Search

We offer this paper as a primer for accounting doctoral students and new faculty on how to discuss a paper. We believe that this topic can serve to "jump start" the engagement of students and junior faculty in developing and delivering quality discussions. We begin by emphasizing the importance and benefits of being a good discussant to both the profession and the discussant. We then outline the discussion process and provide detailed suggestions on points to consider in each phase of this process: (1) volunteering to discuss, (2) receiving the discussion assignment, (3) preparing the discussion, (4) presenting the discussion, and (5) following up with the authors after the discussion. Next, we examine data that highlight the need for additional discussant volunteers at conferences. Finally, we present possible innovations to foster high-quality discussions. This paper formalizes the ideal process typically learned through years of mentoring and conference experience. [ABSTRACT FROM AUTHOR]

The article titled "Call for Papers: Imminent Global Environmental Catastrophe" is a plea to language educators to address the urgent issue of climate change and environmental collapse. The authors emphasize that these problems are not distant or hypothetical, but are happening right now and affecting everyone on the planet. They argue that teachers have a unique opportunity to educate and engage students in the climate crisis, and call for contributions to their magazine on the subject. The authors hope to inform, inspire, and shake people up to take action. [Extracted from the article]

This conceptual article theorises the tensioned interplay between digitalization, datafication and automation and subjectness in education by asking what intensifying datafication and automation means for teacher--student relationships and how we understand and approach education. Theoretically, the paper draws on Buber's ideas of the dialogical I--Thou and objectified I--It as the key forms of human relationships. The core argument is that increasing datafication and automation steers the teacher--student relationship towards an objectified I--It relationship instead of the dialogical I--Thou relationship, which Buber (and others such as Biesta, another main influencer of the present paper) saw as the ideal. Literature-informed examples of various forms of educational datafication and automation are provided to support and concretise the arguments. [ABSTRACT FROM AUTHOR]

The National Joint Committee on Learning Disabilities (NJCLD)1 strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may include standardized tests, informal measures, observations, student self-reports, parent reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005). Reliance on any single criterion for assessment or evaluation is not comprehensive, nor is a group assessment, such as universal screening or statewide academic assessment tests, sufficient for comprehensive assessment or evaluation. This paper is intended to inform administrators, educators, parents, and others concerned about the effective identification and education of students with learning disabilities about the components, processes, and participants necessary for comprehensive assessment and evaluation, as well as optimal practices that should further enhance the education of students with learning disabilities. The NJCLD has long recognized that inappropriate assessment and evaluation practices may result in questionable incidence rates for learning disabilities (NJCLD, 2001a). Similarly, the NJCLD (2001a, 2001b) has provided a solid foundation for addressing the issues of assessment, evaluation, identification, and eligibility of students with learning disabilities. [ABSTRACT FROM AUTHOR]

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research. [ABSTRACT FROM AUTHOR]

Only recently, primary education institutions in the Philippines started to embrace research, resulting in few investigations into research productivity and affecting factors. This mixed method triangulation study measures senior high school scientific research productivity and influencing factors. A total of 130 students, 68 papers, nine faculty, and ten evaluators were the participants in the study. Results showed low research productivity in the quantity and quality of papers. Results also revealed a significant relationship between student and teacher scientific research skills (SRS) and research policy to the quality of research. In conclusion, there is a need for improvement in primary education research productivity by increasing student and teacher SRS and holistically formulating a research policy. [ABSTRACT FROM AUTHOR]

In our tribute to Professor Michael Turvey, we have two parallel goals: 1) to highlight the scientific scope of Turvey’s impact on motor development; and, 2) to expose readers to papers that they may not have read but that might cast new light on age-old questions they confront in their current research on motor development. The paper is divided into two equal time periods. In Part 1, from 1975 to 1999, we trace the emergence and growth of Dynamic Systems/Ecological Realism (perception-action) paradigms. We explain how the existing paradigms in motor development research, the descriptive and information processing paradigms were, in part, replaced by new paradigms whose existence owes much to Michael Turvey and his colleagues. We suggest that this time period was one where Turvey had the most conceptual influence on the field. In Part 2, from 2000 to 2024, we describe how factors, including the emergence of two new paradigms in motor development research may have reduced Turvey’s direct influence. But we also note that there is still much research undertaken that builds off the bases of Dynamic Systems and Perception-Action Coupling approaches including research by Turvey and his students/colleagues. We end with the suggestion that the present generation of motor development researchers may have something to gain by re-/reading research from these perspectives regardless of whether it is directly from Professor Turvey’s pen or from those whom he influenced (or influenced him) [ABSTRACT FROM AUTHOR]

In the process of multimedia teaching, it is common for learners to miss out on important notes and fail to summarize and organize the course content in a timely manner, resulting in a lower learning efficiency. Aim: This paper designs an intelligent classroom note-taking application software that combines traditional note-taking with the internet, based on the needs analysis of both teachers and learners. This software utilizes the single shot multibox detector and MobileNet to build a network platform, and establishes a MySQL-based database. It has been deeply developed using various intelligent algorithms and technologies, and includes modules for learning notes, searching, recognition, and recording. Through Testin and usage testing by learners and teachers, the proposed software has been proven to effectively recognize and record learning content, ensuring the recording and expansion of teacher's knowledge points, ultimately improving students' learning efficiency. Based on the current situation of classroom note-taking, this paper explains the level of learners' awareness of classroom note-taking and the problems of note-taking in the classroom, and summarizes the design ideas and basic requirements of a classroom note-taking application. The design process of an intelligent classroom note-taking application is proposed, and the design and development of the software is further completed. [ABSTRACT FROM AUTHOR]

An experiment was conducted to compare student evaluations of teaching effectiveness collected by means of paper questionnaires with ratings collected by means of a computer-administered version of the same instrument. Method of administration did not affect the relative rankings of the teaching effectiveness of different faculty members. Individual rating scores collected on paper, however, were higher than those collected by computer. [ABSTRACT FROM AUTHOR]

In recent years, with the acceleration of urbanization and the implementation of compulsory education, the pressure on students' study and life has increased, and the phenomenon of psychological and behavioral problems has become increasingly prominent. Therefore, the school has regarded students' mental health education as the top priority in teaching work. Effective expression classification can assist psychology researchers to study psychology and other disciplines and analyze children's psychological activities and mental states by classifying expressions, thereby reducing the occurrence of psychological behavior problems. Most of the current mainstream methods focus on the exploration of text explicit features and the optimization of representation models, and few works pay attention to deeper language expressions. Metaphors, as language expressions often used in daily life, are closely related to an individual's emotion, cognition, and psychological state. This paper studies children's smiling face recognition based on deep neural network. In order to obtain a better identification effect of mental health problems of children, this paper attempts to use multisource data, including consumption data, access control data, network logs, and grade data, and proposes a multisource data-based mental health problem identification algorithm. The main research focus is feature extraction, trying to use one-dimensional convolutional neural network (1D-CNN) to mine students' online patterns from online behavior sequences, calculate abnormal scores based on students' consumption data in the cafeteria, and describe the dietary differences among students. At the same time, this paper uses the students' psychological state data provided by the psychological center as a label to improve the deficiencies caused by the questionnaire. This paper uses the training set to train five common classification algorithms, evaluates them through the validation set, and selects the best classifier as our algorithm and uses it to identify students with mental health problems in the test set. The experimental results show that precision reaches 0.68, recall reaches 0.56, and F 1 -measure reaches 0.67. [ABSTRACT FROM AUTHOR]

The question of using English as a language of learning and teaching (LoLT) has been around for some time, but limited studies have been conducted in Africa's multilingual context to understand the challenges involved. In this paper, I attempt to demonstrate the difficulties in the classroom interactions between teachers and learners in four rural primary schools in which the mother tongue is the LoLT for the first three years of primary school, followed by a transition to English as the LoLT during the fourth year and English only from the fifth year onwards. Based on fieldwork conducted in two private and two public schools in Kyotera District, Uganda, this paper investigates classroom practices related to the use of English as the LoLT. Data were collected through questionnaires, classroom observations and interviews and were analysed using a triangulation approach to determine disparities between what the teachers report in the questionnaires and interviews and what the language policy and curriculum require of their classroom practice. The findings demonstrate that both teachers and learners struggle with the English language in negotiating learning. Moreover, learners are mostly comfortable responding to questions posed to them in English in their mother tongue. Teachers' involvement of learners in the learning process is largely by cues, calling for only a word in English--an indication of learners' inefficiency in the language. The paper discusses the implications of these findings. [ABSTRACT FROM AUTHOR]

It is a network system for teaching English through a wireless communication (WC) premised distance teaching system. This is a process of education that is capable of encouraging students' concerns to acquire knowledge voluntarily. The paper is designed to develop and implement an online intelligent English training system using artificial intelligence (AI) that helps students improve their English learning efficiency in line with knowledge and personality. The system's numerous sensor nodes may create a variety of topologies. The gathered information is transmitted over the global system for mobile communication (GSM) network to the user interface. The operator can manage the remote sensor node via the GSM network. Nevertheless, there are certain derivative aspects such as the absence of verbal judgment, the actual evaluation and signaling system, the interactive educational platform teachers and learners need. The paper is based on the above issues. It contains a whole talk-based system where teachers, students, and English teaching can be revised together — AIWC (ET-AIWC) systems are designed to improve and advance the genetic algorithm based on an encoding technique for dynamic parameter adjustment of the iterative process based on these problems. In combination with an AI expert system, suitable learning techniques were created to enable students to double the learning effect by half the amount of work. An online teaching assistant system was designed to monitor, regulate, and engage with students throughout the learning process and a modified scoring system that provides real-time evaluation of student speakers to improve students' oral competence in English better and more efficiently, achieving 95.2%. [ABSTRACT FROM AUTHOR]

Aim To identify strategies to assist in the publication of research arising from a postgraduate thesis or dissertation. Background There are many benefits to publishing a journal article from a completed thesis, including contributing knowledge to the writer's chosen field, career enhancement and personal satisfaction. However, there are also numerous obstacles for the newly graduated student in crafting an article fit for a specialist publication from a thesis. Data sources The author conducted a search of the title, abstract and keywords of the Cinahl, Scopus and Proquest databases, from 1990 to 2010: The author searched for the words: 'journal article' or 'manuscript; 'thesis' or 'dissertation'. Review methods The author excluded papers if: they pertained to allocation of authorship to someone other than the academic adviser; related to undergraduate issues rather than graduate dissertations; were discussions of the merits of a PhD by 'publication' instead of 'by thesis'; were not published in a peer-reviewed journal; or were not in English. Conclusion The relationship between adviser and student changes as the student becomes a graduate, and new roles for the student and adviser need to be negotiated. Implications for research/practice Students need to realise that writing a paper from a thesis is usually going to be more difficult than they anticipate, but the application of strategies discussed in this paper should make the task manageable. Furthermore, universities might wish to consider alternatives in which published papers emerge before the examination of a thesis, such as requiring students to write a paper as part of their coursework. [ABSTRACT FROM AUTHOR]

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

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process. [ABSTRACT FROM AUTHOR]

This narrative review of the latest papers on life skills development in physical education (PE) aims to identify and discuss different types of life skills programmes in PE in relation with four PE teaching traditions (PETTs), their variation across contexts (e.g., primary school, secondary school, teacher education), and the inherent tensions between the teaching and learning of subject knowledge and the development of life skills. We have carried out an identification and selection process close to those used in systematic reviews, resulting in 13 papers meeting all the inclusion criteria. These peer-reviewed articles show that teaching life skills in PE covers a wide range of possible combinations between three types of programmes (isolated, juxtaposed, or integrated) and the respective PETTs in which they are rooted (sport-techniques, health education, values and citizenship and/or physical culture education). These combinations as well as the (groups of) life skills targeted in the 13 programmes we reviewed do not seem to depend on the contexts in which they are implemented. The relationship between subject knowledge, in particular sports/motor skills, and life skills is approached differently depending on the combinations that have been identified. [ABSTRACT FROM AUTHOR]

To gain an in-depth understanding of the development status and trend of research on learner corpora, the study, employing the Web of Science (WoB) as a data source, conducts a statistical analysis of research on learner corpora published in internationally renowned academic journals from 2007 to 2021, focusing on the respects of research trends, disciplines, journals, language, and content, and others. Results showed that the international research on learner corpora is characterized by an interdisciplinary tendency, diverse topics, single language, and uneven distribution. Based on these features, relevant suggestions are made for both learners and teachers. [ABSTRACT FROM AUTHOR]

This paper presents a five-stage framework for AI learning based on classroom observations. It defines the stages and explores how teachers and students develop confidence in utilizing various AI tools, acknowledging both their constructive advantages and potential risks. The study emphasizes the transformative influence of integrating AI into the dynamics of learning and teacher-student relationships, fostering a more interactive educational environment. Through case studies conducted in South Korean classrooms, this research offers practical steps and considerations for educators and administrators to successfully integrate AI technologies, with the aim of enhancing digital and AI competencies in education. The findings highlight the significance of adopting a comprehensive approach to AI-integrated instruction, taking into account factors such as educational level, subject, and students' preparedness. This framework is designed to provide guidance for the effective utilization of AI in educational settings, supporting the objective of promoting AI literacy and closing educational gaps. [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]

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]

The article focuses on the oral history project developed by a group of educators including Amy Dayton-Wood, Laren Hammonds and Leah Tollison. It mentions that the oral history project enables students to gain information on oral history, create research papers, and conduct an interview in the community. It also says that the project helps the educators create a personal connection with high school students.

Self-directed learning is an increasingly important subject in education globally. The purpose of this study was to explore how primary school teachers in Limpopo Province support learners to develop and use self-directed learning in environmental education. A qualitative approach and interpretive paradigm were employed. Rhizomatic learning was used as an approach through which the study was explored because it concurs with self-directed learning that learning is intrinsic while the use of technology is key. Participants were purposively selected. Data were collected through interviews and participant observation. Data were transcribed, processed, and coded to build a theme; thematic analysis was therefore used. Results showed that there were two computers at the school, a free wireless network, and one teacher used Google to search for information. Challenges were that the teachers lacked the skills and knowledge to support learners to develop and use self-directed learning, and there was a shortage of educational technologies for the teachers and the learners. The paper communicated the conclusion and recommendation. [ABSTRACT FROM AUTHOR]

College English has received increasing focus as an important part of the education system. However, the continuous development of English instruction has not simultaneously promoted students' positive learning motivation for English courses. The generation and growth of negative motivation have become a common problem among college students. Students' enthusiasm for learning English courses is gradually fading and teachers' teaching value has also become difficult to guarantee, which seriously affects the normal and orderly progress of education and teaching activities. Therefore, it is very important for the healthy development of English teaching to understand and study the affecting elements of negative motivation in English learning of university students and to provide scientific and effective suggestions for teachers and learners to establish a good teaching and learning attitude. Relying on the interpretation of a negative motivation theory, this paper studies various influencing factors by means of the artificial neural network algorithm. The principal component analysis method is introduced to improve the traditional BP algorithm in terms of the frequency of iterations and the length of computation time, which realizes the accurate and efficient analysis of college students' English learning data. The results of the analysis revealed that the comprehensive error of this algorithm in the analysis of influencing factors was in the range of 0.004 to 0.012. Through the calculation of the eigenvalues and cumulative contribution rate of negative motivation influencing factors, it is found that factors such as the curriculum setting, teaching method, and teacher-student relationship have the greatest influence on students' negative motivation in English learning. The eigenvalues were 1.027, 1.319, and 1.422, respectively. The cumulative contribution rate reached 64.57%, 26.11%, and 23.62%, respectively. From this aspect, it is necessary to improve these aspects in order to eliminate the negative motivation of learning. [ABSTRACT FROM AUTHOR]

This paper reviews evidence on teachers' resilience (TR) and wellbeing (TWB) on foreign language teaching enjoyment (FLTE). This review improves the understanding of the multi-dimensional, dynamic and context-dependent structural attributes of TR and TWB, as well as the relationship between them and the FLTE. The literature review verifies the positive effects of teachers' positive optimism, self-efficacy, positive teacher-student relationship, teacher support and pro-social dynamic classroom environment on TR and TWB under person-context interaction, and also confirms that TR and TWB have predictive effect and significant impact on personal enjoyment, social enjoyment and student appreciation of FLTE three-factor structure. Some important findings from the review verifies the important role of teachers' social enjoyment in the three-factor structure and the dominant role of prosocial situational characteristics in predicting FLTE. This paper finally explains its pedagogical significance and provides some suggestions for expanding the research on antecedent variables related to FLTE. [ABSTRACT FROM AUTHOR]

This article theorizes Islamic feminism as a form of 'friendship with/in tradition', drawing creatively on Sufism. It unpacks these feminist friendships as forms of 'radical, critical fidelity' which includes commitments and loyalties to tradition while simultaneously engaging critically with sexism, patriarchy, and homophobia. Core epistemological and ethical concerns are explored, including the nature of relationships to tradition; analytical methods for engaging with Muslim tradition from a gendered lens; religious authority and authoritarianism; and most significantly, engaging with emancipatory horizons of imagination that are attentive to the contemporary axes of power and privilege. The paper turns to rethinking approaches to hierarchy and possibilities for abuse, focusing on the shaykh–murīd and broader teacher–student relationships. It presents a nuanced approach to engaging with hierarchies as a serious analytical category that requires attention. Positing fluidity, transparency, and accountability as central to cultivating responsible hierarchical practices, the article suggests that friendship as a modality of relationships can contribute to such positive transformations. This article, emerging from a project on Muslim feminist ethics, presents creative theorizations of Islamic feminism as a liberatory project of human and divine friendships, inspired by Sufi ideas of walāya. [ABSTRACT FROM AUTHOR]

Purpose: The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers' voice behavior. Design/methodology/approach: This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers' voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results. Findings: The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers' voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior. Practical implications: This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern. Originality/value: This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment. [ABSTRACT FROM AUTHOR]

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics. [ABSTRACT FROM AUTHOR]

In this paper, we present a sustainable approach for addressing the language skills gap among EU citizens, which significantly hinders their mobility across the EU and their participation in education, in training, as well as in youth programmes. Our approach is based on the sustainable design of the OpenLang Network platform, which provides an open and collaborative online learning environment for language learners and teachers across Europe, and addresses the limitations of existing computer-assisted language learning approaches. The OpenLang Network platform is bringing together educators and Erasmus+ mobility participants to improve their language skills and cultural knowledge. To this end, the OpenLang Network platform offers a collection of multilingual Open Educational Resources and language learning services. The paper presents the results from the user evaluation of the platform, which has been conducted with members of its community of language teachers and learners. A mixed methods approach has been adopted in order to collect and analyse both qualitative and quantitative data from users about the sustainable design of the OpenLang Network platform, as well as to measure the user satisfaction levels of the platform's language learning services. According to the user evaluation results, the platform offers a sustainable online environment and a positive user experience for language learning. The user evaluation has also helped us identify a set of best practices and challenges associated with the long-term sustainability of an online language learning community. [ABSTRACT FROM AUTHOR]

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

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

The popularity of the Internet has influenced education profoundly. Teaching methods, teacher-student relationships, and the role of teachers have changed significantly due to changes in communication media. In the case of Chinese language learning, online classes have become a crucial tool to encourage and support international Chinese teaching. With the deepening of China's opening, exchanges between China and other countries are becoming increasingly profound. Against this backdrop, worldwide enthusiasm for learning Chinese has emerged, yet not every foreign learner of Chinese has had the opportunity to attend Chinese lessons and receive systemic training. To give more students the opportunity to study Chinese, online lessons are a viable option for various reasons, from acting as an effective channel for students to learn about both Chinese language and culture to offering classes of both short and long duration, and providing a range of different teaching styles and teaching methods depending on the needs of the students. This paper analyzes teachers and methods after observing many Chinese online teaching videos that have attracted a high "click rate" by users. Moreover, this paper focuses on analyzing MOOC and traditional online lessons published by the Confucius Institute and carries out a comparison between them and overseas online Chinese lessons. Finally, this paper evaluates online Chinese lessons and gives suggestions according to the 5C goals of language teaching. [ABSTRACT FROM AUTHOR]

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

School placement plays a critical and complex role in the professional development of student teachers. When universities and schools shut their doors and moved all teaching activities online in March 2020, initial teacher education (ITE) providers across Ireland had to implement emergency alternative practicum supports in order to ensure that students could complete their ITE programmes. Many initial teacher education providers across Ireland introduced professional online conversations as an alternative approach to professional practice supervision. It is easy to view this response to the COVID-19 crisis in purely deficit terms. For obvious reasons, no sensible teacher educator would advocate for abandoning school visits and replacing them with online professional conversations. Nonetheless, emergency measures arguably brought about affordances to the delivery of teacher education, which are deserving of consideration and may help to inform future practice. In this paper, we draw on our recent experience of ITE emergency practicum supervision to explore assumptions and tensions inherent in traditional teacher education practices. We reflect on how we enacted and experienced professional student–tutor conversations without the normally preceding classroom observations and interrogate normalised assumptions about the value and purpose of classroom observation. Our reflections are infused with ideas gleaned from philosophy and sociological theory and are underpinned by a theoretical formulation which we call "negative education". "Negative education" refers to the learning that takes place as a consequence of deprivation. In these terms, we come to examine the negotiation of power and relationships in different learning environments. We explore the benefits of "zooming out", to disseminate power, and show how this helps to engage with the broader aspects of teaching which are so easily overlooked by both tutors and students during "normal" school visits. [ABSTRACT FROM AUTHOR]

This paper innovates the improvement of the mobile learning model of flipped classroom in English classroom teaching on the basis of big data analysis technology. Through the case study, the big data analysis technology is used to analyze and explore the learning characteristics of students and combine with teachers' teaching experience to dynamically adjust the teachers' teaching strategies. And on the basis of the new model, an assessment model for students, teachers, and school leadership is proposed as a way to build a new and harmonious teacher-student relationship. [ABSTRACT FROM AUTHOR]

With the development of contemporary technology and education, there are more and more innovative teaching methods that are helpful to the education and teaching procedure. Interactive teaching method is one of them. Interactive teaching is a teaching modus based on developed on the scaffolding teaching theory that attaches importance to the communication between teachers and learners. Its biggest goal is to develop learner-specific and specific autonomous learning strategies through the communication and collaboration between the teacher and the learner. The advanced nature and effectiveness of interactive teaching methods make it more and more widely used in education, such as in the field of music teaching. Music teaching is a kind of teaching that pays more attention to the communication between teachers and Teachees. This paper aims to study the interactive music teaching method based on BD and CC, that is to design an interactive music teaching method based on big data and cloud computing technology, and conduct practical application experiments on it. The experiment concluded that the interactive music teaching method based on BD and CC has made the students' participation rate in music teaching classrooms reach 88%, and the excellent rate of in-class test scores has reached 90%. [ABSTRACT FROM AUTHOR]

In our present time, ethics in teacher education plays an important role in the teaching and learning process. In the school context, both teachers and learners need to feel safe in order to learn meaningfully and achieve their dreams. As such, creation of the positive and inclusive school environments is important. Building an effective school culture is essential to teachers as well as to the students. Strengthening the teacherstudents relationship offers opportunity for both students and teachers to aspire and achieve their great goals. In this way, teachers will teach effectively; learners will learn well in the school that is safe and that which promotes the practice of the ethical standards. For a successful teaching and learning to take place in school contexts, ethics and its standards need to be considered and improved. To achieve that, how the school and classrooms are organized is fundamental, this paper presents evidence from literature on the significance of ethics and its standards that teachers and other education stakeholders in Tanzania can learn in order to promote teacher professionalism and effective academic performance in school organizations in Tanzania. It also discusses the prevailing teachers' professional misconducts in Tanzanian schools that have affected the learning outcomes. Furthermore, the paper highlights strategies that could be used by school organization to ensure that the school organizations observe and encourage the development of teaching professionalism for the improved learning and organizational outcomes. [ABSTRACT FROM AUTHOR]

Background: Nursing education starts in the classroom environment with a focus on the nurse educator-nursing student relationship. 'Presence' is defined as "a practice where the caregiver relates her/himself to the other in an attentive and dedicated way, by doing so learns to see what is at stake for the other; from desires to fear, and, in connection with this, come to understand what could be done in this particular situation and who she/he can be for the other". 'Presence' forms an integral part of the nursing profession and the value thereof should be facilitated during teaching and learning. Reflective practices may offer a teaching–learning strategy to facilitate presence in nursing students by nurse educators in large class settings. Having large classes presents challenges including from nurse educators' lack of knowledge about alternative teaching approaches; time demands for designing, implementing and testing new teaching methods; a lack of confidence in implementing new teaching approaches in the classroom; selecting and grading assessments; as well as feelings of discomfort and anxiety. A model to facilitate presence through reflective practices has already been developed and published by the present authors. The model relies on well-established steps in theory development covering concept analysis, model development and description (published in two papers by the present researchers) and model evaluation (the subject of this paper). The evaluation was carried out by a panel of experts and nursing participants. Methods: An explorative and descriptive qualitative design was followed. The developed model was evaluated and refined in two steps (covered in this paper). In Step 1, the model was evaluated by a panel of experts in model development, reflective practices and presence. The panel used critical reflection resulting in the refinement of the model. Step 2 involved an empirical phase where the model was evaluated by participants through participatory evaluation. Participants were selected through purposive sampling. Data collection methods included online semi-structured focus group interviews with nurse educators and virtual World Café sessions with nursing students. Content analysis was done through open coding. Results: Five themes emerged from the empirical phase, namely: Theme 1: understanding of the model; Theme 2: benefits of the model; Theme 3: limitations of the model; Theme 4: pre-existing conditions needed for successful implementation of the model; and Theme 5: recommendations for further development of the model. Conclusions: The results produced a refined model to be implemented into the curriculums of undergraduate, postgraduate and continuous professional development programmes across nursing education institutions. This model will significantly contribute to the body of knowledge and increase nurses' awareness of presence by transforming the way they feel, think, care and act in practice, which contributes to personal and professional development. [ABSTRACT FROM AUTHOR]

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

Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers' experiences of preparation for the changing nature of the teaching profession that is informed by increased student diversity. A case study with four student teachers from a teacher education program at a Norwegian institution of higher education is employed to gain rich insight into the students' perceptions and experiences. The findings illustrate a need for better preparation on the part of the program in relation to teaching content and methods, the practicum experience, and intercultural training from a pedagogical perspective. [ABSTRACT FROM AUTHOR]

Background: Scandinavian education systems are recognized as being particularly inclusive. Nevertheless, an inclusive approach to education risks adopting a patronizing attitude that silences the voices of the very people who should be included. To discuss the role of epistemic justice in inclusion, we investigated current knowledge about the epistemic injustice experienced by students from immigrant backgrounds in Scandinavia; teacher perceptions of those students; and whether such perceptions influence student–teacher interactions. Do these perceptions lead to disparities? Method: A literature review was conducted focused on studies about the Nordic countries; teacher perceptions of students from immigrant backgrounds aged 6–16; and student–teacher interaction. The corpus included papers in English and the Nordic languages. Eight papers were included and rated by two independent authors. Results: The findings show that teacher perceptions of students from immigrant backgrounds influence student–teacher interaction in both verbal and non-verbal ways. The negative perceptions that teachers held of students from immigrant backgrounds led to experiences of epistemic injustice and epistemic exclusion. The literature provided no information on disparities in special needs education or assessment. Conclusions: Due to the limited literature on this topic, further research needs to be undertaken in order to fully understand experiences of epistemic injustice in schools. Further research into why students from immigrant backgrounds feel excluded and why they are lagging behind is also required. [ABSTRACT FROM AUTHOR]

This paper aims to re-examine the scientific notions linked to plagiarism, its aspects and origins, its occurrence in society, and ways of ascertaining it to enhance the alertness and consciousness of teachers and learners of plagiarism. The objective of information yielding is the detection and finding of data and strengthening the individual conditions. By itself, plagiarism and employing different evil ways are not well-matched with this objective and purpose. A good number of scholarly researchers consent that plagiarism is a grave breach of issuing moral principles. In the latest decennaries, the knowledge-based body is truly worried about the rapid increase of plagiarism. Despite being prevalent, plagiarism is not coherent with the values and ethics of knowledge. Currently, certain mass media announce alarming reports of plagiarism within research-based issuings, comprising information usage by renowned researchers. The occurrence scale of plagiarism has been divulged in diverse inquiries and grows dissimilar in different spheres, nations, instructive extents, and eras. Effective prevention by employing appropriate directives at a convenient time, the proper communications between instructors and learners, and working out practical strategies, for this purpose, are attainable methods of undertaking plagiarism. [ABSTRACT FROM AUTHOR]

In this paper, I focus on what we could call the ‘myth of Standard Swahili’ and its consequences for language teaching. Instead of distinguishing between ‘standard’ and ‘deviant’ varieties of Swahili, I suggest the term Greater Swahili to designate the whole of the varieties spoken in Africa and the African diaspora. Starting with some remarks on the ‘ideal’ Swahili speaker and the standardization of Swahili (a thoroughly political decision), this paper focuses on the challenge of using a Standard for teaching while language learners will meet mostly speakers of Greater Swahili. The diversity in the ways of speaking is not only a challenge for language teachers and learners, but also for speakers of the so-called core area. I will then discuss some examples to illustrate acceptance and comprehension of Greater Swahili by L2+ Swahili students. May aim is to underline the importance of Greater Swahili varieties for Swahili Studies. [ABSTRACT FROM AUTHOR]

Most children with disabilities are included in general physical education (Snyder, de Brey & Dillow, 2016). Unfortunately, interviews with students with disabilities suggest that they often do not feel they have been properly accommodated and welcomed by their physical education teacher (Lieberman & Block, 2017). Additionally, physical educators consistently report not feeling adequately prepared for inclusion (Obrusnikova & Block, 2016). It is well known that most physical education teacher education programs only require one course in adapted physical education, and information in these courses tend to focus on disabilities, legal requirements, and general strategies for modifications (Kwon, 2018; Piletic & Davis, 2010). Placing a child with a disability in general physical education without support may not meet the intent of inclusion. Perhaps adding a rationale for inclusion and for accommodating and welcoming students with disabilities could be presented through a social justice lens. The purpose of this paper is to present the use of social justice in introductory adapted physical education courses as a means of changing future physical educators' attitudes toward working with students with disabilities. The paper will begin with an introduction of ableism and an ablelistic mindset that can lead to stereotypes and prejudice. This will be followed by a definition of social justice and presentation of the three key principles of social justice (equality, equity, and participation) with application to training future physical educators. [ABSTRACT FROM AUTHOR]

There have been many empirical studies on the online teaching of English language, especially during this ongoing Covid-19 pandemic times. This is yet another paper on it focused on Sikkim context which remains still unexplored. Sikkim being a small North Eastern State of India has not been able to make a notch of its own in the academic ESL/ELT territory. Since the onset of the pandemic the teachers all over the world are required to teach online being forced to adapt to the changing times. This paper is inspired from a similar study conducted by Mahapatra (2021). This paper makes an attempt to explore online assessment (OA) and feedback (Teacher Learner) practices (FP) of three ESL/ELT teachers teaching at three universities in Sikkim. The data collected through three methods such as analysis of feedback practices, thematic analysis on the basis of research questions of both interviews and classroom observation were triangulated. Despite, not being able to use all the assessment tools available, still with room for improvement they were actively and dedicatedly involved in teaching and assessing using some of the tools. Thus, a study as this is first of its kind in Sikkim and it has a scope of being conducted on a larger scale allowing verification of findings among the language teachers in similar settings. [ABSTRACT FROM AUTHOR]

The emotional experience of teachers in their professional contexts plays a pivotal role in their career development. Based on Bronfenbrenner's Ecological Systems Theory (1979) and Hargreaves' (2001) Emotional Geography Theory, drawing on interviews, journals and documents, this paper explores the emotion of expert middle school EFL teachers in their relationships with students, colleagues, administrators and the sociocultural contexts, and five dimensions of teachers' emotional geographies are discussed. In addition, the author discusses the significance of exploring teacher emotion and providing training programs in teacher education and development, and calls on attention to teachers' emotion. [ABSTRACT FROM AUTHOR]