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Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher's role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

The COVID-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners' learning habits and teachers' teaching practices. In this regard, this paper aims to explore the teachers' challenges while implementing a reading strategy-based instruction for beginners during the COVID-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners' procedural knowledge and strategic awareness in EFL reading classes. The leading approach to the issue is the interactive approach. To attain the objective of the research, the qualitative method was adopted. Classroom observation and structured interviews were used to collect data. The population targeted was composed of 20 teachers from 16 middle schools in Tizi-Ouzou. The collected data were subjected to qualitative content analysis. The results of the study reveal that most teachers are aware of the importance of reading strategy-based instruction. However, they do not teach them systematically or consistently. Indeed, lack of targeted teacher training, time constraints, and disregard of metacognitive instruction are likely to be obstacles to the efficient implementation of reading strategy-instruction. Furthermore, the COVID-19 pandemic has thrown up several psychological and cognitive learners' difficulties, including decreased motivation and lack of cognitive focus, making the teaching process more challenging. The results imply a need for a revision of teachers' professional development programs and a re-consideration of the elementary EFL courses.

Usage-based approaches to additional-language acquisition have identified numerous determinants of language learning, two of which were the focus of our study: frequency and cue contingency. Specifically, we examined how an immersion experience may impact sensitivity to these two determinants as reflected in the production of 4,808 pairs of nouns (N) and adjectives (ADJ) by 50 anglophone learners of Spanish and French. We analyzed the use of N/ADJ combinations using mixed linear regressions for frequency and two measures of delta P, a unidirectional measure of lexical association strength reflecting cue contingency. In all three models, we explored the impact of time and four additional variables: task, initial proficiency, target language, and phraseological unit. Our analysis revealed stasis over time. Additionally, our analysis revealed phraseological unit, task, and target language each to be significant in at least one model; initial proficiency did not contribute to significantly predicting phraseological use.

Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student behavior; however, limited research has investigated the effectiveness and acceptability of DRC intervention with preschool students. Additionally, effectiveness of DRC intervention is enhanced when parents provide consistent reinforcement for students' goal attainment. The purposes of the study were to (a) extend DRC intervention to examine effectiveness and acceptability with preschool students and (b) evaluate the impact of proactive antecedent e-mail prompts on home intervention integrity (i.e., parents' provision of contingent reinforcement). DRC intervention was implemented in a multiple-baseline-across-subjects design for 3 preschool students to evaluate impacts of (a) the intervention on classroom engagement and disruptive behavior measured via systematic direct observation and (b) proactive antecedent e-mail prompts on parents' home intervention integrity. Although DRC intervention resulted in negligible level changes in student engagement and disruptive behavior, variability of disruptive behavior reduced following intervention. Antecedent e-mail prompts did not improve home intervention integrity due to high baseline levels (i.e., ceiling effects). Finally, parents and teachers found DRC intervention to be feasible and appropriate for preschool. Limitations of the study and implications for expanding DRC intervention to preschool are discussed.

It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.

The study investigates how psychological and social factors relate to productive collocation knowledge in late L2 learners of Swedish (French L1) (N = 59). The individual factors are language aptitude (measured through the LLAMA aptitude test), reported language use, social networks, acculturation, and personality. Multiple linear regression analysis showed that positive effects were found for LLAMA D (phonetic memory), LLAMA E (sound-symbol correspondence), reported language use, and length of residence (LOR). Furthermore, a negative effect was found for the personality variable Open-mindedness. These variables explained 63% (adjusted R²) of the variance, which represents large effects compared to other studies on individual factors. In sum, the findings confirm earlier results on the importance of language aptitude and language use for productive collocation knowledge. They also add evidence of the importance of personality and LOR. In sum, cognitive and social factors combine to explain different outcomes in adult L2 acquisition.

This longitudinal study explored the roles of item- and learner-related variables in L2 learners' development of productive collocation knowledge (L1 = Dutch; L2 = German; NLearners= 50). Learners' form recall knowledge of 35 target collocations was measured three times over a 3-year period. The item-related variables investigated were L1-L2 congruency, corpus frequency, association strength, and imageability. We also explored the learner-related variables L2 prior productive vocabulary knowledge and L2 immersion. Mixed-effects regression modeling indicated a significant effect of time, congruency, and prior productive vocabulary knowledge on learners' collocation learning. While learners' knowledge of congruent collocations remained relatively stable after year one, knowledge of incongruent collocations increased significantly. Learners' prior productive vocabulary knowledge was clearly associated with growth of productive collocation knowledge, but besides overall growth there were instances of attrition.

The transition from school to university mathematics is a challenging process for many students. This phenomenon is reflected by high dropout rates from mathematics programs especially during the first year at university that may be related to the development of students' mathematical interest and self-concept. Taking a learning psychological perspective, it is a relevant question if all students have similar development patterns of these variables or if students who are at risk to drop out show an unfavorable development. Moreover, for didactical issues, it is of particular relevance which factors influence this development. Within a longitudinal study, 556 first-semester students stated their interest and self-concept at the beginning and the middle of the first semester; dropout was measured at the beginning of the second year. By using regression analyses, we found that the development of students' interest and self-concept is related to dropout. It seems that interest in university mathematics and mathematical self-concept of students, who dropped out, decreased significantly in contrast to the characteristics of students who continued their studies. In an exploratory follow-up study, we identified factors which probably influenced the development of students' self-concept by asking 18 students in a first-semester mathematics course "linear algebra" about learning situations in which they experienced the emergence or the decline of self-concept. Using qualitative content analysis, we found that most of these situations occurred when students worked on mathematical homework tasks or got criterial feedback on their solutions. Based on the presented results, we discuss implications for teaching and learning of undergraduate mathematics.

Posttraining meditation has been shown to promote wakeful memory stabilization of explicit motor sequence information in learners who are experienced meditators. We investigated the effect of single-session mindfulness meditation on wakeful and sleep-dependent forms of implicit motor memory consolidation in meditation naïve adults. Immediately after training with a target implicit motor sequence, participants (N = 20, eight females, 23.9 ± 3.3 years) completed either a 10-min mindfulness meditation (N = 10) or a control listening task before exposure to task interference induced by training with a novel implicit sequence. Target sequence performance was tested following 5-hr wakeful and 15-hr postsleep periods. Bayesian inference was applied to group comparisons of mean reaction time (RT) changes across training, interference, wakeful, and postsleep timepoints. Relative to control conditions, posttraining meditation reduced RT slowing between target sequence training and interference sequence introduction (BF[subscript 10] [Bayes factors] = 6.61) and supported RT performance gains over the wakeful period (BF[subscript 10] = 8.34). No group differences in postsleep RT performance were evident (BF[subscript 10] = 0.38). These findings illustrate that posttraining mindfulness meditation expedites wakeful, but not sleep-dependent, offline learning with implicit motor sequences. Previous meditation experience is not required to obtain wakeful consolidation gains from posttraining mindfulness meditation.

Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with what effect. The present study used process data available from the digitally delivered 2017 National Assessment of Educational Progress (NAEP) mathematics test to explore these topics. We found that although the majority of students with special education plans were eligible for extended time accommodations, most of those eligible students did not actually take any additional time at all to complete the test. We describe differences in eligibility for extended time and use of extended time that were identified according to gender, race/ethnicity, disability type, family income level, English Learner status, perceived importance of the test, and use of the text-to-speech (TTS) accessibility feature. Use of extended time (among eligible students) was associated with higher performance. Implications for practice and future research are discussed.

A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form science concepts over the first years of their lives. This longitudinal study aimed at studying the process of science concept formation during the first five years of children's life within educational settings. Following a cultural-historical approach, the study explored how children develop a science motive from infancy, toddlerhood, and into early childhood and how teachers create the conditions for the development of a motive orientation towards science over time. A cohort of 50 children in Australia participated in the study. Indicative case examples are presented. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Digital visual methods were used for data collection and analysis. The findings illustrated that a science motive is developed when the motive of play and the motive of learning in science are dialectically interrelated over time. It was also shown that teachers create a motive orientation towards science by introducing, maintaining, and transforming an ideal form of science in the children's environment and by stimulating children to interact with mature forms of science. The study concludes with insights into early childhood science education research methodology, and implications that inform practice are discussed.

Reclassification is a crucial outcome for English learner (EL) students' academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs' English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs' likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3-8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers.

It is important to cultivate dispositions of 21st-century skills (D21S: critical thinking, complex problem solving, creativity, communication, and collaboration) in project-based science, technology, engineering, and mathematics learning (STEM-PjBL). Previous research has seldom adopted the person-oriented approach to examine STEM-PjBL program effectiveness, and knowledge regarding group differences is still lacking. To fill this gap, a person-oriented analysis was used to form groupings of students based on D21S. Three latent profiles (high-, medium-, and low-D21S) of students were identified in 6 elementary schools, and the transition probabilities were estimated for 2 class types (treatment vs. comparison) across 1 semester. Most of the students (63.4%) showed stable D21S profiles over 1 semester; however, some students (17.6%) exhibited improvement, and some (18.9%) showed declination. Additionally, the STEM-PjBL programs presented positive effects on the growth of D21S. This study further found that the D21S transitional types (i.e. declined, stable, and improved) could predict students' motivation (perceived STEM domain content mastery, self-efficacy, and task value), showing that a declined D21S also decreased academic motivation. The findings suggest that students who decline in D21S should receive attention from teachers because their perceived academic performance, competence beliefs, and values in STEM also decrease simultaneously.

Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.

Computer science textbooks with lengthy text explanations of concepts are often considered thorough and rigorous, so lengthy textbooks (and class notes) are commonplace. Some, however, suggest text should be concise because people tend to skim lengthy text. This article takes advantage of modern digital textbooks that measure reading time to examine reading rates for various text passage lengths. For a widely used CS textbook written in a nonconcise style, students read shorter passages (200 words or less) at about 200 words per minute, which is a typical rate. But for longer passages (600+ words), the rate increased to about 800 words per minute, suggesting skimming rather than reading. For another widely used CS textbook, from the same publisher but written in a concise style with text passage sizes kept below 250 words, students spent more time (around 200 words per minute) reading the text passages, and their time spent was well correlated with text length, suggesting students were carefully reading rather than skimming. Across three digital textbooks, the more interactive elements (e.g., integrated questions) that were included, the more time students spent reading the text between those activities. The conclusion is that to best educate students, authors of CS content should take the extra time needed to explain concepts more concisely--a case of "less is more"--and incorporate many active learning opportunities.

In this study, we investigated longitudinal reciprocal relations among reading, executive function, and social-emotional skills in students from Grades 2 to 5, using the data set from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. We addressed several important gaps in the literature on longitudinal reciprocal relations by using latent factors to represent the executive function and social-emotional skills in latent growth models with structured residuals, separating between- and within-person effects, and examining sample effects with a general population sample, students with reading difficulties, and high-performing students. Our results showed longitudinal reciprocal relations between reading and executive function in high-performing students, such that with development, the contribution of executive function to reading grew stronger while the contribution of reading to executive function remained stable; we found no longitudinal reciprocal relations between reading and social-emotional skills in any of the three sample groups; and these patterns of results remained the same based on the control of socioeconomic status and sensitivity analyses. Together, the results of this study support the heterogenous hypothesis of mutualism theory in education: The effect of mutualism may be stronger in some contexts and populations than in others. Longitudinal reciprocal relations between executive function and reading may be driven mostly by high-quality and intensive learning and practice in reading, not by socioeconomic status.

Access to education is the first step to benefiting from it. Although cumulative online learning experience is linked academic learning gains, between-country inequalities mean that large populations are prevented from accumulating such experience. Low-and-middle-income countries are affected by disadvantages in infrastructure such as internet access and uncontextualised learning content, and parents who are less available and less well-resourced than in high-income countries. COVID-19 has exacerbated the global inequalities, with girls affected more than boys in these regions. Therefore, the present research mined online learning data to identify features that are important for access to online learning. Data mining of 54,842,787 initial (random subsample n = 5000) data points from one online learning platform was conducted by partnering theory with data in model development. Following examination of a theory-led machine learning model, a data-led approach was taken to reach a final model. The final model was used to derive Shapley values for feature importance. As expected, country differences, gender, and COVID-19 were important features in access to online learning. The data-led model development resulted in additional insights not examined in the initial, theory-led model: namely, the importance of Math ability, year of birth, session difficulty level, month of birth, and time taken to complete a session.

Efforts to improve education outcomes often involve lengthening the school day or the school year in hopes that spending more time in school will boost student learning. Yet, as Frederick Hess explains, U.S. students spend as much or more total time in school as their peers in other industrialized nations. What matters more than the amount of time is how that time is used. Although research into time usage at school is limited, existing studies have shown that much time spent in school time does not involve actual learning time, either because of interruptions or other non-learning activities or because students are not engaged. Hess suggests that, before adding time to the school day or year, it's important to understand what schools are doing with their time, rethink their routines, and seek to ensure that they are using time wisely and well.

Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that permits proper adjustment for time-varying confounding. Unlike panel data studies using student fixed effects, which often report close to null findings, we find evidence of modest but significant negative effects of school poverty composition on eighth-grade reading and math test scores in models that control for third-grade test scores and baseline treatment status.

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

The study studied how students studying music at Kastamonu University learn about music and whether they receive additional help in 2020. The first study detailed in this article focused on identifying student perceptions and how they learned music, and aimed to come up with suggestions on how to better meet the needs of music students. To do this, we conducted two focus group interviews with music graduate (N = 6) and undergraduate (N = 4) students. Participants said that the timing of the study should better reflect their work and that the studies should be more disciplinary and better designed for graduate students. They also felt that they did not get enough critical feedback and there was a lack of standardization in the training and concert work. However, the participants also felt that the teachers were helpful, the programming contributed well to their work and the support increased their confidence. Two unexpected findings were that students generally access some form of programming offered by the school rather than take advantage of the diverse offerings, and students have misconceptions about the possibilities the school offers and how to use them. It is hoped that this study will help inform other student academic support services about focus group research for the purpose of collecting music program evaluation and student feedback.

This study aims to contextualize a flipped learning environment for ESP learners at a faculty of pharmacy, considering learners' suggestions and the teacher-researcher's field notes and benefitting from the collaboratively problem-solving processes of action research. Thus, the study was designed as first-person action research, where the teacher-researcher collaborated with the 38 pharmacy students taking an EOP course in their third year of study at a university in Turkey. The flipped learning instruction was evaluated, firstly, during implementation via video-recording 12 weekly three-class-hour courses, collecting learners' reflective journals and keeping field notes; and secondly, after finishing the implementation by holding focus group interviews with the students. The data were analyzed by inductive content analysis. The findings of the study indicate that the flipped learning strategy ensured many advantages, including the efficient use of class time, differentiation and peer interaction as well as bringing adoption problems derived from teacher dependence and established learning habits. Conducting action research not only improved the teacher-researcher's relationships with the students but also contributed to her professional identity as an ESP practitioner. Considering the findings of the study, practical implications for professional practice as well as suggestions for further research were presented.

The aim of this mixed methods study is to identify the underlying structure of the construct of Foreign Language Anxiety in integrated listening-to-speak tasks. First, the analysis of the qualitative interviews with six postsecondary ESL learners reveals that anxiety for integrated speaking stems from four different factors: "listening," "source integration," "topic familiarity," and "time pressure." These findings informed the next study phase, the development of an initial inventory of 26 items. The questionnaire was checked for content validity and then administered to 190 respondents. Next, based on the quantitative data, Confirmatory Factor Analysis was carried out in order to identify the model that best fits the data. Model comparisons corroborate the qualitative finding that suggests FLA of integrated speaking comprises four correlated latent variables, with all model fit indices falling within an acceptable range. Overall, this study provides evidence for construct validity of FLA in integrated speaking contexts as a multifaceted structure. Findings are discussed in relation to the factors that we identified.

This study is comparing the effects of spacing instruction and massed instruction on Indonesian education students. To fulfill this objective, two intact classes were selected; one as a spacing group and another one as a massed group. Afterward, researcher administering a pre-test measured the skills of participants Islamic education. After that, only then did they receive treatment. In mass classes, the material is taught in an intensive 90-minute session, while the material is taught to space groups in three short sessions (each 30-minute session). After the instructions were carried out, a post-test was carried out in both groups, both mass classes and space groups. Then the post-test result data were analyzed using paired and independent sample t-test. The results showed that there was a significant difference between the post-test spacing group and the mass group. The results of this study indicated that the spacing group significantly outperformed the mass group at the final test. Finally, the implications of the study are discussed.

This study was carried on for the purpose of comparing EFL learners' reading comprehension skill before and after the execution of timing different types of pre-reading activities. To do so, 54 high intermediate EFL learners who were within the age range of 15-24 were asked to participate in the study. A quasi-experimental design was adopted and it was found that after applying the pre-reading activities the participants of the experimental group who were given some time to process the information given in the pre-reading activities before reading a text performed better in the post-test when balanced the differences with the presenting of the participants in the control group who were asked to start the reading task immediately after fulfilling the pre-reading activities. The researchers utilized Paired and independent samples t-tests to analyze the gathered data and find the answers to the posed research question. Based on the findings, although both groups showed improvement in the post-test more probably due to the outcome of pre-reading activities, the superior performance of the experimental group leads to the conclusion that timing these activities can assess the learners' information processing before actually applying them in the reading process.

The onset of the COVID-19 pandemic forced teachers to shift teaching and learning from face-to-face in brick-and-mortar classrooms to online learning platforms. For many teachers, this abrupt change was not an easy transition, particularly when working with students in early childhood who are reading and writing in the early years of literacy development. Yet, using digital tools during writing instruction was not an entirely new concept in education. This article describes a first grade teacher's journey teaching writing to culturally and linguistically diverse young writers through online instruction. Despite the challenges she faced in forging this new experience alone, her shift to online writing instruction demonstrates that a digital writing workshop is both possible and effective with young writers under some conditions. Implications from this study call for professional development that emphasizes process-oriented writing instruction in both face-to-face and online education across grade levels.

Adaptive spacing algorithms are powerful tools for helping learners manage their study time efficiently. By personalizing the temporal distribution of retrieval practice of a given piece of knowledge, they improve learners' long-term memory retention compared to fixed review schedules. However, such algorithms are generally designed for the pure memorization of single items, such as vocabulary words. Yet, the spacing effect has been shown to extend to more complex knowledge, such as the practice of mathematical skills. In this article, we extend three adaptive spacing heuristics from the literature for selecting the best skill to review at any timestamp given a student's past study history. In real-world educational settings, items generally involve multiple skills at the same time. Thus, we also propose a multi-skill version for two of these heuristics: instead of selecting one single skill, they select with a greedy procedure the most promising subset of skills to review. To compare these five heuristics, we develop a synthetic experimental framework that simulates student learning and forgetting trajectories with a student model. We run multiple synthetic experiments on large cohorts of 500 simulated students and publicly release the code for these experiments. Our results highlight the strengths and weaknesses of each heuristic in terms of performance, robustness, and complexity. Finally, we find evidence that selecting the best subset of skills yields better retention compared to selecting the single best skill to review.

The Big Data for Education Spoke of the NSF Northeast Big Data Innovation Hub and ETS co-sponsored an educational data mining competition in which contestants were asked to predict efficient time use on the NAEP 8th grade mathematics computer-based assessment, based on the log file of a student's actions on a prior portion of the assessment. In this work, a combined approach of process mining and expert feature engineering was used to build a large set of features that were then trained with an Extreme Gradient Boosting machine learning model to classify students based on whether they would use their time efficiently. Predictions were evaluated throughout the competition on half of a hidden data set and then the final results were based on the second half of the hidden data set. The approach used here earned the top score in the competition. The work presented elaborates on the combined technique for analyzing computer-based assessment log-file data with the hope that this approach will offer valuable insights for future predictive model building in educational data mining.

The paper presents how digital storytelling was used as an empowerment tool among high school students diagnosed with school-related burnout (N = 13) in Hungary. The aim of applying digital storytelling was to change students' time perspective, which was measured with Stanford Time Perspective Inventory before and after the digital storytelling intervention. The creative method allowed students to express their personal school experiences on verbal and visual levels while using digital technologies. The outcomes of the digital storytelling process were first-person video narratives, which presented the school career and self-reflections of students in a very expressive and touching way. Students' temporal profile changed after the digital storytelling intervention; they became future-oriented. In most cases, students reflected on their past and present experiences at school, and they found a solution and developed a perspective for their future educational career. Digital storytelling as a complex arts-based method had a positive effect on students. While working on the project, the change of students' time perspectives (Zimbardo & Boyd, 2008) from past-negative and present-fatalistic to future-oriented was measured, which helped all the participants find a way to be more determined and optimistic.

The purpose of this study was to gain insights into student perceptions of first-time online learning students experienced at their university during the school closure in spring 2020 in Vietnam due to the COVID-19 pandemic and their future expectations about this learning mode. This was considered crucial to gauge the potential for online learning in Vietnam. One-hundred one (101) undergraduate students at a large university in Ho Chi Minh City, Vietnam, were surveyed electronically. Ten of them also participated in the follow-up interview. The results of the survey were revealed: Flexibility (Time, learning), live platform(s), such as Zoom and Google Classroom, comfort with online technologies, and lesson delivery were ranked in the top four helpful components of first-time online learning; Internet access, technical problems, harder to pay attention, and lack of community were ranked in the top four challenging components. Future expectations identified in this study were: better live platform and combination of meeting in a classroom setting and completing coursework online. Implications addressing the identified challenging components of online learning are provided.

This study investigated the management of teaching and assessment of the "qualified to be progressed" learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning.

The COVID-19 pandemic has been one of the most significant events affecting the largest number of countries at the same time around the globe. Governments instituted the closure of schools and lockdown of cities and other areas to prevent the spread of the virus. Students had to learn through online platforms meant to enhance continued learning. The current study aimed to explore the extent to which COVID-19 pandemic and the lockdown impact families of students with special education needs. Qualitative approach was used; semi-structured interviews were undertaken using online communication tools via Google Meet platform and for data analysis Atlas.ti program was used for coding and categorizing. The findings revolved around main themes in the study include; behavior problems in the children, psychological distress for the parents, and difficulty of delivering the rigid content and schedules. Implications for school and social support are discussed for policymakers in Jordan.

This paper aims to lay the groundwork for better online lectures based on a survey given to students in general university English classes on their learning states and perceptions of online classes. The online classes were conducted as non-face-to-face recorded lectures at a university in Gyeonggi, Korea, during two consecutive semesters in 2020. Ninety learners were surveyed and the questionnaire consisted of 32 questions in three parts. The results showed that the places where learners took online classes and the methods they used were similar, but the time, frequency, duration and strategies used for classes varied. When asked about their perceptions of online learning, learners were generally satisfied with the learning hours set by the school, but pointed out the long hours required for assignments, the inability to communicate with classmates, the laziness of classmates, confusion due to various platforms being used, and other technical problems. The survey also showed that communication problems between instructors and learners have been solved to some extent, but communication problems between learners are still unresolved. The results imply that it is necessary to manage learners having a difficult time with self-directed learning due to a lack of concentration, since self-directed learning skills eventually lead to educational gaps between learners. Some implications for online classes are suggested.

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox's attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox's teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.

As technology advances, learning analytics is expanding to include students' collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students' collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh's ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1-11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.

With the COVID-19 pandemic, students and instructors had to carry out lessons with distance education practices, and this sudden change made it a necessity to reorganize educational processes under the conditions of the pandemic. This study sought to make an undergraduate course more effective by designing the distance education course based on the flipped learning model. In this qualitative study, a phenomenological approach was used, and 53 preservice elementary school teachers' views on the flipped distance education course were investigated. Exploration of student errors during in-class activities, encouragement of active student participation, and compatibility to individual student differences was listed as positive aspects of the flipped distance education. On the other hand, the difficulties pre-service elementary school teachers encountered in obtaining information, their concerns about attending the class or discussing the homework in front of their peers, and the issues experienced during in-class communication were identified as the negative features of this approach. Moreover, the preservice elementary school teachers needed easily accessible information resources about the course content, a stable internet connection, appropriate technological equipment, and extension of the course time to effectively perform in the flipped distance education course. As a result, the flipped teaching model emerged as an effective approach to increase the efficiency of distance education courses, especially during the COVID-19 crisis.

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.

The authors present a case study, where digital technologies were implemented for online education (particularly, mathematics education) at Italian primary school level. Results of this study confirm that the quick transition to the online form of education, due to the COVID-19 pandemic, was successful and provided experience which may be useful in future didactic activities.