Search

Prosody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of reading prosody can distinctly reveal how well word recognition and comprehension processes coalesce, providing teachers with useful information for their instruction. In this article, we review the research on reading prosody to clarify how differences in intonation, amplitude, and timing components distinguish struggling and strong readers. In addition, we discuss reading prosody considerations for classroom assessment and intervention by sharing insights drawn from educators trained to evaluate it systematically. We aim to clarify how teachers can use these reading prosody components to enhance classroom reading fluency practices. [ABSTRACT FROM AUTHOR]

There is an urgent need to improve mental health outcomes among young people. One approach taken to address this problem has been the design and delivery of universal school‐based prevention, based on therapeutic models such as CBT and mindfulness. Such interventions are delivered to groups of young people, irrespective of risk or need. However, in this commentary, we argue that the initial appeal of universal interventions has not been supported by the evidence: universal school‐based prevention is less effective than targeted approaches, often leads to null or unsustained positive effects, has the potential to elicit negative effects and is not well liked by young people themselves. In addition, many young people in each classroom already meet the criteria for a mental disorder, meaning that prevention approaches may not be appropriate or effective for this group. In this commentary, we respond to Birrell et al.'s (2025) paper by arguing that the field should move away from universal prevention and instead invest our limited resources in the refinement and dissemination of interventions with a stronger evidence base, such as one‐to‐one, targeted and indirect approaches. [ABSTRACT FROM AUTHOR]

This article attempts to describe the translanguaging practices of third‐grade teachers and learners during English language teaching and learning, as well as the patterns and purposes the practices seek to achieve. Using nonparticipatory classroom observations, the study found that the participants produced at least three patterns where three languages were involved, and these patterns seem to allow learners to maximize their linguistic resources in discussions, in accomplishing assessment mechanisms and in keeping them on track for better understanding. With this, the study recommends legitimizing the said practice as it is not only consistent with multilinguals' use of languages but also pedagogically beneficial for learning another language such as English. [ABSTRACT FROM AUTHOR]

The authors investigated whether a functional relation exists between the mindfulness‐based intervention Headspace and student attentive behavior, and the perceptions of Headspace from instructors who used the intervention. The study was conducted in three classrooms with elementary‐age students. The intervention was delivered via the Headspace application. Data were collected using systematic direct observation. The research design was a multiple baseline design. Each classroom was the unit of analysis. Data were analyzed using visual analysis and by calculating a between‐case standardized mean difference. Results showed a nonsignificant, small effect size (g = 0.53, (95% CI [−0.15, 1.22]). Overall, results from the visual analysis suggest there was not a functional relation between Headspace and attentive behavior. The perceptions of Headspace by instructors were not positive. The results differ from previous results in the literature and are interpreted considering limitations related to the planning/design of the study as well as its execution. Practitioner points: Headspace, a self‐administered mindfulness program, implemented for 6 min daily with minimal interventionist input using Headspace kids sessions, may not improve students' attentive behaviorInstructors' perceptions of Headspace as an intervention were largely unfavorable; the majority of instructors with pre‐post data slightly agreed the intervention was acceptable but disagreed or strongly disagreed about it being effective.Although results from the current study did not support Headspace as an effective Tier 1 intervention, it is conceptually one that fits well within that tier of support. However, results suggested that more involvement by instructional staff may be important to students benefitting from the intervention. If future research were to provide more support for Headspace as an effective intervention for attentive behavior, schools that choose to implement Headspace as a mindfulness‐based intervention may benefit from training teachers to take a more active role in the implementation of the intervention. [ABSTRACT FROM AUTHOR]

This chapter defines digital primary source literacy, identifies three key competencies necessary for students to develop when working with online archival sources as part of their course work, and provides a case study of a classroom exercise that can be adapted by faculty looking to develop these skills in their students. [ABSTRACT FROM AUTHOR]

Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article draws on data from an L+ discussion activity. Via the activity, the practitioner–researcher identified an emotional outcome of interest and examined the historical buildup to this phenomenon. A narrative of the research process applied aims to illustrate the ways in which multimodal analysis and interrogation of psychological timescales might illuminate intersections between the social and individual. Rather than delineating a complete description of the research, the article strives to intimate possibilities and stimulate more nuanced, situated, and dynamic empirical work into the emergence of emotions in instructed L+ learning. While not the primary focus, some of the teleological (functional) aspects of emotions and emotional expression are also unearthed. [ABSTRACT FROM AUTHOR]

We investigate the effects of 'lecture‐based' (LBT)—i.e. individual work and rote learning—vs. 'discussion‐based' (DBT)—i.e. participative and focused on student‐centred learning—teaching styles on the test scores and socio‐economic inequality of middle‐school students randomly assigned to classes using data from the China Education Panel Survey—a large‐scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non‐linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture‐based teaching also has greater influence on socio‐economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject‐specific. These results suggest that teaching styles can be used as a tool to influence students' academic performance as well as the socio‐economic heterogeneity that they bring to their classrooms. [ABSTRACT FROM AUTHOR]

While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the "what" and "how" of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms. Specifically, the paper proposes a tentative, heuristic framework that views big ideas as a composite of three distinct yet interrelated dimensions regarding knowledge, domain, and learning. In light of the framework, the paper argues for the need to adopt big ideas as curriculum organizers in language teaching while employing an infusion, inductive approach to helping students analyze, comprehend, and apply big ideas in the process of language learning. [ABSTRACT FROM AUTHOR]

Using many years of experience in the UK's state primary schools, I consider that a limited understanding of time has damaging implications for both pupils and adults within the education system. The sector neglects the fact that time has much potential, many definitions and is a powerful influence on man. I share how education took clock‐time and manipulated it to an extreme, leading to the rule clock‐time now has over our schools. We are being held to account by time, and it has become our foe; however, I believe that it can become our friend. I explain why education should accept time's many facets and use them to help reshape its structure and practice. Time, in educational spaces, could be understood and experienced differently, taking in to account the human and all manner of other relevant things, for the greater good. This article began as a combined work of spoken word, poetry recital and research paper. [ABSTRACT FROM AUTHOR]

This article explores a form of classroom inquiry linked to postgraduate primary student–teachers' education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's' notions of 'teachers as researchers' undertaking 'systematic' inquiry in a 'naturalistic' environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as 'docile agents' within existing structures and developing 'pathways to emancipation and autonomy'. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield. [ABSTRACT FROM AUTHOR]

Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity‐race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic‐racial backgrounds, 8–14 years, N = 275, evaluated teacher allocations of high‐status leadership positions favoring specific ethnic‐racial or gender groups during 2018–2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group‐based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher‐based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve. [ABSTRACT FROM AUTHOR]

This paper describes an in‐class activity to introduce random assignment, paired data, and learning effect. The activity requires minimal materials, can be completed in a single class period, and is suitable for those using technology to conduct data exploration but can also be adapted for use in a technology‐free classroom. The activity consists of students filling in two lines of circles, one using their dominant and the other using their nondominant hand. The difference in time to fill in the circles is compared. Results typically show a significant difference in time to fill in circles with the nondominant hand taking significantly longer, a significant learning effect, and a difference in time to fill in circles using a pencil compared to pen. [ABSTRACT FROM AUTHOR]

The turn to 'evidence‐based education' in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laboratory experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers' extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of 'interleaving'. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and 'extra‐lab' interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments. [ABSTRACT FROM AUTHOR]

This research project explores the use of 'happy accidents' as agents for facilitating more meaningful and critical exploration in secondary school art. Owing to a preoccupation with standardisation and quantifiable results, the more nebulous and invisible qualities of art have become deprioritised within many curricula. This paradigm creates 'safe' pedagogies that place emphasis on verisimilitude and technical acme as the yardstick for 'successful' artwork, preserving the identity of teachers within the epistemological frameworks that dictate education. Equally, as competitive individualism and reward demarcate education, young people are spending more time partaking in activities for their instrumental value. This 'teaching‐to‐test' model translates to formalist, linear modes of making as the most expedient means of achieving grades. The following research aimed to trouble this status quo and offers a pedagogy that allows for more responsive, playful and personal approaches to experimental artmaking. The mechanism used as a springboard into inquiry was the 'happy accident', facilitated by the use of unpredictable media such as Photoshop and photocopying. Adopting a middle ground between Atkinson's 'unknown' and the inferentialist model described by Walton, students had the latitude to combine known and unknown knowledge to push their artmaking into more meaningful territory, whilst preserving evidence of the 'mark scheme'. To bolster my attempts at disrupting canonised imagery of 'good' school art, students also troubled the common practice of creating overly embellished, illustrative sketchbooks, with the creation of self‐made, A2, portfolio style books. The knowledge produced in this project was interrogated within a multimodal, arts‐based research methodology: through interview analysis and the analysis of the artwork, or artefacts, produced. [ABSTRACT FROM AUTHOR]

This study examined teachers' concerns about including students with disabilities (SWDs) in regular classrooms and identified the background variables that were significantly associated with their concerns. A total of 1008 primary school teachers from 236 schools across all 25 provinces and cities in Cambodia participated in the study. The Concern about Inclusive Education Scale (CIES) was used as a research instrument. Descriptive statistics, a principal component analysis, reliability tests, Pearson correlation coefficients and a multiple regression analysis were used for data analysis. The result of the principal component analysis confirmed a four‐factor model for the CIES. The study found that Cambodian teachers had high levels of concern about including SWDs in regular classrooms. They expressed the deepest concerns about the inadequate availability of special education instructional materials and teaching aids, the lack of knowledge and skills required to teach SWDs, the increased workloads and the challenges of providing equal attention to all students. The experience of inclusive education training, years of teaching in regular classrooms, and experience of teaching SWDs were significantly associated with their concerns about inclusion. The findings were discussed with practical implications for improved policy and practice to address Cambodian teachers' concerns and promote their inclusive practices. [ABSTRACT FROM AUTHOR]

This research aims to reveal the subjective well‐being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well‐being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub‐dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well‐being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well‐being level was examined according to the sub‐dimensions of school engagement and teaching efficacy. While the subjective well‐being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching eff icacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning. [ABSTRACT FROM AUTHOR]

Following the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's 'Future Learning Experience Center' and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours. [ABSTRACT FROM AUTHOR]

Background: Self‐regulation is crucial for children's learning and development. Several studies have explored children's inter‐individual differences in self‐regulation, but little is known about sources of intra‐individual variation. Aims: This study addressed the variability of children's self‐regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). Sample: The study included 148 children (54.7% girls; Mage = 56.73 months). Methods: Self‐regulation was assessed with an observational measure in teacher‐led and child‐led activities within naturalistic classroom settings. Children's EFs were assessed with direct assessments at the start and end of the school year. Results: Linear mixed‐effect models showed that children demonstrated higher levels of self‐regulation in child‐led in comparison with teacher‐led activities. Children with higher levels of EFs at the start of the school year showed less variation across teacher‐led and child‐led activities in comparison with children with lower levels of EFs. Regarding other aspects of the classroom context, neither the group size in which the activity took place nor which school subject it was focused on were associated with children's self‐regulation. However, in teacher‐led activities the type of interaction involved in the activity and the type of task influenced children's self‐regulation. Conclusion: These results suggest that children who start school with higher levels of EFs are more able to adapt to different situations, highlighting the importance of fostering these skills in early childhood. In turn, children with lower levels of EFs may need additional support from teachers to remain self‐regulated across different contexts. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom‐based PA is optimal for learning. Aim: We studied the effects of physically active maths lessons on children's maths performance and maths‐related effects, and whether gender and previous mathematical or motor skills modify these effects. Sample: A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5‐month, teacher‐led, multi‐arm, cluster‐randomized controlled trial. Methods: The intervention included a PAL group (20 min of physically active learning in each 45‐min lesson), a breaks group (two 5‐min PA breaks in each 45‐min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum‐based test. Maths‐related enjoyment, self‐perceptions and anxiety were measured with a self‐reported questionnaire. The individual‐level intervention effects were tested via covariate‐adjusted linear mixed‐effect models with school classes serving as random effects. Results: Changes in maths performance or self‐perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect.28, 95% CI =.01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. Conclusions: Physically active maths lessons did not affect maths performance or self‐perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills. [ABSTRACT FROM AUTHOR]

Background: Laboratory‐based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real‐life PM tasks is still unknown. Aims: The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children's PM in a natural setting, namely in the classroom. Sample: Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study. Methods: As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children's everyday prospective and retrospective memory failures were also collected. Results: Results showed that encoding strategies were effective in enhancing children's PM performance. However, differences compared to previous laboratory‐based findings emerged since predicting PM performance resulted to be most effective in enhancing real‐life PM performance. Moreover, parent reports were related to children's PM performance. Conclusions: These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices. [ABSTRACT FROM AUTHOR]

This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly. [ABSTRACT FROM AUTHOR]

This article explores three questions developed to be central to the creation and implementation of an effective classroom warm‐up: Does it help jumpstart students' use of German? Can it capture students' attention? And does it encourage building rapport through providing opportunities for personal expression or relevance? Based on my experience as an instructor for the first and second semesters of the German language sequence at the University of Illinois at Urbana‐Champaign, I argue that a well‐constructed warm‐up in a German language course is more than a low stakes invitation to cultivate a mindset conducive to the demands of language learning; it is an opportunity to begin learning from a place of genuine interest, trust, and confidence. By implementing warm‐ups with the guidelines outlined in this article in mind, mnemonically referred to as JARR (Jumpstarting language use, capturing Attention, and building Rapport through Relevance) warm‐ups, instructors can set students up for success not only for the next hour of learning, but also for their entire language journey—all in the first 5 minutes of class. [ABSTRACT FROM AUTHOR]

Perry Binder's book, "Classroom Lightbulbs for College Professors," offers practical advice and methods for reigniting a passion for teaching. The book is structured around the acronym "LIGHTBULBS," providing ten broad methods that can be applied to create a more dynamic and inclusive learning environment. While the book is focused on business law professors, it can benefit a variety of educators. Binder's enthusiasm and creativity shine through in his examples and anecdotes, making the book an engaging and valuable resource for any business law professor. [Extracted from the article]

This article discusses a school experiment on carbon dioxide (CO2) absorption as an example of gas absorption experiments in the classroom. The experiment aims to illustrate the process of CO2 absorption and consider relevant factors such as temperature and concentration. Students can use a newly developed measuring system to independently carry out and quantify the absorption process. The experiment highlights the interdisciplinary work between the subjects of Science and Technology and Chemistry. The text describes an experiment on CO2 absorption using a sensor box and Arduino measurement device. The experiment involves connecting the components, setting the parameters, and measuring the CO2 concentration. The results can be displayed on an OLED display and recorded on an SD card. The experiment explores the absorption process using different parameters such as absorption medium, concentration, temperature, and amount of absorbent. The experiment is flexible and can be used for industrial CO2 purification or atmospheric CO2 reduction. The text also highlights the importance of sensor technology in visualizing invisible natural processes. The experiment is designed to be user-friendly and suitable for educational settings. [Extracted from the article]

This study examined the evidence for the reliability and validity of the Self‐Regulatory Writing Strategy Questionnaire (SRWSQ) and its suitability for the Korean English as a foreign language (EFL) context. The results indicated that the six dimensions of self‐regulated learning (SRL) strategies (writing planning, goal‐oriented monitoring, goal‐oriented evaluation, emotional control, metacognitive judgment, and memorization strategies) were closely but independently related to each other, falling under the overarching construct of self‐regulation. However, certain items require revision to ensure a more culturally sensitive measurement of SRL strategies in the Korean EFL context. The study observed differences in the use of SRL strategies based on gender and grade level. Furthermore, the use of SRL strategies significantly influenced students' writing achievement. The study underscores the importance of SRL writing strategies in EFL contexts and discusses implications for teachers and future research. [ABSTRACT FROM AUTHOR]

This study used the Vygotskian concept of perezhivanie, an emotionally lived experience, to examine the identities of two Turkish language learners. Learner identity has been researched from social and psychological perspectives; however, the role of emotion and its relationship with cognition has not been sufficiently addressed. As a unit of analysis, Perezhivanie offers a holistic approach to examining learners' identities by considering their emotional and cognitive processes in their learning environments. This study reports on a qualitative case study. Data were obtained from Dodo and Uraz's observations while taking an elective course in Global English and Culture, their multiple reflections written throughout the course, and their interviews. The data analysis revealed ontological instances of perezhivaniya (plural) that stemmed from the two participants' emotionally charged, memorable moments. It revealed how these perezhivaniya formed and transformed their identities throughout their language‐learning experience. These results indicate the importance of assisting language learners by introducing them to the new World of Englishes, thus providing new theoretical frameworks that create a fertile environment for identity transformation. [ABSTRACT FROM AUTHOR]

Despite the rigorous efforts made to promote the use of English as a medium of instruction (EMI), EMI teachers still face linguistic and pedagogical challenges in effectively delivering subject content in English. Previous research has revealed that, faced with such challenges, teachers employ various strategies to make subject knowledge accessible to students, including pedagogical translanguaging. However, there is little empirical evidence of how EMI teachers deploy pedagogical translanguaging to facilitate content learning in secondary science classrooms, particularly in countries or regions where English is not widely used outside schools. Against this backdrop, the current study adopts a qualitative approach to examine the pedagogical translanguaging practices of two EMI science teachers, as well as the factors contributing to their practices at an international secondary school in Shanghai, China. The methods used were video‐assisted classroom observation and semi‐structured interviews. These were subjected to multimodal conversation analysis and thematic analysis, respectively. The findings reveal that teachers' pedagogical translanguaging practices involve strategically incorporating and orchestrating all multilingual, multimodal, and multisemiotic resources available to facilitate meaning‐making and enhance students' comprehension of subject knowledge. Meanwhile, personal, social, and contextual factors play an important role in shaping teachers' pedagogical translanguaging practices. This study showcases pedagogical translanguaging as a strategic means to create space for teaching and learning in EMI contexts, and provides useful insights into potential improvements to EMI pedagogy. [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]

In this article, the authors describe CATER (Computer‐Assisted Texts for Early Reading), an innovation that uses artificial intelligence (AI) to create texts for beginning reading instruction tailored to the interests, strengths, and learning needs of individual readers. The authors present an overview of CATER and share their findings from their work with elementary‐age children as part of a five‐week summer graduate course. The use of CATER allowed the authors to create texts that were engaging and that provided an appropriate balance of challenge and accessibility for the children with whom they worked. The authors share two examples that highlight different ways CATER can be implemented and provide recommendations for readers who are interested in trying it out in their classrooms. [ABSTRACT FROM AUTHOR]

Wordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe how teachers implemented student‐led minilessons in writing instruction. We use observations from two elementary classrooms to provide examples of student‐led instruction focused on digital and translingual composing. Through these examples, we outline three steps teachers can take to support student‐led composing instruction: (1) look for innovative student composing practices, (2) yield the floor to students, and (3) lend support as needed. We conclude by discussing how student‐led composing instruction positions children as experts and models in the classroom. [ABSTRACT FROM AUTHOR]

Book banning and censorship in the U.S. prompts necessary conversations on how critical literacy, dialogue, and inquiry are used in various school and library settings. We share guiding questions alongside three examples of textual analyses centering on gender fluidity with three young adult novels. We believe that English language arts teachers will benefit from seeing examples of how we responded to these texts with critical analysis questions that require students to analyze gender representation and identity within the stories. By developing an empathic analysis, students can engage in this critical work within classrooms and libraries, where reading diverse texts is encouraged. [ABSTRACT FROM AUTHOR]

Currently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed. [ABSTRACT FROM AUTHOR]

Based on a complex dynamic system approach, this study examined the dynamic of interactions between adults (a teacher and teaching assistant) and two children with ASD. We observed two preschool classrooms, each containing one child with contrasting ASD characteristics. Child engagement and adult participation during welcome time activities were observed once a month for 9 months; dramatic differences in interaction dynamics between the two classes were revealed. In the class including an autistic child with high support needs and low language ability, the active participation of adults associated with active child engagement gradually increased over the year. In the class including an autistic child with a high level of challenging behaviours (but with low support needs and typical language skills), increased variability resulted in a deep change in the landscape of attractors. Whereas the child was mostly engaged with adult participation during the first trimester, he was actively engaged without adult participation in the final trimester. [ABSTRACT FROM AUTHOR]

This article investigated teachers' self‐efficacy, educational practices, challenges and support for students with disabilities in the inclusive classroom. Students with disabilities face many adversities today, such as rejection, stigma, discrimination and lack of support in the classroom. We employed an interdisciplinary and pluralistic approach (Baglieri et al., 2011; Connor et al., 2011) embedded in disability studies in education (DSE) and self‐efficacy theory to explore in‐service teachers' experiences in the field of inclusive education. We used a phenomenological approach and conducted eight teachers' semi‐structured interviews and classroom observations. We used purposeful sampling among teachers who work with students with disabilities. We used inductive analysis techniques to analyse the qualitative data collected from interviews and classroom observations. This study's findings reveal the importance of teachers' preparation, attitude and self‐efficacy to support students with disabilities in inclusive classrooms; the use of differentiated instruction strategies to meet the student's needs and increase their academic outcomes; and highlight the challenges, which include the lack of professional development, lack collaboration among teachers lack of parents' communication and lack of regular IEP meeting. [ABSTRACT FROM AUTHOR]

Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties. [ABSTRACT FROM AUTHOR]

Introduction: Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Methods: Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. Results: There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p =.008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β =.39, p <.001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Conclusions: Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways. [ABSTRACT FROM AUTHOR]

This is the first study examining peer sexual harassment among 10‐year‐olds (N = 985), studying how being a victim, perpetrator, or witness relates to emotional problems, and how these associations are moderated by gender and class occurrence of sexual harassment. Results showed that 45% of the participants reported victimization, 17% perpetration, and 60% witnessing sexual harassment, with vast overlaps between roles. Victimization and witnessing were related to more emotional problems. Victimized girls reported more emotional problems than boys, but girls who perpetrated reported fewer emotional problems than boys. Associations between peer sexual harassment and emotional problems varied across classrooms. Our findings highlight the occurrence of peer sexual harassment in younger ages, emphasizing an ecological perspective when addressing it in school. [ABSTRACT FROM AUTHOR]

Background: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non‐Western context, not to mention the potential processes that may mediate these associations. Aims: This study examined the associations of school‐ and classroom‐level characteristics with child adjustment and tested whether these associations were mediated by teacher–child relationship qualities. Sample: Cross‐sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Methods: Using self‐reported questionnaires, teachers rated their school‐level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Results: Multilevel structural equation modelling revealed that the school‐level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school‐level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher–child closeness and conflict, whereas the associations of the school‐level environment and classroom chaos with child behavioural problems were mediated by teacher–child conflict only. Conclusions: Findings indicated how school‐ and classroom‐level characteristics may be uniquely associated with child adjustment and how teacher–child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school‐ and classroom‐level environments and teacher–child relationships in promoting child development. [ABSTRACT FROM AUTHOR]

Measuring opportunities to learn (OTL) is crucial for evaluating education quality and equity, but obtaining accurate and comprehensive OTL data at a large scale remains challenging. We attempt to address this issue by investigating measurement concerns in data collection and sampling. With the primary goal of estimating group‐level OTLs for large populations of classrooms and the secondary goal of estimating classroom‐level OTLs, we propose forming a teacher panel and using an online log‐type survey to collect content and time data on sampled days throughout the school year. We compared various sampling schemes in a simulation study with real daily log data from 66 fourth‐grade math teachers. The findings from this study indicate that sampling 1 day per week or 1 day every other week provided accurate group‐level estimates, while sampling 1 day per week yielded satisfactory classroom‐level estimates. The proposed approach aids in effectively monitoring large‐scale classroom OTL. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom. [ABSTRACT FROM AUTHOR]

Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt‐based assignments (TAs). The present study, therefore, presents a quasi‐experimental comparison of texts from first‐ and second‐year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text‐type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs. The Challenge: Most language programs focus on communication, but this is not always reflected in prompted writing assignments that center linguistic structure. Dialogue journals provide an alternative that allows students to communicate with their instructor on a topic they choose. This article aims to understand how journals compare to more traditional approaches. [ABSTRACT FROM AUTHOR]

Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research‐based reading‐to‐writing practices to enliven instruction with more integrated opportunities. The three featured goals are maximize reading–writing connections, increase student collaborative writing, and promote a classroom writing community. To achieve these goals, the authors highlight flexible, evidenced‐based writing activities to encourage genre diversity, goal‐setting, peer feedback, and cross‐curricular reading tasks. The collection of recommended practices has the potential to engage students and improve both reading and writing achievement. [ABSTRACT FROM AUTHOR]

A teacher educator shares how a school community engaged family in parent–child interactive reading experiences around big ideas found in diverse literature to deepen inclusion beyond the classroom. [ABSTRACT FROM AUTHOR]

Since many bilingual students do not have access to bilingual education, this article illustrates how to collaborate with families and create instructional innovations to support biliteracy for all young bilinguals. The authors implemented a Biliteracy Jumpstart for 6 weeks at the beginning of school year culminating in Family Biliteracy Day with one linguistically diverse Pre‐K classroom. [ABSTRACT FROM AUTHOR]

As more challenges occur to erase LGBTQ identities in the classroom, it is essential for educators to learn ways to become more inclusive. Using children's literature is a powerful way to include and center all identities. In this article, we share the journey and work of 1 s‐grade teacher on a path to become more LGBTQ‐inclusive with read‐alouds. [ABSTRACT FROM AUTHOR]

The recent development of ChatGPT, an artificial intelligence application that mimics human language, has many educators questioning its place in the classroom. This article provides suggestions for instructional uses of ChatGPT in the literacy classroom so that teachers can empower students to use this tool safely and effectively for learning. [ABSTRACT FROM AUTHOR]

Black girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities. [ABSTRACT FROM AUTHOR]

Supporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixedeffects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student-reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations. [ABSTRACT FROM AUTHOR]

The air quality in classrooms significantly impacts school children's health and learning performance. It has been reported worldwide that classroom air quality does not meet the required standard and actions are pledged for improvement. However, it poses a challenge for decision-making in terms of prioritising taking-up measures. The aim of this study is to propose a method of identifying the action measures for improving classroom air quality and prioritising them. Case studies in the UK and China were conducted, and the key measures were identified through literature studies, open-ended questionnaire surveys, and workshop discussions, which are classified into three categories: B1, policy; B2, technology; and B3, information sharing. The analytical hierarchy process (AHP) is applied in the prioritisation of the action measures. A total of 138 teachers and parents from China and the UK participated in this case study. The genetic algorithm-optimised Hadamard product (GAOHP) method is applied to justify the consistency ratio (CR) within the required threshold value in order to ensure the consistency of the subjective perception and the accuracy of comparative weights. The results show that item B2, technology, is the most desired measure by both Chinese and British parents and teachers, despite the deviation from the optimal choice in China and the UK. Among the proposed action measures, the UK respondents strongly expected air purifiers with natural ventilation as opposed to their Chinese counterparts preferring to share the real-time status of classroom air quality. Our work will provide strong support for the subsequent selection of indoor air quality improvement strategies for schools. [ABSTRACT FROM AUTHOR]