Search

Objectives: Many students have difficulties in retrieving multiplication facts from memory. The aim of the present study was to test the difficulty in retrieval of multiplication facts from the perspective of the reconsolidation of long-term memory phase, which has been found to be sensitive to interferences., Methods: Students learned multiplication facts and then received a reminder, which led to reactivation and reconsolidation. After the reminder, additional multiplication facts (interference) were learned and memory was tested., Results: Students who received both a reminder and interference during reconsolidation showed no significant improvement in retrieving multiplication facts from memory, whereas Students who received either a reminder or additional multiplication facts (interference) exhibited a better performance in retrieval., Conclusions: These results indicate, for the first time, that the reconsolidation phase is sensitive to interferences in mathematical declarative memory content. The findings indicate additional possible causes for difficulties in retrieval of multiplication facts in class., Competing Interests: Declaration of Competing Interest We wish to confirm that there are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome., (Copyright © 2020 Elsevier GmbH. All rights reserved.)

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]

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]

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.

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]

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.

Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children's motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings. [ABSTRACT FROM AUTHOR]

In recent years, robotic arm exoskeletons have emerged as promising tools, finding widespread application in the rehabilitation of neurological disorders and as assistive devices for everyday activities, even alleviating the physical strain on labor-intensive tasks. Despite the growing prominence of exoskeletons in everyday life, a notable knowledge gap exists in the availability of open-source platforms for classroom-ready usage in educational settings. To address this deficiency, we introduce an open-source educational exoskeleton platform aimed at Science, Technology, Engineering, and Mathematics (STEM) education. This platform represents an enhancement of the commercial EduExo Pro by AUXIVO, tailored to serve as an educational resource for control engineering and biomedical engineering courses. [ABSTRACT FROM AUTHOR]

A central teaching in Islam is a celebration of the diversity and richness of the human experience. The Quran states that human beings were created into nations and tribes so that we "may know one another." As much as this teaching dispels prejudices we might have against one another and facilitates appreciation for diversity among mankind at large, it also serves as a directive for Muslims to engage people from all walks of life in generous-spirited conversations, seeking to build deeper understanding through respectful dialogue. In this spirit, we apply the Islamic concept of halaqa toward fostering philanthropy in our university classrooms. Drawing on our experiences teaching interdisciplinary courses to undergraduate students of many different majors, we describe how halaqa can serve as a model to reconfigure university classrooms and nurture honest, open conversations to enhance awareness, humility, and compassion. [ABSTRACT FROM AUTHOR]

Learning a Foreign Language (FL) is, as a rule, seen by experts as a major asset for global understanding and the mobility of people. English is found at the top of the pyramid as the number one language to achieve these goals. Nowadays, being able to express oneself intelligibly in English is decisive for students who want to thrive both academically and professionally. Indeed, the concept of intelligibility is now firmly established in the field of Applied Linguistics as one of the key factors in explaining success or otherwise in communication between interlocutors from diverse cultural and linguistic backgrounds. Accordingly, the essence of this article lies in the analysis of the communicative teaching practices of EFL teachers in Portugal and how they reflect on the learners’ speaking proficiency and intelligibility. Findings show that English continues to be taught with little regard to its real-world use, creating a gap between the learners’ needs/expectations and their true learning. Overall, the article focuses on the need for a reconceptualisation of speaking within an intelligibility frame of mind. Thus, it poses a challenge to traditional approaches to language teaching and learning practices by claiming a need to rethink approaches to learners’ oral proficiency grounded in the intelligibility principle.

This work aims to interpret the pedagogical and technological elements in the literature associated with using emerging technologies in the teaching process. For this reason, exploratory research was carried out with a qualitative approach, identifying through a search by categories and subcategories in bibliographic databases. In the same way, four research questions were used, which yielded 68 articles that contributed to the development of this. The pedagogical elements of the traditional classroom were found to be mantained over the years, and some technological elements have been incorporated. So, significant advances in the use of information and communication technologies are evident. Likewise, essential changes are reflected in society and the educational system without the fundamental transformations demanded by 21st-century education. In addition, events, limitations, barriers, changes, needs, system actors, progress, application areas, as well as positive aspects related to the application of these innovative tools (augmented reality, virtual reality, mixed reality, and 3D video games) that favor work in the classroom and the teaching process. Finally, the possibility of permanence in the future is also evident, given its captivating power with the younger population, destined to become a permissible alternative aimed at the educational scenario from the transformation of the traditional classroom to the digital, in an innovative way through new technologies. [ABSTRACT FROM AUTHOR]

This study was on the development and integration of digital games for mental health education in secondary schools. Mental health challenges are becoming common among the youthful population due to substance and drug abuse and depression. A team of 5 researchers and 10 secondary school teachers jointly designed a digital game for teaching and learning mental health lessons in schools. The game prototype was tested and implemented in 5 secondary schools in a period of six weeks. A total of 218 students used the games to take mental health lessons. Game-based learning was evaluated using a questionnaire with five measurements on a Likert scale. The results indicate that the learning process was supported by the students' experience of using digital games and their conscious attention when participating in game-based lessons. The adjusted r square value was 22.5%. Digital game-based learning is an effective tool for teenage mental health education in secondary schools. [ABSTRACT FROM AUTHOR]

BackgroundAnxiety 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.ObjectiveTo 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.MethodsA 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.ResultsThe 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.ConclusionThe 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.

Peace education is a central issue when we speak of authentic child development. Of all educations (the most transversal), it relates both to forming citizens who always defend this idea and at all costs, and to the prospect of women and men practicing peace, in the broadest sense, daily. One way to do this is to start from the school and from those activities capable of proposing a different management of conflict. The example cited at the conclusion of this work is, after a specific activity, the community discussion and, therefore, the way of the word. Even though, in the wake of the Russian-Ukrainian and Israeli-Palestinian conflicts, schools have engaged in very varied but nevertheless time-limited projects, it is important to emphasize that everyday disciplinary activities are not enough, just as it is not enough to relegate this topic, in primary school, to civic education hours. Educare alla pace per una crescita autentica e una diversa gestione dei conflitti. L’educazione alla pace è questione centrale quando parliamo di sviluppo autentico del bambino. Tra le educazioni (la più trasversale) afferisce sia al formare cittadini che difendano sempre e ad ogni costo tale idea, sia al prospettare che donne e uomini pratichino la pace, in senso ampio, quotidianamente. Una via per far questo è ripartire dalla scuola e da quelle attività in grado di proporre una diversa gestione del conflitto. L’esempio, citato a conclusione di tale lavoro è, dopo una precisa attività, la discussione comunitaria e, dunque, la via della parola. Nonostante, a seguito dei conflitti russo-ucraino e israelo-palestinese, le scuole si siano cimentate in progettualità molto variegate ma tuttavia a tempo determinato, preme sottolineare come le quotidiane attività disciplinari non bastino, così come non basta relegare tale tema, nella scuola primaria, alle ore di educazione civica.

Education is the center of teaching and learning activities in the classroom. To achieve the success of educational goals, a professional teacher is needed, one of the criteria for a professional teacher is to be able to manage the class properly and effectively. PAI teachers especially those who teach in the religious field, to achieve the goals of Islamic education, PAI teachers need to pay attention to class management. The purpose of this study is to describe the form of approach and fostering class discipline as well as the constraints and solutions carried out by educators in managing classes in Islamic Religious Education learning at SDIT Binaul Fikri Serang Baru, Bekasi. The research method used is descriptive qualitative with the type of field research. Data collection techniques used are interviews, observation, and documentation. Data analysis uses the Miles and Huberman models. The results of the research show that; (1) The form of the approach used by Islamic Religious Education teachers is a varied approach, including a socio-emotional approach and a permissive approach; (2) The form of classroom discipline that is applied is the conversion method with cooperative control disciplinary techniques; (3) Obstacles faced by PAI teachers in managing classes come from individual and group problems, but these problems can be overcome by preventive methods such as opening, empathy, conversion, accepting and appreciating students as well as curative ways by imposing sanctions.

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms.

This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of the lifeworld—to analyse hidden curricula. It finds that hidden curricula limit teachers’ comprehension of teacher–pupil relationships dependent on pupils’ responses to teacher-level hidden curricula. Where they respond with compliance, pupils limit expressions of their subjectivity; conversely, where they reject teacher-level hidden curricula, pupils’ subjective lifeworlds are already disrupted by them. Both responses impede teachers’ understanding of teacher–pupil relationships. In addition, pupil-level hidden curricula, which are often asymmetrical and oriented in response to teacher-level hidden curricula, present another barrier to teachers unveiling hidden curricula and the subjectivities of teacher–pupil relationships. In effect, pupil-level hidden curricula render teachers ‘alone in a crowd’. Finally, I argue that systematically examining hidden curricula represents strategic action—communicative action’s counterpoint—and colonisation of pupils’ lifeworlds. While hidden curricula present significant theoretical limitations to understanding teacher–pupil relationships, teachers might use this as a ‘pedagogical hinge’, freeing them from the unknowable and uncontrollable to a more practical view of teacher–pupil relationships.

The article presents the application of a virtual classroom in a rural school in collaboration with other institutions. The Erasmus+ Strategic Partnerships project to develop a virtual classroom in a rural school aims to create a virtual collaborative space where rural schools can support each other and immediately fill their gaps in terms of teachers, content and activities. The idea involves not only the technological environment, but also the surrounding community, which is primarily made up of rural schools and other organisations active in the field of education and rural development.

The focus of this article is to analyse art’s contribution to the effectiveness of English learning through a thorough look of art’s use, in particular music and songs, in the English language classroom. More in depth, it looks also at the benefits and shortcomings of utilizing art techniques to teach English, as well as to identify ideas and tools that can assist teachers and students in overcoming the current challenges to using art in English classrooms. While the arts are still not widely regarded as important educational and supplementary tools in a variety of teaching and learning contexts in Albania, this is particularly true in English language teaching as it offers several potential ways to improve both the planning and implementation of traditional English language teaching methods. Learning a foreign language can be distressing, in particular during the teenage hood. The period when students are adjusting to the new social and emotional changes, certainly does not simplify the new language learning. That is why the study was mainly focused on this particular age-group, aiming to identify art as a tool to be utilised at the benefit of both teachers and students in the English learning process. Song and music are helpful language learning instruments that enhance second language instruction without putting too much academic burden on the students. They have been shown to be a good listening exercise with several advantages, offering a learning atmosphere that avoids classroom tension while yet serving the aim of learning through entertaining activities.

IntroductionListening is the gateway to children learning in the mainstream classroom. However, modern classrooms are noisy and dynamic environments making listening challenging. It is therefore critical for researchers from speech and hearing, education, and health sciences to co-design and collaborate to realistically assess how children listen to learn in the classroom and to understand how listening can be improved to enhance children’s learning and wellbeing – an understanding which is currently lacking. Such highly interdisciplinary thinking demands a holistic classroom listening framework that can integrate a range of varied assessments and outcomes.MethodsAn extensive review of literature into classroom listening was conducted but failed to identify a suitable framework. In this hypothesis and theory article we present a new framework that we have developed – the Listen to Learn for Life (L3) Assessment Framework.ResultsThe L3 Assessment Framework holistically incorporates frameworks from health, speech and hearing sciences, and education sectors. The framework accommodates a broad range of different factors that may affect listening, allowing for researchers to choose specific factors dependent on the context of use.DiscussionSelected examples of applying the framework are provided demonstrating how to assess children’s performance during different classroom activities as well as the effectiveness of a chosen intervention. For example, the framework can be used to assess the effectiveness of a wireless remote microphone intervention during group work activities for a child with autism.ConclusionThe L3 Assessment Framework provides a theoretical basis for the future development of research and practice as applied to listening in a classroom setting.

For decades, the achievement gap between low-income Black males and other groups is sufficiently documented and persists. This study calls for a new practical curriculum approach that provides the necessary conditions for how low-income Black males learn, stay engaged, and assist in building the capacity for positive self-efficacy. The significance of this curriculum approach would be improving academic achievement among the group, closing the gap, and facilitate long-term socioeconomic sustainability for the group that is most likely vulnerable to systemic barriers and prejudices. Through a qualitative approach and a historical design, the findings developed a curriculum approach grounded in Social Learning Theory, Human Capital Theory, and Career development Theory. The theoretical framework embodies and incorporates the practical approach found in (Yusuf & Nabeshima, 2012) and (Lee & Fredriksen, 2008) and could improve academic achievement among the group. [ABSTRACT FROM AUTHOR]

The prominent increase in English medium instruction (EMI) in higher education has triggered the need for investigating EMI in practice in various contexts. Studies focusing on linguistic attitudes of EMI practitioners and learners are beginning to emerge but there are few studies exploring language-related issues in EMI practice. In response to this, this study investigates how language-related issues in EMI are conceptualized, approached and navigated. Data are drawn from document analysis, classroom observations and semi-structured interviews. The study finds that EMI courses were established without much presence of linguistic diversity and without an overt policy. Seemingly, EMI is treated as an invaluable commodity in the pursuit of internationalization. This puts the consistence and quality of EMI into question. It also finds that the practitioners have made polarized language decisions despite of an overall "English-only" preference. The polarized decisions lead to two modes of silence, namely "the English-only silence" and "the silence of English." In addition, nativized Englishes were found to play in a key role in constructing EMI discourses, despite of a deeply-rooted belief in the Standard English ideology. This conflict between practice and perception reinforces the complexity of practitioners' professional identity. Furthermore, it is also found that EMI, as an important way to pursue internationalization that celebrates heterogeneity, has a potential to circulate homogeneity. The findings are of significance for universities to (re)consider and (re)conceptualize language-related issues in EMI practice, and on the basis of this, design appropriate EMI curricula. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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 Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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.)

Particularly in light of the COVID-19 epidemic, technology is a catalyst for changing teaching and learning, not just a tool for providing information. This essay aims to examine the three ways that personalization, relevance, and skill development might affect the teaching profession. This research is a qualitative research and library research. The capacity of educators to adapt learning experiences to the needs, interests, and preferences of each student is referred to as personalization. By giving users access to data, material, and the cloud, technology may enable personalization and allow teachers to track student progress, differentiate their lessons, and give feedback. Technology can enable students to take control of their education and choose their own speed and direction. Relevance is the relationship between what students are learning and their personal objectives, ambitions, and aspirations. By establishing blended learning settings that include online and offline activities, real-world challenges, and realistic assignments, technology may increase relevance. Students may engage with classmates and professionals, access materials outside of the classroom, and apply what they have learned in many circumstances with the use of technology. The development of students' skills includes preparing them for the workforce and culture of the twenty-first century. By introducing kids to contemporary technology tools and abilities including coding, programming, physical computing, and computational thinking, technology may promote skill development. Through maker education and STEAM (science, technology, engineering, arts, and mathematics) education, technology can also encourage students to develop their problem-solving, critical thinking, collaborative, and creative skills. [ABSTRACT FROM AUTHOR]

Cheating in examinations across the globe is an issue of growing concern. This study argues that the culture of cheating in exams in Balochistan has reduced the efficiency of human resource and has resulted in producing students with high qualifications but less potential in the province. Therefore, it is very important to explore the factors contributing to cheating in exams and to suggest a course of action to mitigate the menace it poses. A quantitative research method was employed for this study. Similarly, statistical techniques such as correlation and logistic regression were conducted for statistical analysis and explanation of the study using SPSS. Theoretically, the study is inspired by rational choice theory. The findings of the study show a significant relationship between personal, institutional, and situational factors. Personal factors that contribute to cheating were found to be students’ desire to excel, low GPA, and slow learning. Institutional factors include the weak administrative role of institutions, poor academic policies, overload on students, and weak performance of the teachers. Situational factors such as the poor management strategy of the examiner, time pressure, and technological tools were found to be instigating students towards cheating. The study suggests that an appropriate exam hall setting, effective monitoring, concept-oriented exams, and a strong honor code can decrease cheating. [ABSTRACT FROM AUTHOR]

Education is one of the most promising areas in life. The student who will start his education in the first grade of primary school in 2022 will reach the peak of his professional activity in the forties of the 21st century. Therefore, the school does not prepare students for the world "today", but for the one "tomorrow", which is difficult to even imagine. But if humanity wants to survive, it has to deal with problems that will be solved by the student who is now sitting in the school desk. The work of the school pedagogue has fundamental importance in the functioning of the educational process and no other educational and professional profile of a school worker can replace the work and function of the school pedagogue in schools. In this paper, we put a special emphasis on the part in which we explain in more detail the entire work methodology of the school pedagogue, specifically in the elementary school. In this section, we elaborate the following areas of the school pedagogues work individually: planning, programming and evaluation of educational work; instructional - pedagogical work of the school pedagogue with the teachers; the school pedagogue work with students; the cooperation of the pedagogue with the parents; analytical-research work of the school pedagogue; cooperation of the school pedagogue with other professional bodies and social institutions. In this paper, we will try to explain the essential need for cooperation between the school pedagogue and the teachers in order to improve the teaching work. This scientific paper is of essential importance and will make a great contribution to education and science in general. [ABSTRACT FROM AUTHOR]

The University of Sucre promotes effective articulation between its academic programs and research processes, as a guarantee of a comprehensive education based on the importance of the processes of searching for and generating knowledge. In this sense, the Zootechnics programs develops research competences in its students through strategies such as: formative research, research workshops, national and international research mobility opportunities. The main objective of this research was to describe the impact of research, technological development and innovation in the academic programs of Zootechnics at the University of Sucre. The information was approached from the perspective analysis of the current regulations related to the contributions of research, innovation, technological development and creation, associated with the academic program present in the decree 1330 of 2019, of the Ministry of National Education of Colombia. The main concepts around the research topic were structured through the use of information referred to or published, both in the aforementioned regulatory framework, as well as by recognized authors in this area. It was found that a high percentage (88%) of subjects in the Animal Science programs are of a theoretical-practical nature, which develop formative research principles; in this sense, students are offered the possibility of developing classroom projects in order to develop research skills. This type of exercise has motivated students to join the research groups of the teachers who teach the subjects. The academic productivity of the research groups is evident, with 156 scientific articles published in indexed journals in the last five years. In conclusion, the Zootechnics programs at the University of Sucre has developed research activities associated with the training processes, which is evident from the development of the courses or subjects themselves, with the implementation of methodologies that promote the development of research competences. [ABSTRACT FROM AUTHOR]

While information and communication technology (ICT) has changed every aspect of our lives and will continue to do so, it is the role of education to prepare students adequately for their future adult lives in the digital age. This places high expectations on teachers. This article aims to provide an understanding of how teachers’ attitudes towards ICT in the classroom are reflected in the regular use of ICT in their daily teaching practices and how teachers describe their role in preparing young people for adult life in the digital age. Data from the DigiGen project are used, which entails in-depth semi-structured interviews with eight general-education (grades 1–12) teachers from Estonia. The results indicate that teachers’ attitudes vary—while some perceive ICT as a natural part of life, others have more moderate or even sceptical attitudes towards ICT use in the classroom. Teachers’ practices in using ICT in the classroom differ greatly, but most are monotonous, putting students in a passive role. Teachers understand their role in preparing young people for adult life in the digital age as important, although this is not reflected in their practices.

The paper explores the risks and opportunities of classroom peer interactions on the basis of previous literature and of data from video-ethnographic research in two primary Italian schools. As regards the former, the article reviews previous academic literature, arguing that several studies on peer group work neglected the process of children’s mutual engagement. Conversely, other studies managed to offer a thorough description of the practices that might develop in the peer group, highlighting how peer interactions (a) entail significant opportunities for children’s learning and development, but (b) are also a locus where children might exclude other classmates. This recognition is further demonstrated through an empirical illustration based on data collected during the ethnographic research. Setting out from this appraisal of previous literature and empirical data, the article outlines the pedagogical relevance of peer interactions in the classroom and delineates its implications for teachers’ professional practice.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Human Review is the property of Eagora Science 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: Palliative care (PC) education should be an important part of both the graduate and undergraduate nursing curriculum. Nursing's philosophy of holistic care, which aims to improve the quality of life of patients and families, aligns with the primary objective of PC, positioning nurses to take the lead in expanding and improving PC delivery to all patients with a life-threatening diagnosis. The best way to facilitate this level of care is when staff nurses and advanced practice nurses work collaboratively. Aim: To establish a new standard for nursing education that emphasises intradisciplinary care. Methods: To fill the gap in PC education for nursing students, a dedicated elective PC class was developed for undergraduate and graduate students at a large midwestern University in the United States. Findings: Through an interactive approach to learning, both groups were able to experience and more fully understand how they would work collaboratively with each other to provide high-quality PC. Conclusions: Intradisciplinary PC education is an opportunity for students to learn the precepts of PC in an environment that will mirror their post-graduation practice environment. [ABSTRACT FROM AUTHOR]

Abstract Background Intimate Partner Violence (IPV) is prevalent in women presenting to orthopaedic fracture clinics. Rates of IPV have increased during the COVID-19 global pandemic. Our aim was to determine the effect of educational experiences on IPV knowledge and IPV screening to inform best-practices in resident education. Methods Cross-sectional online survey of orthopaedic surgery residency programs in Canada. Demographics, IPV educational experiences, IPV knowledge, and frequency of IPV screening were collected via a modified version of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS). Descriptive statistics and regression modeling identified predictors of IPV knowledge and frequency of IPV screening. Results Responses were obtained from 105 orthopaedic residents; 84% participated in classroom training, 39% underwent mentorship training, 32% received both classroom training and mentorship, and 10% reported neither. Classroom training had no statistically significant association with IPV knowledge or frequency of IPV screening. Residents who received mentorship were 4.1 times more likely to screen for IPV (95% CI: 1.72–10.05), older residents were more likely to screen for IPV (OR: 8.3, 95% CI: 2.64–29.84), and senior residents were less likely to screen for IPV than junior residents (OR: 0.29, 95% CI: 0.09–0.82). Conclusions Classroom training was not associated with any effect on IPV knowledge nor the frequency of IPV screening. Educational efforts should be targeted at increasing mentorship opportunities in order to improve IPV screening practices in Canadian orthopaedic residents.

Author: Sarah Mullin Publisher: Word & Deed Publishing Incorporated Country of Publication: CANADA Year of Publication: 2021 ISBN: 978-1-7773454-4-0 Pages: 338

In the last years, the teaching and learning of literacy has changed due to the development of Information and Communication Technologies (ICT). The use of ICT in the classroom depends largely on teachers, who are the key players in its integration. However, several factors influence teachers’ decisions to use ICT in their classroom, both internal (e.g., self-efficacy) and external (e.g., school support). Indeed, despite the potential benefits of using ICT, not all teachers use them in their teaching practice. In the present study, we examined which are the main factors influencing teachers’ effective use of ICT in literacy classrooms. A total of 125 teachers lecturing Portuguese Language in grades 5–12 participated in this study (M = 50.00 years, SD = 7.88; 89% women). Teachers filled in an online survey, comprising sociodemographic questions (viz., age, gender, education, years of teaching experience, teaching level, school type, and geographical area) and four questionnaires related to ICT and teaching. Results showed that effective use of ICT was predicted by both internal (ICT’ self-efficacy and constructivist conception of teaching) and external (lack of access and support, and gatekeepers) factors. These findings may help in the identification of key targets to facilitate the effective use of ICT in literacy classrooms.