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Following psychologist Langer's theory, this study aimed to examine the influence of conditional tasks containing inherent uncertainty on the cultivation of mindfulness. It used preceding research to develop conditional mathematics tasks corresponding to integers and rational numbers, within a 10-lesson curriculum. It divided a total of 182 middle school students in South Korea into three groups: a control group (49 participants), experimental group 1 (62 participants), and experimental group 2 (71 participants). During each of the 10 lessons, experimental group 1 was given a conditional task, while experimental group 2 received 3–4 conditional tasks. Mindfulness was measured before and after the 10 lessons, and a two-way repeated measures analysis of variance was conducted. This study's results revealed that the average scores of the subfactors of mindfulness—novelty seeking and flexibility—increased for both the experimental groups (1 and 2), but decreased for the control group. These findings empirically demonstrate the significance of conditional tasks with inherent uncertainty, in influencing students' psychological state. [ABSTRACT FROM AUTHOR]

Background: Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration. Methods: An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings. Results: Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier. Conclusions: Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education. [ABSTRACT FROM AUTHOR]

This article is derived from a presentation given during the Association of Arts Administration Educators conference in San Juan, Puerto Rico in May 2024. It contextualizes how an interinstitutional research partnership began among three colleagues, informed by trends in the field. A literature review provides an overview of artificial intelligence (AI) history and development, framing in the popular press, and its intersection with higher education. The majority of this article focuses on a review of AI policies at varying institutional levels, which seek to keep up with and ahead of this advancing technology, and are a primary contribution to the field of arts administration education. The policy review begins with international and national policies, followed by the authors' university and classroom policies. This is followed by a summary of audience interactions during the conference presentation. The conclusion concerns authors' changing perceptions of AI and calls for continuing an essential conversation and actions around the implications of AI, for higher education and arts administration policy, pedagogy, and practice. [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.)

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]

Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called "divisive issues." This paper examines teachers' perceptions of what they need to be prepared to teach in states where "divisive issues" legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states' divisive issues legislation, and what teacher preparation programs should focus on when preparing new teachers to do the same. Analysis revealed, among other things, that all feel they need clear guidance from their district, and better training. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance. [ABSTRACT FROM AUTHOR]

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development. [ABSTRACT FROM AUTHOR]

Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are "At Risk" for reading difficulties by assessing knowledge of phonemic awareness. The goal was to establish the validity of the RiFS-Reading measure. Results supported construct validity through factor analysis and criterion validity by comparisons with performance on well-established measures of phonemic awareness and reading. Phonemic awareness on the RiFS-Reading was independent of other language skills. [ABSTRACT FROM AUTHOR]

Introduction: Though the effects of fog and friction on decision-making are frequently simulated in military settings, they are less frequently extended to non-military and non-governmental MENA spaces. This article provides a description and evaluation of a disaster simulation rooted in the real-world event of the August 4, 2020 Lebanese port explosion. The aim of the simulation is to prompt student learning of the decision-making dynamics of CSOs amidst fog and friction in democratizing MENA spaces. Background: A brief overview of the Lebanon-CSO landscape is provided. As part of their ruling strategy, sectarian elites engineer fog and friction to co-opt and fragment CSOs. This complex power sharing milieu creates dilemmas for CSOs. The Intervention: The simulation was designed for an entire classroom of students to experience the fog and friction in decision-making that CSOs encounter in MENA conditions of limited resources and urgent humanitarian need. Methods and Limitations: Student learning, framed by Bloom's taxonomy of levels of intellectual behavior, was assessed using qualitative entry and exit classroom surveys based on three iterations of the simulation. Qualitative interpretive content analysis was used to categorize survey responses. The sample is not statistically significant given the small class sizes at the College. The study serves as an initial exploration for assessing the promising pedagogical benefits of the Lebanon port explosion simulation. Results: Before the simulation, students had knowledge and understanding of CSOs, democratization, and the Lebanese context. After the simulation, student surveys yielded results that evidenced higher- ordered learning. Students discovered the challenge of applying their knowledge of Lebanese CSOs amidst fog. Next, the panel stress- testing and critical reflection essay exercises prompted an analysis and evaluation of CSOs as weak or fraught vehicles for democratization in the region. In sum, fog and friction prompted students to experience and learn how CSOs may subvert democratization in the MENA despite intentions to "do good." Discussion: The Lebanon port explosion survey data indicate the value of simulations as "experience vehicles" that may push students to higher orders of abstracted thinking about CSOs in the MENA. Conclusion: Coupled with historical knowledge of co-optation and fragmentation strategies of elites vis-à-vis CSOs in Lebanon, the classroom simulation experience provided a low-cost and high-reward learning opportunity for students to grapple with the constraints and consequences of fog and friction on CSO decision-making. [ABSTRACT FROM AUTHOR]

Classrooms are the factories where students are created, enhanced, become a better person than a mediocre or less mediocre human, learn ethics and morality, gather specific knowledge and make themselves ready for what they want to be and how to reflect themselves in the mirror of the world according to their goals and desires. For this reason, the scope of education is very widespread. Furthermore, the application of different topics and courses in the life of a human is not the same in various ages of their life. To make education effective, it is highly necessary to apply the things that suit people appropriately with their appeal, necessity and exact age. This research paper is based on the logical explanation of the definitions of education, classroom and its components, knowledge and skill, figures for apparent understanding, the elaboration of educational phases of human life, the ways to ensure an effective classroom and finally, the composition of an operative teacher and a dutiful student. [ABSTRACT FROM AUTHOR]

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students' English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers' understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students' English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students' English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus. [ABSTRACT FROM AUTHOR]

Colleges and universities serve as vital bridges between the state and citizens, providing fertile ground for nurturing democratic participation among students through the cultivation of civic knowledge, skills, and attitudes collectively known as electoral engagement. However, faculty members, responsible for implementing such initiatives, may not always view electoral engagement as essential to their curriculum. This study explores faculty motivations and reservations regarding electoral engagement in classrooms. Leveraging a novel data set of faculty responses, the research reveals at least two important findings. First, faculty members express greater interest when supported by colleagues, department chairs, and students within their institutions. Second, faculty confidence and past voting behavior influence their interest in electoral engagement initiatives. The article concludes with a brief exploration of how these insights can empower faculty nationwide to effectively nurture students as active contributors to our democratic process. [ABSTRACT FROM AUTHOR]

This paper illustrates a practice that children aged 6–10 years old deploy in response to adults’ directives both in the classroom and during homework completion at home: invoking school rules that contradict the directive. Based on 70 h of video-recorded interactions between adults and children and adopting a conversation analytic approach, the article illustrates that children invoke school rules (i.e., obligations, habits, and expectations regarding appropriate ways of conduct at school) in two ways: by reporting teachers’ claims and conduct, and/or by making relevant a school textual artefact in the environment. This practice has relevant consequences on the unfolding of the directive sequence: vis-à-vis the child’s invoking of school rules, adults variously modify their directive trajectory by changing the addressee or content of the directive, by mitigating its directiveness, and/or by finally abandoning the directive sequence. It is argued that, by countering the directive with school rules, children present themselves as more knowledgeable on the specific rule than their adult interlocutor, framing themselves as the ones having the right to decide on the issue. In so doing, children locally challenge the asymmetrical authority relationship projected by the adult’s directive. [ABSTRACT FROM AUTHOR]

There are many different factors affecting indoor air quality: environmental ones such as temperature, humidity, human activities within the building, smoking, cooking, and cleaning, but also external pollutants such as particulate matter, biological contaminants, and viruses or allergens. This study investigated the indoor air quality (IAQ) of a primary-school classroom in Cracow, Poland, based only on CO2 concentration levels exhaled by occupants. In the 1960s, over a thousand schools were built in Poland using similar technology. Most of them are still in use, and in many cases, modernization works are being carried out to improve their building envelope and the comfort of their use. The analyzed school is one of several hundred similar ones in southern Poland. Therefore, analyzing the possibilities of improving IAQ is an important topic, and the results can be used in the modernization process for many other buildings. Measurements indicated that the CO2 levels significantly exceeded acceptable standards, signaling poor air quality during usage time. This problem was connected mainly with the low efficiency of the natural ventilation system being used in the classroom. It is worth emphasizing that this type of ventilation system is the most commonly used ventilation solution in Polish schools. To address this problem, the classroom environment was simulated using CONTAM software, and the model was validated by comparing the simulated measurement data against the collected measurement data. Next, simulations for the entire heating season in Cracow were conducted, revealing that the IAQ remained consistently poor throughout this period. These findings highlight the persistent problem of inadequate ventilation in the classroom, which can have adverse effects on the health and performance of students and teachers. This article shows the usefulness of CONTAM for modeling not only gravity ventilation but also the window-opening process. The validated CONTAM model will be subsequently utilized to simulate annual IAQ conditions under various ventilation strategies in order to identify the most effective methods for maintaining acceptable IAQ while minimizing energy consumption. In our future analysis, the validated model will be used to test the following systems: demand-controlled ventilation (DCV), exhaust ventilation, and DCV/balanced ventilation with heat recovery. [ABSTRACT FROM AUTHOR]

The study examined the effectiveness of e-learning in flexible learning and its impact on students' academic performance in selected public elementary schools in Manila for the 2021-2022 school year. It found that most teachers were aged 31-40, female, married, held a bachelor's degree, and had less than ten years of teaching experience. Elearning was found to be highly effective in lesson delivery, participation, and discourse but moderately effective in virtual learning and critical analysis. Students' academic performance was outstanding in video conferencing/teleconferencing and very satisfactory in other areas like science investigation, weather reporting, discussion boards, and science journals/news. A significant relationship was identified between e-learning effectiveness and students' academic performance (Pearson-r = 0.84). Teachers faced challenges such as excessive paperwork, expensive professional development, and schedule conflicts. Recommended solutions include reducing paperwork, providing free training, enhancing support from school heads, promoting parent involvement, and securing electronic gadgets for students. Overall, teachers were effective in using e-learning for flexible learning, positively impacting students' academic performance, though addressing these challenges is essential for further improvement. [ABSTRACT FROM AUTHOR]

Delay discounting tasks measure the relation between reinforcer delay and efficacy. The present study established the association between delay discounting and classroom behavior and introduced a brief measure quantifying sensitivity to reward delays for school-aged children. Study 1 reanalyzed data collected by Reed and Martens (J Appl Behav Anal 44(1):1–18, https://doi.org/10.1901/jaba.2011.44-1, 2011) and found that 1-month delay choices predicted student classroom behavior. Study 2 examined the utility of the 1-month delay indifference point in predicting saving and spending behavior of second-grade students using token economies with two different token production schedules. Collectively, results showed (a) the 1-month delay indifference point predicted classroom behavior, (b) children who discounted less and had greater self-regulation, accrued and saved more tokens, and (c) a variable token production schedule better correlated with discounting than a fixed schedule. Implications are discussed regarding utility of a rapid discounting assessment for applied use. [ABSTRACT FROM AUTHOR]

Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a southeastern U.S. classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings. [ABSTRACT FROM AUTHOR]

Teachers frequently use humour, but it is unclear how this affects the academic experiences and psychosocial development of students. There is sparsity in the literature regarding the impact of teachers’ humour on adolescent students. Teachers and the use of humour in the classroom have the potential to foster healthy development of social and academic skills during this key formative stage of maturation, but equally may be detrimental. This scoping review aimed to determine how and why teachers used humour in the classrooms of students aged 11-18, and the effect humour may have on students’ educational experiences. The Joanna Briggs methodological framework and PRISMA extension for Scoping Reviews checklist were used. The narrative synthesis generated six themes from 43 empirical papers. Many studies have considered humour as a single construct, reporting improved classroom management and students’ learning processes. However, other reports have suggested that humour use could lead to a loss of class control and for important information to be lost. Studies considering specific humour styles have identified affiliative humour as increasing engagement in deeper thinking. However, aggressive and course-related humour have reported mixed effects on educational experiences. This review identifies the humour styles and sub-styles reported in the sparse literature. It also highlights the lack of a comprehensive humour styles measure that adequately captures humour use and perceptions in teachers of adolescents and, importantly, how teachers’ humour is perceived by this population. Such a tool is vital to enable understanding of how teaching humour styles may directly affect adolescents’ educational experiences. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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.)

BACKGROUND: Educational environments can have environmental conditions that are incompatible with the needs of students, compromising their well-being and affecting their performance. OBJECTIVE: To identify the environmental variables that influence the performance of university students and measure this influence through an experiment in indoor environments. METHODS: The study applied an experimental methodology for three consecutive days in seven educational environments located in different regions of Brazil, measuring the environ-mental conditions, the students' perception of the environment, and their cognitive performance. The impact of environmental variables and environmental perception on student performance was analyzed using Generalized Linear Models and a Structural Equation Model. RESULTS: Students who took the test at air temperatures between 22.4°C and 24.7°C had a 74.20% chance of performing better than those outside this range. Air temperatures between 26.2°C and 29°C were associated with an 86% chance of taking less time to complete the test. High illuminance levels increased the chance of taking longer to answer the test by 41.7%. CONCLUSIONS: Three environmental variables (relative humidity, lighting and air temperature) and two perceptual dimensions (light and thermal perception) directly influence student performance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 significant energy consumption in educational spaces worldwide and its environmental impact greatly influence the quality of space, learning levels, and student comfort. Despite offering free school energy costs, developing countries like Iran have not established specific design principles to ensure student comfort. Additionally, the poor design of school building exteriors, such as the common installation of large, unshaded windows in Iranian schools, causes glare issues. The primary objective of this study is to control direct sunlight and increase shading, thereby reducing its impact on energy consumption and enhancing visual comfort. This paper proposes a novel solution that combines a self-shading facade with a double-skin facade for classroom spaces. The study variables, involving the modification of the geometry of the double-skin self-shading facade via DesignBuilder software and the Daysim plugin, were compared to a simple double-layer facade. Based on the results, the optimal scenario for the self-shading double-skin façade with the specifications of a triangular pyramid module shape, ridge position fold 3/2 the module height, cavity depth 7.0, and number of module 2×2 exhibited 40% lower cooling load, 25% lower heating load, and 95% lower lighting load than a simple double-skin facade. At the same time, all scenarios of the new solution provided better visual comfort and daylighting criteria compared to the simple double-skin facade. The modularity and use of indigenous brick materials in the double-skin self-shading facade design reduce construction costs.

Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students' foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations. [ABSTRACT FROM AUTHOR]

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

The paper investigates the correlation between seating positions in the classroom and academic performance in the subject of Computer Networks, specifically focusing on students from the Faculty of Information Technology at Thai Nguyen University of Information and Communication Technology. The research methodology employed scenarios, situations, interview questions, and real experimental cases involving 500 students. These students were assigned different seating arrangements in classrooms throughout the course, from the beginning to the end. Through specific input data, the study quantitatively assessed the relatively accurate research outcomes, based on the final exam results. The research results, comparisons, and practical evaluations indicate that seating positions are related to students' academic performance. Specifically, students achieving grades of C or higher are predominantly found in the front and middle rows, while those with grades below C are in the remaining rows.

AbstractTransgender people in the United States experience mistreatment and discrimination, as well as harassment and violence, at much higher rates than the general population. In university classrooms specifically, less conspicuous forms of prejudice-based behavior are even more common. This study aimed to gain an accurate understanding of cisgender faculty and transgender student perceptions and attitudes regarding the issues transgender students face in the classroom. Semi-structured, one-on-one interviews were conducted with cisgender faculty (n = 7) as well as two transgender students (n = 2) at a mid-sized U.S. university. Thematic analysis was conducted to identify and describe interviewees’ understanding of and concerns about transgender students’ experiences in the classroom. The interviewed cisgender faculty were aware of inappropriate comments among student peers that they viewed as requiring intervention. At the same time, they also described awareness of their own improper name or pronoun usage. The two transgender students described feelings of being separated from other students by virtue of their transgender identity, experiences of being tokenized, and being positioned by their professors in classrooms to represent all transgender students. Implications for positively and proactively addressing transgender students’ experiences of prejudice in higher education classrooms are presented. [ABSTRACT FROM AUTHOR]

This article begins by considering the radical changes that occurred in architecture throughout the twentieth century due to the influence of Le Corbusier and the ensuing movement of modernism. Though the building of schools was embroiled in this architectural movement, the classrooms within them remained broadly the same as they had been in the previous century, something that might pose a limit to the forms of education that take place within. Classrooms are then explored in the article in terms of their design and symbolic functions, both of which pertain to questions concerned with light, seeing, and the gaze. The article then introduces two key concepts that are useful for considering the gaze, Foucault's Panopticon and Lacan's psychoanalysis, to engage with the classroom architecture. Finally, the article proposes a rethinking of classroom architecture to encourage new forms of learning to take place. [ABSTRACT FROM AUTHOR]

This systematic review aims to assess the literature on Indoor Environment Quality (IEQ) factors and sub-indicators in classrooms over the past decade (2014-2024), focusing on models, assessment methods, and tools specific to these factors. The significance of this research lies not only in reviewing IEQ assessment holistically and panoramically (where 44 studies within the last 10 years were reviewed across major scientific databases) to highlight and reaffirm the most frequently measured IEQ sub-indicators, but it also aims to eliminate confusion that might occur for researchers by categorizing the assessment of IEQ. This helps readers clearly identify the specific type of assessment they are exploring, as past research on IEQ often features similar titles but differs in the type of actual assessment, whether it is occupant-based, holistic, multiple factors, or single factor. The main findings of the review highlight the most measured IEQ sub-indicators in the literature for each of the IEQ factors, and they are as follows; 1). For thermal comfort, air temperature and relative humidity are the primary measures. 2) For indoor air quality, the key indicators are CO2 concentration, Volatile Organic Compounds (VOCs), and particulate matter (PM10 and PM2.5). 4) Visual comfort is primarily assessed through illuminance and daylight factor, 3) acoustic comfort focuses on background noise level and reverberation time. Despite numerous studies on specific IEQ factors, there is a lack of comprehensive models integrating multiple components for holistic assessments. Our findings underscore the necessity for ongoing monitoring and enhancement of IEQ in classrooms to improve students' health, well-being, and academic performance. We recommend future research focus on developing a standardized, holistic tool designed specifically for classroom environments. Such a tool should allow for initial and rapid assessments, making it accessible for professionals and non-specialists in IEQ. [ABSTRACT FROM AUTHOR]

In the Digital Heritage Education (DHE) classroom, students use digital tools to assist in understanding intangible cultural heritage (ICH), which comprises intricate knowledge. However, students may still encounter obstacles when trying to produce creative designs. To address this issue, we propose a framework that adopts a human-engaged computing perspective to enhance the understanding and design of ICH through phased synergized engagement between engaged students and engaging digital tools. To validate the effectiveness of the proposed framework, we designed, implemented, and tracked Cantonese Porcelain (CP) Creative Design courses over five years. We then evaluated the framework using the probing method, i.e., interviews and focus groups, to obtain lessons learned about understanding and designing CP in the classroom from students and teachers. The findings demonstrate that the framework effectively facilitates students' step-by-step understanding of the knowledge of CP and improves their creative design performance by integrating digital tools and the knowledge of CP. The framework emphasizes both the human and digital aspects of the learning process, encouraging students to engage in a synergized relationship with digital tools to enhance their understanding of ICH and creative design skills. We also discuss the theoretical and practical importance of this framework and outline a future research agenda for DHE in the classroom. Our framework provides researchers and educators with a new approach to explore how digital technology can effectively support students in understanding and designing ICH. It can be applied to other domains of cultural heritage beyond CP. In general, our study contributes to the development of effective pedagogical practices to integrate digital tools into DHE classrooms and to improve student creativity and cultural awareness. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the contributions of Multiliteracies in the classroom context in the Amazonian interior. Thinking about Multiliteracies for the educational context means considering social, cultural and multimodal diversity in teaching-learning processes and contemporary social discursive practices. From this perspective, this work dialogues with Rojo (2012), Cope and Kalantzis (2015) and Kalantzis, Cope and Petrilson (2020) when discussing what reading and writing are in the construction of meanings in the different communication environments that modern society navigates. The methodology is based on bibliographical research, which is expected to contribute to reflections on teaching-learning practices linked to Multiliteracies in the Amazonian classroom. This work also discusses the importance of educational practices connected to constant technological changes, postulating the social and global role of each student, in the Amazonian context, full of multisemiotic experiences and interactions that challenge conventional school literacy educational projects. [ABSTRACT FROM AUTHOR]

House dust mites are ubiquitous and are one of the major sources of indoor allergens for humans. The cases of allergic diseases associated with house dust mite allergens are on increasing trends. House dust mite inhabits human dwellings and has been reported to be present in closed rooms and houses frequently visited or used by humans. However, information on the abundance of house dust mite species is scarce and limited to the classrooms of schools and colleges where students spend ample time a day. Therefore, the present study was carried out to examine the diversity and abundance of house dust mites in the classrooms of colleges of Dhanbad, Jharkhand. The result found the presence of 7 species of domestic mites in the dust samples of classrooms. The identified species belonged to 3 orders and 6 families. Out of the 7 isolated mite species, the Dermatophagoides pteronyssinus of the family Pyroglyphidae was the most abundant species in the dust samples of classrooms with a relative abundance of 46-47%. [ABSTRACT FROM AUTHOR]

Face recognition technique has made significant advancements in security and attendance, but its application in teaching management is minimal. To address the issues of insufficient teacher resources and declining educational quality, the paper designs an intelligent education management system for colleges and universities based on improved Multi-task Cascaded Convolutional Neural Networks (MTCNN) face recognition. The purpose is to achieve accurate recognition of faces through improved facial recognition technology, thereby analyzing the attendance status of students, and improving the efficiency and quality of educational resource utilization. Firstly, an improved MTCNN facial recognition technology is adopted to achieve realtime monitoring of student status and attendance in the classroom through a B/S network structure. Secondly, through cluster deployment and load balancing, system stability and response speed can be improved. The results indicated that the improved MTCNN had better facial recognition accuracy and GPU utilization than traditional systems under different occlusion conditions. When there was no occlusion, recognition accuracy was 99.4%. However, when occlusion was presented at 10%, 20%, and 30%, the accuracy dropped to 92.3%, 84.25%, and 73.4%, respectively. Additionally, when the number of concurrent users was 1000, the maximum GPU utilization rate was 75%, which was 11% lower than traditional MTCNN systems. The use of an improved MTCNN facial recognition-based intelligent education management system in universities can effectively enhance the quality of classroom teaching and monitor the status of students. Further optimization of algorithm performance is needed in subsequent research to support larger-scale concurrent user usage while reducing hardware resource consumption. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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.)

Background: Anxiety in learning foreign languages is a global phenomenon that impacts students' academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research. Objective: To assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context. Methods: A total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender. Results: The EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable (α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women. Conclusion: The Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety. [ABSTRACT FROM AUTHOR]

The study aimed to determine the effects of heterogeneous grouping on the academic performance of grade three pupils in Sta. Cruz Elementary School, District I-A, Division of Antipolo City during the School Year 2019-2020. Fifty percent of the population of grade three pupils in heterogeneous grouping in the said school were considered as respondents. This consists of 550 pupils out of 1100 grade three pupils. They were chosen utilizing the simple random sampling technique. They were described in terms of sex, sibling position, monthly family income, number of children in the family and parents' educational attainment. Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist. This was administered to the pupil-respondents to gather the needed data on the effects of heterogeneous grouping on the performance of grade three pupils as perceived by themselves with respect to intellectual ability, study habits, emotional stability and social relations. Likewise, documentary analysis was utilized since the average grades of the pupils were obtained as basis of their academic performance. The study revealed that pupils are predominantly female and first and third child of the family. Most of them belong to lowincome families and an only child with parents who are college undergraduates. Heterogeneous grouping has much effect on the performance of pupils with respect intellectual ability, study habits, emotional stability and social relations. Significant difference was found on the extent of effects of heterogeneous grouping when grouped by monthly family income, number of children in the family and parents' educational attainment; however, when grouped by sex and sibling position, no significant difference was found. The pupils perform very satisfactory as revealed in their average grades. There is significant correlation between the perceived extent of effects of heterogeneous grouping and the academic performance of pupils. Based on the findings of the study, monthly family income, number of children in the family and parents' educational attainment are significant on the perceived effects of heterogeneous grouping on pupils' performance. Heterogeneous grouping is related to the academic performance of pupils. The study recommended that school administrators may conduct massive information dissemination to parents on heterogeneous grouping of their children. Teachers may always tailor their classroom rules around the general policies of the school and the practice of heterogeneous grouping of the pupils. Pupils may be exposed to more meaningful learning activities in the classroom to enhance their emotional stability and social relations. Pupils should be encouraged to identify their learning preferences so as to improve their study habits and academic performance. The proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables. [ABSTRACT FROM AUTHOR]

Key digested message Grouping by ability is a contentious issue within research, yet this pedagogical practice continues to persist across education systems globally. The strong link between highly differentiated education systems and academic/social inequity requires deep consideration of the role of ability grouping in shaping how children experience teaching and learning in school. This mixed methodological study presents findings from analysis of data from a national survey with primary school teachers and three intensive case study schools. Key findings indicate that: ■ Ability grouping shapes the relational dynamics in the classroom, casting an 'invisible hand' over children's social worlds. ■ Demarcating the boundaries of ability in a classroom attributes value-ability to each group, accruing benefit for those assigned to the high ability group and resulting in exclusion for those in lower levels. ■ Grouping by ability maps out a geography of affect for how children feel and embody their identity as a learner, with pride attributed to being positioned as higher ability, and shame associated with being placed into lower ability groups. ■ The emotional labour in navigating the complex relational dynamics as shaped by the 'invisible hand' of ability grouping impacts on children's wellbeing, with profound implications for those assigned to the lower level. [ABSTRACT FROM AUTHOR]

Practice testing (i.e., practice retrieval) has been established as an effective learning strategy. Uncovering potential factors influencing self-testing usage is a prerequisite to promote its practical use. The present study reports five experiments exploring whether test anxiety (TA) and test stake (1) affect self-testing usage (Experiments 1–5) and (2) influence learning performance through their negative effects on self-testing usage (Experiments 1, 4, and 5). Experiment 1 analyzed data from 459 high school students collected via a survey and found both that TA negatively predicted students’ daily use of self-testing and that self-testing usage mediated the negative association between TA and academic performance. The negative association between TA and self-testing usage was further replicated in a laboratory experiment (Experiment 2). Another quasi-experiment (Experiment 3) showed that students were less likely to test themselves when preparing for a high-stake than a low-stake exam. Experiment 4 replicated this finding and additionally demonstrated that a high-stake test led to poorer learning via its negative influence on self-testing usage. Experiment 5 demonstrated that a high-stake test provoked high state anxiety, which then induced avoidance of self-testing and ultimately impaired learning. Overall, these findings demonstrate a negative effect of TA on self-testing usage, in turn leading to poor learning. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

Aim: This study aims to study the awareness of ergonomics in school-going children of rural government schools. Children experience various difficulties due to improper ergonomic setup and their habits. Musculoskeletal problems are highly prevalent in school children due to improper ergonomics. Objective: The objective of this study is to determine awareness of ergonomics in school-going children of rural government schools. Method: This was an observational study in which 110 school children of the age group 13 to 18 participated. According to inclusion and exclusion criteria, a sample population was selected. The participants were then given a questionnaire and instructions on how to fill it out. The study was conducted using a self-made validated questionnaire for a duration of 6 months. Results: Out of 110 children, 9% of children have an excellent awareness of school ergonomics, 46% have good knowledge whereas 45% have poor knowledge. Conclusion: According to the findings of this study, the majority of children are aware of a few things regarding school ergonomics but not thorough about it. The rest of the children from rural government schools are completely unaware of ergonomics and its application in daily life. Also, most children agree with the need for conducting ergonomics awareness programs. [ABSTRACT FROM AUTHOR]

Copyright of Childhood Research & Studies Journal is the property of Beni Suef 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.)

In this era of rapid technological advancement, the potential of the digital age has opened up numerous possibilities for our society. However, despite these advancements, traditional classrooms still lack the necessary technology to create an optimal learning environment for students. Consequently, students may struggle to effectively acquire knowledge within classrooms. This paper aims to conduct a classroom environment analysis using Internet of Things technology to gather data and uncover valuable insights. The proposed solution involves an embedded system for controlling and monitoring the classroom environment, as well as exporting historical data for further research. By ensuring accurate data collection, this paper seeks to facilitate meaningful improvements in the classroom environment, aligning with the principle of "garbage in, garbage out" in computer science. [ABSTRACT FROM AUTHOR]

Internet of Things (IoT) technology is something that is equipped with sensors and software so that it can send data over a network without human interaction. As a result, the Internet of Things can improve connectivity by connecting many devices via the internet, facilitating human interaction with machines. This research was conducted with the aim of increasing efficiency, reliability and innovation in the teaching and learning process. By using IoT, this research focuses on developing interactive and personalized learning media to increase students' understanding of technology. In addition, this research aims to improve teachers' abilities in using information technology to help students learn to use it. In conducting this research, researchers used quantitative methods in carrying out the research. The data obtained by the researcher was obtained through distributing questionnaires presented by the researcher via a goggle from application. The distribution of this questionnaire is carried out by researchers online, and then the results of the distribution of this questionnaire will be processed using an SPSS application. From this research, researchers can conclude that the integration of Internet of Things (IoT) technology can increase classroom management efficiency. With the help of the Internet of Things (IoT), teachers can monitor and manage classes more efficiently and intelligently by collecting data such as student activity, room temperature, and other information. Thus, IoT allows teachers to make smarter and strategic decisions about classroom management. Based on the results of this research, the impact of integrating IoT technology can provide benefits for teachers and students. Developing digital skills is one of the benefits of integrating IoT technology. By learning how to use Internet of Things technology in learning, teachers can improve their digital skills and increase their ability to use technology to improve the efficiency and quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)