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Service-learning (SL) has become a popular teaching strategy to work with individuals with disabilities in adapted physical education/ physical activity (APE/APA) courses. Despite the increasing popularity of the use of SL in APE/APA courses, little is known about kinesiology students’ experiences in these contexts. This study examined kinesiology students’ experiences in an SL project for children with disabilities. Thirty-three undergraduate kinesiology students who were enrolled in an APE course participated in an SL project in which they provided children with disabilities with individualized and developmentally appropriate physical activity. Data were collected from a post-SL project reflection essay. Each reflection essay was evaluated via a directed approach to qualitative content analysis. Five main themes emerged from the data: (a) contact and prior experience, (b) personal growth and academic learning, (c) future career aspirations, (d) biased language, and (e) recommendations for APE SL. The results of this study provide several implications for the design and structure of SL projects in APE/ APA courses.Subscribe to TPE

We examined early trajectories for academic and social skills among four groups of rural, preschool-attending, children in the Guangdong province of China: Village children (N = 176) who remained in a rural village and lived with both parents, Migrant children (N = 79) who migrated with their work-seeking parents to live in an urban area, Partially-left-behind children (N = 63) who lived with one parent in a rural village while the other parent migrated to the city for work, and Completely-left-behind children (N = 57) who stayed in a rural village with relatives while both parents migrated to the city for work. Children (n = 375) were individually assessed for social skills, vocabulary, executive functioning, Chinese character reading, and math at four time points over their last two years before formal schooling. For all academic outcomes at exit of preschool, completely-left-behind children showed the lowest performance compared to other groups. Children who remained at home with their parents did better than completely-leftbehind children on all outcomes at the final time point except for vocabulary. Migrant children generally performed better than other groups. Partially-left-behind children showed strong growth and final performance in executive functioning compared to other groups. In sum, while migration to the city appears to be associated with enhanced early academic learning for rural children, completely-left-behind children appeared to be at greatest risk. Results are interpreted in terms of current policies in China aimed at improving early childhood services in rural areas.

هدفت الدراسة الحالية إلى الکشف عن فاعلية برنامج تدريبى مستخدم الرياضة الدماغية لخفض اضطراب نقص الانتباه المصحوب بالنشاط الزائد لدى تلاميذ المرحلة الأبتدائية ذوى صعوبات التعلم الأکاديمية، ولتحقيق الهدف إستخدما الباحثان المنهج الشبه تجريبى القائم على المقارنة بين المجموعات التجريبية فى القياسين القبلى والبعدى، وتکون مجتمع الدراسة من التلاميذ ذوى صعوبات التعلم الملتحقين بمدارس الروضة بالمنيل ومراکز التأهيل بالمعادى وحدائق حلوان، حيث تکونت العينة فى صورتها الأولية من(70) طفل وطفلة وتم إختيار منهم (15) طفلا وطفلة بالطريقة العلمية لکل المجموعات التجريبية، وتم إستخدام ثلاث أدوات لجمع المعلومات، مقياس تشخيصى لصعوبات التعلم، وتم تطبيق فى بعض المراکز مقياس الينوى وبطارية مقياييس فتحى الزيات لصعوبات التعلم النمائية والأکاديمية وتطبيق أختبار ذکاء إستنافورد بينيه الصورة الخامسة وجميع الطلاب من متوسطى الذکاء، کما طبق الباحثان مقياس اضطراب نقص الانتباه والنشاط الزائد (إعداد هانى فؤاد)، والبرنامج التدريبى السلوکى إعداد الباحثان، وتمت معالجة البيانات بإستخدام برنامج الحزم الإحصائية للعلوم الإجتماعية (spss)، وتوصلت النتائج إلى وجود فرق دال إحصائيا بين متوسطي رتب درجات المجموعة التجريبية الأولي(نقص الانتباه) والتجربية الثانية (النشاط الزائد) والتجربية الثالثة (المختلط)في القياسين القبلي والبعدي لنقص الانتباه لصالح القياس القبلي حيث کانت قيمة ويلکوکسن المحسوبة أقل من قيمة ويلکوکسن الجدولية عند مستوي دلالة. 01، الأمر الذي يشير إلي وجود فرق دال.کما أثبتت النتائج عدم وجود فرق دال إحصائيا بين متوسطي رتب المجموعات؛ حيث کانت جميع قيم z المحسوبة أقل من قيم z الجدولية، الأمر الذي يشير إلي أنه لا فرق بين المجموعات في استجاباتهما للبرنامج. The current study aimed to reveal. The effectiveness of a behavioral training program used brain gym to reduce attention deficit disorder accompanied by hyperactivity in primary school student with academic learning difficulties To achieve the goal, the researchers used a quasi-experimental approach based on comparing experimental groups in the pre- and post-measurements. The study population consisted of pupils with learning difficulties. Enrolled in the kindergarten schools in Manial and rehabilitation centers in Maadi and Helwan gardens, where the sample in its initial form of (70) boys and girls were selected of them (15) boys and girls in the scientific way for all experimental groups, was used Tools for the collection of information, the diagnosis of learning difficulties diagnosis was applied in some centers Illinois scale and Fathi Zayat battery standards for developmental and academic learning difficulties and the application of the intelligence test Benjamin Benfath fifth image and all students of the average intelligence, the researchers also applied attention deficit and hyperactivity disorder scale (prepared by Hani Fouad The data were processed using the Statistical Package for Social Sciences (SPSS) program, and the results reached a statistically significant difference between the mean grades of the first experimental group (Attention Deficit) and experiment The second (hyperactivity) and the third (mixed) experiments in the pre- and post-measures of attention deficit in favor of pre-measurement were Wilcoxen's calculated value less than Wilcoxon's tabular value at the significance level of 0.01, which indicates a difference of D. D statistically between the two mean grades of the groups, where all the calculated z values ​​were lower than the tabular z values, which indicates that there is no difference between the groups in their responses to the program.

In September 2018 City Space Architecture organized a three day event in Venice titled ‘Knowledge sharing toward implementation of the New Urban Agenda’, included in the ‘Past Present and Future of Public Space’ international conference series started in 2014 with an inaugural three day event in Bologna. City Space Architecture signed a cooperation agreement with La Biennale di Venezia within the 16th International Architecture Exhibition (Venice Architecture Biennale) - titled FREESPACE, curated by Yvonne Farrell and Shelley McNamara[1] - in order to be included in the ‘Biennale Sessions’, a special program for Universities and Higher Education Institutions. The 2018 conference in Venice was organized in partnership with UN-Habitat, ISOCARP – the International Society of City and Regional Planners, University of Auckland (New Zealand), and Hunan University (China). It was willing to strengthen City Space Architecture's efforts around the implementation of the New Urban Agenda adopted at the Habitat III conference and to continue the discussion on the importance of public space in cities, with the participation of students and young researchers. [1] 16th International Architecture Exhibition FREESPACE, curated by Yvonne Farrell and Shelley McNamara: https://www.labiennale.org/en/architecture/2018.

This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education. The data consists of video observations of 8 individual students who have been granted special education. Through qualitative and quantitative analyses, we have found that the surface structures of both special education and general education are nearly identical. For the most part the instruction is teacher-controlled, the students receiving special education get more teacher support in special education than in general education and they cooperate to a very small degree with other students in both types of education. All in all, the students involved in special education appear to be offered the best conditions for learning in special education. Possible explanations and implications are discussed.

The view that theology represents the highest level of academic learning and the summit of human knowledge has a long history. In this article, starting from Aristotle, the genealogy of this view is excavated. Second, it is examined how and why theology lost this special status in modernity, as this appears in Immanuel Kant’s The Conflict of the Faculties (1798). Third, it is shown in which way and for what reasons theology continued to have a place of its own in the modern university since the founding of the University of Berlin (1810). In particular, the crucial role of Friedrich Schleiermacher’s proposal is highlighted. Fourth, it is suggested that, under certain conditions, theology can still be conceived as a proper university discipline in contemporary pluralistic societies.

What distinctions are there between vocational (career and technical) education and academic learning in college? In this essay, we compare broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students. There is considerable overlap between the two types of education, so a separation of tracks presents a false dichotomy. In addition, vocational certificates, which often have little academic content, have attracted attention lately as a path to good jobs. New evidence indicates that degrees offer more substantial advantages than certificates in the labor market. We argue for an alternative framework for thinking about the optimal accumulation of skills in college. Rejecting the traditional distinction between vocational education and academic learning, we posit that educational paths are best understood as accumulations of general education followed by terminal work-related education. We label this the Gen-Tech framework and consider its explanatory power and implications for colleges and students.

The present study aimed to examine the reciprocal relationship between parental psychological control and students' academic functioning in urban China. Participants were 731 Chinese high school students in grade 10 (356 boys; Mage = 15.64 years, SD = 0.68). Two waves of 1-year longitudinal data were collected using student reports of parental psychological control and academic-related beliefs, strategies, and behaviours. Results showed that parental psychological control at Time 1 significantly triggered an increase in students' maladaptive academic functioning at Time 2; and students' adaptive academic functioning at Time 1 significantly predicted parental psychological control at Time 2. Limitations of the present study and implications for practice are discussed. Statement of contribution What is already known on this subject? According to self-determination theory, parental psychological control has been found to be harmful on students' academic learning in Western societies. We know little about the relation between parental psychological control and academic functioning (adaptive vs. maladaptive) in Eastern societies such as China. What does this study add? Parental psychological control increased maladaptive academic functioning, and adaptive academic functioning decreased parental psychological control, suggesting a more fluid, dynamic parenting-child interaction over time. The predicted relations between parental psychological control and academic functioning of high school students hold across gender. More urbanized adolescents had a high tendency to perceive their parents as psychological controlling, suggesting a change in culture regarding the importance of personal autonomy for more urbanized adolescents.

Introduction A clinical vignette is a useful tool for teaching both clinical and basic sciences courses. The clinical vignette-based interactive discussion sessions were conducted for residents in the internal medicine department of Universal College of Medical Sciences( Bhairahawa, Nepal) with aim to link the residents to clinical practice setting. The objective of this study was to assess the feedback of participant. Methods The sessions were done five days a week between January 16 and February 26, 2019. Each session was between 45 and 60 minutes. The clinical vignettes related to internal medicine were downloaded using Google. Each vignette was divided into sections, related questions with responses were developed and the discussion was updated referring to the latest articles on subject. Eleven residents participated in the session. At the end of last session feedback was taken on a validated semi-structured questionnaire. The data was analyzed using SPSS version 21. Results Residents rated the clinical vignette-based interactive discussion sessions on the scale 1 = poor to 10= excellent; usefulness (9.45±1.04), content (9.27±0.90), relevance of session (9.18±1.08), facilitation (9.27±1.10), and overall (9.36±0.81). Participants rated the structure of vignettes discussed (3.73±0.47), the questions related to vignettes discussed (3.82±0.40), and discussion related to vignettes done (3.64±0.50) on a Likert scale 1-4 (4= extremely important, 3= moderately important, 2= slightly important, 1= not important). The two-way interaction, the approach toward differential diagnosis, diagnosis and management, choosing appropriate investigation, clinical relevancy of vignettes, boosts understanding, enhances thinking power and thinking outside the box, improving clinical approach and academic learning were among the strengths of sessions shared by residents. All residents proposed to continue these sessions and develop vignettes of our patients. The majority of the residents recommended conducting session on alternate days. Conclusion This method of learning allowing the residents to follow and construct clinical outcome in a logical and systematic sequence that may be applicable in real-life clinical practice settings. This method enhances the thinking power of residents and their problem-solving capacity.

The present study uses the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) evaluation tool designed by Peng, Wu, & Fan (2013) to measure the intercultural competence of Chinese students with academic learning purposes and understand educational components of intercultural learning from the evaluation results. The results of the AIC-CCS measurement from the sample of Chinese college students attending a university in Seoul are as follows: the average of the total AIC-CCS was 4.18; the standard deviation was 0.75; and the Cronbach’s alpha coefficient was 0.887. In the subdomains of the AIC-CCS, the average of the attitude (M=4.43) was the highest, while the average of the understanding of others (M=3.88) was the lowest. Furthermore, the participants’ awareness for the subdomains of history of China (M=3.85), overall Korean culture (M=3.62), sociocultural values of Korea (M=3.77), and taboos (M=3.85) appeared lower than the total average (M=4.17). Based on these measurement results, the present study suggests that the starting point of designing educational components and contents from the perspective of intercultural education needs to be the target culture of the learners. The present study also reveals that in developing learning materials and programs for cultural education, further research and discussion in the satisfaction levels of learners and the approachability and efficiency of the learning tools must be conducted. Finally, the present study suggests that the educational components must be derived from verbal and non-verbal communication skills and intercultural sensitivity during intercultural communication to cultivate intercultural competence of students. The present study outlines the educational components that consist of cultivating intercultural awareness and adaptability which enable learners to communicate appropriately and efficiently during intercultural communication by recognizing sensitive situations based on students own culture as well as the target culture. (Yonsei university)

While research consistently demonstrates that behavioral self-regulation (BSR) is associated with early academic abilities, it may not yet account for the multiple ways in which young child...

ArgumentThe tension between theoretical and practical knowledge was particularly problematic for trainee physicians. Unlike civic apprenticeships in surgery and pharmacy, in early modern England there was no standard procedure for obtaining education in the practical aspects of the physician’s role, a very uncertain process of certification, and little regulation to ensure a suitable reward for their educational investment. For all the emphasis on academic learning and international travel, the majority of provincial physicians returned to practice in their home area, because establishing a practice owed more to networks of kinship, patronage and credit than to formal qualifications. Only when (and where) practitioners had to rely solely on their professional qualification to establish their status as young practitioners that the community could trust would proposals to reform medical education, such as those put forward to address a crisis of medicine in Restoration London, which are examined here, be converted into national regulation of medical education in the early nineteenth century, although these proposals prefigured many informal developments in medical training in the eighteenth century.

Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood. While achievement motivation has been widely studied across Western populations, recent work has emphasized the importance of examining the universality versus cultural specificity of motivation constructs across countries or diverse cultures. This article is a systematic review of the current discourse surrounding developmental and gender differences in student motivation in the disciplines of mathematics and English, offering comparisons of how these patterns are deployed within Western and East Asian countries. Guided by expectancy–value theory, this review focuses on ability self-concept and task values as two prominent motivational constructs. The authors first examine age and gender differences in the development of ability self-concept and task values among those from Western and East Asian countries from primary school to secondary school. Next, the sociocultural and contextual factors driving developmental and gender differences in motivation are discussed. The article concludes by summarizing the limitations of existing literature and suggesting new lines of inquiry to advance knowledge in cross-cultural studies on student achievement motivation.

The study was conducted to examine students’ perception of vodcast and podcast as instructional material. The study employed a survey research design. The total sample size for the study was two hundred and twenty-five (225) respondents. Data was analyzed and presented using mean statistic and standard deviation. Hypothesis for the study was analyzed using t-test with a p≤0.05 level of significance. Students in the study to a low extent (=1.97) agreed that vodcast and podcast increase productivity, promote creativity and facilitate academic learning. Respondents are of the view that the University of Nigeria, Nsukka postgraduate program is not yet advanced enough to use vodcast and podcast technologies for teaching students (=2.88). Unavailability of technologies had a significant influence on barriers that hinder students from using vodcast and podcast. Based on the findings and conclusion, it is recommended among others, that the University of Nigeria, Nsukka organize a capacity building workshop hinged on the use of top-notch technology for 21st century education; that departments in the university should motivate lecturers to employ technological tools in teaching through incentives as these will encourage every lecturer to key into the move.

يهدف هذا البحث إلى إعداد مقياس للسعادة الدراسية لطلاب المرحلة الثانوية، وتکون المقياس من ثلاثة أبعاد رئيسية هى (البعد المعرفى ويتضمن بعدين فرعين: التعلم الأکاديمى ،والفاعلية الدراسية)، (والبعد الاجتماعى ويتضمن بعد العلاقات المدرسية)، (والبعد الانفعالى ويتضمن ثلاثة أبعاد فرعية :الشعور بالامتنان المدرسى، والشعور بمتعة التعلم، الشعور بالحماسة نحو الدراسة، وقد تم التحقق من الخصائص السيکومترية لمقياس السعادة الدراسية على عينة قوامها(482) من طلاب المرحلة الثانوية ،مقسمين (112)ذکور أدبى،(120)إناث أدبى، (123)ذکور علمى، (127) إناث علمى ،وقد أظهرت النتائج أنه على درجة جيدة من الصدق والثبات والقابلية للتطبيق The aim of this research is to prepare a measure of academic well being for high school students. The scale is of three dimensions :the knowledge dimension, which includes two dimensions: academic learning, school Efficacy, social dimension, which include of school relations. the emotional dimension, which includes three dimensions: Sense of School Gratitude, Sense of Joy of Learning, Sense of Study Zest.The psychometric characteristics of the well being academic were verified on a sample of (482) secondary students divided by (112) literary males, (120) literary females,(123s ) Male scientific, (127) female scientific, and The results have shown that it has a good degree of validity and reliability and applicability

Introduction: A supportive and systematic design of academic learning environment has been important for transfer of learning in clinical context, can lead to positive outcomes for graduates and best prepares for professional life. The objective of this study was to find out the perception of nursing students toward academic learning environment. Methods: The descriptive, cross sectional study design was used among 172 proficiency certificate level (PCL) nursing students at Maharajgunj Nursing Campus, Kathmandu Nepal. The data were collected by using Dundee Ready Education Environment Measure (DREEM) Inventories with complete enumeration technique which was developed by Roff et al (1997). Data were analyzed using descriptive and inferential statistics. Results: Overall mean score of academic learning environment was found 142.78 out of 200 for 50 items which was in the ranged for ‘positive’ learning environments. The total mean score for perception of learning was 34.4 out of 48; for perception of teacher 30.7 out of 44; for academic self-perception 25 out of 32; for perception of atmosphere 33.3 out of 48; for social self-perceptions 19.3 out of 28. Mean scores indicated that students’ rated all five dimensions of the educational environment in this institution as an average. The significant differences were found between overall mean score; mean Perception of Nursing Students 92 JIOM Nepal, Volume 41, Number 1, April, 2019 score of teachers, academic self-perception & social self perception of students and different academic year. Conclusions: The overall mean DREEM scores indicate a more positive academic learning environment. Although the overall learning environments score of this institution observe as an average, none of the items represents ‘excellent’ score or real positive academic learning environment. Keywords: Academic Learning Environment, Nursing Students, Perceptions

In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelit...

Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational nee...

This study aimed to examine whether students consider that their mobile phones are useful devices for academic learning. Moreover, it was to investigate whether students’ opinion on their mobile devices are useful devices for academic learning have any differences based on students’ gender, age, college and type of their mobile phone; and students’ opinion regarding capabilities of all features of Smartphone have positive correlation for effect of Smartphone to students’ learning. The participants were students of four colleges in National Dong Hwa University. The effectiveness of Smartphone was measured by questionnaire consisted students’ opinion on using their Smartphone in learning. Based on the findings of this study, students consider that their mobile phones were useful devices for academic learning, and provided positive impact in students’ learning. However, students considered that their mobile phones were useful devices for academic learning did not depend on their gender, age, college, or type of their Smartphone. Capabilities of all features of Smartphone had positive correlation for effect of Smartphone to their learning.

The 21st century learning requires educators and learners to move beyond traditional academic learning. The fundamental aspects of the “Four Cs” (communication, critical thinking and problem solving, creativity and collaboration) are a prerequisite for the 21st century classrooms. Learners’ emotions in classrooms are now regarded as essential. The study of emotions in classrooms is central to understand learners’ motivation and learning patterns. Nelson and Low (2003) defined emotional intelligence as a confluence of developed skills and abilities to: (1) accurately know oneself in terms of personal strengths and weaknesses; (2) establish and maintain effective and healthy relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the demands and pressures of daily living. In other words, emotional intelligence is essential to effectively manage behaviours, to navigate social situations and to make decisions. This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence.

Educational institutions in the form of madrasah have been growing rapidly in Indonesia. The madrasah is maneged by government and private institutions. This shows that public trust to madrasah as a place of spiritual and academic learning is increasing. Madrasah are supported by several building facilities in achieving the success of their learning activities. This study aims to determine the factors that influence the performance of green building in the Madrasah Al-Rifaie. A review of the determination of performance factors is green building with a background that green building for the present is a solution to the realization of buildings that do not damage the environment. The research results obtained 10 performance factors including Security, Safety and Healthy, Facilities Function, Aesthetics, Easiness and Accessibility, Reliability, Durability, Comfortable and Regularity, Availability and Capacity, and Environmentally-friendly. The average of the important level of 10 performance factors are in important scale (scale 4). The results of this analysis can be continued at the stage of data collection and further analysis.

【目的】看護系大学生女子の月経や不快症状の実態を明らかにし、対処行動や学業との関連を明らかにし、保健指導の基礎的資料とすることを目的とした。【方法】A大学の3、4年生女子学生169名を対象に、無記名自記式調査票で平成29年8月〜10月に集合調査を実施、調査項目は年齢・学年等の属性、初経年齢、月経情報(月経痛・程度、量等)、月経中の気分(精神的な健康状態)との関係、学業への影響。データ分析は調査項目の基本統計量を算出、月経中の不快症状や気分との関連を統計的に明らかにした。【結果】169名に配布、有効回答率75.7%で128名を分析対象とした。初経年齢は3年生12.3SD±1.61歳、4年生12.3±1.69歳、本集団は全国平均に近似した。BBT測定経験31.6%、月経周期25〜38日80.5%、持続日数3〜7日93.0%、経血量の主観的感覚は中等量(20〜140g)66.4%、実習中は不規則15.7%、月経前不快症状あり70.3%、月経中不快症状あり78.2%、月経中いつもと同様に勉強できない58.4%、これは月経中の気分との間で有意差(χ2=4.35、p=0.029)が認められ、月経に伴う不快症状は学業への影響を示唆した。月経痛の対処は鎮痛薬服用が34.4%、薬はロキソニンが54.1%と最も多かった。【結論】本調査の対象は、初経年齢や月経周期、月経時の経血量等は本邦の平均的な集団であった。月経前・月経中の不快症状を多くが経験し、月経中の不快症状に伴う気分は学業に影響を及ぼしていた。将来の妊孕性にも関わる月経不快症状への周囲の理解とセルフケアのための教育的啓蒙の必要性が示唆された。(著者抄録)

This chapter focuses on how student learning needs to be intentionally designed to consider both what happens in and out of the classroom. The chapter focuses on student learning within a community college context, where co-curricular engagement looks much different than at a four-year school, specifically on how community colleges engage in design thinking principles related to curricular and co-curricular learning around equity and inclusion issues. Additionally, it is important to note that while some community colleges have residential opportunities for students, approximately 28% in the U.S., most are considered commuter campuses. Creating co-curricular opportunities on a commuter campus can be more challenging, however not impossible, and often adds value to the community college experience.

A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; Mage = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.

The purpose of the study was to determine nursing students’ satisfaction of their experiences of their academic program at a university nursing school in Cambodia. Positive experiences of educational programs have been linked to the increased development of a professional identity and beliefs around the chosen discipline. As nursing education and the nursing profession continues to undergo rapid development and change in Cambodia, it was seen that an evaluation of both the teaching quality and nursing students’ experience within a program of study was an important aspect of maintaining high quality nursing education programs. The study is a cross-sectional design using the Undergraduate Nursing Students` Academic Satisfaction Scale (UNSASS) in addition to demographic data. The UNSASS, with permission from the authors, underwent a cross-cultural adaptation for the Cambodian context. Analysis was undertaken using SPSS version 17.0. One hundred and seventy Associate Degree and Bachelor of Science in Nursing students were surveyed, including students in their middle and final years of study from both cohorts. The findings show that overall students felt positively about their education experience, felt safe to make mistakes in a supportive environment, and had positive relationships with the faculty and clinical preceptors. However, the large number of neutral responses may indicate a cultural hesitance in reporting any negative feedback.

To apply psychological thinking and methodology to help children and young people develop and learn in all areas of their lives, including developing emotional well-being and resilience as well as more formal aspects of academic learning. This involves a range of methods, which may include direct assessment, observation, consultation, training and research. Educational psychologists work in a range of different contexts, and with different client groups. This includes work with children, parents and carers, schools and colleges, local authorities and other agencies concerned with education, social care and health.

"The Philippine’s Commission on Higher Education (CHED) is mandated to take appropriate steps to ensure that education shall be accessible to all. In times where classes were disrupted due to health emergency and community lockdown imposed, the commission handed down Memorandum Order No. 4. Series of 2020, which directed Higher Education Institutions (HEI) to use flexible platform for academic track to better facilitate learning scheme. The sudden paradigm shin lends students to grapple in the new way of teaching and learning process. The underlying circumstance leads to determining the Academic Learning Process between face-to-face and online class of Medical Technology students during the time of contagion. This descriptive-comparative study verified the learning process between online class and face-to face strategic learning. There were fourty six (46) 3rd Year and 4th Year Medical Technology students of World Citi Colleges who assessed the two learning processes based on class preparation, absorbing and capturing new information, and reviewing of course materials. Results revealed that majority of the respondents are in the age bracket of 22-25 and mostly female students. In terms of year level, there is an equal distribution of 3rd year and 4th year Medical Technology students. It is also observed that majority of the respondents experienced a half semester of online class and are highly prepared for face-to-face class but are moderately prepared for online class. The level of preparedness for face-to-face class is greater than the level of preparedness for online class. In terms of academic learning process, the respondents have high ability to absorb new information in face-to-face class but with moderate ability compared to online class. The mean score of the level of capturing new information in face-to-face class is greater than the mean score in online class. However, the respondents have high ability to capture new information in both modes of learning. Relatively, scores on capturing new information in online class are more dispersed than scores for face-to-face class. Additionally, as to reviewing course materials, respondents have moderate ability in reviewing course materials in online class. The mean score for the level of reviewing in face-to-face class is greater than the mean score in online class. Based on the results of independent samples t-test, the researchers concluded that there is no significant difference in the academic learning process between the face-to-face and online class of 3rd and 4th-year Medical Technology students during pandemic."

While the recent technological advancements have enabled instructors to deliver mathematical concepts and theories beyond the physical boundaries innovatively and interactively, poor performance and low success rate in mathematic courses have always been a major concern of educators. More specifically, in an online learning environment, where students are not physically present in the classroom and access course materials over the network, it is toilsome for course coordinators to track and monitor every student’s academic learning and experiences. Thus, automated student performance monitoring is indispensable since it is easy for online students, especially those underperforming, to be “out of sight,” hence getting derailed and off-track. Since student learning and performance are evolving over time, it is reasonable to consider student performance monitoring as a time-series problem and implement a time-series predictive model to forecast students’ educational progress and achievement. This research paper presents a case study from a higher education institute where interaction data and course achievement of a previously offered online course are used to develop a time-series predictive model using a Long Short-Term Memory network, a special kind of Recurrent Neural Network architecture. The proposed model makes predictions of student status at any given time of the semester by examining the trend or pattern learned in the previous events. The model reported an average classification accuracy of 86 and 84% with the training dataset and testing dataset, respectively. The proposed model is trialed on selected online math courses with exciting yet dissimilar trends recorded.

How Do Faculty Convey Growth Mindset in Computer Science Teaching? A Preliminary Qualitative Study Sarah Hug, CERC Contact: hug@colorado.edu Establishing a growth mindset in academic learning is known to influence student outcomes, yet little is known about how faculty communicate their growth mindset beliefs, or how these beliefs translate into classroom practices. Studies of a 'growth mindset pedagogy' exist in K12 learning environments but few have studied how faculty convey messages of malleable intelligence through their teaching. Interviews related to faculty practices were held electronically in April of 2020 via telephone and Zoom, were recorded, and transcribed. All of the data were coded with an eye towards fixed and growth mindset, no matter the direct content of the question being asked. For example, a statement that related to how a faculty member supports struggling students could be coded 'fixed mindset-computing is not for everyone' if the response indicates the instructor might suggest a change in major. Alternatively, if a faculty member stated they would recommend additional practice for the student who was struggling, this would be coded with 'growth mindset- practice and effort.' This pilot study was an initial attempt to understand and document how faculty and instructors' descriptions of their teaching ascribed to two different mindsets in one case, that of a fixed mindset, in which students' intelligence is static, and in the other case that of a growth mindset, in which students can learn with increased effort. Keywords: Growth Mindset; Faculty Beliefs; Qualitative Analysis DOI: http://dx.doi.org/--to-be-added

Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science textbooks with that in English as a foreign language textbooks. The analysis reveals that the text difficulty of the English-medium science textbooks is inappropriate in terms of the coverage of academic words and the readability level. The results also show that the coverage of words from the Academic Word List (AWL) and the General Service List (GSL) as well as the text readability levels, vary across scientific topics. These findings will inform textbook design and the development of pedagogical strategies to facilitate students’ learning of subject content in the medium of English.

The practicum in teacher education is considered as the application of the theory into practice. (Zeichner, 2009). However, the disconnection between the academic learning and practicum (Alen & Wright, 2014; Kwenda et al.2017) has been a barrier for pre-service teachers’ learning. My research introduces a new approach to bridge this gap by comparing an on-campus and an off-campus practicums. In the on-campus practicum, the lecturers in academic learning stage also mentor the pre-service teachers in the practicum. Sociocultural Theory (Vygotsky, 1978) and Activity Theory (Engeström 2015) are used as the tool for data analysis. The participants, included the university leaders, lecturers, mentors and pre-service teachers of two English language faculties in Vietnam were interviewed, the pre-service teachers were observed and formal documents were analysed. The findings indicated that the systematic change in the on-campus practicum facilitates the translation between theory and practice. In addition, the long-term relationship resulted in the devotion of the mentors to their mentees. In the meanwhile, the pre-service teachers in the off-campus practicum bounced between the two separated systems and suffered more tensions.

Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that promote positive behaviors in children and positive peer dynamics influence children's better academic enablers, as well as whether they do so indirectly via improving peer sociometric ratings. Such teacher strategies may be particularly relevant for supporting children who demonstrate impairment in both social and academic domains, such as children at risk for attention-deficit/hyperactivity disorder (ADHD). Thus, we also examined whether these relationships differ for children with elevated ADHD symptoms and peer problems (i.e., target students), relative to classmates (i.e., non-target students). Participants were 194 children in the classrooms of 12 teachers (grades K-4) who participated in an open-trial pilot study of the school-based version of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program. In the fall and spring of a school year, we assessed children's sociometric ratings received from peers, and academic enabler skills as rated by teachers. Throughout one academic year, we obtained assessments of teachers' use of MOSAIC strategies (observed and self-reported). Results showed that, after accounting for fall academic enablers, the teacher strategy of CARE time (involving one-on-one interaction with the student to build the teacher-student relationship) was positively associated with spring academic enablers. However, findings did not support the hypothesized indirect effect of peer sociometric ratings on the relationship between teacher strategy use and academic enablers, or the moderated indirect effect by target student status. Implications for future research and classroom interventions are discussed.

In this paper, we analyze the interference of the leaderboards in the number of correct answers in the problem-solving activities present in a gamified application. Also, we checked the usability level of the application with/without leaderboards. In order to achieve these objectives, we applied a study in a test scenario and verified the effect of the leaderboards on the number of correct answers. Then, we applied a survey with the participants to analyze the usability level of the application. As a result, although the level of satisfaction of the participants who used the application with the leaderboards was higher, this difference was not significant. Also, the leaderboards did not influence the number of correct answers to problem-solving.

In this chapter, the first thematic category, that is, familiarizing with the more independent lifestyle in university, is the focus. This was a crucial step and, to some extent, affected the participants’ adaptation to the new academic learning environment.

In the context of education, &lsquo, presence&rsquo, &mdash, a state of alert awareness, receptivity and connectedness to what is happening in class&mdash, is related to depth of insight into the situation, and to more opportunities for action. Presence is mainly conceptualized in philosophical and theoretical terms and idealistic accounts. This study aims to gain understanding of teachers&rsquo, experiences of the emergence and manifestation of their own and students&rsquo, presence in their daily educational practice and insight into the significance they attach to presence. This is relevant because presence may contribute to teachers&rsquo, reflection-in-action and their ability to respond to classroom situations. Using a phenomenological approach, we interviewed 12 secondary teachers in the Netherlands about their lived experiences of presence. The participants relate presence to being concurrently attentive and aware of students and of themselves, to lively interaction, to relevant education and to students&rsquo, deep understanding of the subject matter and students&rsquo, personal development. In the discussion of the significance of presence, we suggest that research on presence might promote our understanding of how teaching may afford the coming together of students&rsquo, academic learning and their personal development. In addition, our findings are related to teachers&rsquo, professionalism and personal professional fulfillment.

In ancient times, Jiangxi 江西 province was called Jiangyou 江右, and Wang Yangming’s 王阳明 lifetime of military, political and academic activities were deeply connected with Jiangxi, with “the extension of innate moral knowing,” the core precept that encapsulates his lifetime of academic learning, being revealed in Jiangxi.