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Copyright of Arts for Linguistic & Literary Studies is the property of Thamar 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.)

The aim of this paper is to show how teachers apply teaching and learning strategies related to the principles of the nervous system's functions. In our view, understanding what constitutes good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes within the human brain in relation to learning. Using a student self-assessment questionnaire, we have investigated several key processes involved in neurodidactics (excitation, perception, memory, and the use, transfer, and adaptation of information and/or actions). The sample consisted of 884 7–10th grade students. The results showed that students' excitation, understanding, and consolidation of educational material are directly related to the work of the teacher and the teaching strategies they apply to attract and stimulate the student's attention and to help the student to understand and remember information. The learning strategies used by the students reflect the learner's learning activity, i.e., the use and application of strategies that allow internal knowledge to emerge. The consolidation of the learning material and the learning strategies used by the students was statistically significantly higher among the female participants. There are significant differences between low- and high-achieving students in terms of the effectiveness of teaching strategies for consolidation and the learning strategies applied by learners. The paper provides practical recommendations for teachers. [ABSTRACT FROM AUTHOR]

Examining the effects of applying sociolinguistic competency teaching strategies on university students' linguistic proficiency and sociological variance among EFL learners is one of the key goals of this study, which aims to investigate one of the major obstacles associated with learning EFL. The research objectives were investigated through the use of a quantitative, descriptive approach. A questionnaire was employed as a means of gathering research data. One hundred fifty EFL students from several universities in Egypt were chosen at random to participate in this study. The data analysis was performed using SPSS. The research findings show that the implementation of sociolinguistic competence teaching strategies has a positive impact on linguistic proficiency and sociological variation as perceived by university EFL students. The results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on linguistic proficiency and sociological variation as perceived by participants according to gender. In addition, the results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on language proficiency and sociological variation as perceived by students according to academic level. The findings of the study demonstrated how crucial it is to use sociolinguistic competency techniques to illustrate linguistic performance and sociological variances in order to achieve sociological realization. Furthermore, the results indicated that this is the primary method used by EFL students in Egyptian universities to develop sociolinguistic competence. [ABSTRACT FROM AUTHOR]

Histology is considered one of the most important but challenging topics in health sciences. Deficiencies in teaching and general histology directly affect the student's understanding, performance and promote dynamism and integration while covering the primary curriculum. The goal of the current study was to assess and provide a better experience of difficulties in learning histology, examine some standard teaching strategies, and determine how to implement suitable changes to improve the curriculum from students' perspectives. The study comprised of a self-administered questionnaire that included descriptive questions. Data was collected based on the survey conducted via 100 students studying histology. Data was analyzed further qualitatively and quantitatively to elaborate on the difficulties in this area. Many of them strongly agreed that the lack of essential comprehension regarding using light and electron microscopes resulted in challenges with comprehending and identifying tissue samples for image identification due to inadequate anatomical knowledge. Moreover, according to students, some difficulties understood the topic, perception of new terminologies, and insufficient teaching strategies to grasp students' interests. They also agreed that improvement was needed in terms of the modes of teaching employed by histology teachers; they felt that modern education techniques based on practical tasks should be incorporated to stimulate student interest and make understanding histological concepts easier. The Institution should modify the teaching system to allocate more time to relevant subjects to make this subject matter more interesting. This survey-based study evaluated that students faced some challenges while studying the current curriculum of histology. From the student's perspective, it is identified that some changes are needed to improve the course curriculum and way of teaching to make it more understandable. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan 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 aim of this paper is to show how teachers apply teaching and learning strategies related to the principles of the nervous system’s functions. In our view, understanding what constitutes good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes within the human brain in relation to learning. Using a student self-assessment questionnaire, we have investigated several key processes involved in neurodidactics (excitation, perception, memory, and the use, transfer, and adaptation of information and/or actions). The sample consisted of 884 7–10th grade students. The results showed that students’ excitation, understanding, and consolidation of educational material are directly related to the work of the teacher and the teaching strategies they apply to attract and stimulate the student’s attention and to help the student to understand and remember information. The learning strategies used by the students reflect the learner’s learning activity, i.e., the use and application of strategies that allow internal knowledge to emerge. The consolidation of the learning material and the learning strategies used by the students was statistically significantly higher among the female participants. There are significant differences between low- and high-achieving students in terms of the effectiveness of teaching strategies for consolidation and the learning strategies applied by learners. The paper provides practical recommendations for teachers.

AIM This integrative review seeks to provide effective teaching and learning strategies for teaching about racism and advancing health equity. BACKGROUND Most faculty preparation remains devoid of an exploration of racism and the skills to critique how historical events and socialization create and reinforce the biases that influence how we teach and provide care. It is difficult to teach what we do not know. METHOD UsingWhittmoreandKnafl's approach, we conducted an integrative review of multidisciplinary literature from 2009 to 2021 to uncover best practices for teaching about racism. Seven databases yielded 55 relevant articles from 18 disciplines. RESULTS Four themes emerged illuminating effective strategies for teaching and learning about systemic racism: encounter education, reflection, discussion, and activism. CONCLUSION Findings of this review align with Mezirow's transformative learning theory and highlight the importance of not just "doing" antiracist activities in a course but "becoming" an antiracist educator. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador 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 study aims to analyze the association of academic demotivation with the strategies used by teachers to promote learning from the perception of students of the Accounting Sciences course. The research sample consisted of 200 students of the Accounting Sciences course from two higher education institutions in the southern region of the country. The results obtained from descriptive statistics and Spearman's Correlation indicated that valuing student effort, technological insertion and field visits are among the students' preferred strategies. In associative terms, the results suggest that students who are discouraged by the difficulty of learning the course content have their perception positively associated with the importance of teachers in recognizing students' negative emotions, valuing the student's effort more than the result obtained by him. and avoid comparing performance between students. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA 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 Internacional de Aprendizaje is the property of Common Ground Research Networks 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.)

Teachers have varied perceptions in the implementation of the limited face-to-face classroom interaction. Being the implementers, teachers go through series of preparations in ensuring its success while adhering to the guidelines imposed by the authorities to safeguard the health of both teachers and students. Varied teaching strategies and coping mechanisms were utilized to cater learners' needs and confront challenges. Challenges will always be part of the teaching-learning process, though teachers went on rigorous preparations in the implementation of the limited face-to-face classroom interaction. However, it does not obstruct teachers' focus to cope with these challenges and to innovate strategies to help students achieve their academic success. It is revealed that teachers' flexibility, optimism, and their commitment to their profession, paired with support from the administration were of great help during the implementation of the limited face-to-face classroom interaction in the new normal. [ABSTRACT FROM AUTHOR]

There is a growing concern among teachers and parents regarding how best to teach children with emotional and behavioral disorders (EBD) in a remote learning format. Students with EBD may have specific needs that present as unique and challenging for teachers to address and when engaging in remote learning. We will discuss research-informed, adapted virtual methods, including strategies to make students feel comfortable socially and academically. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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: Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near‐peer learning through mentorship between senior‐level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored. Methods: Final‐semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post‐CLL reflections supported common themes. Results: Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed "building confidence" through these activities, with a consistent theme of "becoming a leader," noted in reflections. Conclusion: Near‐peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience. [ABSTRACT FROM AUTHOR]

This paper draws on data collected during an outdoor education camp in regional Australia, where the researchers observed the teaching practice of a veteran outdoor educator. We first situate the study in a summary of the outdoor education literature and policy that informed our research. We then present the observed teaching strategies, detailing narratives of role-based learning and a yarning circle. These demonstrate the educator's intentional enactment of a range of teaching and learning strategies that span across the behaviourist – constructivist – socio-constructivist spectrum to facilitate learning. Discussion then focuses on two distinguishing features of the educator's pedagogic practice:nurturing expanded understandings of self through place-responsive teaching and pedagogic agility. In exploring the practice of an experienced outdoor educator, this research provides insight into the intentional use of a suite of specific teaching and learning strategies, which extends and enhances the current field. [ABSTRACT FROM AUTHOR]

This paper explores results of an online course revision to enhance student learning strategies and interactions. Data was collected from 125 of 167 students enrolled in an entry-level course at a large Midwestern university. Mid-term and end-of-semester surveys indicate that students found strategies such as mini-lectures, Quick Checks, and social media (i.e., CourseNetworking) helpful for engaging with, learning, and understanding course material. Furthermore, interaction with the instructor was found to contribute to overall satisfaction with the course. Results from this course revision provide practical strategies for student learning, as well as introducing CourseNetworking as a viable online social media platform to engage students. [ABSTRACT FROM AUTHOR]

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators' own engagement in self-regulation, often made visible to students, played a key role in promoting students' self-regulatory capacities. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

To make learning effective in the area of higher education teachers are expected to use adequate strategies to motivate learners and guarantee the attainment of the learning outomes, which serve as the best indicators of a successful process of learning. This is not an easy task to do, due to the fact that interests and needs of learners change constantly and are in strong correlation with the type and form of content that is being offered to them for educational purposes. With the rise of digital technologies, pedagogies and methodologies in the teaching approach had to be adapted to the new platforms for learning, taking into account all the specificities of the new learning environments, as well as the indiosincracies of individual learners who are exposed to them. To cater the needs of learners who might have different preknowledge on the subject matter, or different learning styles (audio/visual, kinesthetic, auditory), and soft skills pertaining to the ability of communication is a challanging task for each and every teacher who should dedicate a lot of time trying to overcome these discrepancies in the classroom. Therefore, the aim of this paper is to put focus on two methodologies which can be useful for application in the digital learning environments, with positive responsivenness, attention span and studying results in learners based on the findings collected through studies conducted among ESP (English for Specific Purposes) students. The first method is a Joint Action Theory in Didactics and the second one is Deep Learning Strategy, both of them relying havily on the constructivist approach to teaching, which promotes learner autonomy and education through practical training for achiving competence. The results of the studies indicate that the said methods can be suitable for ESP classes since they provide a good basis for developing and expanding ESP skills such as listening comprehension, written and spoken communication, as well as translation. At the same time, they can be used to promote IT skills, which is their added value in terms of building-up learner competencies for the modern job market, which is especially significant if the domain of the ESP language is related to science and technology, already presupposing reliance on computers and the internet. The potential for triggering creative responses in learners should neither be disregarded in either of these methods, bearing in mind that this can bring an element of excitement to the process of learning. Therefore, based on all the advantages that these teaching approaches provide, the paper tends to advocate for these two methods in order to draw attention of the ESP practitioners who need to find the firm grounds in order to manage their ESP classes more effectively and with greater ease. [ABSTRACT FROM AUTHOR]

Teaching English language skills as a foreign language to young learners is not easy, many things should be considered so that the teaching can run well. Young learners are sometimes motivated in learning, but they are sometimes demotivated. Young learners only learn when they want to learn, and they will not learn if they do not want to learn. Teachers need to encourage young learners' motivation in learning process. This study was conducted to investigate the challenges encountered by English teachers in teaching English language skills to young learners. This study was done through the qualitative research with a demographic questionnaire and depth interviews as the data collection methods. The demographic questionnaire was analyzed descriptively and the data of interview were analyzed by within-case and cross-case displays. There were four teachers from three different schools who participated in this study. Findings of this study identified two main themes related to the challenges and the teachers' strategies in teaching English language skills to young learners. The themes were the challenges in teaching English language skills and the teachers' strategies. Four strategies were implemented in teaching English language skills to young learners including playing games, using songs, providing a lot of practices, and memorizing. These findings could be useful for those who are teaching English or working with young learners. [ABSTRACT FROM AUTHOR]

This study aims to find the impact of the abrupt transition from traditional teaching to remote teaching of the phonology courses and how stakeholders dealt with such a shift. To this end, a descriptive approach was used, and data were collected using a questionnaire. The sample included students at English language programs (ELP) in some Saudi universities at levels 5 and 6 since they took the phonetics and phonology course at the beginning of the pandemic. There was an educational challenge during the coronavirus that compelled the conventional system of education to accept the status quo where educators found themselves obliged to shift abruptly from a traditional, face-to-face educational environment to fully online instruction. However, most of our Saudi academic institutions were not prepared for such a sudden and quick change. During the COVID-19 lockdown, language teachers in English Departments at Saudi Universities (ELP) resorted to the different type of teaching which depended mostly on technology where internet-wired personal computers or tablets played a significant role, and which expanded the scope of the teaching process and practically increased orientation on the teachers' part. Moreover, students' independence and self-teaching seemed to have increased, which could have influenced their cognition and skills. This study discussed the way language teachers in ELP dealt with the challenging content of the phonology course during Covid-19. The findings show that there were some problems at the beginning moving from traditional to virtual classes, where the students depended upon themselves and adapted to the change. The findings also showed that the teaching aids were not satisfactory enough to suit the purpose of the course. [ABSTRACT FROM AUTHOR]

Scientific research is one of the pillars of university education and especially for students in health areas. This descriptive study attempts to investigate the strategies that favor scientific research. Surveys were conducted to teachers and students of Health Sciences; and directors of careers in Dentistry, Medicine, Biochemistry and Nursing were interviewed. All answered freely and voluntarily a digital questionnaire from Google. They were asked about the methodologies implemented in the classroom, if they carry out research, the obstacles that are presented to them; also about the skills and abilities to develop to encourage research and scientific dissemination. According to the results obtained, it is possible to affirm that teachers and students carry out scientific research as a didactic strategy in Higher Education. Most consider that research improves learning and that it is very important in professional training. However, the number of students and teachers who publish their results in scientific articles must continue to improve. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify the challenges experienced in the teaching and learning process of Javanese language for vocational students during the covid-19 period and to find out the strategies and solutions carried out during online learning. The method in this research is descriptive qualitative with a case study approach in Javanese language learning at voactional school in Malang Raya. The subjects in this study were 5 Javanese language teachers and 25 students. The findings indicate some challenges of learning Javanese, such as barriers in communication, low self-learning ability of students, and lack of control over students' morals and behaviour during distance learning. While the solution offered is technology-based learning as a learning material to improve the emotional relationship between students and teachers, reduce the level of difficulty, prioritize meaningful learning, and apply multi-literacy knowledge. While the techniques used are producing teacher laboratories, conducting self-assessments as a reflection of independent learning, and involving parents as substitutes for education instructors.

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.)

Mother Tongue Based-Multilingual Education (MTB-MLE) program promotes the development of individuals and shall be implemented as a subject area and as medium of instruction in the primary level under the K to 12 Curriculum in the Philippines. Teachers of the first graders are the frontlines displaying levels of determination in teaching Mother Tongue (MT). Various teaching strategies are teachers' leeway to make the lesson easy to understand. This paper described the strategies of teachers in teaching MT; their difficulties and live experiences even the proposed intervention were presented. Included in the process is the careful analysis of narratives' codes; the text was subjected to phenomenological reduction. The multiple themes that emerged from the interview were analysed thematically. Study revealed that demonstration, game-based learning and differentiated instruction are frequently used strategies of teachers; these are the most motivating and stimulating to learners as perceived by them. Furthermore, teachers' difficulty is not directly connected to strategy; rather, to the lack of Mother Tongue visuals and multimedia materials and equipment. [ABSTRACT FROM AUTHOR]

Aims: To determine the effectiveness of blended learning using the community of inquiry framework on nursing students' learning gains in a sudden patient deterioration module. Design: A quasi‐experimental trial. Methods: 233 Chinese nursing students in their fourth semester of a sudden patient deterioration learning module were assigned to control (N = 113) and experimental group (N = 120). Students in experimental group engaged in community of inquiry‐based blended learning in sudden patient deterioration module, including computer‐aided self‐instruction, team‐based topic discussion and simulation training. Control group learned similar contents through face‐to‐face teaching comprising of a presentation with lecture, tutorial and simulation training. Student assessment of learning gains, knowledge and practical ability was quantified after the interventions. Results: Compared with control group, students in experimental group had improved student assessment of learning gains (p =.001, Cohen d = 0.69) and practical ability (p <.001, Cohen d = 0.48). Although no significant difference in overall knowledge score, experimental group students did better performance in application and analysis (p =.001, Cohen d = 0.45). [ABSTRACT FROM AUTHOR]

In the modern scientific, technical and technological age, conventional teaching methods are not enough to stimulate interest among students, Computers have become the most important integral part of our lives. The whole world is undergoing numerous transformations due to the rapid development and diffusion of information and communication technologies in all our life and multimedia strategies are becoming part of the educational systems. Multimedia strategies give teaching and learning and are also a perfect tool for the student community for making flexible learning. It provides an enjoyable environment for both the teachers and the students. It has a deal with new approaches like Multimedia, Online Learning, E-learning, Virtual learning, blended learning, and embedded learning, etc. Multimedia the most widely needed destination is a combination of many media with interactive facilities. Many schools, colleges, and universities are using multimedia applications in teaching and learning science. The effect of multimedia provides the multi-dimensional stimulus to listening pleasure to science. Multimedia strategies ensure flexible learning both teacher and learner, the pattern of multimedia strategies and its potential to improve all aspects of our social, college and university, and cultural life. Multimedia provides immediate comprehensive feedback to the students. It enhances the effectiveness of science learning and as well as it improves the quality of education. It develops students? activity as mastery learning; it stimulates the student?s curiosity and encourages learning through various senses. The multimedia approach impacts the quality of zoology teaching and learning. Thus, in this paper, an attempt has been made to discuss the effectiveness of multimedia strategies in teaching and learning zoology in higher secondary schools. [ABSTRACT FROM AUTHOR]

The current university scenario requires more planning and development of teaching strategies to achieve optimal learning and academic satisfaction. The aim of this article is to analyse the effect of teaching strategies through instrumental, affectivemotivational and cognitive-metacognitive strategies on university student satisfaction in a synchronous virtual learning environment. The methodology of the study, follows the route of the quantitative approach, of explanatory scope, for which 469 surveys are conducted to undergraduate students. In addition, multiple linear regression is used to examine the data. The results show that all dimensions of teaching strategies have a direct positive relationship with academic satisfaction. However, the affective-motivational dimension has a higher incidence than the other strategies. Finally, it is concluded that teachers apply teaching strategies in a synchronous learning environment in a satisfactory way. [ABSTRACT FROM AUTHOR]

Learning strategy has been an important topic of English language among teachers, researchers and syllabus designers in the history of English language teaching. Learning strategy and English language occupy the central role in teaching and learning in EFL setting. This paper discusses learning strategies and English language teaching in English foreign language in Iran. The aim of this research paper was to report the results of learning strategies of a group of twenty Iranian students of English, doing their post-graduation. The subjects for this research paper were Persian -speaking students doing M.A. course in Persian Gulf University, Bushehr. In this research paper, two sets of questionnaires were conducted. The first set was a background questionnaire consisted of subjects, gender, age and language attitude etc. The other test was the original test of willing (1994) survey included learning strategies questionnaire. This test consisted of twenty nine -items. Results of the analysis of this paper revealed that leaning strategies is an important criterion in getting the English knowledge of EFL students in their class. [ABSTRACT FROM AUTHOR]

Background: Advanced and continuing education is essential for maintaining competence. Graduate students have shown an increase in online course enrollment, and similar trends are anticipated among nurses with limited access to on-site education due to the current COVID-19 (coronavirus disease 2019) pandemic. Faculty must utilize preferred teaching/learning strategies to provide high-quality online education courses that engage learners and improve outcomes. Objectives: This study assessed preferred teaching/learning strategies for graduate students enrolled in at least 1 asynchronous nursing course. Correlational data assessed the relationship between preferred teaching/learning strategies and selected demographic information. Methods: All graduate nursing students enrolled in at least 1 asynchronous course at the University of Pittsburgh School of Nursing during a 3-month period were invited to participate in a survey to assess preferred teaching/learning methods. Results: Sixty-six graduate students completed the survey. Most participants were comfortable with computer skills, had previously enrolled in a web-enhanced course, and did not enjoy group work. Preferred teaching/learning strategies included voice-over PowerPoints, simulation, case studies, guest speakers, and faculty communication. Conclusion: Preferred teaching/learning strategies that incorporate asynchronous and synchronous learning should be developed. These strategies will enhance the knowledge base of nurses in all settings and populations. [ABSTRACT FROM AUTHOR]

Copyright of Administração: Ensino e Pesquisa is the property of Administracao: Ensino e Pesquisa 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 Black Sea / Karadeniz is the property of Black Sea / Karadeniz 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.)

Teachers are expected to be self-directed and to instil in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers' abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This interpretive basic qualitative study was intended to provide food for thought about the perceptions of South African and Namibian teachers regarding the development of self-regulated learning skills, differences in their perceptions as well as consistencies and inconsistencies between their perceptions and their actual teaching practices. Data were collected via observations and semistructured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of selfregulated learning (SRL) skills. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

In Covid-19 times we experienced, through teacher training course, elements that facilitate the understanding of what was the adaptation of educational practices in basic education. The way of teaching remotely was a process that produced in the teacher substantial modifications regarding the use of technologies and their application in teaching methodologies. Reflections and analyses were needed on the perceptions linked to the teaching process and remote learning, using technologies. How were teaching strategies defined in the adaptation to remote teaching? What practices were developed? The research methodology used was qualitative, with substantiated constructions that proved the scientificity of the work. The results highlight characteristics and elements of the work panorama, with the emergency remote teaching facilitating reflections and scoring indicators for the improvement of what was done from the benchmarks in the area of distance education. [ABSTRACT FROM AUTHOR]

Copyright of GIST: Education & Learning Research Journal is the property of Institucion Universitaria Colombo Americana (UNICA) 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.)

"Desaku", is an encouragement project which is held in Dian Nuswantoro University. The research is aimed at describing the activity of the project dealing with the strategies of learning process and the motivation of the participants. The descriptive survey research was designed by preparing the questionnaires provided 15 closed questions. The populations of the survey are the academic staff and administrative staff of Dian Nuswantoro University as participants of the program. Determination of the number of samples applied the convenience sampling technique. 60 respondents were selected based on the criteria that they had participated as participants in "Desaku" project for at least one year and were actively involved. The analysis of the data collected is conducted through statistic descriptive using the percentages (%) then it is presented in the form of chart. Each chart had been structured according to its respective fields, and the frequency and percentage used to analyze and describe the results. The results of the research showed that 91% of the participants enjoyed the program and felt happy with the program. 85% of the participants agree that the various strategies have been applied to encourage the staffs to practice English orally. [ABSTRACT FROM AUTHOR]

This article aims to accentuate the value of reflective practices in the lived experiences and professional development of a teacher educator and a nursing educator at a higher education institution in South Africa. Reflective practice promotes the continuous (re)creation of local knowledge through a critical reflection on beliefs, assumptions, experiences and practices in order to identify successful strategies for teaching practice, reflect upon challenges, adapt, and evolve their practice. Reflective practice encapsulates a process of continuous learning and growth that not only resonates with pedagogical and methodological viewpoints and also ontological and epistemological situatedness and is at the same time aligned with national and institutional aims and requirements. In this self-study project based on LaBoskey's five characteristics of self-study, educators in higher education become both the researcher and the researched and the emphasis of the research is on the self as a theorist, researcher and practitioner. The authors explore and elucidate their journey of discovery towards the various dimensions of their reflective practice through a critical evaluation of their teaching and learning theory and of their teaching and assessment strategies. Both authors have been awarded institutional teaching excellence awards. This article contributes to their joint discourse on higher education as well as their conceptualization of their respective scholarships of teaching and learning. [ABSTRACT FROM AUTHOR]

This article presents balanced views of Mathematical Literacy (ML) and Mathematics (M), from both an analytical perspective and the subjective perspectives of teachers and learners. From the analytical perspective, policy documents and the literature spanning the period from the inception of ML to date are reviewed. Glimpses into the subjective views of teacher and learners come from a case study that involved interviewing a teacher and her learners with a view to understanding how Grade 10 learners and their teacher compared not only the nature of the two subjects but also the teaching and learning strategies associated with M and ML. Our case study confirms to a great extent the sentiments of the researchers, this time from the raw and uncensored views of those teaching and learning the subjects. Triangulating our exploration, we integrate policy, research and experience to redefine the nature, interconnectedness and equal standing of ML and M. In the light of the argument presented, the perceived existing boundaries between M and ML are challenged. The purpose is not to pull down the image and value of M, but to raise the popular image and perceived value of ML to the level of a dignified partner in the mathematics education gallery. We want to advocate the opening of higher educational courses and subsequent career pathways exclusively requiring ML as a prerequisite, justified on basis of the superior problem-solving and other valuable capabilities nurtured within our conceptualisation of the funds of knowledge associated with ML. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education 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 Daena: International Journal of Good Conscience is the property of Spenta University Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This investigation examined the effect of model similarity on girls' acquisition, retention, transfer, and transfer strategies of a novel motor task. Forty girls (mean age = 10 years) were randomly assigned to conditions in a 2 (model skill level) 3 2 (model sex) factorial design using four treatment groups: (a) male skilled, (b) male learning, (c) female skilled, and (d) female learning. Quantitative data were collected throughout all phases of the investigation. ANOVA results for transfer strategies revealed a significant main effect for model skill level and model sex. Participants observing a female model or a learning model transferred significantly more learning strategies than did participants observing a male or skilled model. After quantitative data collection, qualitative data were obtained via structured interviews and assessed through content analysis. Results from the interview analyses underscored the need to include models of similar sex, as well as learning models, when instructing girls in motor skills. [ABSTRACT FROM AUTHOR]

A grant-funded undergraduate nursing elective was designed to increase the bachelor of science in nursing-prepared nursing workforce in primary care. We created a board game to engage students to address complex needs of clients in primary care. Using patient scenario game cards, students identify and discuss levels of prevention, social determinants of health, and resiliency principles as they move along the board. Gamification challenges students to think critically and make decisions about primary care patient scenarios in a safe learning environment. Potential uses for gamification to teach students management of complex patient scenarios are identified. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)