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Nurses as faculty teaching undergraduate students, require a diversity of skills to ensure that students engage in achieving the desired qualification. While it is anticipated that students have a degree of motivation to reach this goal, their varied backgrounds often mean they require additional support to assist them to engage with the learning process. It is anticipated that the tertiary institution or learning environment will have strategies to support the student from a broader perspective, but much of the engagement relies on the skill and knowledge of the nurse faculty. This discussion paper aims to promote an understanding of student engagement and argues that using aspects of therapeutic engagement can support nurse faculty to enhance the students' learning experience. Key concepts from both student and therapeutic engagement will be reviewed to provide implications, particularly for novice nurse faculty. [ABSTRACT FROM AUTHOR]

Advises how to teach paper science to a non-technical audience. Preparations for teaching the course; Organization of the course; Teaching the course; Evaluation of the audience.

The author discusses how teachers can engage students to write research papers and make them accountable for their opinions through public writing projects. She notes how students become more careful, sensitive and more connected to others and their community when they engage in public discourse. She mentions the importance for teachers and students to be familiar with other forms of public writing such as newsletters and press releases. She also encourages teachers to learn and cooperate with their peers who try non-traditional method of teaching.

This study examined the impact that a three-course series with course-based undergraduate research experiences (CURE) had on the development of knowledge, skills, and dispositions for teaching bilingual learners. In these teacher education courses, students conducted empirical research related to bilingual learners and their teachers. To understand the impact of this pedagogical approach teacher candidates' learning gains for becoming prepared for teaching bilingual learners, we assessed and analyzed their research projects and their reflection papers. The findings of this mixed-method study indicated that students in CUREs demonstrated higher performance in transferrable skills, such as critical thinking, informational literacy and communication, as demonstrated in their research projects compared with in non-CUREs. This learning gain was maintained throughout semesters, as their Capstone project performance indicated. In addition, their reflections indicated an increasing confidence in their research skills, knowledge, and competence for teaching bilingual learners. These findings support the systematic infusion of course-based empirical research experiences in a series of courses as learning opportunities to foster undergraduate students' readiness for the profession. [ABSTRACT FROM AUTHOR]

While research is emerging on how the emotional state of voice users can impact voice quality and production, the emotion of shame has been underrepresented in that research. This paper examines what research currently exists regarding shame and offers future directions for future research in this area. [ABSTRACT FROM AUTHOR]

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two 'approaches' (the 'Three Pillars of Trauma-informed Care' and 'Trust Based Relational Intervention') along with associated trauma literature underpinned the development of the MI tool. [ABSTRACT FROM AUTHOR]

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual selfesteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learnercentered approach to effective teaching and learning, especially when facilitated by SNSs. [ABSTRACT FROM AUTHOR]

The paper explores the relationship between the regulatory requirements to be registered to teach and the provisions to meet these requirements in the initial teacher education programs in Australia. This is part of a broader study of the regulatory requirements for music and art teachers in primary and secondary schools in Australia, and only the music component will be reported in the paper. The statutory regulatory authorities (often referred to as teaching institutes) in each educational jurisdiction mandate the professional and academic requirements for registration to teach. These authorities outline the amount of study required to be registered to teach in primary and secondary schools across Australia. The actual requirements differ between the various States and Territories. To teach in primary schools a graduate is required to demonstrate an ability to cover the eight key learning areas (including the Arts) and specifically in literacy and numeracy. For teaching in secondary schools a graduate must evidence of successful study in two designated teaching areas (often across two learning areas). Across Australia, over the last decade there have been moves from undergraduate degrees in Education (with specialist/major studies) to undergraduate degrees followed by two-year Master of Teaching degrees. The registration authorities recognise both initial teacher education pathways into the profession. The universities have been regularly criticised for their reduced provision (and delivery) of specific discipline content in the initial teacher education programs, and continue to respond that they are delivering what is required by the registration requirements of the regulators. This ongoing response has resulted in significantly reduced time for areas such as Music, which is included in the broader Arts key learning area, with an expectation that a student will be exposed to a range of the disciplines in the Arts and not focus on one discipline. This continues to have a significant impact on teaching and learning in Music as well as the ability, confidence and preparation of future music educators. [ABSTRACT FROM AUTHOR]

The present paper attempted to measure the effectiveness of an interactive WhatsApp bot on the listening skills of Omani English as a Foreign Language (EFL) learners. For this purpose, 40 Omani intermediate EFL learners were divided into two groups: a control and an experimental in a higher education institution. A pretest was conducted to ensure the homogeneity of listening skills among all the participants. While both groups received instructions and exercises on listening in class, an interactive WhatsApp bot was designed for the experimental group to receive more instructions and training without time and place limitations. Later, a posttest and a delayed posttest were conducted to compare learners' performance. The study results showed smooth progress of both groups in listening exams during the posttest and delayed posttest; however, the experimental group's performance was significantly high. The findings of the study are efficacious and helpful for teachers and learners. [ABSTRACT FROM AUTHOR]

Down syndrome is the most common form of intellectual disability. However, there is a paucity of educational research focused on this vulnerable segment of learners especially in the present novel situation. This paper aimed to explore how teachers tailor remote special education for children with down syndrome amid the COVID-19 pandemic in the Philippines. It draws from a phenomenological qualitative study that collected information from online interviews with nine special education teachers handling children with down syndrome. The results revealed five themes: (1) contextualize individual educational plans; (2) meet sensory and movement needs; (3) emotionally connect with children; (4) communicate often with families; and (5) collaborate with community. This study provides practical insight into the enabling practices that teachers use to design the remote special education for children with down syndrome amid the current crisis. [ABSTRACT FROM AUTHOR]

Internationalising the curriculum in higher education offers cultural insights and exchanges to live and work in a changing and connected world. The authors are tertiary music educators working in three different countries (Australia, Spain, and the United States of America). Though geographically dispersed yet virtually connected, they delivered a series of five music professional learning workshops to Bachelor of Primary Education students at a university in Spain (March 2021-April 2021). They draw on narrative reflections and student voices to discuss intercultural perspectives of teaching and learning using the 5P model of professional development. The authors use thematic analysis to code and analyse the data discussing two overarching themes: collaborative professional learning and professional sharing. The authors contend that cultivating collaborative initiatives through virtual platforms can purposefully contribute to intercultural communication where ideas, knowledge, skills, and pedagogies are shared. While this paper focuses on one group of students, a limitation in itself, recommendations are offered that can be adapted and adopted across other learning areas. The implications indicate that further research is needed to assess whether intercultural teaching from cross-cultural and culture-specific perspectives stimulates sociocultural learning and growth for teachers and students for whom English is an additional language. [ABSTRACT FROM AUTHOR]

Introduction. Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization. Review of the Literature. Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited. Subjects. Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor. Methods. This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05. Results. Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001). Discussion and Conclusion. Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions. [ABSTRACT FROM AUTHOR]

Copyright of Pregled is the property of University of Sarajevo 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 present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers' social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers' social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers' social and emotional competencies in various settings. The last part of the paper links teachers' and students' social and emotional competencies. We stress the importance of teachers' social and emotional competencies for healthy teacher-student relationships, and students' well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms. Ovaj se rad usredotočuje na socijalno i emocionalno učenje i ističe empirijske nalaze o njegovoj važnosti za učitelje, učenike i škole. Važnost socijalnog i emocionalnog učenja u školskim okruženjima središnji je fokus istraživanja tijekom posljednjih 30 godina. Razvoj socijalnih i emocionalnih kompetencija učitelja bio je bitan čimbenik za poboljšanje socijalnog i emocionalnog učenja učenika. Samo kada su učitelji sposobni stvoriti školsku klimu u kojoj se učenici osjećaju uključenima i dobrodošlima, učenici mogu razvijati i unaprijediti svoje socijalne i emocionalne kompetencije. U ovom radu iznosimo glavne konceptualne okvire o socijalnom i emocionalnom učenju, s naglaskom na CASEL okvir, relevantan i za mlade i za odrasle. Nastavljamo usmjeravajući se na socijalne i emocionalne kompetencije učitelja, budući da su učitelji jedni od ključnih figura za poticanje i razvoj socijalnih i emocionalnih kompetencija u školskom okruženju. Zatim se bavimo pitanjem razvoja socijalnih i emocionalnih kompetencija učitelja u različitim okruženjima. Posljednji dio rada povezuje socijalne i emocionalne kompetencije učitelja i učenika. Naglašavamo važnost socijalnih i emocionalnih kompetencija učitelja za zdrave odnose učitelja i učenika te za dobrobit i akademska postignuća učenika. Budući da i učitelji trebaju podršku za razvoj ovih kompetencija, zalažemo se za sveobuhvatan pristup na razini cijele škole kako bismo osigurali uspješnu implementaciju socijalnog i emocionalnog učenja u razredima. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and "systematic process of data collection and analysis focused on changing teaching" (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers' knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula's case demonstrate the ways the teacher inquiry group disrupted Paula's language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time. Design/methodology/approach: The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula's facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions. Findings: Findings demonstrate that prior to meeting with the teacher inquiry group, Paula's teaching practices embodied linguistic separatism by emphasizing that standardized English was the "appropriate" way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations. Originality/value: Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so. [ABSTRACT FROM AUTHOR]

Building a harmonious Teacher-Student Relationship (TSR) is a necessary work for college student management, because different TSRs can result in different effects in student management and cultivation. However, in existing studies, the definitions of harmonious TSR given by different scholars are dimensionless, the understandings of the nature of TSR is not thorough enough, and the analysis of the influencing factors of TSR often lacks the support of theoretical evidences. To overcome these shortcomings, this paper aims to study the construction and adjustment methods for the TSR in college student management based on big data analysis. At first, the paper investigated the daily behavioral features of college students on online management platforms; then, with the help big data analysis and data processing techniques, this paper calculated the fitness degree of harmonious TSR between college students and the counselors and other administrators who engaged in student management works and have interacted with them. After that, based on the calculation results of the said fitness degree, this paper built a basic interactive network for college student management works, and gave the method for dividing student management groups. At last, experimental results verified the effectiveness of the proposed algorithm. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers. A caring pedagogical relationship is a powerful strategy to foster students' learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students' learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation. This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program. This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled "Educator's conscientization regarding barriers to the development of a caring pedagogical relationship". According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators' dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators' experiences and (d) educators' disinterest in students' learning. Leaving caring pedagogical relationships' barriers unaddressed has shown adverse impacts on students' learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students' apprenticeship and suggest political actions to build caring and inclusive simulation environments. CERSES-19–050-D. [ABSTRACT FROM AUTHOR]

The article discusses views of a student on behavior and personality of a teacher and mentions how the teacher helped the students in developing academic muscles in high school. Topics discussed include discipline that was taught by the teacher which helped the student in services, research papers, and the teacher's attitude in several aspects such as friendship.

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 teachers of online courses, figuring out the features of teaching content, setting proper teaching scenarios, and mobilizing students’ learning enthusiasm via multi-dimensional interaction are necessary works. This paper analyzed the online teacher-student interaction level in the context of a Scenario-based Multi-Dimensional Interaction (SMDI) teaching environment. At first, this paper divided the evaluation indexes of the said interaction level into four aspects. Then, this paper built a teacher-student interaction behavior preference feature model based on the Graph Convolution Neural Network (GCNN) and a teacher-student interaction relationship model based on multi-task learning, thereby realizing the accurate description of the preference features of teacher-student interaction behavior. After that, this paper elaborated on the method for accurately constructing the teacher-student interaction relationship. At last, the effectiveness of the models was verified by the experimental results. [ABSTRACT FROM AUTHOR]

The teacher-student relationship on online education platforms is quite complex. The learning habits of different-type students and the noncontact interaction on the online education platforms make it difficult for online and offline teaching to form a synergetic relationship spontaneously, thus researching the method to construct a synergetic teaching-learning relationship between teachers and students in the context of online-offline mixed teaching is of high value. However, currently few scholars have viewed the problem of synergy mechanism of online-offline mixed teaching from a macro perspective, so in order to fill in this research gap, this paper aims to study the synergy mechanism of online-offline mixed teaching by analyzing the key factors in teacher-student relationship, including the students' background information, personality characteristics, learning preferences, learning behavior habits, types and features of the teacher-student relationship, and the interaction fitness of teachers and students, etc. In the paper, the teacher-student relationship was classified by the normal distribution division method, the calculation process of the interaction fitness degree of teachers and students was given, and a model was constructed for evaluating the synergy degree of online-offline mixed teaching. The experimental results gave a statistic of each evaluation dimension of teacher-student relationship, which had verified the effectiveness of the constructed model. [ABSTRACT FROM AUTHOR]

Copyright of Via Panorâmica: A Journal of Anglo-American Studies / Revista de Estudos Anglo-Americanos is the property of Universidade do Porto, Faculdade de Letras 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 Sociology & Space / Sociologija i Prostor is the property of Institut za drustvena istrazivanja u Zagrebu (Institute for Social Research of Zagreb) 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.)

Back in the 1980s the advent of the communicative approach in foreign language teaching and the accompanying switch of focus from the teacher to the learner raised the issue of the amount of teacher talk that should be used, arguing that it should be kept to a minimum. One key component of training courses based on Communicative Language Teaching (CLT) was that teacher talking time (TTT) should be reduced to a minimum. Not surprisingly then, until recently, the attention given to teacher talk has been a much-neglected area in the literature and in teacher education. Nevertheless, teacher talk remains a key aspect of lessons where English is taught as a foreign language (EFL). Setting aside the range of listening materials available, the EFL teacher is in many instances the main model of English which students are exposed to throughout their time at secondary school. This paper postulates that effective teacher talk enhances the potential for real communication and therefore leads to better language acquisition. Indeed, in line with socio-cultural theory, the classroom is recognised as a genuine social environment which offers significant communicative potential close to outside-the-classroom interaction. It is therefore critical that the EFL teacher should be trained in and acquire the specialised linguistic competence needed to verbalise key classroom functions. Through the exploration of a 160,000-word corpus of native and non-native teacher talk, this paper looks at various linguistic features and procedures intended to enhance oral communication in the EFL classroom, with the aim of transferring such language to social situations outside the classroom. More generally, this paper makes it clear that, when delivered effectively, teacher talk largely contributes to better language acquisition. [ABSTRACT FROM AUTHOR]

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important 'proximity tool' that helps foster collaboration by bringing learners and teachers 'closer'. We theorise 'collaboration' via the social constructivism lens and argue that collaboration as being 'close' echoes in the digital sense with 'being with' and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that 1) cameras could be an important aspect of fostering collaboration online; 2) there is a tension in relationships between students, teachers, and study materials; 3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and 4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students. Practitioner Notes 1. Transition to online learning is a challenge for teachers and students, which may disrupt their understanding of collaboration. 2. Collaboration online should be reconsidered with regard to the notion of 'being with others' (Nancy, 2000), where proximity in an online environment is different for all singular beings. 3. Teachers' and students' perceptions about the role of cameras in online collaboration can 'clash', which is not always transparent. 4. It may be useful to encourage students and teachers to seek ways for online collaboration, for example, by undergoing specially designed workshops that will help them recognise the importance of fully engaging online via technology and ways of doing this. 5. Teachers, in collaboration with students, should set up guidelines for camera use and develop specific strategies that will better create opportunities for collaborative learning. [ABSTRACT FROM AUTHOR]

Researchers have been paying attention to the convergence of technologies for it can result in improving human behaviour, including student's learning and teacher's instruction. The present paper intends to describe the different types of convergence of technologies in the classroom in general and the mathematics classroom in particular, focusing on the convergence of two types of them: convergence of the learner with the technological tools and convergence of the teacher with those tools. This focus is concerned with two instrumental frameworks: the instrumental genesis and the instrumental orchestration. The paper discusses the foundations of these two theoretical frameworks, the components of the frameworks and their educational uses as tools for analysing learners' and teachers' convergences with technological tools. Researchers assert that the two frameworks have contributed to the understanding of convergence of the learner and the teacher with technological tools, pointing, at the same time, at the need to extend these frameworks or combine them with other frameworks in order to understand the different aspects of this convergence. [ABSTRACT FROM AUTHOR]

This paper shares my former literacy learner and friend - Marie's journey - and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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 Revista Electrónica 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.)

Students’ grades can affect their future studies at university. The COVID-19 situation has resulted in a greater amount of online teaching, in which teachers and learners rarely interact, causing additional problems with academic performance. This research aims to design and develop an intelligent student relationship management platform (an intelligent SRM platform) using machine learning prediction for student empowerment. This research begins with the synthesis of the factors, the machine learning prediction process, and the platform components. The results of the synthesis establish the design of the platform. Undergraduate students’ grades are then predicted using the decision tree algorithm. Students are divided into two groups, empowerment and non-empowerment groups, using this algorithm. The results show that the learning outcome prediction model has an accuracy of 100.00% and an F-measure of 100%. The most important factor for improving grades is the grade point average, with a weight of 0.637. Therefore, student empowerment to provide students with better grades is essential. This paper presents two approaches to student empowerment: using artificial intelligence technology from the intelligent SRM platform and empowering teachers. [ABSTRACT FROM AUTHOR]

The article discusses the paper on the Summit II sequel of the Voice Pedagogy Interest Group in 2018. Topics covered include the tenets and principles on reading the summit's paper, the historical writings on voice teaching and pedagogy, the music industry's style and genre, the comprehensive voice pedagogy framework (CVFP) and model, and the Knowledge Base portion of the CVFP. Also noted are selected teacher actions and student interactions.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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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The main purpose of this paper is to enlistment towards the new paradigm shift in current education scenario and also it focused towards multifaceted role of blended learning. It is otherwise called as hybrid or mixed-mode learning. In blended learning educator’s use of classical or conventional approach of classroom teaching meet with the non-conventional or contemporary teaching and learning pedagogy for the same students studying the same content in the same course with the help of numerous ICT tools, in other word it is simply a “thoughtful fusion of face-to-face and online learning experiences”. “Blended Learning” is one of the fruitful ways that give the opportunity to the students interacts with each other without covering any physically distance. It empowered both the teachers and learner to replace or augmented class timing by online learning experiences and also online can include varying degrees of interaction or just time alone in independent study and learning activities. However, in a quality blended learning experience, the content and activities of both in-person and online learning are integrated with one another and work toward the same learning outcomes with the same content. It is cost-effective way to deliver current education. It enhances learner creativity, independence and self-direction. It empowered the students learning skills, greater access to information, improved satisfaction and learning outcomes, and it also create an opportunities for both to learn with others and to each others. It improves the maximum level of engagement that helps to achieves higher levels of learning. [ABSTRACT FROM AUTHOR]

This paper seeks to unveil the situated struggle that students experience in comprehending the often tacit rules that govern academic practices in order to engage fully with their academic studies and develop a sense of belonging. I present a critique of the prevailing conception of student belonging, which I suggest does not effectively consider the diversity of contemporary university cohorts due to favouring social groups traditionally dominating the student body. Non-traditional students, especially those from contexts distant from Western higher education, can often struggle with developing confidence and conversance with critical thinking - a central practice of academia - which negatively impacts their experiences of belonging. My research with master's students in three Scottish universities shows that dialogic active pedagogy can be a means for establishing belonging while also supporting some students' development and demonstration of critical being across multiple domains and to transformatory levels. Such empowering participatory pedagogy, captured in the finding of 'contexts of difference', can potentially provide the means for students to adapt and establish belonging within the culture, context and subject of their learning while also enabling the development of criticality, to the highest levels, amongst some students. Practitioner Notes 1. Adopting an academic literacies lens, practitioners should critically reflect upon which terms, concepts or practices are expected of students in their discipline, yet largely remain implicit. They should ensure these are explicitly discussed and defined with students. 2. A dialogic approach to pedagogy which promotes interaction and meaningful relationships between students and teachers as partners in learning is most conducive to generating student belonging and facilitating learners' criticality development. 3. Embracing 'contexts of difference' when teaching, which encapsulate dialogue, differing perspectives and diversity, would help provide meaningful and formative intercultural learning by offering students opportunities to develop criticality through engagement with diverse peers. 4. Relational pedagogy presents a means through which a dialogic, participatory approach that embraces contexts of difference can help support student belonging and, later, development of critical being. [ABSTRACT FROM AUTHOR]

In this paper, questionnaires regarding the influence of learners' autonomous learning ability on learning performance in online learning were designed, and the mediating role played by deep learning orientation in the effect of autonomous learning ability on learning performance was analyzed. The results revealed that the overall Cronbach's a coefficient of the questionnaire was 0.884, the KMO value was 0.817, and the corresponding P value was 0.000, manifesting the good reliability and validity of this questionnaire. The learning performance could be obviously influenced by four aspects of autonomous learning ability: preparation of technology and target plan, utilization of materials in learning contents, regulation of learning process, and evaluation of learning effect. Deep learning orientation played a complete mediating role in the promoting effect of autonomous learning ability on learning performance. Learning frequency exerted a significant (0.01) influence on learning performance. Results are of considerable importance to enriching the literature on online learning environments and the development of autonomous learning ability, helping learners to cultivate autonomous learning ability, and enhancing the effectiveness of guidance provided by teachers to learners in online learning environments. [ABSTRACT FROM AUTHOR]

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers' experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. [ABSTRACT FROM AUTHOR]

The challenges of achieving just, equitable and sustainable ocean futures require a new type of transdisciplinary and action-oriented science that integrates across disciplines and knowledge systems. Scientists and researchers in academia, industry or government, who contribute to knowledge creation, innovation, and policy development for the ocean, must be empowered with a fresh set of competences. This paper maps the knowledge, skills, and attitudes required to enable such a shift. The proposed skillset serves as a foundation for the design and operationalisation of modern training for ocean sustainability and is envisaged to be used by researchers both individually and in teams. It also highlights the potential for career diversification beyond the traditional 'blue jobs' legitimated by existing sectors. To ensure the short-term practical implementation of the competence framework, self-awareness and self-reflection are encouraged among learners and teachers, along with pragmatic actions to overcome barriers to transdisciplinarity. For long-term impact, system interventions will be necessary to improve organisations' readiness to absorb and valorise researchers trained in this new framework. This will require re-training the current pedagogical workforce as well as reframing existing knowledge systems and incentives. [ABSTRACT FROM AUTHOR]

Reaching a reading goal of150,000 words in a semester is no easy featfor many language learners. To reach this goal, an extensive reading (ER) program needs to invest in and select a format that can best enable this achievement. This preliminary study compares the use of two different extensive reading (ER) formats that employ two learning management systems to determine which format has a greater impact on the number of words read and how they influence learner and teacher attitudes towards ER. Printed graded readers (PGRs) using MReader and digital graded readers (DGRs) using Xreading were used in an advanced required TOEFL course for first-year students at a large, private university in Japan in the spring semesters of 2019 and 2020, respectively. This paper examines student achievements (N=95) with MReader and Xreading reading logs (number of words read) and attitudes towards ER as revealed in the student survey responses and teacher (N=3) qualitative feedback. The preliminary findings suggest that PGRs may produce higher outcomes in terms of words read. In general, both PGRs and DGRs were received favorably by students and teachers, suggesting that institutions can successfully utilize either system based upon their existing infrastructure needs. [ABSTRACT FROM AUTHOR]

The proposed paper presents the results of a research study on the perceived organisational climate in Slovak vocational schools. The authors focus on the association between school openness and the quality of social relationships within institutions as perceived by teachers. The adapted version of the OCDQ-RS scale by Hoy, Tarter, and Kottkamp (1991) was used in the research. The results show that intimate teacher behaviour and positive relationships at work are important for the perceived organisational climate, which is an important finding for school leaders, especially in the context of the leadership style they apply. [ABSTRACT FROM AUTHOR]

This paper analyzes interactions between teachers and students with developmental disabilities in a special education school in China, which is still the main educational placement for the disabled in China. Video observation data collected from six students in second grade and one teacher, were coded by an improved Flanders Interaction Analysis System (iFIAS). Results indicate that the teacher played the dominant role in the class while her/his instruction was student-oriented, several evidence-based strategies were used to motivate students' engagement, including questioning, timely feedback, reinforcement, game teaching, students' self-determination. Few peer interactions happened due to homogeneous grouping. Besides, the frequency of interaction patterns between teachers and students with developmental disabilities (DD) of different learning ability was similar while the interaction patterns were different. There were more non-academic interactions between the teacher and students with most serious disabilities in the class than others, while there existed more cognitive extension-partial and full interactions between teachers and students with least serious disabilities in the class than others. The results shed light on how teachers interact with students who have DD, and how interactions can be differentially delivered to students with DD of various learning abilities. [ABSTRACT FROM AUTHOR]