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This article discusses how adapting assessment and grading practices based on equity principles may impact students positively, considering their specific needs in the post pandemic era. We reflect on how some equitable grading practices such as flexible deadlines, a friendly tone of communication, and allowing multiple attempts have a positive impact on students' personal and academic life. [ABSTRACT FROM AUTHOR]

The article describes the possibilities of QR codes as augmented reality technologies for creating a modern educational environment, that ensures individualization, differentiation and visibility of learning. Applying QR codes for language teaching is the example of successful incorporation of a mobile technology, which allows educators to draw on the motivational value of technology while using tools that are fit for the purpose of effective instruction. The object of this study is the application of QR codes in the English language classroom as a tool for enhancing student engagement and facilitating learning through interactivity Students see QR codes everywhere outside the classroom, which makes them fascinated at the prospect of using this technology in their own classroom. Similarly, teachers are eager to adopt new technologies that are easy to use and efficient in educational process. This article aims at familiarizing participants with this very practical and efficient mobile tool, first providing theoretical background explaining what QR codes are and how the use of QR codes enhances classroom instruction. This discussion will be followed by a hands-on training session where the participants will be guided through the steps of creating URLs and QR codes for classroom use. In addition, the author will share practical ideas on how these codes can be used in various ways including sample assignments and projects. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

Making a meaningful connection between a criminology classroom and working in a prison is not always easy. As an academic discipline, criminology is concerned with theories, their empirical basis, and their practical application. Degree programmes typically focus on processes of criminalisation and victimisation, the causes, meaning and representation of crime, deviance and harm, and on official and unofficial responses. Among these concerns, the experiences of people working in the criminal justice system (CJS) can be overlooked and when they are considered, with some notable exceptions, the focus is often on the roles of police officers, not prison staff. In this article, we suggest some ways to create and take opportunities for communication between prison staff and students about working in the Prison Service. We argue that taking the prison, or at least prison staff, to the classroom has benefits for both students and His Majesty's Prison and Probation Service (HMPPS). [ABSTRACT FROM AUTHOR]

English is used as a first language, foreign language and second language. In India teaching English as a Second Language has always been a challenging and interesting area of research. Today, learning English as a Second Language is rather chaotic because of the disorder in the LSRW learning sequence. Listening is the primary tool in language acquisition. When listening is enhanced, all the other three skills can be acquired naturally. Also, Creativity is an important aspect in an ESL classroom. So, in connection with this, a good language teacher should also act as a researcher. Action Research is a self-reflective, critical, and systematic approach to exploring one's own teaching context. The main aim of conducting action research is to identify a significant problem among the language learners. The steps involved in Action Research are - Planning, Action, Observation and Reflection. There are three categories in teacher-research orientation, and they are Descriptive, Interactive and Ideological. Action Research is used to create knowledge and implement change, which will thereby improve practice and performance. Thus, Action Research is conducted by teachers and for teachers. [ABSTRACT FROM AUTHOR]

Purpose: This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline. Design/methodology/approach: The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings. Findings: Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions. Originality/value: Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems. [ABSTRACT FROM AUTHOR]

This article gives focus to the way in which a small shift in pedagogical practice led to gains in literacy learning for middle school students across a year-level cohort. Initially, the article explains the importance of seeing parent engagement differently from its "parent involvement--schoolcentric cousin", and how the space of "doing with" parents can provide a platform for enhanced student learning and, specifically, enhanced student literacy learning. Secondly, it describes a transformed practice at High View College involving a long-standing event for Year 7 students called Gabfest--when parents and significant others are invited to the school to listen to their daughter share a personal anecdote. The article next outlines the profound impact from a tweak in approach, where parents were invited to write their own personal anecdote and share it with their daughter at Gabfest. Decisively, interviews with participants held post-Gabfest indicated that this "learning together" model enabled more-authentic literacy learning derived from its cogenerative process as well as a greater awareness of audience. The article indicates that the parent engagement space is worthy of exploration since inherent in learning "with" their child is the potential to positively impact student learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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 Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos 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.)

Our research in this qualitative study focused on preservice teachers’ perceptions of understanding classroom community and how care ethics play a role in crafting classroom environments. We sampled 20 preservice teachers in order to better understand how they understand care and community prior to entering the classroom. Our findings suggest that participating university students valued a holistic view of their future students; they felt that safety was a major factor, as well as focusing on collaboration. Lastly, an overarching theme we found to be an important factor in each of these major themes was spontaneity as it relates to teachers taking time out of their schedules to meet students’ needs. [ABSTRACT FROM AUTHOR]

This conceptual paper extends the Re-imagining Literacies Assessment knowledge mobilization project and its goals of undoing, decolonizing, liberating, and righting assessment, explored through examples of assessment-in-use in classrooms with young children, a Cree language immersion program, anti-racist writing pedagogy, and research in reading instruction and assessment. In conversation with one another, three assemblings of stories, relations, complications, and questions are presented, drawing attention to assessment in relation to noticing, positioning, and dis/re/connecting. Undoing, decolonizing, liberating, and righting become concepts to use in thinking through the use of assessment and in proposing urgent and emergent questions, practices, and possibilities for students and teachers. [ABSTRACT FROM AUTHOR]

This lesson is a "spin-off" to a high-school lesson that we recently shared in this journal (Izard & Cloft, 2023); however, the lesson shared here is intended for 4th grade. We wanted to continue the conversation about how to make mathematics more meaningful and relevant for our students by considering ways of bringing real-world events into our classrooms, and we specifically wanted to consider what this could look like in an elementary classroom. [ABSTRACT FROM AUTHOR]

Interest in active learning continues to grow worldwide. Although the large volume of active learning research has provided a myriad of ways to implement active learning in the classroom, the construct remains underdeveloped and difficult to operationalize because of three main issues in the research literature: (a) the confusion surrounding what "active" in active learning refers to (i.e., behavioral activity, cognitive activity, or both?); (b) the variation in active learning activities in research and in practice; and (c) the dichotomy between active learning and lecture. The purpose of this reflection article is to articulate these issues so that active learning can move beyond its current status as "underdeveloped." By discussing avenues for future research that address those issues, our goal is to move the field forward by helping researchers focus on why active learning is effective, which forms of it are the most effective, how it should be implemented to maximize learning, and for whom different active learning interventions are the most effective. Just as active learning is easy to prescribe, it should also be easy to implement. [ABSTRACT FROM AUTHOR]

This research attempted to explore differences in how students perceive effectiveness and communication motives between two online classroom settings: online classroom and hybrid classroom. The participants (N = 289; 169 females, 105 males, and 15 others) were recruited from communication courses covering 11 sections of 5 subject areas at a comprehensive state university. The result showed there was no significant differences on course effectiveness between online and hybrid classes. We found that students in hybrid classes (M = 3.94, SD = 1.12) were more likely to communicate with instructors for relational motives than ones in online classes (M = 3.37, SD = 1.21). Also, respondents in the hybrid classes (M = 4.01, SD = 1.21) engaged more in excuse-making motives than ones in online classes (M = 3.70, SD = 1.31). While respondents in hybrid classes regularly meet instructors in person, they easily recognize that instructors are available around them. However, on the other hand, some students in online classes are unable to find the instructor accessible virtually. We proposed instructors in online classes could spend more effort on acknowledging they are available virtually, employing virtual meeting spaces, online drop-in sessions, or timely and frequent announcements/reminders. [ABSTRACT FROM AUTHOR]

This research examines the attitudes and awareness of the EFL learners and teachers to the integration of English movies in their classes. Thus, the article will deal with the nature of using movies in EFL classroom by teachers and the acceptance of it by the learners. The study has been conducted on the teachers and learners of the Cadet Colleges of Bangladesh in the academic year 2022-2023. The participants in this study are English teachers of varied experience and students of pre-intermediate and intermediate levels, aged 12-18. The data are collected through two questionnaires prepared for teachers and learners respectively. Both qualitative and quantitative data are collected and used for preparing results. The results of the study have shown the impacts of using movies in EFL classroom and the problems and prospects of using it in the secondary level institutions of Bangladesh. The study concludes that movies are being used by some of the teachers but many are interested to use; and presenting the target language in a more natural way movies attract students' attention. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Beyond the maximum power transfer theorem, we suggest a class of linear two-terminal circuits where impedance matching is the condition for maximum power transfer to a fixed load resistor. As such a discrete case, for a given total number of identical cells, impedance matching has been used to find the maximum load current (MLC) (hence, maximum load power) when all possible series-parallel combinations (SPCs) of cells are connected to a load resistor. When the impedance matching solution is located between two adjacent SPCs in the ordered list of SPCs, a simple selection rule for determining which of the two combinations gives the MLC without directly calculating and comparing their load currents is presented in this article. As a by-product, the spectrum of SPCs producing the MLC for a given total number of cells can be obtained as a function of the resistance ratio (internal resistance of the cell/load resistance). [ABSTRACT FROM AUTHOR]

Originally developed for application to ecology courses for undergraduate majors, the Four‐Dimensional Ecology Education (4DEE) Framework offers possibilities for adaptation to courses with ecology content for many other audiences. Recognizing the extraordinary range of classroom contexts and constraints, we developed some general, flexible recommendations and approaches to guide instructors in adapting the 4DEE Framework for an array of non‐major audiences and classroom context needs. Our hope is that 4DEE‐aligned courses for non‐majors will provide these students with greater appreciation of ecology and inspire them to use their knowledge to address many critical environmental issues in their personal and professional lives. Many of our recommendations likely apply to natural science, engineering, and math majors as well. We encourage more ecologists to embrace teaching non‐majors courses as a response to the urgent need to improve ecological literacy for everyone. [ABSTRACT FROM AUTHOR]

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

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

This article investigates the roles of the terms agreement and disagreement in teachers' talk in Norwegian Grades 1-4 classrooms. Through an exploration of what teachers said and did when they used these terms, five different themes were identified in the teachers' talk. The teachers tended to use the terms in relation to the process of discussion, the outcome of these discussions, and nuancing the idea of the nature of this outcome; as a function in conversation; and how agreement and disagreement are valuable in different ways. The key finding across these themes and patterns was that the lessons tended to be oriented toward consensus. This is problematized in relation to exploration and elaboration of perspectives, which is crucial for deliberation. [ABSTRACT FROM AUTHOR]

The integration of artificial intelligence technology and English teaching has transformed the English teaching classroom from teacher-centered to student-centered, realized the wisdom of English teaching, and also improved the interest and efficiency of students in learning English. This paper first expounds the basic concept of artificial intelligence technology and its application advantages in English teaching, and then discusses the construction and application of English wisdom classroom based on artificial intelligence from four aspects, in order to provide reference for relevant researchers. [ABSTRACT FROM AUTHOR]

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions—"another world", "different ways to go", and "flat vs fat"—to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research. [ABSTRACT FROM AUTHOR]

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 research investigates preschool teachers' views on classroom practices to support children's selfregulation skills. The study was conducted with 27 preschool teachers working in the Independent Kindergarten affiliated with the Ministry of National Education in the city center of Bursa in Turkey. Data were obtained from teachers by asking semi-structured questions using the interview technique. Descriptive analysis was used to evaluate the data from the interviews. As a result, the teachers participating in the research stated that self-regulation skills could be gained by teaching children emotion management and self-care skills and supporting their ability to express their feelings and thoughts comfortably and appropriately. In addition, the teachers stated that they mainly included stories, play, and drama activities that support daily life skills in the classroom, and teachers stated that they arranged the materials in the learning centers and other materials in the classroom so children could easily access them. [ABSTRACT FROM AUTHOR]

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]

This applied and in-depth book review explores the ways in which Barbara Bickel and R. Michael Fisher's (2023) book Art-Care Practices for Restoring the Communal: Education, Co-inquiry, and Healing generates a creative response for those who engage with it. The review explains the theoretical underpinnings of the text as they relate to current educational issues and tensions. It looks thoughtfully at how a book that presents as a communal hub of care through both form and content can shift one's thinking from the individual to the collective and create unexpected relations along the way. Using the author's own aesthetic responses to the book as touchpoints, this review invites engagement from the reader as it investigates ideas around communal care. [ABSTRACT FROM AUTHOR]

Texas Speech Communication JournalVol. 48, 2024, pp. 70- 72 TEXAS SPEECH COMMUNICATION JOURNAL 71 72 JOHNSON, M. H. [Extracted from the article]

The article addresses the negative impact of the COVID-19 pandemic on children's mental health, emphasizing the resulting delays in their social and emotional development due to reduced interactions and increased stressors. Topics include the importance of social and emotional learning, strategies for embedding these skills into preschool curricula, and the role of positive relationships in fostering children's emotional well-being.

The process of learning graphics is fundamental to students' instruction; it is applied to interpreting data, understanding information, and making decisions based on graphical representations. This instruction began in the early years and continued through post-graduate instruction. The use of graphics as a process of communication between people is crucial for aiding the decision-making process in various phenomena. Much research has been conducted to analyze the challenges of learning graphic interpretation and understanding, exploring the types of graphics, variable behavior, and students' misconceptions. The learning science and engineering using the electronic spreadsheet cycle (LSEESC) methodology has demonstrated a positive impact on students' learning and skill development. This impact includes numerical manipulation, understanding mathematical models, and the process of generating and interpreting graphics correctly. Present research is an empirical examination of implementing the LSEESC methodology in three different learning scenarios (virtual, hybrid, and face-to-face). Preliminary results demonstrate a positive learning process in graphics generation, understanding, and interpretation among first-year engineering students taking physics courses. To analyze this impact, quantitative methods such as Normalized Conceptual Gain (NCG), Concentration Factor (CF), and Rasch's index were applied, all results present positive values for all the statistical analyses. We concluded that the effectiveness of the LSEESC methodology is independent of the learning scenario, demonstrating its applicability to the learning process of graphics generation, understanding, and interpretation for engineering students. Additionally, the methodology complements the development of other skills such as numerical manipulation and the understanding of mathematical models. [ABSTRACT FROM AUTHOR]

This research focuses on one teacher's lived experience as he contributes towards a broader understanding of possibilities and constraints afforded by technologies, materials, and relationality during this recent shift in pandemic pedagogy. The pandemic drastically altered the way curriculum is enacted as there were shifts in the learning environment, the subject matter, and the way teachers and students engaged in literacy practices. To understand this shift, we explore: What are the participating teacher's perceptions about how multiliteracies are utilized for classroom practice and pedagogy? How did this teacher's pedagogy continue or change once the pandemic influenced curriculum enactment? This paper focuses on how one grade 6 teacher explored this pandemic pedagogical landscape in his classroom. This experience contributes to learning from the past, navigating the present, and continuing to shape the future of effective instruction in an elementary classroom. [ABSTRACT FROM AUTHOR]

In today’s fast-paced world, students are learning in a different environment than in the past and with many different tools than ever before. The students of today have been termed “digital natives” (Prenksy, 2001) due to being raised in a digital age and exposed to technology from the day they were born. According to Prensky (2001), digital natives can speak the digital language and multi-task on several technologies at one time. Given these aptitudes, educators have been eager to incorporate technology into their classrooms without it becoming a distraction. This has been an ongoing discussion at the university level and the means to make it happen takes time, effort and trial and error on the part of the students and university professors. [ABSTRACT FROM AUTHOR]

Although a growing body of research recognizes the importance of viewing argumentation as a means of understanding rather than combating others, little is known about how teachers cultivate this practice in classroom conversations when teaching argumentation. This study examines how argument can be taught in classroom discourse with an empathizing stance and generates associated pedagogical constructs. Adopting a microethnographic approach to discourse analysis, this study examines the key instructional events in an argumentative writing unit in two high school English language arts classes. The analysis demonstrates that the empathizing stance is introduced in the relationship between arguers and their warrants and the differences existing between arguers. It also generates four pedagogical constructs related to the teaching of argument with the stance: (1) identifying the connection between arguers' warrants and backgrounds; (2) transposing oneself into others' backgrounds; (3) exploring interlocutors' common and divergent grounds; and (4) situating argument in a broader context. It concludes with a discussion of the affordances of teaching argument with an empathizing stance. [ABSTRACT FROM AUTHOR]

The article focuses on examining biases in artificial intelligence (AI) outputs, particularly in relation to gender, ethnicity, and social class, highlighting the need for students to critically assess these biases. Topics include the integration of AI in education to enhance learning outcomes, the ethical considerations and challenges of using AI in classrooms, and strategies for educators to empower students in navigating and questioning AI-generated content.

The aim is to investigate the effects of delivering group-based personalized teaching via an electronic performance support system (EPSS) in an online medical informatics course on medical students' academic achievement and community of inquiry levels. The basic working principle of EPSS is to provide the most appropriate teaching methods to the educator, according to the students' variables and learning outcomes. The research design of this study involved a quasi-experimental pretest-posttest design with a control group and the qualitative research method of answers to follow-up questions. While the students in the experimental group were taught various teaching approaches (flipped classroom, brain storming, case-based learning, debate and think-pair-share), the students in the control group were taught directly by online lessons according to direct instruction method. It was seen that the experimental procedure had a positive effect on both the academic achievement and community of inquiry levels of the experimental group compared to the control group. Besides, students in the experimental group reported that the lessons were more effective when they were enjoyable, motivating, focused on discussion and research, and were taught through cases. The group personalized teaching method used in this study could be a guide for future studies. [ABSTRACT FROM AUTHOR]

This research investigates preschool teachers' views on classroom practices to support children's selfregulation skills. The study was conducted with 27 preschool teachers working in the Independent Kindergarten affiliated with the Ministry of National Education in the city center of Bursa in Turkey. Data were obtained from teachers by asking semi-structured questions using the interview technique. Descriptive analysis was used to evaluate the data from the interviews. As a result, the teachers participating in the research stated that self-regulation skills could be gained by teaching children emotion management and self-care skills and supporting their ability to express their feelings and thoughts comfortably and appropriately. In addition, the teachers stated that they mainly included stories, play, and drama activities that support daily life skills in the classroom, and teachers stated that they arranged the materials in the learning centers and other materials in the classroom so children could easily access them. [ABSTRACT FROM AUTHOR]

The article focuses on integrating trauma-informed education practices in law school settings. It explores how trauma affects students' learning capacities and how Stephen Porges' Polyvagal Theory can be applied to create safer and more supportive classroom environments. It emphasizes the prevalence of trauma among students, particularly those from Generation Z, and propose specific strategies for educators to avoid retraumatizing students.

This article discusses the use of digital technologies in the English classroom. The author emphasizes the importance of considering content, access, privacy, and purpose when choosing digital tools. They also discuss the integration of generative AI into learning tools and provide examples of useful tools such as Google tools, Kami, EdPuzzle, Mentimeter, Pear Deck, and Kahoot!. The author encourages readers to explore these tools and navigate the vast landscape of the internet with the necessary equipment. [Extracted from the article]

ChatGPT and AI programs are creating a stir on college campuses nationwide. Concerns about cheating are strong and many instructors are adopting new teaching strategies to dissuade students from using the technology in assignments. In the present study, undergraduate students in an introductory epidemiology course were assigned to use ChatGPT to produce essays about topics related to course content and, in pairs, critically analyze the resulting essays. Individually, students responded to reflection questions regarding the technology and its implications for college classrooms. In this study, those qualitative reflection responses were analyzed for themes. While a variety of viewpoints were expressed regarding expectations of the program, most students were aware of the potential for cheating but remained cautiously optimistic about the use of ChatGPT as an educational tool. [ABSTRACT FROM AUTHOR]