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Digital technologies are the main driver of the future economy, with technology jobs and those requiring digital skills on the rise. In educational settings, there is an accelerated propagation of digital learning environments, which was amplified by the online shift following COVID-19. To equip learners with the necessary digital skills, there ought to be a purpose-built framework that can be used as a reference point. Although in recent years there were multiple attempts to develop digital literacy frameworks such as DigComp by the European Commission and the Digital Literacy Global Framework (DLGF) by UNESCO, with several other frameworks built on top of them, there is a lack of frameworks devised specifically for learners and students. This paper proposes a conceptual digital literacy framework for learners, building mainly on DigComp 2.0 and the DLGF. We use an integrative review methodology of six main empirical frameworks, developed in recent years with educational applications, to achieve our aim. We added new competencies specific to mobile learning environments and career-related digital endeavors by learners. In addition, we further tailored the competences related to device and software operations to both personal computers and mobile devices. The proposed framework in this paper expounds on DigComp and DLGF by adding several competences which are deemed essential for learners in today's digital world. The framework can be used by educational institutes, policymakers, as well as learners to assess their digital skills and devise strategies for capacity building.

Self-regulated learning interventions influence students' learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > [chi-squared], p < 0.05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self-regulated learning strategies had a "moderate" effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context.

Studies have indicated that self-regulated learning is critical for 21st century learners and lifelong learners, and it can also explain students' learning outcomes. In the current learner-centered instruction, especially in online learning environments, self-regulated learning has become a more critical element for students' success. Given the previous findings that self-regulated learning is teachable, this study attempted to examine what kinds of supports teachers at U.S. K-12 online schools provided to their students to develop self-regulated learning skills and how teachers provided those supports. The roles of technology in such teachers' practices were also examined. The results showed that teachers provided students with more direct guidance instead of helping them understand and develop self-regulated learning by themselves. Implications for practices to support the development of students' self-regulated learning, such as personalization, learning community, and balance between teacher-regulated learning and self-regulated learning were discussed.

Education systems around the world closed schools to cope with the spread of the COVID-19 pandemic. In this current mixed-method study, 181 schoolteachers completed online questionnaires to characterize the pedagogical strategies which they used during Emergency Remote Learning Environment (ERLE) in May 2020. In addition, we conducted semi-structured interviews with eleven ICT coordinators to explore their role in effective ERLE. According to the teachers, the most prevalent strategies that they employed were "synchronous strategies" (M = 3.75) and "blended" (synchronous & asynchronous) strategies (M = 3.64) categories, both found to be significantly higher than the asynchronous strategies (M = 3.30). Moreover, when teachers were specifically asked about their preferred medium, 52% of the pedagogical strategies were performed in "blended environments" combining synchronous and asynchronous communication channels, with only 22% of teachers choosing to teach synchronous lessons. Among the strategies, assigning students to design learning artifacts was the most powerful predictor ([beta] = 0.58) of designing authentic activities by teachers. Triangulation with the qualitative data of ICT coordinators showed that teachers utilized seven ERLE strategies differentiated by delivery medium naturalness: "asynchronous activity strategies" (68% of the statements) or "synchronous session strategies" (32% of the statements). Regarding the role of teachers as designers, almost 90% of the teachers designed and/or adapted the ERLE activities by themselves. The role of coordinators during ERLE was primarily to provide organizational, technical, pedagogical, and emotional support to the school staff rather than to develop learning materials. Teachers used both synchronous and asynchronous channels according to needs, to provided emotional and pedagogical support and to maintain authentic teaching and learning with their students. The implications for educational theory and practice are discussed.

Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to build understanding of statistical investigation and data analysis for students with mathematics difficulties, including: (1) Explicitly teach important vocabulary related to statistical investigation and data analysis, (2) Introduce the steps and purpose of statistical investigation, (3) Guide students through the statistical investigation process, (4) Link investigative questions to word problem types to solve, and (5) Build understanding of variability throughout.

Spatial thinking permeates much of our lives and is an asset when solving problems involving well-structured visual information or imagining solutions in physical or digital space. However, an estimated three million US school children have spatial talents that go unrecognized because of the tools commonly used for identification of academic talent. For decades, educational and psychological research has explored the range of spatial thinking skills that are demanded by many career fields, including science, engineering, and mathematics. Spatial thinking has been found to be particularly important to early mathematical thinking. In this article, we explore what spatial thinking entails, where it is important in the curriculum, and how we can begin to develop spatial literacy and identify spatial talents in our K-12 classrooms.

STEM (Science, Technology, Engineering, and Mathematics) education is an alternative learning approach to constructing 21st century skills. It encourages the emergence of innovation to develop these skills. The study uses a systematic literature review method adapted from Sharif and Moher "et al." using PRISMA. The content analysis aimed to systematically analyze trends in STEM or STEAM education research in Indonesia using articles published in national and international journals. From the inclusion criteria, there were 63 articles collected analyzed using the Paper Classification Form (PCF) instrument adapted from Kizilaslan "et al." with indicators title, author, author nation, journal name, year publishing, journal type, language, index, principal discipline, research method, data collection, sample, and data analysis. The findings indicate that the dominant topic is learning strategies with experimental research methods. STEM or STEAM education dominates at the secondary school level for science subjects. Project-based learning, problem-based learning, and Inquiry are the dominant learning models integrated with STEM or STEM learning. Critical thinking ability, scientific literacy, and learning outcomes are the dominant theme in STEM or STEAM education. Empirical research is needed on the potential of STEAM education to improve skills in 21st-century learning

Background: Given students' lack of self-directed learning skills and the growing concern about implementing massive online open courses (MOOCs) in K12 education, learning strategies are needed to facilitate MOOC learning. Many studies have provided different strategies for effective learning in MOOCs. However, there is still limited research to confirm whether these strategies effectively support MOOC learning when deployed by secondary schools, which are not MOOC developers. Objectives: This mixed-method study examines the provision of different learning strategies, including a learning guide, an academic mentoring programme, a training workshop, and a reimbursement scheme, and investigates the impact of these strategies on student learning in MOOCs. Methods: The study uses two data sources: (1) surveys with 40 participants and (2) semi-structured interviews with 12 participants. The quantitative data were analysed with descriptive statistics and Fisher's exact test, and the qualitative data were analysed with thematic analysis. Results and Conclusion: The findings indicate that MOOC learners had positive attitudes towards the overall school support, with mentoring enjoying great popularity amongst the students. In terms of the effectiveness of the school support, the mentoring programme and reimbursement scheme were more effective than the university training and learning guide. The paper discusses the implications for researchers and educators.

Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialization, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching.

This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners' language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.

This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students' comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers' prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students' existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students' knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded, including suggested definitions of prior knowledge and prior knowledge activation.

A one-degree angle would certainly be difficult to draw accurately, especially without the aid of other tools like a protractor. However, mentally making a one-degree angle in visualized imagination is not only possible, but it is important for students' emergent understandings of angular measure. When students begin learning about length, teachers often encourage mentally making and measuring lengths with nonstandard units. Here, the author uses "mentally making and measuring" to refer to students' imagined use of same-sized parts to either produce an amount (i.e., "make") or describe the size of an amount (i.e., "measure"). After students have had experiences making and measuring with nonstandard angular units, it is important for them to eventually transition to standard units of angular measure like degrees. Tasks and dynamic visualizations can be useful for supporting students' mental imagery; eventually, it is desirable for students to internalize the imagery and use it to solve tasks independently.

Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an open-ended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.

(1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers' digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.

Instrumental practice is vital to musical development. Between lessons musicians need to employ considerable self-regulated learning strategies to solve learning problems and to manage their practice. Many children lack these self-regulatory skills for effective and independent practice. Digital technology advancements are offering teachers new ways to support music learning and to scaffold self-regulation in classroom settings. This semi-systematic literature review explores scholarly research in these areas to understand the implications for instrumental practice. Firstly, through examining the process and learning factors of instrumental practice, this paper identifies Self-Regulated Learning Theory as an appropriate framework to explore children's development of self-regulation. Secondly, a synthesis of literature reveals the limited extent of research on the use of technology in facilitating this learning context. This paper highlights the fundamental need for further research into the role of technology in supporting students to become more independent learners and effective musicians.

The ability to think creatively and self-regulated learning is very important in learning mathematics, in order to train students to develop their creativity. But in reality, mathematics learning that is currently happening has not been able to develop mathematical creative thinking skills and increase students' self-regulated learning. The purpose of this study is to examine the relationship between the open-ended approach and the ability to think creative mathematically and self-regulated learning and how to implement it in school in the perspective of literature review. The type of research used is literature review, where articles are collected using search engines such as EBSCO, Science Direct, and Scopus. Based on the articles collected, the results show that: 1. Mathematics learning to use an open-ended approach has an effect on increasing students 'creative thinking skills and self-regulated learning, 2. The open-ended approach is higher in increasing students' creative thinking abilities compared to using a conventional approach, 3. The open-ended approach to learning has the following steps: a) the teacher organizes students in learning activities; b) the teacher exposes students to open problems; c) the teacher guides and directs students in solving problems with various solutions and various answers; d) students present their work and compare with the work of other students in front of the class; and e) students conclude the subject matter, which is guided by the teacher. 4. To apply open-ended learning, it is necessary to prepare learning that requires high creativity for a teacher.

The study aimed to identify the factors and to demonstrate their effects on academic achievement in various publications that utilized meta-analyses. For this purpose, the meta-analyses publications on the Web of Science-All Database till 2018 were reviewed. In the study, the systematic review method was adopted. Following a related review, 169 meta-analyses were included in the scope of the study. The effects of 254 variables on academic achievement were investigated, and consequently, 427 effect sizes were found in total. Variables obtained from meta-analyses with the effect sizes between -0.799 and 3.170 were examined in nine categories. The results revealed that the number of variables evaluated in the categories of psychological, socio-economic, socio-demographic and individual characteristics, learning theories and teaching strategies, and family was bigger than other categories.

The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that "learning" was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

This study reviewed the mobile technology-supported music education (MTSME) studies published in several academic databases, namely Scopus, WOS, ERIC, and RILM, from 2008-2019. Based on the technology-based learning model, the application domains, research issues, sample groups, research methods, adopted devices, and learning strategies were examined. In addition, visual categorization analysis was conducted to further analyze the keywords adopted in the studies. The results show that the number of MTSME studies increased in the time period. It was also found that a majority of studies mainly focused on learner perceptions (e.g. learning reception, learning attitude, and learning motivation). Tablet computers were the most frequently adopted mobile devices. In terms of learning strategies, guided learning, project-based learning, and inquiry-based learning were extensively used in the MTSME studies. In addition, the results of the keyword analysis showed three thematic clusters of MTSME studies, namely "mobile technology-supported teaching management and learning design," "developing appropriate music educational resources for different educational levels," and "mobile technology facilitated learning motivation in music education." According to the research results, several suggestions for future research are proposed.

Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it's necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students' preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.

During the pandemic, school and university students had to urgently move away from traditional classrooms to online learning in their homes. Student engagement that can be explained by self-determination theory (SDT) is important in online learning. Indeed, the founders of SDT recently stated that SDT-based future research should look closely at how to satisfy the basic needs in the theory in technology enhanced learning environments. We also know very little about K-12 student engagement in online learning. Therefore, this qualitative study used the SDT as a framework to understand K-12 school student engagement and disengagement in online learning. It used a thematic analysis to analyse interview data from 36 students and 18 teachers. The findings highlight that (i) online learning environments that supported more autonomy were more likely to engage students cognitively in developing two important lifelong skills of digital literacy and self-regulated learning; and (ii) those environments that lacked emotional attachment, equipment and resources, coupled with perceived digital incompetence and ineffective learning experience of the students suppressed cognitive and emotional engagement. Hence, this study suggests how to satisfy the need for competence and relatedness to prepare and implement online learning.

This study identified appropriate pedagogy for computational thinking in K-12 computer education. The Delphi technique was employed to collect different views, ideas and opinions derived a consensus from a panel of 12 international experts through a series of questionnaires. The experts have various experiences in computer science, computer education and computational thinking. After three rounds of survey, the expert panel identified a total of 13 appropriate teaching/learning strategies to develop computational thinking skills in K-12 computer education distributed among the nine skills of computational thinking: eight strategies derived from the 12 teaching and learning strategies in the first draft of the Delphi survey questionnaire and five strategies suggested and agreed by the panel. This study demonstrated the importance of finding an appropriate pedagogy for computational thinking with a focus on K-12 computer education.

The following review incorporates a systematic selection, coding, and analysis methodology in order to compile a corpus of empirical research studies that investigate the use of technology-mediated feedback in L2 writing contexts published from 2015-2019. Trends are identified by coding and quantitatively analyzing key parameters of the corpus, and the corpus is qualitatively analyzed, contextualizing and exploring emergent themes within these trends in rich detail.Key quantitative findings reveal (A) the leading journals are "Computer Assisted Language Learning," "Computers & Education," "Journal of Second Language Writing," and "Language Learning & Technology"; (B) the region with the most publications is Greater Asia, with the USA as the country with the most publications; (C) the majority of studies were conducted in EFL contexts; (D) tertiary contexts dominate, with the majority occurring at the undergraduate level in blended learning contexts; (E) the majority of studies examined feedback that contained both local and global feedback; (F) the majority of studies gave comprehensive feedback via a mix of direct and indirect feedback, were delivered within formative treatments, and used either asynchronous or mixtures of both asynchronous and synchronous modes; (G) as for types of technology used, multiple technologies were used most, followed by individual study tools, cloud-based word processors and shared documents, and network-based social computing; (H) most research orientations were descriptive or comparative and used non-experimental designs; and (I) the most popular sources of feedback were issued from teachers, AWEs, and peers. Eight studies investigated the use of feedback stemming from multiple sources. Finally, qualitative analyses explore emergent themes involving the intersection of source of feedback and technology type; in doing so, the authors describe, contextualize, and critique in rich detail how the use of artful combinations of technologies and sources are currently shaping the use of technology-mediated feedback in L2 writing instruction and research.

Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and development has been informed by research from multiple disciplines, special education teachers will be the primary drivers of this work. As such, they need a framework and tools to guide intervention that relies on the use of individualized, integrated, evidence-based strategies that support the varied self-regulatory challenges of students with learning and attention disorders. To address this need, we drew from both clinical practice and research, to develop a translational framework of self-regulated learning. We discuss how the five competencies of the framework can be used to design and deliver intervention to students with learning disabilities.

Purpose: The purposes of this tutorial are to (a) summarize the relationships between vocabulary and reading, in order to provide a justification for including vocabulary as part of literacy instruction and intervention; (b) outline ways to identify children with vocabulary deficits; (c) provide an overview of treatment for vocabulary intervention, which address the goals of developing word-specific knowledge, increasing awareness of the effect of context on word meaning, and developing the ability to infer the meaning of new words; and (d) outline evidence for a range of service delivery models for vocabulary intervention. Method: This tutorial includes a review of research related to vocabulary and reading development, strategies for identifying students who struggle with vocabulary learning, and intervention strategies that support vocabulary growth and reading development and role of the speech-language pathologist in vocabulary instruction and intervention. Conclusions: Vocabulary knowledge is critical to reading at all developmental phases. This tutorial outlines key information about vocabulary that speech-language pathologists can use to plan assessment and effective intervention for this foundational skill in written language.

Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students' learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.

In this article, the authors provide some insight into how teachers can potentially facilitate among students' representations and activities on mathematical tasks: between or among -- (1) student representations and the context; (2) multiple forms of student representations; and (3) processes in student representations. The authors use the well-known "S-Pattern" task and vignettes to take an in-depth look into how a teacher can foster these connections. They share sample tasks for grade bands -- PK-Grade 2; Grades 3-5; Grades 6-8; and Grades 9-12 -- with various solutions and ideas for how a teacher might use the task with a focus on the connections they discuss. Using connections helps students see relationships between their representations and strategies on mathematical tasks in ways that deepen and advance understanding and helps them become better problem solvers.

Many students infrequently read during leisure time. Due to fast, unconscious decisions, they may overlook the possibility of reading. We tested the impact of nudging on reading frequency, reading attitude, and reading skills. Two studies targeting Grades 4 to 6 (N = 105) and Grades 7 and 8 (N = 146) compared: (1) a nudging condition--participants twice a week receiving reminders to read, (2) an information condition--participants once receiving information about the importance of reading, and (3) a control condition--participants receiving neither information nor reminders. In primary education, nudges positively affected parents' knowledge of children's books and students' reading attitudes. In secondary education, nudges positively impacted students' book knowledge. All effects only occurred for those students and parents most prone to reading. For the majority of the students, nudges did not improve reading outcomes. Therefore, we speculate about more effective ways of nudging reading.

This article examines effective instructional strategies for K-12 teacher education in an online university setting with a diverse, global student population enrolled in a K-12 teacher education program. Student learning can be constructed with three distinct design features that provide a framework for an instructional vision and direction for the university. The three factors of organizational culture relevant to student achievement include (1) learning engagement strategies, (2) learning experience strategies, and (3) the learning environment. In alignment with these three organizational factors are three cultural learning factors identified as (1) sociality, (2) communication, and (3) cultural heritage. Further three cultural leadership strategies are also discussed and include (1) the Participatory Leadership model, (2) continuously improve student outcomes with partnering, and (3) innovation practices. From this shared mission, vision, and values statements can be developed.

In a diverse society, it is crucial to transform one's attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of "intercultural development," I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K-12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.

In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these transformation as functions. The learning progression developed here is designed to be in alignment with the Common Core State Standards in Mathematics (CCSSM), in that a student who is placed at a particular level in the learning progression would have mastered the Common Core standards at the corresponding grade level. The description of the learning progression also includes sample tasks at each level that are intended to target that level of the progression.

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.

This study aims to synthesize research trends of blended language learning studies over the past two decades, from 2000 to 2019. Data were collected from the Web of Science, and a total of 60 SSCI-indexed journal articles were retrieved for bibliometric synthesis. Drawing on the revised technology-based learning model, participants, learning strategies, research methods, research foci, adopted technologies, and application effectiveness, advantages, and challenges were addressed. The findings demonstrated that publications were increasing rapidly, and that most articles were published in computer-assisted language learning, educational technology, and applied linguistic journals. The most common target language was English as a foreign language, and the most common learners were college students. In most studies, technologies were mainly used for the purposes of practice or exercises. Mixed, quantitative, and qualitative methods were frequently adopted, with a particular eye on the experiment design, questionnaires, and other specific methods in the second decade. Productive language skills, along with autonomy, satisfaction, and motivation, were major research foci. Language management systems and computer and web-based applications were frequently adopted technologies. Findings of application effectiveness, advantages, and challenges were summarized.

In this article, the authors define numberless math stories and highlight three strategies for supporting equitable problem solving: (1) The Turn-and-Tell Strategy; (2) Storyboard and Story Mat; and (3) The Act-It-Out Strategy. These three strategies open up problem solving and give every student access to a challenging mathematics curriculum (namely the opportunity to engage in problem solving), which is an essential component of National Council of Teachers of Mathematics (NCTM)'s position on access and equity in mathematics education. The instructional routine of numberless math stories helps teachers support all learners by scaffolding the story's reveal to give all students an entry point into the mathematics. The three strategies discussed in this article further support all students to reason and problem solve.