form active learning; (vi) personal assets need to fit to complex dynamics of reality. Our analysis provides a means of benchmarking existing practice for Sustainability in Higher Education, and can be used as the basis for building capacity in a systematic way. [ABSTRACT FROM AUTHOR]

Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward this end, we analyzed data from a paper-and-pencil survey on teaching fractions completed by 373 teachers and a test aligned in content administered to students (N = 1210) of a subsample of these teachers. A two-level hierarchical linear model using scales developed by employing Item Response Theory suggested a curvilinear association between teacher knowledge and student learning for fifth graders. The theoretical, methodological, and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

This paper provides interview strategies for teachers who talk to children about serious events, including bullying, truancy, and suspected maltreatment. With regard to the latter, teachers are among the largest group of professionals reporting child abuse, but also tend to evince low substantiation rates. We review research on best practice interviewing, with a focus on its application in school settings. Interview phases are described chronologically, with interview excerpts included for illustrative purposes. Gaps in knowledge about the appropriateness of techniques are highlighted, and recommendations for future research specifically within the school setting are made. It is proposed that teachers receive basic training in best practice interviewing so that, when required, they can confidently ask about difficulties in children's lives while minimizing the potential for contamination of children's responses. [ABSTRACT FROM AUTHOR]

It is thought that gains in student learning from the use of digital technologies are more likely to be related to teachers' practice than the technology itself. In secondary schooling, a key aspect of this is concerned with understanding how digital technologies are used to support teaching and learning in specific subject areas. Subject areas have their own conventions and expectations for learning that will influence teachers' technology use and technology-supported student tasks. The aim of this paper is to present confirmatory factor analysis of a scale considering common technology-related tasks in three subject areas. Data included in the current analysis are teacher questionnaires collected in 2010 ( N = 3624), as part of a large-scale one-to-one laptop initiative in Australia. Results from the 2010 data confirm a five-factor structure revealing significant differences in teachers' professional and instructional uses of digital technologies among three core subject areas: English, Mathematics and Science. Trends are confirmed through a second teacher data set collected in 2011 for Wave 2 of the same one-on-one laptop initiative. Implications of these findings in relation to understanding and supporting effective technology integration and areas of future research are discussed. [ABSTRACT FROM AUTHOR]

While rubrics have their limitations, many studies show that they can clarify teacher expectations, and in comparison to a simple score or a letter grade, provide more information about the strengths and weaknesses of students’ writing. Few studies, however, have explored the variations between students’ and teachers’ readings of rubrics and how such differences affect student writing. This article describes the findings of a mixed-methods research study designed to identify discrepancies between students’ and teachers’ interpretation of rubrics and investigate how such mismatches influence the use of rubrics. For the study, students and instructors in a first-year writing program at a medium-sized state university were provided with a rubric created for end-of-course assessment and asked to share their understanding of the rubric and apply the rubric to a sample student paper previously normed by faculty. The researchers then explored discrepancies between the students’ and the instructors’ interpretation and application of the rubric in essay evaluation. Data analysis revealed significant differences between faculty and students. The article concludes with suggestions for how to address these differences in the writing classroom. [ABSTRACT FROM AUTHOR]

This article illustrates how students' ‘funds of identity’ can be used pedagogically to enrich the ‘funds of knowledge’ approach. The concept ‘funds of identity’ emphasizes students' interests through the incorporation of their creative works within the pedagogical space conducted by the teacher. Students invest their identities in the creation of some artifacts, which become educational resources used by teachers in class to affirm students' identities and foster their academic development. The paper shows how a teaching unit using the funds of identity approach is created and discusses about the significance of working through study groups for teacher development. [ABSTRACT FROM AUTHOR]