Search

The starting reasoning and promoting switch from intuitive system 1 to deliberate system 2 for provoking creative thinking is lacking feasible model, especially during the global pandemic. We established a visible, trainable and learnable (VTL) model with digital technique to promote this dual switch for creative thinking. This study was registered this project in Chinese clinical trial registry(Registration number: ChiCTR2200065100; Date of registration: 10-27,2022). Considering the education equity for each class, we performed this study in formal college classes utilizing a self-controlled study by testing the related indicators. We performed the VTL model and evaluated the related indicators in questionnaire from students who entered University in 2014, 2015, 2016 and 2018 in the same major and with the same knowledge background. And we found that this model helped students to get the positive effect of other psychological processes on starting human reasoning. What's more, this model promoted social factors to provoke the switch from intuitive system 1 to deliberate system 2 in students' reasoning. With this model, students had a better performance in the innovative initiative and a better master the content in the class, and also offered significantly more problem-solving solutions. Finally, digital technique also accelerated internal switch. This VTL model with digital technologies could significantly promote the dual switching, especially during COVID-19 pandemic.

Social comparison is prevalent, even within classrooms, yet limited research explores its impact on academic outcomes. The current study adopted social comparison theory and achievement goal theory and tested a structural equation model that explained the pathways among two types of social comparison (i.e. ability-based and opinion-based), achievement goals, self-efficacy, effort, and academic grades. Based on a sample of 398 high school students, the current study demonstrated associations between opinion-based social comparison and mastery goals and between ability-based social comparison and performance goals. Furthermore, the current study identified different pathways for the indirect effects of social comparison and achievement goals that contributed to academic grades. The findings yielded the learning-oriented pathways and the performance-oriented pathways. The learning-oriented pathways showed the connections among opinion-based social comparison, mastery-approach goals, internal learning capacities (i.e. self-efficacy and effort), and academic grades; whereas the performance-oriented pathways demonstrated the connections among ability-based social comparison, performance-approach goals, and academic grades. This study implies that having a balanced mind-set between learning-oriented and performance-oriented approaches would benefit students most. Parents and teachers can play pivotal roles in nurturing students to focus on their internal learning processes within the competitive environment. The implications of competition-based achievement in classrooms are discussed.

We investigated the acquisition of Hindi split ergativity (zero or "-ne" marking) and Hindi differential object marking (DOM; zero or "-ko" marking) by L1 speakers of Dutch. Both grammatical phenomena are conditioned by multiple syntactic and semantic features. On a descriptive level, the study aims to examine when and how Dutch-speaking learners acquire and apply the conditional features associated with "-ne" and "-ko" marking in Hindi as a foreign language (HFL). A specific learner corpus was created based on a picture description task that elicited semi-spontaneous oral production data from 15 Dutch-speaking learners of Hindi, from four cross-sectional stages of the Hindi course trajectory. We annotated the corpus data for multiple features associated with "-ne" and "-ko" marking. Using a mixed-effects logistic regression analysis, we found an increase in the use and accuracy of each case marker over the different years of study, but individual learner profile analyses revealed considerable intersubject differences in learner behavior. We argue that the developmental stages for the emergence of "-ne" and "-ko" marking are in line with predictions based on Processability Theory. We additionally include mastery level analysis to account for a combined perspective on language development. Our findings reveal that HFL learners reach higher mastery levels for split ergativity than for DOM, even though DOM ("-ko" marking) emerges before split ergativity ("-ne" marking). We conclude that developmental stages and between-learner variation are not mutually exclusive.

The purpose of this work is to identify contextual variables that help to explain the occupational aspirations of Spanish 15-year-old students. This is done by performing a secondary analysis of the PISA2018 test. Data have been analysed using decision trees introducing the students' expected occupational status as a dependent variable (DV), and the other items and indicators considered as predictors. The results show that the variables that contributed most to explaining DV were grade repetition, mastery goal orientation, enjoying reading and self-concept of reading. The findings of this exploratory work can be used as a basis for further studies aimed at establishing causal relationships between these variables and students' occupational aspirations.

For decades, mastery ambitions related to processes like problem-solving, modelling, and reasoning have been incorporated in mathematics curricula around the world. Meanwhile, such ambitions are hindered by syllabusism, a term I use to denote a conviction that results in mastery of a subject being equated with proficiency in a specific subject matter and making that equation the fulcrum of educational processes from teaching to curriculum development. In this article, I argue that using an open two-dimensional structure for curricular content that comprises a set of subject-specific competencies and a modest range of subject matter can help fight syllabusism. I explore and motivate the concept of syllabusism, using the development of a width-depth model of possible curricular ambitions within a given period of time to visualise the detrimental consequences for the attained depth of student learning. In the final part of the article, I illustrate the use of the width-depth model by analysing a specific mathematics curriculum. This analysis leads to two conclusions. Firstly, by highlighting mastery ambitions at the structural level, an open two-dimensional content structure is a powerful means to fight syllabusism. Secondly, using such an approach requires the explicit expression of these mastery ambitions and their conceptualisation independent of the subject matter. In the case of mathematics education, this has taken the form of a set of mathematical competencies.

In this note we demonstrate two instances where matrix multiplication can be easily verified. In the first setting, the matrix product appears as matrix element concatenation, and in the second, the product coincides with matrix addition. General proofs for some results are provided with a more complete description for 2×2 matrices. Suggested for consolidation of the algorithm rather than as an introduction, we believe the example base that can be created, combined with an analysis for understanding the context, acts as a positive motivator to secure mastery as it needs to be practised.

Using a theoretical framework of policy assemblage, we analyse current primary mathematics teacher professional development in England, in the context of a transnational policy of mastery in mathematics influenced by East Asian practices. As well as the increased discourse of marketisation, and school and teacher autonomy, there has also been a paradoxical process of greater state influence over the content and form of professional learning. This paper maps the mathematics mastery market to show how marketisation and competition form a mirage that masks state-market assemblage. An analysis of these assemblages illuminates the state's role in fostering a market whilst also operating as an actor in this market, in this case in mastery professional development. Within the mastery market, tensions arise between the phenomena of replication and isomorphism and differentiation of 'offers' that develop affinity groups and networks. Thus, we extend previous descriptions of the hierarchy, markets, and networks, and the roles of state funded actors within teacher professional development by identifying the importance of multiplicity of logics, assemblage as a process of labour, and the dynamic nature of relationships and activity. Resources to support teacher professional learning are mobilised in competitive processes with apparent choice hiding state direction.

In most mathematics textbooks, each lesson is followed by a set of homework problems in one of two ways -- blocked practice and mixed practice. Additionally, most mathematics textbooks rely on a common learning strategy called overlearning, that is, mastering a skill and continuing to practice this same skill. This study investigated the effects of blocked practice versus mixed practice and the overlearning strategy on student performance in a university-level Calculus I classroom using an online homework system. Data collection took place throughout the semester and included student scores on homework and exams. An ANCOVA was used to analyze the data and the results indicated that there were no statistically significant differences on final exam scores between the participants in the blocked and mixed practice groups. Additionally, the 50% increase in the number of homework problems per set (i.e. overlearning) did not show statistically significant differences in student performance as measured on final exam scores.

In this paper, we explore associations among undergraduate students' perceptions of professor cultural competence, students' perceptions of professor growth mindset, and students' motivation to engage in intercultural interactions. In two studies (N[subscript study 1] = 351, N[subscript study 2] = 277), we find that when students perceive their professor to be more culturally competent, they report higher self-efficacy, value, and mastery-approach orientation toward intercultural interactions. However, somewhat unexpectedly, students who perceive their professors to have higher cultural competence also report higher performance-avoidance orientation toward intercultural interactions. When students perceive their professors to have a stronger growth mindset, they report lower emotional costs toward intercultural interactions. Further, in Study 1 but not Study 2, we find interactions between perceived professor cultural competence and perceived professor mindset such that the combination of perceiving high cultural competence and high growth mindset led to the highest student-reported self-efficacy and the lowest emotional cost toward engaging in intercultural interactions. Although exploratory and preliminary in nature, these findings suggest that students in classes where professors demonstrate high cultural competence may be more motivated to engage in intercultural interactions; however, it may be important for professors to also communicate a growth mindset if they want to reduce potential threats associated with engaging in intercultural interactions.

The complexity of language contact and intercultural communication has generated various issues in relation to language use and education. As one of the many Chinese dialects ("fangyans"), the Chaoshan dialect ("Teochew") has been affected by the extensive promotion of Putonghua, the key lingua franca across China, and English, the lingua franca for international communication. Therefore, it is worth exploring the current situation and sustainability of Teochew from the perspective of multilingualism. This study used a questionnaire and interviews with local Chaoshan people as the research instruments with which to investigate the perspective of family language policy, the usage frequency of Teochew on different occasions and among different groups, parents' and students' levels of Teochew mastery and the factors influencing the family language policy of Teochew. It also aimed to determine the participants' first-language practices and attitudes towards Teochew. The findings reveal that the majority of the participants have positive attitudes regarding the inheritance and development of Teochew; however, the future of sustainable development shows a weakening trend. The paper concludes by emphasising the significance of maintaining Teochew as one of the many fangyans in China, in addition to the "lingua franca," as seen from a multilingual perspective.

To be able to support students' competence development in solving physics problems over the course of a lesson series effectively, teachers need a proper appreciation of students' deficiencies. As teachers commonly assess students' competence by means of written tests, teachers are challenged to interpret students' work on these tests and to intervene when some students fail to understand the proper application of solution methods in different contexts. This paper evaluates a formative assessment practice where teachers have been instructed to pinpoint students' level of understanding of kinematics problems by means of a cognitive diagnostic instrument and to provide personalized hints that match students' current level of understanding. The study is novel in this sense that the assessment of written tests results of students' problem solving is not expressed in grades and pass rates, but in terms of cognitive level of understanding. The results show that teachers can determine and monitor shifts of performance of students' cognitive level of understanding by using this instrument. Second, the results indicate that among students with low initial results, the group that received sufficient feedback via sticky notes made significantly more progress in solving problems than the group that did not receive feed forward on sticky notes. Third, the timing of feedback in the form of sticky notes did not affect on students' progress in achieving mastery at the end of the instruction period. Our conclusion of this study is: Cognition develops through levels and tiers and support is essential to move to the Zone of Proximal Development. Subsequently, we evaluate group and subgroup implications for didactic interventions and propose suggestions for further investigations.

This paper explores how the twin processes of neoliberalism and neoconservatism work together on, and through, curricula and their associated pedagogies. It bridges the gap between policy and classroom practice, focusing on the particular example of the school subject of mathematics and the notion of mastery, operationalised in the English education system as Teaching for Mastery (TfM). From this context, it develops a theoretical argument using Dean's analytics of government as part of a broader Foucauldian frame, to analyse how TfM is constructed as a particular policy truth. It then shifts the analysis from a wide, social one to the individual classroom level using a psychological argument to critique TfM in its own terms, examining the onto-epistemological nature of mathematics as a subject. In doing so, it explores ways in which mastery might be problematic in classrooms, even whilst appearing to offer a solution at policy level to long-standing problems in English schooling. The aim is not to suggest that TfM has nothing to offer, but to point to ways in which it draws on the psychology of teaching and learning in a very particular manner, inscribing pupils with very specific mathematical subjectivities. By providing this insight into how neoliberal policy positions play out at practitioner level via curricula and pedagogies, the paper raises questions which are philosophical, political, and ethical, regarding the potential effect of TfM on teachers' and pupils' experiences of mathematics in schools, including implications for equity of this experience amongst the latter.

The advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the academic institutions. Several exploratory attentions have been given to educators' adoption of OER, but little or none exists on university students' intention to use and motivation to create OER. This study explores university students' intention to use OER in Study 1 and motivation to create OER in Study 2 using a non-experimental research design with a survey method and partial least squares structural equation modelling (PLS-SEM) for the two studies. The findings indicated that the relationship between perceived ease of use, perceived usefulness, zero price accessibility and availability, and attitude and university students' intention to use OER is significantly positive for Study 1. This showed that university students' intention to use OER can be influenced by these factors. The relationship between competence and mastery of content, personal development, reward system and motivation to create OER is significantly positive for Study 2. This implies that university students are not mere users of OER but partners in the OER crusade as creators.

"The Science, Technology, Engineering, Art and Mathematics" (STEAM) approach is increasingly used as it is believed to be capable of facilitating students to understand subjects and adjust to the 21st century competency framework. Integrating a project-based learning (PjBL) model with STEAM is part of good teaching practice. The PjBL-STEAM learning is conducted online (e-learning) to facilitate students in accessing learning content due to the COVID-19 pandemic. The research analyzes the PjBeL-STEAM learning model on the improvement of students' concept mastery in ecological concepts. The learning emphasizes project activities by conducting an independent practicum and creating an animation of biogeochemical cycles. The research involves 72 students of Grade 10 in one of the senior high schools (SMA) in Jakarta. Instruments employed in the research include pretest and posttest of the mastery of ecological concepts. Data is analyzed using independent sample t-test. The research results indicate that the PjBeLSTEAM learning model improves students' mastery of ecological concepts. The research has a limitation related to the assessment of students' attitudes that is not conducted due to online learning.

In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer's correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning.

This paper examines a communication model based on six theoretical facets. Each facet was operationalised according to two aspects of Habermas' theory of communicative action: strategic and understanding-oriented action. The aim of the empirical analyses was to ascertain whether the postulated model could be used to measure different levels of competence, employing analyses from item-response-theory. We used a sample of 515 students from 11 German higher education institutions. Our empirical study confirmed qualitatively different levels of competence in all six facets. By linking rubrics with quantitative results, we were able to describe each level of competence qualitatively and to relate the different facets to each other. The purpose of this study is to support higher education institutions in the development of concrete strategies for helping students master complex competencies that aid them in their personal and professional development.

The purpose of this study was to investigate the effect of incorporating higher order thinking skills (HOTS) in a school-based assessment (SBA) on mathematics achievement among students. A mixed-method case study design was used to assess a sample size of 158 students and three mathematics teachers. The students' proficiency in mathematics was determined by using the standard based curriculum for secondary schools ("kurikulum standard sekolah menengah/KSSM"). Mathematics assessment paper that was assiduously organized by incorporating HOTS questions. The students' thoughts on the incorporation of HOTS in the SBA were obtained through one-to-one face-to-face semi-structured interviews. The quantitative findings, which were analyzed using descriptive and regression tests, showed that 11.9% of the achieved mathematics score was contributed by incorporating HOTS in SBA, while 7.7% was contributed by SBA mastery level in mathematics. Students' maturity and misconceptions about math are among the challenges in implementing HOTS in SBA. The challenges in applying HOTS in SBA had a positive effect on teachers' pedagogical approach in a sense that they could devise a new strategy for meeting the needs of students and teach topics in alternative ways.

Investigating lexical richness is a continuing concern within vocabulary studies. The present study aims to contribute to this growing area of research by exploring EFL learners' free active vocabulary by dividing them into groups based on their receptive vocabulary. It seeks to explain the role of different essay types and proficiency levels based on receptive vocabulary knowledge on learners' free active vocabulary. The study includes the works done in a 15-week academic term by 26 EFL students with C1 level English proficiency. At the beginning of the research, the participants are applied Vocabulary Size Test (Nation & Beglar, 2007) to determine their receptive vocabulary knowledge and divided into two groups according to their results from VST: the more proficient group who master 8,000 or more word families and the less proficient group who master less than 8,000 word families. Throughout the semester, they have written two essays on each of two different essay types: comparison-contrast essay and cause-effect essay. In order to determine the participants' free active vocabulary, two different scores, i.e., detailed Lexical Frequency Profile (Laufer & Nation, 1995) and condensed Lexical Frequency Profile (Laufer, 1995), are calculated in the writings of the participants. The results indicate that neither essay types nor proficiency based on receptive vocabulary knowledge has any significant effect on learners' free active vocabulary.

Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science-Problem Based Learning (CS-PBL) model assisted by the "Sistem Informasi Pengelola Pembelajaran" (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp & Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CSPBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.

This study aimed to determine the effect of the inquiry-discovery learning model on critical thinking skills and mastery of students' physics concepts on the topic of temperature and heat. This quasi-experimental research used posttest only control group design in which there are two groups in this design, each of which was selected randomly. The sample in this study was 34 students for the experimental class and 34 students for the control class. The results showed that there was a difference between inquiry-discovery learning and conventional learning in improving students' critical thinking skills and mastery of physics concepts. Inquiry-discovery learning affects critical thinking skills and students' mastery of physics concepts. Future research is expected to explore variables that can sharpen students' physics skills through inquiry-discovery learning.

Many studies have assessed students' motivation through surveys, but only a few studies systematically investigated through students' own words the reasons and aims of their achievement striving. In the present study, we rely on the Goal Complex Perspective (Sommet and Elliot in J Educ Psychol 109(8):1141--1162, 2017. https://doi.org/10.1037/edu0000199; Vansteenkiste et al. in Educ Psychol 49(3):153-174, 2014. https://doi.org/10.1080/00461520.2014.928598) to uncover qualitative differences in achievement motivation. Content analysis of 1303 statements made by 597 Greek secondary students revealed (i) more autonomous motivation than controlled motivation statements, (ii) spontaneously generated statements of mastery-learning and outcome goals but rarely of performance-normative goals, (iii) mastery-learning goals being coupled with both autonomous and controlled motivation, providing ecological support for the conceptualization of mastery goal complexes. Logistic regression analyses verified our classification, as students' statements were predicted by corresponding types of motivation assessed by close, Likert-type questions. These findings, which align with the Goal Complex Perspective, are discussed in terms of the operational definition of autonomous and controlled motivation and achievement goals.

An important component of many Adaptive Instructional Systems (AIS) is a 'Learner Model' intended to track student learning and predict future performance. Predictions from learner models are frequently used in combination with mastery criterion decision rules to make pedagogical decisions. Important aspects of learner models, such as learning rate and item difficulty, can be estimated from prior data. A critical function of AIS is to have students practice new content once the AIS predicts that they have 'mastered' current content or learned it to some criterion. For making this prediction, individual student parameters (e.g., for learning rate) are frequently unavailable due to having no prior data about a student, and thus population-level parameters or rules-of-thumb are typically applied instead. In this paper, we will argue and demonstrate via simulation and data analysis that even in best-case scenarios, learner models assuming equal learning rates for students will inevitably lead to systematic errors that result in suboptimal pedagogical decisions for "most" learners. This finding leads us to conclude that systematic errors should be expected, and mechanisms to adjust predictions to account for them should be included in AIS. We introduce two solutions that can adjust for student differences "online" in a running system: one that tracks systemic errors of the learner model (not the student) and adjusts accordingly, and a student-level performance adaptive feature. We demonstrate these solutions' efficacy and practicality on six large educational datasets and show that these features improved model accuracy in all tested datasets. [For the corresponding Grantee Submission, see ED629726.]

The present study aimed at investigating the effect of Teacher Technology Enhanced Scaffolding (TTES) on English as a Foreign Language (EFL) learners' grammar achievement, Directed Motivational Currents (DMCs), and mastery goal. This investigation was conducted among 50 participants in two classes, with a population of 25 EFL students for each group (control and experimental). The participants were all female junior high school students. They were administered a grammar test and two questionnaires once at the beginning and once at the end of the course. To gauge students' DMC, the Persian version of the DMC Disposition Questionnaire which was designed and validated by Muir (2016) and translated into Persian and revalidated by Ghanizadeh and Jahedizadeh (2017) was utilized. To assess the students' mastery goal, six items of the translated version of Achievement Goal Orientation Inventory designed by Midgley et al. (1998) was employed. Teaching in both groups was provided through "Eitaa" messenger. The treatment was presented in accordance with the principles of the process approach comprising three stages, "noticing," "retrieval," and "generation." These are the three basic principles in the process approach adapted from Nation (2001). However, in the control group, the grammar was taught in the traditional method in the way that the same structure was presented to the learners, and then they did some exercises. The results of independent samples t-test demonstrated that using TTES had a significant impact on learners' grammar learning, DMC, and mastery goal.

Heritage language (HL) speakers seem to diverge from monolingual speakers in the acquisition of syntax-discourse interface phenomena. However, most of the studies reporting this finding do not make any distinction between different types of syntax-discourse interface structures. Therefore, it is an open question whether these structures are difficult for HL speakers across the board or whether different types of structures are associated with different acquisition outcomes. In this study, we investigate whether the timing of the acquisition of syntax-discourse interface structures among monolingual children affects their acquisition by HL children. We consider the acquisition of the alternation between preverbal and postverbal subjects with unaccusative, unergative and transitive verbs in Italian. This alternation involves the syntax-discourse interface across all verb types. However, mastery of this alternation has a different timing in monolingual acquisition depending on the verb type: it emerges earlier in association with unaccusative verbs than unergative and transitive ones. We elicit narratives in Italian from 42 Italian heritage children living in Germany and ranging in age from 7 to 14 years. We focus on the analysis of preverbal and postverbal subjects, considering the effect of verb type and discourse status of the subject. The children show a good mastery of the alternation between preverbal and postverbal subjects with unaccusative verbs, whereas they exhibit difficulties with the same alternation in association with transitive and unergative verbs. Furthermore, postverbal subjects with transitive verbs are particularly vulnerable to cross-linguistic effects from German. The results of the study suggest a gradient interpretation of heritage speakers' difficulty with syntax-discourse interface structures, with timing in monolingual acquisition being a relevant factor that modulates the degree of this difficulty. The results are not affected by children's dominance of exposure to Italian or age.

Course assessment is traditionally a one-way process, where instructors evaluate pupils' progress toward mastery. Done conscientiously, this sort of feedback can be effective but relies upon an individual student's ability to self-regulate, which is predicated upon their ability to manage their environment and incorporate evaluations into their work. Co-regulated learning is a relatively new idea, wherein students evaluate themselves and each other, which helps the learners not only improve their own work, but absorb the underlying rationale of the lessons as well. One underexplored area is whether a co-regulated environment in which the learners are also expected to evaluate the instructor can lead to better outcomes. The authors designed doctoral-level online courses with the explicit intent of using student feedback to improve the curricula, and this study demonstrates that incorporating those assessments seemed to markedly improve enrollees' ratings of course-design elements and their mastery of the subject matter.

Based on the theory of Synergistic Leadership (Irby et al., 2002), as well as the Framework for 21st Century Learning (P21, 2019) and related research, this research applied mixed methods with questionnaire surveys and interviews to propose the supporting leadership factors for the mastery of core competencies for College English (CE) learners in one of the application-oriented universities (AOUs) in Shanghai, China. The research objectives included: 1) to identify the elements of support systems desirable for supporting the mastery of core competencies for CE learners; 2) to determine the leadership factors expected to support the mastery of core competencies for CE learners in AOUs in Shanghai, China. The quantitative analysis was applied on the data from literature, as well as the questionnaire surveys with 428 learners and 19 instructors, whereas qualitative method analyzed the data from the interviews with one instructional leader and two professors in this AOU. In terms of the educational elements coded from literature, 39 supporting leadership factors were synthesized and proposed, categorized into synergistic leadership factors of stakeholders' perception, leadership behavior, and external forces.

This study compares the effects of using online corpus and online dictionary as Data-Driven Learning (DDL) on EFL students' grammar mastery and their perceptions after learning with the two media in grammar instruction. The experiment with a counterbalanced design was employed with two replications, and 65 students in two intact classes participated. In the first replication, 33 students of the first group learned grammar with an online corpus, while 32 students of the second group learned using an online dictionary. In the second replication, the first group of students learned grammar with an online dictionary, while the second group learned with an online corpus. After each replication, the students took a grammar test and filled in a questionnaire. The grammar tests after learning with an online corpus were compared to the results of the grammar tests after learning with an online dictionary. Then the students' responses on both media were also compared. The statistical evidence comparing grammar test results reveals no statistical difference in students' grammar mastery after learning with an online corpus and an online dictionary. The same result is obtained when comparing their perceptions after learning with both media.

The MY MAMOVONO technique was created as an innovative way to improve pre-university students' ability to master the mole concept. The Malaysian pre-university students mentioned that they were confused by the formulas they needed to remember. The technique required them to build a card that contained the four (4) formulas of the mole concept using their creativity. Consequently, the students performed better postintervention than in the pre-intervention phase. The paired sample t-test analysis revealed that the mean difference (24.44) between the students' post-intervention mean (82.78; SD = 10.46) and pre-intervention mean (58.33; SD = 7.48) is significant with p < 0.001. Moreover, the target students' post-intervention performance was significantly better than the minimum distinction mark -- the difference between the post-intervention (82.78) and minimum distinction mark (70) is 12.78 with p < 0.001. The MY MAMOVONO technique positively impacted the students' level of understanding.

This article is an advanced theoretical study as a result of a chapter from the first author's PhD study. The aim of the article is to discuss the relationship between commognition and the Van Hiele theory for studying discourse during Euclidean geometry problem-solving. Commognition is a theoretical framework that can be used in mathematics education to explain mathematical thinking through one's discourse during problem-solving. Commognition uses four elements that characterise mathematical discourse and the difference between ritualistic and explorative discourses to explain how one displays mastery of mathematical problem-solving. On the other hand, the Van Hiele theory characterises five levels of geometrical thinking during one's geometry learning and development. These five levels are fixed and mastery of one level leads to the next, and there is no success in the next level without mastering the previous level. However, for the purpose of the Curriculum and Assessment Policy Statement (CAPS) we only focused on the first four Van Hiele levels. Findings from this theoretical review revealed that progress in the Van Hiele levels of geometrical thinking depends mainly on the discourse participation of the preservice teachers when solving geometry problems. In particular, an explorative discourse is required for the development in these four levels of geometrical thinking as compared to a ritualistic discourse participation.

Acquisition patterns of irregular verbs by Second and Foreign Language learners of English in Cameroon present remarkable peculiarities that emanate from the country's unique linguistic identity, where French, English and a multiplicity of local languages are spoken. Following on a previous study (see Ngasu Betek 2020) this study documents these peculiarities, but with a focus on Group 4 and 5 irregular verbs, to ascertain the mastery of English irregular verbs. From a population of nine hundred (900) students from six selected schools in Cameroon, samples of their production in English irregular verb usage were collected. The specific classes were Forms One, Three, Five, (of the Anglophone sub-system of secondary education), and Sixième, Quatrième and Seconde students (from the Francophone sub-system of secondary education). Using Simple Random Sampling Technique, completion tasks were administered and the results analysed to identify and map traceable frequency patterns of use by students. A comparative analysis of the two leaner clusters was carried out which revealed ESL and EFL learners of English in Cameroon both exhibited challenges in using irregular verbs either through overgeneralizations or through morphological distortions of irregular verbs especially at the past tense. This paper thus informs on best practices for successful learning, specifically in the acquisition of irregular verbs by L1 and L2 learners in schools in Cameroon.

The purpose of the quantitative ex post facto design of this study was to determine if, and to what extent, self-efficacy increases after the implementation of a pre-entry program for community college student athletes in Southern California. The self-efficacy theory provided the theoretical foundation to address the research questions in this study. The sample was composed of 21 community college student athletes in Southern California who completed a pre-entry program during the 2018/2019 and 2019/2020 academic years. The result of the paired samples t-test revealed the physiological states scores were significantly lower for the posttest (M-post = 26.24, SD = 1.660) than for the pretest (M-pre = 28.29, SD = 7.805), t(20) = 1.864, p = 0.038. There were nonstatistically significant main effects for overall self-efficacy, mastery experiences, vicarious learning, and social persuasion scores. These findings have implications for future research based on the study's strengths and weaknesses, and the results lay the groundwork for future research for improving the transition into community college for student athletes.

Intellectual security is one of the most important challenges facing the world in light of the rapid repercussions of globalization. Achieving it has become among the most important issues at all levels due to the radical change that globalization has brought about in the patterns of thinking in society. Also, the process of teacher preparation has gained increasing attention in light of the impact of the information and technological revolutions. Hence, teacher preparation processes must be reviewed in light of the information and technological revolutions, which qualify him to adapt to the requirements and challenges of this age. Therefore, the research aimed to identify the competencies necessary for the future teacher in light of the requirements of intellectual security and knowledge economy. To achieve this objective, a questionnaire was prepared that includes the competencies required for the teacher to qualify him to achieve the requirements of intellectual security and knowledge economy. It was administered to (77) male and female teachers in the schools of Najran, and (41) members of the teaching staff at the College of Education at Najran University. The final version of the questionnaire included a list of (27) competencies, divided into (15) competencies on intellectual security, and (12) competencies on knowledge economy. The results showed high importance and need for these competencies from the teachers and faculty members' perspectives. Also, there were no differences in the teachers and faculty members' responses to the degree of need for these competencies.

The objectives of these quasi-experimental methods were to improve academic performance in geometry using a mastery learning approach through GeoGebra for mathematics teacher students and to investigate students' satisfaction with using a mastery learning approach through GeoGebra in geometry. The participants were divided into two groups, involving 30 and 29 students, respectively. The experimental group with 30 students received instruction in the mastery learning approach through GeoGebra, while the control group received a traditional education in learning geometry. At the end of the lessons, post-tests were administered to both groups. The statistical difference between the participant's post-test academic performance in the experimental and control groups was analyzed with an independent sample t-test after examining the assumptions of this test, namely normality and homogeneity in each group, while percentages and means were used to assess the satisfaction of the experimental group. The instruments used were the Geometry Achievement Test (GAT), which consists of 2D and 3D dimensions, and a questionnaire with satisfied students. Results of the study indicated that the scores of academic performances in the experimental group were significantly higher than those of the control group. Analysis of the questionnaire responses indicated a positive overall satisfaction with using a mastery learning approach through GeoGebra in geometry. On the other hand, instruction with a mastery learning approach through GeoGebra supported students' learning of these subjects meaningfully and conceptually.

This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl's revision of Bloom's Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.

The teaching practices of mathematics are still little-known in Rwandan schools though the Competence-Based Curriculum (CBC) and many pedagogical documents recommend how to assess, what to assess, and when to assess the effective teaching of mathematics. This study aimed to assess Rwandan mathematics teachers' practices through pedagogical content knowledge (PCK). We sampled 14 mathematics teachers having similar educational backgrounds. Seven of them were sampled from Teacher Training Colleges (TTC), and the other seven were non-TTC teachers (selected from general secondary schools). We adopted a pedagogic approach to analyze the assessment practices and the tasks proposed by teachers to students. We also analyzed 35 items related to pedagogical content knowledge for teaching (PCK) among these two groups of teachers. Although the results about differences between two groups of seven teachers were not considered robust differences, it was still revealed that in all item categories related to PCK, TTC teachers have less performance than non-TTC teachers. The lack of mastery of content and specialized knowledge at the university level was found to cause this. We also found challenges related to teachers' assessment skills, especially mathematical complexity, as indicated by the interview results. We, therefore, recommend that all teachers, especially TTC teachers, be offered training in content knowledge so that they strengthen their teaching practices.

Challenges of English for specific purposes (ESP) course development and instruction have still been reported in a number of studies. They could affect ESP teachers' belief and confidence in their ability to do such tasks. This qualitative case study explores the development of self-efficacy, along with source information concerning challenges in course development and instruction. The study case took place in a Thai university's institution where eight ESP teachers participated in this exploration. Through multiple interview sessions, they revealed source information and different ways to develop self-efficacy. Findings included that cognitive and enactive mastery experience were the most influential sources derived from their educational background and success in implementing pedagogical elements in their actual practices. Vicarious experience and verbal persuasion appeared to be scant due to the underlying contextual factors related to the institutional policies explored in the case. Physiological and emotional states proved to be less influential and acted as supplementary sources of influence. The current study also highlights the influence of contextual factors' shaping sources of self-efficacy and the development. Indeed, the lack of collaborative practices diminished vicarious experience and verbal persuasion so that individual teachers relied on their knowledge and experience as mastery experience to be efficacious. Research implications focus on policies where collaborative culture development is included. A suggested plan is to employ professional learning communities (PLC) to develop internal collaboration (e.g., sharing knowledge and practices to improve self-efficacy sources and development).

On basis of Synergistic Leadership (Irby et al., 2002), Situational Leadership (Hersey & Blanchard, 2008), the support systems in Framework for 21st Century Learning (P21, 2019), and related research, this research employed questionnaire surveys and interviews in four application-oriented universities (AOUs) in Shanghai, characterized by disciplines of humanities, arts, technology, and health. Findings from questionnaire surveys and interviews showed that: 1) 45 leadership factors in the context of AOUs in Shanghai may be synthesized from dimensions of stakeholders' perceptions, leadership behaviors, and external forces; and 2) leadership styles may start at any point of directing to coaching styles, and gradually transform to supporting, and specific leadership behaviors have been provided to CE instructors or instructional leaders in determining or adapting situational leadership styles to learners' situation in AOUs in Shanghai. Based on the findings, the model "Leadership Atomium" was developed for instructional leaders and instructors to support learners' mastering CE core competencies for their better preparations for future life and work.

Despite the advantages proffered by technology in science education, little has been done to develop and validate innovative technology-based instructional materials on Central Dogma of Molecular Biology. It is imperative to test any newly generated instructional materials to validate their quality before being widely used. Hence, this study aimed to validate the developed simulation-based instructional materials on Central Dogma of Molecular Biology for Senior High School. This study utilized Research and Development (R&D) design involving 50 Grade 12 STEM learners and 15 Biology education experts chosen through purposive sampling. Results revealed that experts strongly agreed that the developed simulation-based instructional materials on Central Dogma of Molecular Biology have content, technical, and instructional qualities. Meanwhile, the pretest and posttest results revealed that the learners demonstrated significant conceptual improvement from approaching proficiency to advanced mastery level in Central Dogma of Molecular Biology concepts. Further, the learners' pretest and posttest mean scores on the concepts differed significantly (p<0.05). Therefore, it is recommended that the developed simulation-based instructional materials be used to complement in teaching Central Dogma of Molecular Biology.

Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor's perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills --metacognitive ability, developmental efficacy, and learning-oriented goal setting. Mentor principals described these three elements as paramount to master before becoming a principal. We discuss implications for principal preparation programs to use mentors as informal instructional supervisors and develop highly effective school principals.

Integrating learning analytics in digital game-based learning has gained popularity in recent decades. The interactive nature of educational games creates an ideal environment for learning analytics data collection. However, past research has limited success in producing accessible and effective assessments using game learning analytics. In this study, a mathematics educational game called The Nomads was designed and developed to train learners' adaptive expertise in rational number arithmetic. Players' game log data were captured and fitted to a cognitive diagnostic model (CDM)--CCM (continuous conjunctive model). CCM lends itself well to the complex and dynamic nature of game learning analytics. Unlike traditional CDMs, CCM generates parameters at an attribute level and offers more parsimonious diagnoses using continuous variables. The findings suggest that learners' attribute mastery improved during the gameplay and that learners benefit from using the scaffolds for three of the attributes instructed by the game. This study presents the application of a powerful new tool for game learning analytics. Future studies can benefit from more generalized analytics models and more specified learning attributes and game tasks.

Strong communication skills are important in an individual's personal and professional life; however, research regarding what influences youth's public speaking self-efficacy is limited. To address this gap, we surveyed youth who participated in a statewide presentation event about their self-efficacy and sources of that self-efficacy. Results show mastery experiences have the greatest relationship to youth's public speaking confidence. Extension can strengthen youth's public speaking self-efficacy by increasing the number of presentation opportunities and by removing barriers from participating in existing presentation opportunities.

Students, instructors, and policy makers are in need of research-based recommendations for supporting students' motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students' STEM motivation trajectories.