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To provide quality mathematics education for disadvantaged groups of middle school students and continue to offer quality practicum experience to future teachers during the Covid 19 outbreak, we founded the Online Laboratory School. This school was free and open to public school students: 130 middle school students throughout Turkey attended for a 5-week period. There were 25 pre-service teachers actively involved in teaching, under the close supervision of 7 university supervisors. The entire gamut of planning, teaching and reflection sessions for each virtual class were recorded via an e-learning platform. Additionally, survey data was collected from the participating students, parents, pre-service teachers and supervisors. Our findings indicate that we were able to build a unique and virtual learning community. While pre-service teachers and middle school students benefited the most, university supervisors also reported improving their skills on when and how to give feedback. We describe how the school functioned and the range of opportunities it provided to all participants considering situated-learning perspectives and building online-learning communities. We also discuss how this model can be used in the future as a strong asset for teacher education programs and adaptation of fieldwork practices. [ABSTRACT FROM AUTHOR]

This research examined how students' levels of verbal thinking correlated with their ability to communicate effectively in ninth grade among Jordanian females. A control group and an experimental group were established in accordance with a semi-experimental design. The students were recruited from Yarmouk University Model School utilizing a preexisting strategy. The research included 40 students, with 20 in the experimental group getting training in verbal thinking abilities and the other 20 in the control group receiving teaching in traditional ways. A validated and reliability-assessed 30-item multiple-choice test was used to accomplish the study's goals. The experimental and control groups were evaluated at the beginning and end of the trial, respectively, using this instrument. The study's results showed statistically significant differences, demonstrating the beneficial influence of training verbal thinking skills on developing competent oral communication. [ABSTRACT FROM AUTHOR]

Each schools have the autonomous right to manage and develop an independent curriculum according to its potential. However, the implementation of the independent learning curriculum is dependent on proper management at the school level, so there may be obstacles faced by schools in managing the independent learning curriculum. The purpose of this study is to investigate the concept and problems, as well as school strategies in managing an independent learning curriculum in laboratory schools. This research was studied qualitatively with a multi-site study design. Data collection was conducted through focus group discussions (FGDs) with semistructured interviews, observations, and documentation studies. Data validity was checked using source triangulation, discussion among fellow researchers, and adequacy of reference materials. Data analysis techniques used constant comparative analysis. The results show that learning activities in the independent curriculum emphasize character education and the achievement of students' happiness in learning, and schools implement differentiated learning and simplify the values contained in P5 through projects and fun learning. This research contributes theoretically and practically, by complementing previous literature and can be a guide for school managers in order to ideally manage an independent curriculum. [ABSTRACT FROM AUTHOR]

Due to pandemic, Philippine education system experienced shifts in learning modalities. Reimplementation of full inperson classes received varying views and attitudes from students. Anchored on Nora and Crisp's Mentoring Theory, which involves importance of psychological and academic support in student learning and development, this study evaluated learning attitudes of laboratory high school students in terms of their learning challenges and coping mechanisms. A combination of Husserl's descriptive phenomenology and Heidegger's interpretive phenomenology described and interpreted the lived experiences of 12 laboratory school learners from Central Luzon State University, Philippines by which data were gathered through semi-structured interview and analyzed following Collaizi's Method. Results revealed that students are generally favorable towards in-person classes, while some are reluctant due to adjustments they had to undergo. Moreover, as in-person classes were normalized, students were found to have difficulty meeting the demands of face-to-face classes and experienced exhaustion. As response, students developed adaptive and maladaptive coping mechanisms. Findings serve as guide for educational institutions to reform the current education system taking into account the learning attitudes of students in developing effective teaching approaches and strategies. [ABSTRACT FROM AUTHOR]

Systemic and seismic changes across multiple dimensions of schooling are needed to create equitable schools. We highlight a promising set of intentional and illustrative practices at one university that illustrate how equity can be highlighted across educational systems. While our efforts are ongoing, we explore a commitment to equity and social justice across: (1) A professional development school network. (2) An elementary education program. (3) Focal classrooms committed to equity practices. (4) Teacher education courses embedded in schools. This paper draws on data collected at each systemic level listed above. We use these data to illustrate the importance of intentional and simultaneous efforts to change practices across classrooms, schools, teacher professional development spaces, and teacher education courses. While our efforts are ongoing and inevitably incomplete, we maintain that this systemic confluence contributes to comprehensive and sustainable structures that support more equitable learning experiences for children, teachers, preservice teachers, and university faculty. [ABSTRACT FROM AUTHOR]

Efficiency Adjusted Deferred Acceptance Rule (EDA) is a promising candidate mechanism for a public school assignment. A potential drawback of EDA is that it could encourage students to game the system since it is not strategy‐proof. However, to successfully strategize, students typically need information that is unlikely to be available to them in practice. We model school choice under incomplete information and show that EDA is regret‐free truth‐telling, which is a weaker incentive property than strategy‐proofness and was introduced by Fernandez (2020). We also show that there is no efficient matching rule that weakly Pareto dominates a stable matching rule and is regret‐free truth‐telling. Note that the original version of EDA by Kesten (2010) weakly Pareto dominates a stable matching rule, but it is not efficient. [ABSTRACT FROM AUTHOR]

The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University - Integrated Laboratory School enrolled in school year 2022-2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool (D-NumAT) to measure the reading comprehension and Mathematical Ability respectively. The findings indicated that majority of the Grade 4 learners in Reading Comprehension Level are classified under Frustration Level, some of the learners are classified under Instructional Level, and very few are classified under independent level. As for Mathematical Performance Level, majority of the Grade 4 learners are under non-Numerates level, and some are classified under Low level. This study revealed that the overall Reading Comprehension skill of the learners has negligible correlation to the learners Mathematical Performance in Solving Word Problems. Hence, Reading Comprehension can be a significant factor affecting students' mathematical performance specifically in solving word problems. [ABSTRACT FROM AUTHOR]

School counseling plays a vital role in training the future generation of the country. Thus, there is a need to create a framework and clarify the roles and functions of school counseling programs. To this end, the present study aimed to develop a professional school counseling model in Iran using the qualitative content analysis method. First, upstream documents (Fundamental Reform Document of Education (FRDE) and national curricula) and specialized school counseling texts were analyzed and the underlying themes were extracted. Afterward, the data from the interviews with school counseling experts (school counselors and experts) were analyzed. The analysis of the data revealed 180 subthemes, 59 main themes, and 21 core themes that were used to develop a school counseling model with four components: foundations, management, services, and accountability. The foundations of the model have two key aspects (belief and prospect). The belief component refers to fundamental beliefs of education and prospect reflects an image of the ideal future. Moreover, management involves three key aspects (planning, administration, and interactions). Planning specifies how the program is designed and executed. Administration addresses the needs and procedures used for implementing programs. Interactions refer to the position of programs and the systematic promotion of education. In addition, services encompass two key aspects (inclusiveness and strategy). Inclusiveness refers to the coverage of school counseling services and the strategy specifies the procedures for delivering school counseling services. Finally, accountability involves two key aspects (evaluation and promotion). Evaluation involves measuring school counseling services, factors promoting school counselors' competencies, and the requirements for acquiring such competencies. The professional school counseling model tries to create a comprehensive and systematic framework for school counseling activities by using scientific and culture-based theories to contribute to developing academic, occupational, personal-social, and religious-ethical competencies of future generations. [ABSTRACT FROM AUTHOR]

Teachers are in the privileged position of being able to directly influence their students. Their work experience, perception and practical knowledge holds significant importance in shaping how they interact with special educational needs SEN students. This study aimed to identify the qualities, social competences and ask about the attitudes towards their work of those who teach and care for SEN pupils in different types of schools to determine whether the professional role of a teacher (general, support, special) leads to differences in their statements about their experience with these students. Research was conducted on teachers working with SEN students: 97 from integrative schools, 64 from mainstream school, 64 special school teachers (those with intellectual disability and autism). The data was collected using a questionnaire, the Two‑dimensional Emotional Intelligence Inventory (DINEMO) and the Social Competence Questionnaire. The findings highlight that teachers with more experience tend to work with students with SEN (intellectual disabilities, autism spectrum disorders) in schools where these students are more prevalent. It was challenging to find teachers with experience in certain areas, notably in groups of students with chronic illness and mental disorders, underscoring the need for additional training and practical support. The research emphasized that teachers with more experience were particularly evident concerning these last two groups of students. [ABSTRACT FROM AUTHOR]

This study focused on the effect of Reciprocal Teaching as a collaborative and constructive learning that covered the 80 selected grade five learners of Western Mindanao State University - Integrated Laboratory School during the academic year 2022-2023. Purposive sampling was used to select two groups from grade five based on the result of the pre-assessment. Quasi-experimental research employing a non-randomized pre-test and post-test control group design. Percentage, mean, standard deviation, dependent and independent T-test were used to explore the effectiveness of Reciprocal and Traditional Teaching Strategies in teaching Grade Five English in Integrated Laboratory School. This study revealed that learners who received reciprocal teaching strategy has higher mean score than the learners in the traditional teaching strategy. Statistically, there is a significant difference in the posttest results of reciprocal teaching strategy and traditional teaching strategy. The study concluded that the Reciprocal Teaching had developed learner's cognition which improves retention of concepts and ability to assess and process one's understanding. [ABSTRACT FROM AUTHOR]

A school profile of talent development including model classes has been implemented at BG/BRG Keimgasse. This paper evaluates the impact of the actions taken by the school and compares the effects of both the model classes and the regular classes, with a school without a special focus on talent development. The aim of this study was to investigate the influence that the change in profile and teaching strategies had on both types of classes. This was conducted through initial qualitative interviews, followed up by quantitative questionnaires. It was found that the model classes had significantly higher scores in terms of school satisfaction, class climate, self-efficacy, mastery goal orientation, and in hope of successes, as well as scoring significantly lower on classroom pressure. This was achieved while shortening the education for the model-class students by one year and adding extracurricular activities. When comparing the regular classes at BG/BRG Keimgasse with classes from a regular school, the scores differed only slightly. This suggested that the concepts integrated at BG/BRG Keimgasse were successful in catering to the gifted students, without compromising the quality of the regular education. [ABSTRACT FROM AUTHOR]

The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students' text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six 3rd through 6th grade students enrolled in a public laboratory school were randomly assigned to one of three pre-reading conditions intended to activate or build students' topic knowledge. Students completed a series of before, during, and after reading activities while engaging with grade appropriate texts about the topics of ecosystems and living things. Results indicate that there were no significant differences between the three pre-reading conditions on any of the four constructs of interest. Students across grade levels performed well on multiple-choice comprehension questions, but not as well on diagram analysis questions or an open-ended integration task. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government's espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the 'model schools', yet further excluding non-model schools and the marginalised learners. This investment, emphasising the 'supply-side' of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of 'entrepreneurial talent training', with an intention of enhancing young people's employability and building a knowledge-based economy, may act as a technique for 'self-government' under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci's concept of hegemonic power, the paper highlights China's national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era. [ABSTRACT FROM AUTHOR]

This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is "responsiveness" as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences. [ABSTRACT FROM AUTHOR]

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

This article describes a methodology and method that can be adopted by informal education leaders who are interested in establishing or developing a community-responsive focus for out-of-school club programming. Based on an adaptation of Dewey's Laboratory School model, a university research team partnered with a community-based science club provider (the STEM Academy) to establish a model club space where ways of enhancing community-responsiveness could be explored. The overall aim was to scale up an iterative practice of research-informed adaptations into a program of over 20 clubs. The partnership was focused on a two-phase process, equipping the STEM Academy to continue an ongoing research practice in the absence of university influence. The first phase of the study involved gathering information regarding science needs, wants and preferences of a new community context. The second phase established a model club space and sought community feedback on the efficacy of the club in meeting community desires. The research approach used to establish the club and gather ongoing data is described in this article which ends by proposing a schema that can be adapted to suit other out-of-school clubs and programs. [ABSTRACT FROM AUTHOR]

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

Job satisfaction can be defined as an employee's attitude towards the job. The feeling of pleasure and achievement that one experiences in his/her job when he/she knows that his/her work is worth doing, or the degree to which the work gives him/her this feeling. Job satisfaction is the result of various attitudes possessed by an employee. In a narrow sense, these attitudes are related to the job and are concerned with specific factors such as wages, supervision and steadiness of employment, conditions of work, opportunities for advancement, recognition of ability, fair settlement of grievances, fair evaluation of work, fair treatment by employer and other similar factors. Teachers play a crucial role in achieving the educational objectives. The teachers who are satisfied in their profession would certainly contribute for the well-being of their students. The role performance of the teachers would be high, if they are satisfied in their jobs. Further, the job satisfaction of teachers would improve the academic performance of the students. [ABSTRACT FROM AUTHOR]

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

This study aimed to study the satisfaction of the students towards online English reading classes of grade 12 students in the consecutive academic years of 2021 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 130 students who are studying Science-mathematics majors, Mathematics-English major, English-Chinese major, and English-Japanese major. The instrument used was the Google form questionnaire which consisted of three factors: 1) teachers' expertise, 2) course contents, and 3) students' performance. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets. The findings revealed that the data were obtained from 76 students out of 130 students of grade 12 students (58.46%). Students felt very satisfied with teachers' expertise (4.88) and course contents (4.55) and felt satisfied with their performance (4.32). Overall, students were very satisfied with the English reading online class (4.64). [ABSTRACT FROM AUTHOR]

This study aimed to investigate the influencing factors affecting students' English learning experiences of grade 10-12 students in the consecutive academic years of 1/2022 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 140 students who are studying Science-mathematics majors, Mathematics-English major, English-Chinese major, and English-Japanese major. The instrument used for data collection was the Google form questionnaire. The results of the Google form questionnaire were interpreted, categorized and tabulated on computer sheets. The findings revealed that the majority of the students studied in grade 11 and attended the English Tutorial class outside school. The reasons for attending the tutorial class were 1) to prepare for the Thai University Center Admission System (TCAS), 2) to prepare for the specific test, such as TOEFL, IELTS, GED, TOEIC, OPI and OPIC, Cambridge Exams, TU-GET and CU-TEP, 3) to improve listening, speaking, reading, and writing skills and 4) to improve ability in vocabulary and grammar use. New vocabulary, English practice and feedback, advanced grammar structure, and speed reading should be strongly emphasized in further English courses. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal of Mu’tah Lil-Buḥūth wad-Dirāsāt: Humanities & Social Sciences Series is the property of Mutah University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes a methodology and method that can be adopted by informal education leaders who are interested in establishing or developing a community-responsive focus for out-of-school club programming. Based on an adaptation of Dewey's Laboratory School model, a university research team partnered with a community-based science club provider (the STEM Academy) to establish a model club space where ways of enhancing community-responsiveness could be explored. The overall aim was to scale up an iterative practice of research-informed adaptations into a program of over 20 clubs. The partnership was focused on a two-phase process, equipping the STEM Academy to continue an ongoing research practice in the absence of university influence. The first phase of the study involved gathering information regarding science needs, wants and preferences of a new community context. The second phase established a model club space and sought community feedback on the efficacy of the club in meeting community desires. The research approach used to establish the club and gather ongoing data is described in this article which ends by proposing a schema that can be adapted to suit other out-of-school clubs and programs. [ABSTRACT FROM AUTHOR]

Purpose: This response paper aims to comment on specific aspects of the position paper. Design/methodology/approach: In this paper, the author presents a response to Fischer et al.'s contribution on "The Challenge for the Digital Age: Making Learning a Part of Life." While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age. Findings: The author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve. Originality/value: In trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices. [ABSTRACT FROM AUTHOR]

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

Emergent teacher leadership is a new concept that refers to teacher leadership in its earliest forms among teachers at any point in their careers but particularly among teacher candidates and early-career teachers. This qualitative study used semi-structured interviews to investigate how six teacher candidates perceived their own emergent teacher leadership as they completed yearlong clinical internships in a professional development school (PDS) in which teacher educators had established teacher leadership development as a formalized expectation for all teacher candidates. Thematic analysis of the interview transcripts revealed that although the teacher candidates maintained aspirations for future teacher leadership, they struggled throughout their internships with feelings of illegitimacy as teacher leaders and with skepticism toward the PDS's expectations for teacher leadership – even as they gradually began to describe their engagement in leadership practices throughout the PDS. Teacher candidates reported leading when they were included within PDS decision-making processes and when they created their own leadership opportunities by taking the initiative and by gathering others to share ideas and to learn together through practitioner inquiry. The findings suggest that teacher educators could promote emergent teacher leadership by assisting teacher candidates in connecting the practices of practitioner inquiry with leadership opportunities and practices. [ABSTRACT FROM AUTHOR]

The current study explored adolescents' perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants' ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed. [ABSTRACT FROM AUTHOR]

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

Although the position of the assistant principal is crucial in providing experiences necessary to become an effective school leader, the research on the leadership development of the assistant principal has been largely understudied. This study examines the skills, characteristics, and leadership development of assistant principals within an innovative school structure, "franchise model schools." This model consists of a successful flagship school principal who is given the charge to simultaneously lead nearby schools while attempting to replicate proven practices, procedures, and structures of the successful flagship school on these added "franchise" schools. Participants of this study included 14 assistant principals, three principals, and the deputy superintendent who oversaw the franchise model schools. Findings revealed three essential characteristics or skills needed by franchise model assistant principals to be successful in their roles: (1) communication of the franchise model vision; (2) collaboration among franchise campuses; and (3) autonomy development. The franchise school model expanded the roles and responsibilities of assistant principals to the level of principal. Assistant principals perceived the model as a more effective way to prepare them for the principalship than traditional methods or career paths. The model provides assistant principals the opportunity to engage in authentic responsibilities of leading a school, possibly decreasing the traditional trajectory of serving as an assistant principal for various years before being considered for a principalship. Because the impact on leadership development is so comprehensive, the "franchise schools" may serve as a model to prepare aspiring school administrators and assistant principals to become principals. [ABSTRACT FROM AUTHOR]

Demands placed on early childhood teacher development, teacher candidates, and professionals who prepare future teachers, continue to increase. Although inquiry addresses high-stakes teacher development, research on programs in early childhood professional development schools as a pathway to mediate the increased demand is needed. The purpose of this study is to develop a framework to evaluate teacher candidate development that is aligned with state measures of teacher effectiveness in a professional development school. Constructivist grounded theory (Charmaz, Constructing grounded theory, Sage, 2014) guided the collection and analysis of forty-three semi-structured interviews. A theoretical framework of three interrelated categories was identified: Engaged Teacher Candidate, Professional Teacher Candidate, and Reflective Teacher Candidate. Even further, seven interrelated sub-categories in the teacher candidates' development were identified: establish relationships, classroom management, technical aspects of teaching, teacher quality standards, professional dispositions, self-reflection, and goal setting. The overarching framework was named Proficient Teacher Candidate. The framework will be evaluated against a taxonomy of development in relation to a professional development school. [ABSTRACT FROM AUTHOR]

Parents play a vital role in supporting their children's learning. This paper mainly explored parents' perceptions of a flexible learning program in one laboratory school in Metro Manila. Convenient sampling was used to identify the participants. There were 86 parents who voluntarily participated in this study via survey which utilized a convergent parallel mixed-method research design. For the quantitative data, descriptive statistics was employed. Thematic analysis was used to analyze the qualitative data. Relevant findings revealed three themes namely, home-school communication, facilitation of instruction, and class time. Online communication tools can be maximized to provide feedback, monitor learners' status, and set up consultation time. The facilitation of instruction provided opportunities for active participation, independent learning, and production of creative outputs. Class time may be designed to provide sufficient synchronous meetings for learning and to accommodate parents' schedules. The results of the study provided insights to revisit policy implementation in flexible learning and developed preparedness of parents in supporting their children's learning. [ABSTRACT FROM AUTHOR]

The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and classroom practice. Although innovative theory and practice is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level. Teacher education programs can prepare preservice teachers to creatively respond to current and future challenges. When the practicum is placed at the centre of the preservice teacher program, as occurs with professional development schools, collaboration between the university and school is fluid. Supervisory models for mentor teachers have also proven effective, especially when they introduce mentor teachers to innovative practices, develop helpful feedback skills, assist preservice teachers in identifying theory in practice, and encourage critical reflection and risk-taking. Strengthened collaboration between the university and school sites fosters the development of competent, reflective new teachers willing to take risks and implement innovative strategies befitting a 21st-century classroom. [ABSTRACT FROM AUTHOR]

Cooperative behaviors are very important for human lives, works and society in 21st century. It has been recognized by educators around the world that is a one of the most crucial factors for successful in complex problem solving and sustainable peaceful lives. This research was conducted in the context of Thai early childhood classroom. The objectives were to 1) compare the early childhood students' scores of cooperative behaviors before and after the implementation of HighScope approach and to 2) analyze the early childhood students' cooperative behaviors through the HighScope approach. Mixed research methodology was employed in this study. The pretest-posttest control group design was conducted mixing by the analytic description method. The experimental group consisted of 42 students from 84 students by cluster random sampling and the control group consisted of 42 students. They were studied in kindergarten during the first semester of the 2019 academic year at the Khon Kaen University Demonstration School. The research instruments consisted of lesson plans, cooperative behavior evaluation form, field notes, and a photo camera. Data were collected by 3 raters blind evaluating the students' cooperative behavior, and 3 researchers taking field notes and photos. The data were analyzed by statistics (mean, S.D., t-test), and framework of Holz (2013). The results revealed that the experimental group students' postcooperative behavior score (mean = 3.71, S.D. = 0.06) higher than the pre-cooperative behavior score (mean = 3.45, S.D. = 0.06) with the statistical significance at the level of .01 and t-value of 5.46. Moreover, they demonstrated cooperative behaviors: social skills, expression of ideas, choice and decision making, feeling perception and conflict resolution, which are basis to form cooperative habit of mind. Teachers and educators could use HighScope approach to design instructional activities that promote students' cooperative learning meaningfully. [ABSTRACT FROM AUTHOR]

This paper discusses the opportunity for universities and Professional Development Schools (PDSs) to engage with Future Teachers of America (FTA) clubs and similar groups in secondary schools to ensure the future of the profession. Student leaders and their mentor from an active high school FTA club share their perspectives on the benefits of membership in an active FTA. They aspire to engage in authentic educational experiences through relationships with teacher preparation programs and diverse classroom opportunities. In alignment with the National Association for Professional Development Schools (NAPDS) Nine Essentials, collaboration with FTA clubs is a boundary-spanning opportunity for faculty that will cultivate and advance positive relationships, provide mutually beneficial clinical experiences to a robust and motivated source of potential future educators, and contribute to the research on solutions to teacher shortage. [ABSTRACT FROM AUTHOR]

Considering the critical need to support students' mental health and wellbeing, this article outlines a standards-based approach that integrates flourishing within a high school English/Language Arts classroom and supports clinical practice and professional development in a professional development school (PDS). Using the book, The Bean Trees, the university liaison, mentor teacher, and intern worked together to co-teach a lesson that integrated flourishing, while also meeting curricular objectives. Moreover, the university liaison and mentor teacher used a gradual release model to support the student intern's clinical practice. Lastly, the three stakeholders reflected on their clinical and professional learning. Implications for integrating flourishing in content areas to support students' mental health and wellbeing through university-school partnerships are discussed. [ABSTRACT FROM AUTHOR]

This article highlights the work of a culturally responsive pedagogy (CRP) Professional Development School (PDS) initiative aimed at promoting teacher candidates' abilities to understand and work effectively with elementary-aged Micronesian students in Hawai'i. Findings from this research reveal that a PDS centered on CRP improved teachers' abilities to work with historically marginalized youth. TCs developed cultural understanding and defined culturally responsive dispositions. To enact CRP, TCs conducted research and used small group instruction to inform relationships with students. The article concludes with implications for PDS work in diverse schools. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Professional Development Schools have faced unprecedented challenges with emergency shifts to virtual learning and mentoring during the COVID-19 pandemic. Through a NAPDS-recognized Exemplary PDS between a Historically Black College (HBCU) and a large urban/suburban school district in the northeast region, we began wondering how the pandemic was impacting our PDS work during these times of uncertainty. We also wondered what we could learn from one another about mentoring teacher candidates in the virtual classroom. In this article, we share the results of our action research study that focused on best virtual practices in PDS and mentoring teacher candidates in the virtual classroom, how to maintain connections in our PDS partnerships, and the impact of sudden changes on our PDS program. [ABSTRACT FROM AUTHOR]

A recent trend in public libraries′ children's services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure. The CLASS evaluates adult-child interactions in learning environments within three domains related to positive outcomes in children's school readiness: emotional support, classroom organization, and instructional support. Additionally, the study examined whether differences among CLASS scores were influenced by the population density of the library community, the storytime provider's degree status and educational level, the provider's prior teaching experience, the provider's years of experience in children's services, and the number of children participating in the storytime session. Results revealed that storytime providers score well in the CLASS's emotional support and classroom organization dimensions but have room for improvement in the content-focused instructional support domain. Of the factors examined, only years of experience in children's services was found to influence a provider's CLASS score. These findings suggest that professional development programs should focus on preparing librarians to teach and model school readiness skills during storytime. [ABSTRACT FROM AUTHOR]

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Young children's symbolic representations are important to emergent literacy; therefore, this study focused on children's spontaneous block building and picture drawing in preschool. The goals of this exploratory study were: 1) investigate the relation between the complexity of block play, picture drawing details, and performance on an emergent literacy assessment, 2) analyze block play complexity and its relation to details in picture drawing, and 3) explore the demographic variables related to block play and picture drawing. Nineteen preschool children from a university laboratory school were participants in this study. Results indicated that block play complexity (structure complexity, unique blocks used and total number of blocks used) were highly correlated to children's emergent literacy scores. Additionally, children's picture drawing showed strong relationships to the literacy assessment score. Further, a significant drawing-writing connection was revealed. There were no gender differences found for picture drawing; however, there was a significant gender difference in the number of blocks used during block play, with girls using more than boys. The study suggests that children who demonstrate more complexity in their block building also display more details within their picture drawing. [ABSTRACT FROM AUTHOR]

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

For seventy-five years, the campus of Central Michigan University (CMU) housed a full-scale elementary and junior high school, which operated under the names of the Teacher Training School, College Elementary School, and finally the University Laboratory School. Knapp, an emeritus history professor at the University of California, Berkeley, and author of numerous books, attended the lab school himself from 1950 to 1958 and was a CMU valedictorian in 1968. It is always possible that some future universities may revisit the concept of developing a laboratory school within the institution's teacher education program. [Extracted from the article]