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This study examines the entrepreneurial intentions of Austrian secondary school students, specifically comparing students from commercial schools with those from general education schools. We analyzed 2,329 data sets and found that subjective beliefs, primarily behavioral and control beliefs, significantly influence entrepreneurial intentions. In addition, demographic factors such as gender, language, acquaintance with entrepreneurs, and school type play a significant role in explaining the variance in entrepreneurial intentions. Our detailed analysis shows that students from commercial schools have stronger entrepreneurial intentions and subjective beliefs. Particularly notable are the differences in behavioral beliefs, where students from commercial schools find all aspects of entrepreneurship more attractive, especially job creation, taking calculated risks, and being one's own boss. The differences in control beliefs suggest that commercial school students also feel better prepared for entrepreneurial tasks, especially in identifying market opportunities, securing financial resources, and maintaining relationships. These findings are consistent with the business and entrepreneurial focus of commercial schools, suggesting that they are effectively nurturing the entrepreneurial potential of their students. In considering instructional improvements for commercial schools, whether they should further increase their focus on aspects where students from both types of schools show minimal or no significant differences.

During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.

Reading habit is one if emulated judiciously is bound to reap rich benefits in the future. From being the most effective way in utilizing leisure time to the development of better cognitive ability, reading has an inevitable role. In this study an attempt has been made to enumerate the prevalence of reading habits among the school (6-12) and the college students. Survey is conducted in a hybrid mode, employing direct data collection pertinent to the school students and online survey for college students. Random sampling technique is employed and the data collected is analysed and interpreted in various ways. The comparison of the results of the school and the college students along with the overall trend has been deciphered. The results paint a grim picture of the plummeting reading tendency among the students and the utmost priority with which it should be addressed. An attempt has also been made to address the suitable alternatives in the near future to foster and inculcate reading among the young minds of the nation.

With their growing popularity, mobile technologies can be seen as having the capacity to enhance language learning by offering learners a flexible and dynamic learning environment that is not limited by time or location. The main objective of this study is to explore the potential benefits and implications of incorporating mobile technologies as an integral part of blended learning in language classes. In this context, this study investigates the use of a well-known Web 2.0 tool, namely Voki, to explore its impacts on high school students' English speaking skill and their perceptions in blended learning environments. The findings indicate that Voki provides a fun and motivating platform for students to practice their speaking and can significantly increase their speaking skill. In addition, students who participated in English classes incorporating Voki found it beneficial, leading to positive outcomes in terms of their speaking performance. By purposefully integrating mobile technologies into language learning, educators can harness their full potential and enhance the learning experience for students. On the whole, integrating a Web 2.0 tool like Voki with its multimedia features can be a valuable educational resource to improve English speaking skills in blended language classes.

There exist passionate debates about the best way to teach children to read. Since the Bush administration, school districts receiving federal funds have been required to have research evidence justifying their methods of teaching reading, and in recent years the need for evidence-based practices have intensified with the "Science of Reading" movement. Last year the country's largest school system changed from balanced reading to three other programs for teaching children to read. In this study we examined the empirical evidence regarding the effectiveness of the three newly adopted reading programs for the country's largest school system. Our study consisted of website review of the research evidence provided by the three publishing companies regarding the effectiveness of their reading programs. Borrowing from studies of program effectiveness, we applied three criteria for analyzing the quality of research used by the publishers to document their program effectiveness. These criteria were the following: (1) Comparative clinical trials; (2) replication of results and (3) publication of evidence in professional journals. The results of our analyses indicated that only one of the selected reading programs was supported with empirical evidence meeting our criteria regarding program effectiveness. We argue that teachers, not programs, are what best affects children's learning to read. Overly simplified and politicized methods of teaching reading lacking empirical evidence of effectiveness are unlikely to accomplish this important goal.

Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning Inventory (BALLI) and semi-structured interviews. Participants reported strong beliefs in terms of 'motivation and expectation' and 'foreign language aptitude'. First and third graders' mean belief scores were statistically different across their 'overall beliefs', 'foreign language aptitude', and 'motivation and expectations'. Moreover, although the overall gender differences were not statistically meaningful, significant differences were noticed with regards to beliefs about 'difficulty of language learning' and 'foreign language aptitude'. The results underscore the hypothesis that changes in language learning beliefs happen due to learners' stage of development, i.e. their grade. Further, certain misconceptions among high school learners were noticed about the role of aptitude and intelligence, error correction, and supremacy of learning certain forms of language. The implications are discussed with reference to language education and policy development.

Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student's level of covariational reasoning, as well as the rigor of the description of the problem.

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions--similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8 th grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material--a worksheet including skill-based questions--is used in the classrooms. During analyzing, qualified argumentation pattern--a pattern including students' claims and justifications/evaluations for those claims--is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms' argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

The role of secondary education is critical to preparing graduates for adulthood. This study explored the transition experiences of high school graduates and factors that impacted their preparation for adulthood. This descriptive study focused on the experiences of degree and non-degree-seeking graduates. Surveys were distributed to students enrolled in a general education course at a state university and marketing research participants not enrolled in post-secondary programs. The survey sought to identify overall preparedness, responsibilities deemed necessary to teach in high school, and influence factors that prepared them for adulthood. The overall findings displayed that graduates seeking degrees felt more prepared for adulthood. While both groups agreed that many adulthood-responsibility topics should be taught, degree-seekers found less value in teaching parenting skills in a high school class despite identifying that parents have a more significant impact on preparing them for adulthood. Researchers recommend that in addition to college and career-ready curricula, instruction should include preparation topics that align with 21st-century markers that better support non-degree-seeking graduates toward successful transitions into adulthood.

This guest perspective argues that converting in-person summer pre-college program participants into matriculated, degree-seeking undergraduate students at that same institution is a multi-step process that involves: 1) strategic pre-college program recruitment, 2) a curated and well-rounded summer pre-college experience that is both academically rigorous and socially dynamic, and 3) continued and consistent post-program engagement. It also argues that summer pre-college programs should work intentionally with Admissions departments during pre- and post-program development to create the most effective recruiting and enrollment pipelines from pre-college to eventual matriculation.

The purpose of the study is to investigate school counselors' support of youth experiencing homelessness going to college. Using survey methods, school counselors reported their knowledge, perceived competence, advocacy, and actions related to supporting students experiencing homelessness in their college preparation. The results suggested that training and the number of students experiencing homelessness on counselors' caseloads were significantly related to their knowledge and competence. Knowledge, competence, and advocacy all impacted the number of interventions utilized by participants. The implications of these results for school counselors and counselor educators are discussed.

Framed by family engagement frameworks, this study presents four types of interactions college access professionals (CAPs) have with the families of underrepresented college-going students - inconsistent communication, transactional exchanges, student-family mediation, and trusting relationships - to explore the nature of family-educator partnerships for students' college access. Drawing from in-depth qualitative interviews with a diverse sample of 20 CAPs, this study demonstrates that the nature of these interactions and their corresponding family engagement practices are influenced by CAPs' job requirements and previous experiences working with families. This ultimately shapes their ability to invest in and develop strong, trusting partnerships with students' families. By understanding these family-educator interactions, college access programming can work towards benefitting from strong and trusting partnerships, which can ultimately lead to successful college acceptance and matriculation for underrepresented college-bound students.

The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs' effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.

Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher's strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

This study aims to investigate Indonesian senior high school teachers' perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers' and students' English abilities, learners' needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study's results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.

Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PjBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli's test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.

The study reported on here was conducted to explore four Grade 7 mathematics teachers' understanding of the relationship between the objectives indicated in the CAPS for teaching different topics/concepts and instructional time stipulated for doing so. Seven lessons were studied in 4 primary schools in the Vhembe district of the Limpopo province, South Africa. A constructivist philosophical approach was used. The data collection methods included interviews and classroom observations. The main finding indicates teachers' understanding of instructional time as either a regulatory or a teaching tool. The ability to translate instructional time into social time depends on the level of teachers' curriculum literacy. Consideration of how CAPS objectives could be fulfilled based on the topic/concept to be taught and the stipulated instructional time, influenced the learners' conceptual understanding, procedural fluency, and competency in mathematics. The conclusion underscores the importance of instructional time as both an essential authoritative regulatory tool and signal of a pedagogic device and communication required to advance the instructional objectives.

After a sharp decline associated with the COVID-19 pandemic, 2023 marked two consecutive years of increase in the number of freshman and high-school dual enrollees, with under-18-year-olds driving a disproportionate share of this growth. The rising importance of this latter student group presents new opportunities for colleges as well as underappreciated challenges rooted precisely in the high-school locale of concurrent Dual Enrollment courses. While some known stumbling blocks to effective college-level instruction for high school students are inherent in the age and lower maturity levels of the dominant age cohort, others stem from matters beyond the control of students and instructors, such as different academic policies and environments of the two governing educational institutions or even the federally mandated Internet-filtering across the K-12 system. Based on first-hand observation and supported by surveys of students enrolled in the Northern Virginia Community College (NVCC) course entitled PLS 135 (U.S. Government and Politics), including from my own high school, home district (Loudoun County Public Schools), and two neighboring Virginia public-school systems, this paper offers one instructor's perspective on the unique features and challenges of teaching college-sponsored classes in the high-school building.

This research was conducted for two purposes: (1) to describe the process of the design and development of English materials for conversation practices based on the sociolinguistic contexts for Grade X students at Islamic Senior High School Students (ISHS), and (2) to analyze the usability level of the product of materials' development for the students. It is a study using research and development method which applied the stages of ADD out of ADDIE from Aldoobie, (2015) and Branch, R. M. (2009). The materials development focused on English-speaking materials in the form of conversation practices, which included the conversations of interpersonal and transactional communication whereby the sociolinguistic contexts are embedded. Additionally, communicative tasks were also presented for engaging students with the practice of the real English use. They were packed in the form a textbook which consisted of six units. The presentation of the materials in the units was following the features of CLT approach. The feasibility and the usability of the product was tested through internal validation using the three criteria (psychological, pedagogical, and content) of validity by Rubdy (2014). The result shows that the English-speaking materials are valid meaning usable for Grade X students of ISHS.