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Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer-and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making. [ABSTRACT FROM AUTHOR]

This study aims to develop a new spatial visualization test (SVT) for second grade primary school students. The study employed the survey design, and the test was developed in accordance with the test development steps. According to the findings obtained as a result of the pilot study, the items were generally high difficulty levels, and they were very good items. Exploratory and confirmatory factor analysis findings confirmed the three sub-dimensions (mental integration, mental rotation, and paper folding) measuring spatial visualization skills. SVT, which was reduced to 10 items, was administered to 396 students; the KR-20 internal consistency coefficient was 0.63, the average difficulty index was 0.35 and the average discrimination index was 0.48. As a result of the study, a valid and reliable test on spatial visualization for second grade primary school students was obtained and it was concluded that students' spatial visualization was at a low level. [ABSTRACT FROM AUTHOR]

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

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

The purpose of this study is to compare the effects of digital textbooks and conventional paper textbooks on brain activation during problem solving among elementary-school students. Subjects included 54 6th grade students who used either digital textbooks or paper textbooks. We measured theta waves, alpha waves, beta waves, and gamma waves using PolyG-I (LAXTHA Inc.). We found significant effects of the textbook type for all brainwaves in the prefrontal lobes. Our results suggest that the use of digital textbooks will enhance the development of cognitive and thinking processes during learning. [ABSTRACT FROM AUTHOR]

Provides information on two position papers issued by the National Association for Sport and Physical Education relevant to elementary schools. Recommendations on recess for elementary school students; Opposition of the association on the use of substitutions, waivers or exemptions in physical education.

A lesson plan is presented designed to teach school children about Chinese-American history and contributions by incorporating the Angel Island/Paper Son experience in their school curricula and by using the book "Paper Son: Lee's Journey to America."

This paper acknowledges the need for a user-centric solution that helps with emotional regulation and stress management in children with ADHD. The paper presents a unique and comprehensive solution that integrates Reinforcement Learning (RL) algorithms to enhance user experience and aid children with ADHD to regulate their emotions and behaviours through a reward-based system. Through careful analysis of existing literature, and user requirements assessment, a comprehensive framework that integrates machine learning algorithms, physical and digital solution components through a user-centric design approach has been proposed. The core objective is to design and develop a sensory regulation system specifically tailored to the requirements of children with ADHD. Through the development of an engaging and impactful sensory regulation system, children can experience social and academic aspects of school positively while also having the opportunity to expand their social circle through inclusive play environments and ultimately improving their daily experiences. This paper aims to address the imminent need for emotional regulation and stress management tools catering to children with ADHD. By incorporating Reinforcement Learning (RL) algorithms with a reward-based interaction, this paper aims to solve critical challenges faced by children with ADHD, like emotional regulation difficulties, stress management, poor social skills, and academic performance issues so that they can lead more holistic lives. [ABSTRACT FROM AUTHOR]

This paper acknowledges the need for a user-centric solution that helps with emotional regulation and stress management in children with ADHD. The paper presents a unique and comprehensive solution that integrates Reinforcement Learning (RL) algorithms to enhance user experience and aid children with ADHD to regulate their emotions and behaviours through a reward-based system. Through careful analysis of existing literature, and user requirements assessment, a comprehensive framework that integrates machine learning algorithms, physical and digital solution components through a user-centric design approach has been proposed. The core objective is to design and develop a sensory regulation system specifically tailored to the requirements of children with ADHD. Through the development of an engaging and impactful sensory regulation system, children can experience social and academic aspects of school positively while also having the opportunity to expand their social circle through inclusive play environments and ultimately improving their daily experiences. This paper aims to address the imminent need for emotional regulation and stress management tools catering to children with ADHD. By incorporating Reinforcement Learning (RL) algorithms with a reward-based interaction, this paper aims to solve critical challenges faced by children with ADHD, like emotional regulation difficulties, stress management, poor social skills, and academic performance issues so that they can lead more holistic lives. [ABSTRACT FROM AUTHOR]

Children are an Heritage of the Lord...! - Psalms 127: 3 This paper interrogates the phenomenon of the insurgency of Boko Haram with a view to understanding its implication on children. The goal is to explore models for rehabilitating 'wanderer-children' as the phenomenon, coupled with the incidence of out of school children in the Sahel portends great danger for the survival of Nigeria and even the integration thrust of the West African Sub-region. The manuscript argues that Nigerian authorities need to strengthen their 'Complex Emergency' policies otherwise the threat against the region may worsen. In the effort to fashion-out these models, the paper takes a voyage to the nineteenth and early twentieth Centuries, and precisely to the colonial state where it discovered a classical model that if authorities would imbibe, the possibility for resolving the complex question of wanderer-children can be achieved. To weave its perspectives, the study depended on the qualitative research methodology. Finally, the paper recommends that governmental authorities need to combat poverty and reduce the rate of unemployment if the goal of curtailing conflict with its propensity for displacing children is to be achieved. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The shifting demographics of school-aged children in the middle years, as well as predictions, suggest the enrolment of children who are culturally and linguistically diverse (CALD) will continue to increase. The diversity of middle school students in today's classrooms underscores the significance of developing effective teaching strategies and policies to help ensure student success. This linguistic diversification presents a clear call for Health and Physical Education (HPE) educators to reach non-English speaking students with appropriate strategies. Scholarly literature clearly establishes the need, opportunity, and methods for effectively teaching physical literacy (PL) in CALD classrooms. Few articles, however, have been written about multicultural HPE methodologies for exposing and building preservice teachers' (PSTs) knowledge appropriate for CALD middle school children. This paper is about the perspectives of HPE PSTs enrolled in two 12-week elective HPE undergraduate units. We report those PSTs' learning experiences and knowledge of theoretical and practical physical literacy methods for teaching middle school CALD children. Data were collected using an online questionnaire. A key finding was that the PSTs believed they felt inadequately equipped to teach physical literacy to CALD children. The PSTs' perception was on account of a lack of knowledge and paucity of CALD information provided in their subjects. From here, we identified the need to focus on the CALD-specific pedagogical interventions to support the PSTs in using applicable language and terminology when conversing about physical literacy curriculum topics. [ABSTRACT FROM AUTHOR]

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

The Schools' Scheme of 1937/8, initiated by the Irish Folklore Commission, was an almost unprecedented experiment. Not only did it contribute to one of the biggest collections of folklore in Europe, but it also arguably boosted the cultural development of children and created a catalyst for the intergenerational transmission of tales. Children from 26 counties collected folk materials on 55 topics indicated in the questionnaires Irish Folklore and Tradition and Béaloideas Éireann (1937). This paper provides a short review of strategies employed by children in their attempts to collect unstructured cultural texts through probable self-collection. It shows how the two questionnaires had an overwhelming influence on the resultant texts stored in the National Folklore Collection of Ireland at University College Dublin. The author employs a philological approach to folklore texts. Their form is analysed along with the contexts of creation (both immediate and wider ones). [ABSTRACT FROM AUTHOR]

The purpose of this meta-analysis was to look at the effects of Learning Cycle Models (LCMs) and Online Teaching Strategies (OTSs) on academic achievement of students in chemistry. The study gathered information from 17 published sources, including dissertations and journal papers, and included a total of 2049 students. The findings revealed high heterogeneity among the included research, necessitating the use of a random-effects model. The overall effect size study found that LCMs and OTSs had a relatively large and beneficial influence on students' academic progress, with an effect size of 1.44. The analysis further examined the impact of different factors on the effect sizes, including grade level, learning modality, duration, and subject matter. Elementary and high school students demonstrated very large effect sizes, while college students had a small effect size. In-person classes showed larger effect sizes than online teaching strategies, although both approaches had positive effects. Longer durations of interventions resulted in larger effect sizes, and specific subject matters, such as matter and acids & bases, showed very large effect sizes. The findings suggest that tailored instructional approaches, incorporating a variety of LCMs and OTSs, can enhance students' academic achievement in chemistry education. Recommendations were provided for educators, curriculum designers, and policymakers to guide the implementation of LCMs and OTSs, considering specific grade levels, learning modalities, durations, and subject matters. Continued research is necessary to refine instructional strategies and improve outcomes in chemistry education. [ABSTRACT FROM AUTHOR]

Primary and secondary education under capitalism serves as an ideological apparatus to construct productive workers who will participate in the extractive economy and consent to their own exploitation. However, some school children are marked as deficient--impaired, disabled, and mad--incapable of being good workers who facilitate capitalist accumulation. Just as capital banishes incapacitated workers to the reserve army of labor, so too do school children learn to "surplus" and "disable" their peers who do not meet school norms. In this paper, I use a revolutionary Marxist perspective to analyze empirical data from a grade 1 United States classroom where students were teasing a neurodivergent classmate and excluding her from participation. I explore how the teacher intervened by using critical literacy to design a curricular unit on hidden disabilities that would engage her students in transformative, disability justice, and how students built a community around their disabled peers. Along the way, I explore how disability is a relation under capitalism rather than an identity; how nature gives us diverse bodyminds but it is capitalism that disables us; how the education system in capitalist societies is a vehicle for the dissemination of ruling class ideologies of productivity; how some school children are surplused and labeled as incapable of being good workers who facilitate capitalist accumulation; and possible solutions--what educators, parents, caregivers, and others can do about it. [ABSTRACT FROM AUTHOR]

While between-school tracking has been a well-explored topic especially with countries tracking their educational systems as early as at the age of 10, within-school ability grouping has received comparatively less analytical attention. This paper explores effects of within-school informal tracking practices at socioeconomically and ethnically mixed elementary schools. In Slovakia, where these practices were previously described as linked to segregation of Roma students, they result in academically, socioeconomically, and ethnically distinct separate classes in a school. We try to identify the early tracking practices of schools by exploring if two or more classes included in the TIMSS 2019 assessment in a particular school display extreme differences with regard to ethnic (Slovak vs. Roma) or socioeconomic (defined by parental education levels or occupation) composition. We employ a series of hierarchical linear models to assess the impact of early within-school informal tracking on mathematics and science test results of students from low-track classes. We check the robustness of our findings in a parallel propensity scores approach. Our results confirm that class-level segregation seems to have a very significant connection to academic performance of students from low-track classes. When compared to identical students from non-tracked classes, students from low-track classes have more than 15% lower test scores in mathematics and science. This points to the need to further explore early informal within-school tracking practices which have so far escaped analytical attention. While not a topic of cross-national assessment programs per se, this can be done using data from major international assessments. [ABSTRACT FROM AUTHOR]

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

The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas to leave home to take a secondary education. Large geographical distances make it difficult to commute on a daily basis. Historically, this area has been the most culturally diverse in Norway, as the domicile of the Sámi Indigenous people and the national minority, the Kven, and the Norwegian ethnic group. This Arctic region is characterised by the encounter with three ethnicities, and traditional industries such as fishing, farming and herding, combined with modern industry and knowledge-intensive enterprises. Despite this multi-ethnic and geographically diverse society, the schools are still struggling with the unit-oriented curriculum, ignoring the diversity among the pupils. When the multi-ethnic society is not embedded in the education system, nor given in the adolescents' hometown, the education system will be exogenous and will appear foreign. In this paper, we use available public statistics and a literature review, inspired by autoethnographic methodology--whereby authors use their experiences as a person and a long-time researcher in a field to describe, analyse and understand the phenomenon--to argue for a local- and contextual oriented schools to make meaningful and practical improvements to rural education. [ABSTRACT FROM AUTHOR]

Educational spaces are one of the most critical operations laid down with the architect, school design is a foundation to build/re-build any community. According to current financial variabilities, political crises, and continuous lack of resources, a gap between human classes is widespread, leading to extremely poor, and recently refugees' communities. Regarding to education, the problem is that traditional school buildings with fixed structures are not effective nor available to these categories with extremely low resources and barley any infrastructure, therefore, it is essential to adopt new concepts to activate the function and impact of educational spaces in these urgent communities. The study aims to create a school "system" to fulfill the task of providing educational spaces, depending on the elements of adaptability with considering social, low-cost impact according to main definitions. With implementing the child's psychological- physiological development elements, age category from 6 :13 years "Middle childhood: Early adolescence" inside the design process. In Egypt, there are several areas of extremely poor living conditions, the two highly alarming case studies are first, Upper Egypt's rural villages having the highest ratio of extreme poverty in Egypt, second, refugee camps that became part and parcel of any standing country, both representing urgent need for children's education rescue. This paper is concentrating as a beginning on first case study as it has the highest percentage of out- school children. As result, trying to fulfill the task by creating an applied school system (project-based) with the adopted criteria, suitable to selected areas main conditions. [ABSTRACT FROM AUTHOR]

Fractions are core content of elementary school mathematics, and conceptual knowledge of fractions is essential when developing a comprehensive understanding of fractions. Previous research, however, has indicated limitations in student teachers' fraction knowledge. This study investigated 57 Swedish elementary school student teachers' conceptions of fractions. The data were collected using a paper-and-pencil questionnaire and analysed with an analytical framework building on previous research on four core components of fractions. Using the devised analytical framework, we were able to characterise the conceptual content shown in the student teachers' answers and identify gaps in their fraction knowledge. The most severe gaps were identified in relation to interpretations of fractions, where only the part-whole and the quotient interpretations were identified; the measure, operator, rate, ratio, and number interpretations were missing completely. Aspects of fractions related to representations and procedures were better represented in the participants' conceptions of fractions, but we also illustrate substantial differences between the student teachers. In addition to this quantitative description, we provide qualitative examples. The results raise some questions and implications to be addressed in teacher education programs when developing student teachers' fraction knowledge. [ABSTRACT FROM AUTHOR]

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

The incursion of tourism into schools is an increasing phenomenon, whether through volunteer tourism, developmentourism or philanthropic tourism. Tourism studies have largely ignored children as stakeholders in tourism destinations. In Zimbabwe, economic turbulence has led to a broken education system that relies on external donors to finance schools. As part of this financing, some schools welcome tourists in exchange for funds, sponsorship or infrastructure. Tourists in these settings usually visit schools as part of a mass tour for between 2 and 3 h, with the expectation that children will receive financial benefits or improve their English speaking skills. This paper uses art-based methods to centre children in the research process and reporting. Using children's drawings and extracts from the interviews and observations, the findings of this study indicate that children in the school experience the school tour in a repetitive manner. In contrast, interviews with adults suggest that school tours are positioned as enjoyable and valuable due to the exposure to English. The data generated by this study contribute to our understanding of children at host destinations and the use of art-based methods. [ABSTRACT FROM AUTHOR]

School-based cardiac screening is useful for identifying children and adolescents with a high risk of sudden cardiac death. However, because of challenges associated with cost, distance, and human resources, cardiac screening is not widely implemented, especially in rural areas with limited medical resources. This study aims to establish a cloud-based system suitable for mass cardiac screening of schoolchildren in rural areas with limited medical resources. Students from three schools were included. They or their guardians completed a simple questionnaire, administered in paper or electronic form. Heart sounds were recorded using an electronic stethoscope. Twelve-lead electrocardiograms (ECGs) were recorded and digitalized. The signals were transmitted through Bluetooth to a tablet computer and then uploaded to a cloud server over Wi-Fi. Crowdsourced pediatric cardiologists reviewed those data from a web-based platform and provided remote consultation. In cases in which abnormal heart sounds or ECGs were noted, the students were referred to the hospital for further evaluation. A total of 1004 students were enrolled in this study. Of the 138 students referred, 62 were diagnosed as having an abnormal heart condition and most had previously been undiagnosed. The interrater agreeability was high. An innovative strategy combining a cloud-based cardiac screening system with remote consultation by crowdsourced experts was established. This system allows pediatric cardiologists to provide consultation and make reliable diagnoses. Combined with crowdsourcing, the system constitutes a viable approach for mass cardiac screening in children and adolescents living in rural areas with insufficient medical resources. [ABSTRACT FROM AUTHOR]

Temporality is recognized as critical to the understanding of childhoods by contemporary scholars of childhood. This paper explores the varying temporalities through which marginal childhoods (and their educational inclusion), particularly those situated in contexts of temporary internal migration, are constructed in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around migration, childhood, and schooling frame migrant children's lives through linear temporalities. Furthermore, the paper argues that policy interventions that ostensibly include migrant childhoods do not engage critically with the politics of linear temporality which, in turn, is central to the exclusionary dynamics of migrant children's schooling. [ABSTRACT FROM AUTHOR]

School-home communication is a growing research field in social sciences, particularly in education sciences and communication studies. While previous studies have paid much attention to the importance of school-home interaction in supporting primary academic socialisation and progress of elementary school pupils, the role of teacher-parent communication and collaboration in influencing the development of children's and adolescents' digital skills remains an under-researched area. This paper employed thematic analysis of in-depth interviews with education experts in six European countries, providing an insight into their opinions and views on the problems in communication between homes and schools. The analysis identified main problems in and obstacles to school-home collaboration on children's digital skills development, and the changes the COVID-19 pandemic brought along in this field of education. The paper provides five policy recommendations for enhancing school-home collaboration on digital skills development. [ABSTRACT FROM AUTHOR]

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

This paper studies the effect of implementing a new Arabic language learning software Test Survey for Students (TSFS) developed by the researchers and marketed as brain training software for primary students on language skills using Science, Technology, Arts, and Mathematics (STEAM) subjects. The teaching of Arabic language via computer-assisted language learning (CALL) takes place for the first time in Qatari schools specifically for primary students. The researchers included a theoretical analysis of current trends in CALL and Arabic language skills. Reading skills, learning word and sentence skills, and dictation skills were the three Arabic basic skills tested to measure the effectiveness of developing these skills and improve achievement for third-grade students using CALL in STEAM subjects. Mixed models analyzed using the statistical software for social sciences suggest that teaching Arabic language skills with STEAM topics using educational software is effective and has a promising potential to be extended to the whole of middle east and north Africa region. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius 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.)

The global COVID-19 pandemic highlighted and in some cases exacerbated the already precarious education of Roma children in Ukraine. This study aims to understand how the first wave of the COVID-19 pandemic impacted the education of Roma children by taking a wider look at structural issues affecting the Roma community. Using mixed methods in the form of interviews with stakeholders and a survey, this paper will engage in the larger structure-agency debate through the lens of Ogbu's cultural-ecological theory, Foster's enhancements of it, and Crenshaw's idea of intersectionality. The results show that between March 2020 and June 2020 the most vulnerable people in society were the ones most negatively impacted by the lockdowns and secondary effects of the pandemic. Underlying structural issues, underfunded and segregated schools with non-inclusive curriculums, intergenerational inequality, the digital divide, language barriers, intersectionality, and the pandemic's negative impacts on Roma parents are some of the causes that Roma families reported as barriers which keep Roma children from being able to access education. However, with the agency Roma individuals have, they chose how to respond to structural oppression. This paper also demonstrates the harmful impacts of stereotypes that deem a culture to be innately resistant to education. Throughout this paper, there is a nuanced discussion which engages with previous research and theories and applies them to the new data, in order to provide a general understanding of topics that have not been heavily researched. [ABSTRACT FROM AUTHOR]

Sustainable agriculture and rural development (SARD) plays a crucial role in maintaining natural resources, protecting the ecological environment, enhancing global food security, eradicating poverty, and even promoting rural revitalization. To understand the degree of implementation of SARD in the Shenfu coalfield under climate change, three villages that had different levels of energy development were selected. The linear trends and the Mann-Kendall method were used to analyse the climate change characteristics in the study area and a coordinated development model was employed to measure both the SARD coordination and its coordination degree and to analyse the perceptions of farmers, the adaption strategies they have employed, and the factors influencing the success of SARD. The results demonstrate that the climate in the study area has generally become warmer and drier, and this change has increased the vulnerability of the ecological environment and has had adverse impacts on local SARD. Farmers' perceptions of climate change are in line with climate records, but their perceptions of temperature change exhibit a certain time lag. In addition, their adaptation strategies are conducted autonomously, and they vary among the three villages. Based on these results, it is recommended that the local government implement additional policies relating to carbon capture and storage technologies to reduce the adverse effects of climate change. Factors influencing the success of SARD in the three villages are as follows: rapid urbanization; low incomes provided from crop farming; the outflow of primary and middle school students together with the accompanying population; climate warming and the increased frequency of extreme weather events; and environmental pollution and secondary geological disasters caused by coal mining. For all three villages, only by ensuring the synchronization of energy development and environmental protection can SARD be realized in the study area. Countermeasures that can be used to promote SARD in the Shenfu coalfield are proposed in this paper, and they include adjusting the industrial structure in the study area with respect to water conditions, selecting appropriate crop varieties, and accelerating the development of the alfalfa industry in response to national initiatives. • In the study area, the annual mean temperature increased while annual mean precipitation decreased, and this change has increased the vulnerability of the ecological environment while causing adverse impacts on local SARD. Farmers' perceptions about climate change are in basic agreement with climate records, although their perception of the temperature mutation slightly lags behind the one recorded. • Farmers' perceptions of climate change are in line with climate records, but their perceptions of temperature change exhibit a certain time lag. In addition, their adaptation strategies are conducted autonomously, and they vary among the three villages. Based on these results, it is recommended that the local government implement additional policies relating to carbon capture and storage technologies to reduce the adverse effects of climate change. • Factors influencing the success of SARD in the three villages are as follows: rapid urbanization; low incomes provided from crop farming; the outflow of primary and middle school students together with the accompanying population; climate warming and the increased frequency of extreme weather events; and environmental pollution and secondary geological disasters caused by coal mining. • For all three villages, only by ensuring the synchronization of energy development and environmental protection can SARD be realized in the study area. • Countermeasures that can be used to promote SARD in the Shenfu coalfield are proposed in this paper, and they include adjusting the industrial structure in the study area with respect to water conditions, selecting appropriate crop varieties, and accelerating the development of the alfalfa industry in response to national initiatives. [ABSTRACT FROM AUTHOR]

This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the textbook, in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today. [ABSTRACT FROM AUTHOR]

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

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This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop “Multimodal Literacy in the EFL classroom” (MLEFL). Drawing upon ‘multimodal analysis for critical thinking’ (MACT) pedagogy (O’Halloran et al., 2017) and the Systemic Approach to teaching critical viewing (Lim and Tan, 2017, Lim, 2018), MLEFL aims at involving student teachers (STs) in a transformative process through which STs with no previous instruction on multimodality are introduced to multimodal literacy. After being engaged in making meaning through various semiotic resources and conducting multimodal analysis with the use of a pedagogic metalanguage, STs complete a task of representing their new experiences via the process of creating a lesson plan aimed at promoting primary school students’ multimodal literacy. The paper presents MLEFL as a design for learning (Kress and Selander, 2012). It serves two purposes: to present the content and syllabus of the MLEFL workshop and to reflect upon its implementation and effectiveness. The paper reports on the qualitative findings from a small-scale research conducted with twenty pre-service EFL teachers who participated in the fourweek workshop in a virtual environment. It investigates STs’ perceptions shared in workshop evaluation forms and participation in the forum as well as their assignments for signs of learning. The analysis of the findings revealed differences in STs’ capacities (Kress, 2010: 175) which support the effectiveness of the workshop. Most STs created lesson plans which promote critical viewing, used the pedagogic metalanguage efficiently and explained the design of their activities with well-informed rationale. [ABSTRACT FROM AUTHOR]

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Purpose: Children in the Republic of Croatia are, as everywhere else in the world, active users of information and communication i.e. digital technologies, which is reflected in their daily habits and routines in the digital environment. The purpose of this paper is to find out if there are gender-based differences in behavior and established habits in the digital environment between boys and girls. Methodology: Quantitative research was carried out using the CAWI method among 400 parents or guardians in the Republic of Croatia who provided answers on (their own) children of primary school age. This paper focuses on the segment of children and their gender, i.e. the existence (or the lack of existence) of differences in the behavior of boys and girls in a digital environment. The statistically significant differences are demonstrated by testing various variables between the two above-mentioned segments. Results: The research results indicate that, on average, girls and boys start to use the Internet at the same age, approximately at the age of 6. However, there are noticeable differences between the sexes in terms of the habits and in the way they use the Internet. Conclusion: The conclusion shows that boys more frequently have desktop computers, laptops, and gaming consoles, and prefer to play online games and spend time in the online world, while girls more often post and publicly share photos, video records, and music. They equally use the Internet on weekdays, but boys spend more time on Internet activities on weekends. [ABSTRACT FROM AUTHOR]

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This paper discusses the role of mediation as it arose in developing and teaching two online American Sign Language (ASL) courses for parents of deaf children during the COVID-19 pandemic. Deaf children and their families who are still acquiring ASL have ongoing learning needs that are most often not met in mainstream educational systems, and these inequities have deepened during the pandemic. Combining reception, production, and interaction, mediation is a mode of language activity in the Common European Framework of Reference for Languages (CEFR) that involves "languaging" to develop ideas and facilitate understanding and communication. In this nine-month study, intensive parent ASL courses were adapted and developed for rapid implementation of online instruction in order to meet the second or additional language ASL learning needs of parents of deaf children. Online questionnaire, interview, observational, and assessment data were gathered regarding participating parents' learning processes and experiences. As study findings reveal, a main theme that arose was the role of mediation in terms of alleviating various barriers for participants and facilitating the linguistic and cultural dimensions of parents' online ASL learning and understanding through cognitive and relational means. [ABSTRACT FROM AUTHOR]

In the literature in recent years, a number of developmental studies have demonstrated the importance of children entering the school environment with a solid foundation of mathematical content knowledge and argued that problem solving, as an important mathematical process, should be acknowledged in early childhood mathematical education. However, there is less research on how children process mathematics information through problem solving in play-based early childhood education settings. This paper draws upon a cultural-historical concept of play, motives and pedagogical process of a playworld approach to investigate how Mathematical Playworld creates the motivating conditions for young children to achieve a meaningful learning experience about repeating patterns? We argue that Mathematical Playworld, as a new pedagogical approach within the worlds of imaginary situations, should be promoted, as it builds the motivating conditions that support meaningful learning of mathematical concepts in the double sense created in children. This study also contributes to understanding young children's mathematical problem-solving processes in the collective imaginary situation, considering how learning processes become personally meaningful for children and capturing teachers' role in play for supporting children's mathematisation. [ABSTRACT FROM AUTHOR]

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Educational professionals in host countries play a pivotal role in supporting refugee and asylum-seeking children who have been forcibly displaced from their homes. In the UK, experiences of inclusion in school can differ markedly depending on local authority, school context, policies, procedures and discourse. This paper aims to contribute an understanding of how the inclusion of refugee and asylum-seeking children in UK schools is conceptualised and enacted in practice by educational professionals. A qualitative research synthesis of four research articles using a meta-study approach is presented. The methods, findings and theoretical underpinnings of each paper are analysed, with consideration of the socio-political context in which they were generated. The analysis culminates in a construction of a particular understanding of factors that shape the inclusion of refugee and asylum-seeking children in schools. Three themes emerged: how inclusion is conceptualised, how others are valued and how the needs of children are conceptualised. [ABSTRACT FROM AUTHOR]

• First, the instrument is more pointed. The measurement tool was developed for Chinese primary and secondary school students based on the analysis of requirements for critical thinking of Chinese students in various subject curriculum standards developed for basic education in China. • Second, this paper has a large sample size. In this study, 18,737 valid samples (rang from the fourth grade of primary school to the third grade of senior high school) were recruited at more than 100 primary and middle schools from more than 20 provinces in China to ascertain internal consistency reliability and construct validity. • Last, the paper use a appropriate research methods. Most of the previous studies only use one research method — questionnaire survey to investigate the development status of students' critical thinking. While this study conducted in-depth interviews based on the questionnaire survey of 18,737 students, which make the conclusions more scientific. Critical thinking has become the essential competency for students in the 21st century. the purpose of this study is to understand the present situation critical thinking disposition among Chinese primary and middle school students. the study surveys of 18,737 students from the fourth grade of primary school to the twelfth grade of senior high school in 13 provinces in China using a self-designed questionnaire, and interviews 25 primary and middle school students in depth. The results show that: (a) The average critical thinking disposition score of Chinese primary and middle school students is 7.33 point, indicating room for improvement. (b) The development of the subordinate dimensions of critical thinking disposition of Chinese primary and middle school students is unbalanced, students perform better in open-mindedness and curiosity, but struggle with truth-seeking spirit and independent thinking. (c) In terms of the change of academic stage, the critical thinking disposition of students is generally improving, but the relationship between critical thinking and grade level is not linear, and there is a reverse phenomenon in the dimensions of curiosity and independent thinking. (d) middle school students do not meet the standards and requirements of critical thinking spirit set by the curriculum standards, and they are generally dissatisfied with their critical thinking disposition; (e) Students from cities perform better than those from rural areas in self-examination, open-mindedness, inquisitiveness and evidence-based reasoning. [ABSTRACT FROM AUTHOR]

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Objective: The aim of this paper is to develop an understanding of how child-perceived parental support and knowledge among children in Sweden differ across ten forms of residential arrangement. Background: Shared physical custody has become an increasingly common arrangement for children in separated families in many European countries. In an international comparison, Sweden has a high rate of parental union dissolution but also the highest prevalence of shared physical custody arrangements following divorce or separation. Over a third of all children with divorced or separated parents spend an equal amount of time living in both parental households. Method: We used data from the Swedish HBSC survey from 2013/14, which are focused on children in grades 5, 7 and 9 in the Swedish comprehensive school system (n= 7360) and used perceived parental support and perceived parental knowledge scales as dependent variables in multiple ordered logistic regressions conducted separately by the sex of the parent. Results: The results show that children in shared physical custody report higher levels of parental support and knowledge than children in sole physical custody and equally high as those who live in a two-parent family. Children living in non-symmetrical physical custody arrangements report lower levels of paternal support and knowledge than children whose parents share physical custody equally. Maternal support and knowledge does not differ between children living in symmetrical and non-symmetrical shared physical custody arrangements, whereas paternal support and knowledge is lower in families where the child lives in an unequal residential sharing arrangement with the mother as the main co-residential parent. Conclusion: Post-divorce living arrangements are clearly associated with the relationship between parents and children, with children in shared physical custody reporting stronger relationships than children in sole physical custody. The cross-sectional nature of the data prevents us from drawing conclusions on causality, however. [ABSTRACT FROM AUTHOR]

It is essential that teachers are prepared to teach te reo Māori speaking children so that Māori tamariki enjoy equal and equitable opportunities to succeed as Māori (Education & Training Act, 2020). This article draws on research undertaken for my master's degree which investigated teacher preparedness to teach te reo Māori speaking children in mainstream primary schools. Key findings included an awareness of how language and culture impact on identity and educational outcomes. Although participants acknowledged the absolute necessity that te reo Māori and tikanga Māori are included in all aspects of the education setting, they also reported that tikanga Māori is a more comfortable space to be in than te reo Māori as there were clear connections to their own values. Four key themes emerged from the findings which I promote in this paper as key factors for teacher readiness to teach reo Māori speaking children. These are: Kia rite (be prepared), Kia hono (be connected); Kia tātatiako (be culturally competent and responsive) and, Kia whakauruuru (be integrative). This article discusses the four factors listed above and implications for tamariki, their whānau, teachers and Initial Teacher Education (ITE) providers. [ABSTRACT FROM AUTHOR]

The purpose of the academic paper lies in studying and providing an analysis of scientists' viewpoints, as well as opinions of primary school teachers and parents of education seekers regarding the features of developing literary competence of junior schoolchildren with the help of information and communication technologies. In the course of the research, an analytical method was used to study and process scientific literature on the development of students' literary competence and the use of ICT in primary classes of general educational establishments, as well as a remote survey in order to fulfil the practical clarification of the features of developing literary competence of junior schoolchildren through the use of certain information and communication technologies. Based on the results of the research conducted, the features of the process of formation and the effectiveness of using various types of ICTs for the development of individual components of the literary competence of education seekers in primary school were determined. [ABSTRACT FROM AUTHOR]