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Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being "uniquely accessible, available, and subject to one another" (p. 22). In this paper, I make Goffman's construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage. [ABSTRACT FROM AUTHOR]

In the field of education, work discussion groups focus on teachers' emotional experience with their students and offer a safe environment in which professionals can freely interact and explore the dynamics and relationships in their workplace. A psychoanalytic therapist usually leads them. They are considered particularly important for preschool education, as young children provoke intense emotional reactions in adults. Although the effectiveness of work discussion groups in preschools has been positively evaluated, their application is considered financially unaffordable. This paper presents the function of a work discussion peer group in preschool education, that is with a preschool teacher as facilitator. To do so, the facilitator's point of view is presented in this paper in the form of a reflective account. A group consisting of six kindergarten teachers was formed. It met for seven sessions. After each group meeting, the facilitator kept a reflective diary. The topics of the meetings included the facilitator's struggle to be seen as a peer, the group dynamics, the development of the group and the importance of supervision, which are all discussed. [ABSTRACT FROM AUTHOR]

Background: This research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions. Methods: The data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with 'Sawtooth' software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comprised 319 respondents from the Lucerne School of Business. Results and Conclusions: Our survey found that students' own location during a teaching session played a significant role in determining participation preferences, followed by that of the lecturer. Factors that influenced students' preferences whether to attend onsite or online include workload, didactical format, perceived level of difficulty, student residence, and semester. Forms of hybrid collaboration and student–student interaction did not significantly influence student preferences. Takeaways: The value of this study lies in its evidence‐based findings for specific hybrid scenarios, which can provide useful insights for policymakers in degree programs and faculty in hybrid classrooms. This study is one of only a few to use conjoint analysis with such a high respondent rate to determine student preferences for hybrid attendance. Lay Description: What is currently known about this topic?: Student demand for hybrid teaching scenarios remains high, while many faculty find the scenario technically challenging.Opinions as to the precise features of 'hybrid' vary widely.No clear understanding of the conditions under which students will decide to attend any given class.Demand for additional exchange among online students is recommended in the literature, but often not implemented. What does this paper add?: The study uses conjoint analysis to simulate how students make attendance decisions.The study shows empirically which factors are most important to determine students' attendance.Two‐thirds of the students surveyed prefer an online option.Group composition and informal exchange do not significantly impact students' attendance preferences. Implications for practice/or policy: Students appreciate the flexibility of online learning but expect lecturers to be onsite.Difficult subjects are more likely to be attended onsite.Student residence, workload, degree program, and semester impact students' attendance preferences.No additional infrastructure is needed to encourage exchange among students. [ABSTRACT FROM AUTHOR]

Background: Mentorship is a mutually beneficial voluntary relationship between mentor and mentee. In principle, the mentee trusts in the mentor for guiding career development and acquiring new knowledge and skills while the mentor finds giving back to the profession rewarding. Mentorship is beneficial at every career stage, but little is known about current programs and processes. Objective: To review the literature about mentorship in allied health to inform programs and practices in occupational therapy. Scoping focused on barriers, facilitators and reported outcomes of programs and attributes of mentors and mentees. Data Sources: A search was applied to six databases on 8 February 2022 in Ovid MEDLINE, Ovid Embase, Scopus, PUBMED and CINAHL Complete. Search terms were developed in consultation with an academic librarian and using the population, concept and context mnemonic. Methods: We used the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) and the JBI Manual for Evidence Synthesis. Data extraction forms were piloted with two reviewers and dual extraction occurred with a portion of papers. Where conflicts arose, discussion occurred until a consensus was reached. Findings: Sixty‐two papers were included from eleven countries. The papers arose from ten allied health disciplines, with five in occupational therapy. One‐on‐one mentoring was most common followed by groups and the use of online platforms. Structured approaches were often used, with the support of professional associations. Trust and willingness to share expertise were required attributes of mentors. Mentees appreciate self‐selecting their mentor and having protected time for mentorship. Conclusion and Significance: This synthesis provides a description of the available literature on mentorship in allied health. Benefits of mentorship were recorded with the acquisition of skills and knowledge being the most prominent. This synthesis provides ideas for future development and refinement of mentorship in occupational therapy. [ABSTRACT FROM AUTHOR]

Despite having worked in higher education for over twenty years, I am still, first and foremost, a practicing nurse. My employer requires me to be a nurse and my regulator regards what I do as nursing. My practice is regulated by the Code and informed by nursing ethics. If I am nurse, practicing nursing, does that mean that my students are my patients? This paper considers how the relationship that I have with my students can be informed by the ethics of the nurse/patient relationship. After some initial theoretical preparation concerning argument from analogy, the paper identifies some areas for comparison between the two relationships. Areas of similarity and difference identify two areas of concern: Nurse education and educators regularly engage in coercion and surveillance in an attempt to increase student success, both of which would be considered outside nursing ethics. It is concluded that these coercive practices are not conducive to an environment where character is cultivated. Despite current financial and workforce pressures, nurse lecturers and more especially their managers would do well to return to the professional ethics of nursing to question and guide their practice. [ABSTRACT FROM AUTHOR]

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topicPrevious research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences.Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise.Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation.What this paper addsThis study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature.This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework.Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms.Implications for practice and/or policyTeacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively.Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy. [ABSTRACT FROM AUTHOR]

The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspects were extracted. Four analysis methods were used, including (a) content analysis; (b) linguistic inquiry and word count; (c) verbal entrainment analysis; and (d) acoustic–prosodic entrainment based on pitch data. Insights are given into the CPS processes of the participating groups using these measures and relevant relationships between some of these measures are further investigated. Based on content analysis, it was found that most of the interactions during the CPS process are task oriented, whereas team‐oriented interactions are less present. Second, three measures of proportion of contribution in CPS were investigated and clear differences in participation patterns between and within teams were found. We suggest that a combination of utterance count and words per sentence could provide valuable insights for quantity and equality of participation. Third, the study explored pronoun use and found that the most frequently used personal pronouns were first‐person singular. Next, the results indicated a relationship between pronoun use and the relative frequency of interactions. Fourth, a rather weak relationship between lexical entrainment measures and the acoustic–prosodic measures were found, suggesting that these measures are indicative of separate communicative aspects in CPS. This study contributes to a better understanding of which type of audio‐based data is most informative to teachers and students as a feedback or assessment tool. This study complements previous research as it focuses on spoken human‐to‐human communication collected in an authentic context. Practitioner notesWhat is already known about this topic Support and guidance systems for learning coaches, teachers and learners are needed to foster the educational quality of collaborative problem solving (CPS) activities.CPS is a complex process and measuring the quality of CPS processes remains challenging.Multimodal learning analytics, focusing on verbal and non‐verbal data sources and using content analysis, linguistic inquiry and word count and verbal and acoustic entrainment measures could be valuable to measure the quality of CPS.What this paper adds The majority of interactions during CPS processes are task oriented or cognitive of nature, whereas team‐oriented interactions are less present.Utterance count and words per sentence should be used in combination, as they are indicative of different aspects.Pronoun use in learners' discourse is related to the types of CPS interactions.Lexical entrainment measures and acoustic–prosodic are indicative of distinctive communicative aspects in CPS.Implications for practice and/or policy Quality indicators of CPS processes should include both verbal and non‐verbal measures of students' interactions.Educational researchers and the (Edtech) industry should further leverage their forces to foster the development of (semi‐)automated systems for measuring the quality of CPS processes.It should be further investigated how quality indicators of CPS processes can be most meaningful to trainers, teachers and learners, for example, through the use of dashboards. [ABSTRACT FROM AUTHOR]

There is at present much focus in ELT on describing and promoting teacher and learner agency. However, ELT as a professional field is concurrently characterised by an increasing orientation toward authoritative texts, particularly those imbued with authority at the transnational level. Global textbooks are a notable example, since they, along with global language testing and language policy, play an increasingly important role in determining teaching and learning practices across a range of different settings. Our focus in this paper is on how the authoritativeness of global textbooks is upheld in online promotional materials. Examining websites of three contemporary ELT textbook series, we analyse discourse strategies employed to legitimise the authoritative position of the textbooks and their publishers. We find that publishers legitimised their authority through strategic links to external forces (policy, testing), in this way foregrounding the universality of the textbooks. In contrast, the websites represented the agencies of teachers and learners only minimally, primarily as subordinate to the agency attributed to textbooks themselves. We conclude with a reflection on the need for applied critical scholarship in ELT that can offer practical alternatives and thus disrupt dominant notions of universality and the hierarchization of knowledge these are based on. [ABSTRACT FROM AUTHOR]

Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6–9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them – vocal, movement-based, and gestural, technological, temporal – to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children's resourcefulness and conversational asymmetry that highlights children's agency amidst material, semiotic, and institutional constraints. [ABSTRACT FROM AUTHOR]

Intentional Teaching Gestures are gestures that have been created as a pedagogical tool for second language teaching and learning and are used in many Japanese programs. Despite their widespread use, little is known about their impact on students' oral language production. Therefore, the purpose of this study was to explore the effect of Intentional Teaching Gestures on students' Japanese production. This paper reports on the quality of students' oral language production from two Story Re-tell tasks, one with and one without viewing Intentional Teaching Gestures (ITG), after learning Japanese as a second language with ITG. Thematic analysis was undertaken of the Story Re-tell transcription data from 170 primary school participants. Findings identify that viewing ITG whilst doing Story Re-tell positively impacted learners' oral production. The breadth of benefits included increases in the quantity of output that students produced, the expanded informational content included in their stories, and students' increased use of a range of verbs and particles in their utterances. Viewing ITG also provided support for students' structuring of utterances, supported self correction, and led to an improvement in their overall oral performance. These benefits have wide ranging pedagogical implications for Japanese teachers and learners. [ABSTRACT FROM AUTHOR]

Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own. In this paper, the authors provide medical educators '12 Tips' on how to integrate podcasts into their teaching sessions grounded in fundamental principles of curriculum development, cognitive science, and accessibility. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities have the right to access appropriate and comprehensive sexuality and relationship education (SRE), but face a long history of exclusion from SRE in the USA due to myths about the sexuality of people with intellectual and developmental disabilities, biases against people with disabilities, and segregationist educational policies. Additionally, people with autism/autistic people are more likely to report having an LGBTQIA+ identity, and need comprehensive SRE content to become socially competent members of their communities. Teachers and other practitioners are often placed in the uncomfortable position of addressing many SRE topics while feeling unprepared, trying to stay aligned with educational policies, managing caregiver expectations, and providing scientifically accurate fact-based information in an increasingly politicised social climate. This paper provides recommendations on how to teach about LGBTQIA+ issues to students with intellectual and developmental disabilities including recommendations for modifying existing SRE curricula, identifying effective instructional strategies, and outlining a process for including LGBTQIA+ identities in SRE content. [ABSTRACT FROM AUTHOR]

Burnout is a health issue among students; thus, mechanisms that reduce student burnout need to be explored. In this study we investigated the role that a positive teacher–student relationship plays in influencing student burnout through the mediator of supportive school climate. A sample of 346 high school students in China completed a paper-based survey. The results of structural equation modeling showed that a positive teacher–student relationship was negatively related to student burnout, and a supportive school climate partially mediated this relationship. The findings suggest that fostering a positive teacher–student relationship and promoting a supportive school climate can help reduce student burnout in high school settings. This study extends the conclusions of prior research and provides new insights into the link between teacher–student relationships and student burnout. [ABSTRACT FROM AUTHOR]

This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing 643 audio-recorded classroom lessons. Observations were conducted in fourth through seventh grade urban classrooms, including English Language Arts, Mathematics, Science and Social Studies. Rates of teacher and student discourse moves correlated with each other and with CLASS scores in expected ways, providing evidence of internal and convergent validity. Implications for use in research are discussed, including specific advantages of this new approach, such as the capacity to tease apart teacher behavior from student behavior in the context of classroom interactions. [ABSTRACT FROM AUTHOR]

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment. [ABSTRACT FROM AUTHOR]

With mobile phones now in the hands of virtually all of our learners, it is becoming increasingly more difficult to imagine environments that do not include learning through mobile devices in even some small capacity. The interest in mobile learning is reflected in the enormous number of publications which have appeared over the past 10 to 15 years, but there are still questions about when, how, and why learners will choose to use or not use mobile devices as a regular part of their learning (Stockwell, 2022). Furthermore, the "disruptive" nature of mobile devices (see Hampel, 2019) has caused mixed reactions from teachers, some of whom feel that they are a distraction in the classroom, while others see a shifting of responsibility to the learners as a positive that can lead to autonomous behaviours that facilitate learning. Making the most of learning through mobile learning is dependent upon understanding the expectations of teachers, learners, and administrators, and to capitalise upon the affordances of the device, the learning ecology, and the short-term and long-term goals of the learners. This paper explores how mobile learning can play a role both inside and outside of the classroom, and the impact that it may have on both formal and informal learning opportunities. It includes a discussion of the shifting roles of teachers and learners, and then going on to explore the myths associated with technology in the development and sustainment of motivation and autonomy. [ABSTRACT FROM AUTHOR]

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]

A quality teacher–student relationship facilitates students' psychological well-being, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student relationships and students' psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher–student relationships affect the psychological well-being of college students. [ABSTRACT FROM AUTHOR]

This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students (M ag e = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedures for the subdimensions of students dealing with emotionally challenging classroom situations show that two factors can be distinguished each for students' appraisals, for students' adaptive behavior, for students' maladaptive behavior, and for students' desired teacher behavior. The questionnaire and subscales demonstrate good reliability and validity values. Thus, the DECCS questionnaire shows good psychometric properties and is well suited for determining how students deal with emotionally challenging classroom situations. [ABSTRACT FROM AUTHOR]

Background: Collaborative learning can effectively promote the development of higher‐order competencies, where learners collaborate via social interactions to explore and solve complex problems. It has been found that the effective occurrence of collaborative learning requires appropriate external guidance and support. In particular, collaborative interactions in open learning environments are more complex and difficult, which makes it important to provide dynamic interventions for learners according to different collaborative situations. However, the role of facilitators and the characteristics and mechanisms of their interventions have yet to be thoroughly investigated. Objectives: The study aims to uncover the characteristics and patterns of interaction among groups with different collaborative performance and facilitator performance in an open learning environment, and to explore the differentiated role of facilitators in this process. Method: Groups are categorised as high or low based on their collaborative performance and facilitator performance. This study used lag sequential analysis (LSA) and content analysis to explore the interaction patterns of groups with different collaborative performance and facilitator performance. Also, the different roles of facilitators were analysed by comparing the differences in interaction patterns of different collaborative performance groups. Results: The study found that groups with different collaborative performances and facilitator performances showed significant differences in interaction patterns, and the two had crossover effects. There is also variability in the role of facilitators in groups with different collaborative performance profiles. Patterns of transition between different layers of interaction can indicate the level of groups' collaborative engagement. Specific interaction patterns exist that are conducive to enhancing collaborative learning. Conclusions: The results of the study pointed out that groups with different collaborative performance and facilitator performance showed different characteristics of interaction patterns. The role of the facilitator in online collaborative learning is characterised by compensatory and merit‐promoting. High‐quality online collaboration is the result of multiple factors, including learners and facilitators working together. This study has practical implications for the design of instructional interventions for group collaboration in online learning communities. Lay Description: What is already known about this topic: Deep instructional interactions help stimulate group intelligence and promote knowledge creation and deep connections.The facilitation strategies of the instructional implementer in online collaborative learning contexts play an important role in guiding students to engage in interactions and promoting efficient learning.Facilitators need to adopt different intervention strategies for different learners and learning stages to advance collaborative task completion. What this paper adds: Group collaborative performance is closely related to the strength of the connection and the depth of interaction of group members.Roles of facilitator in online collaborative learning can be characterised by strong support, compensation, and merit promotion.High‐quality online collaboration is the result of multifactor interaction between learners and facilitators. Implications for practice and/or policy: Course organisers' rating scale proposed in this study can help screen and train facilitators with excellent attributes.Examining different roles of facilitators can help curriculum designers rationalise the design and organisation of collaborative instruction.When group collaboration is active, learners should be guided through activities for deeper interaction and exploration.When group collaboration is low‐spirited, learners should be encouraged to focus on the stage tasks and explore the tasks step by step. [ABSTRACT FROM AUTHOR]

This paper focusses on beginning teachers' appraisals of the challenge posed by their various professional requirements, and the associated buffering and boosting effects of individual resources. Challenge appraisal is relevant for professionalisation, but also risks energy loss, which hinders professionalisation. In this study, beginning teachers (n = 864) from primary and secondary schools in Switzerland and Germany were asked by questionnaire to report how challenging they found certain professional requirements (developmental tasks that relate to the career-entry stage), and to self-report their levels of certain individual resources. Six challenge-appraisal profiles were identified, which showed task-specific differences as well as differing individual-resource profiles. Self-efficacy, satisfaction, and dissociation reduced perceived challenge, while strain and engagement increased it. Two profiles showed a risk of stagnation and emotional exhaustion. Possessing reflexive and metacognitive skills concerning challenge appraisals and self-regulation may help student-teachers' professionalisation. [ABSTRACT FROM AUTHOR]

Teachers in Estonia are working in a tense environment of conflicting expectations which, on the one hand, involves a neoliberal approach to standards and, on the other, the humanistic values of education and well-being of students. The purpose of the study was to identify the factors of school climate which ensure both the job satisfaction of teachers and the satisfaction of students, and to analyse the impact of these factors on the teacher-student relationship. The findings are based on the results of interviews with teachers (n=40) and students (n=39) and the results of student questionnaires (n=139) conducted in four schools. The teachers and students who were satisfied with the school and their job perceived the teacher-student relationship through the following aspects: the potential of students, openness to knowledge, the recognition of personal qualities, equal treatment and taking students into account. Despite the external turbulence in the Estonian school system, all schools still have the autonomy to transform their school into an oasis where all parties feel satisfied. [ABSTRACT FROM AUTHOR]

Teacher–student relationship and students' social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students' (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regarding students' social competence, cooperation skills and empathy linked positively while disruptiveness linked negatively with high quality dialogue. The findings provide new knowledge on how different student-related factors may support or prevent the building of educational dialogue. [ABSTRACT FROM AUTHOR]

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