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A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers' critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers' critical thinking.

Efforts have been made among scholars from Japan, South Korea, and China since the 1980s--on both private and state initiatives--to narrow the gaps in their historiographies and to cultivate mutual understanding. This article offers an extensive discussion of the author's history project, "A Student Project of Writing a Common History Textbook," which which was incorporated in a multinational class environment in the Spring 2019 semester. First the author explains the development of the conceptual framework and the organization and management of the class. Then, some of the history teaching materials that the students created is introduced. Finally, the author examines what the students actually learned from this exercise and working with their group members, based on their journals and answers to the project survey. The author would argue that this was a success in promoting mutual understanding among students by having them learn history together from various points of view, as the goal was not a complete reconciliation of their historical viewpoints. Young people from different countries, even those from the countries embroiled in politico-historical controversies, are able to learn from one another to create more complex historical narratives that look beyond competing nationalisms. The results of the course confirm the value of teaching history from a global standpoint and hold promise that if adopted widely, it might have a long-term and larger, positive effect on society and even on international relations by producing globally competent future generations.

Researchers interested in studying the frequency of events or behaviors among a population must rely on count data provided by sampled individuals. Often, this involves a decision between live event counting, such as a behavioral diary, and recalled aggregate counts. Diaries are generally more accurate, but their greater cost and respondent burden generally yield less data. The choice of survey mode, therefore, involves a potential trade-off between bias and variance of estimators. We use a case study comparing inferences about payment instrument use based on different survey designs to illustrate this dilemma. We then use a simulation study to show how and under what conditions a hybrid survey design can improve efficiency of estimation, in terms of mean-squared error. Overall, our work suggests that such a hybrid design can have considerable benefits, as long as there is nontrivial overlap in the diary and recall samples.

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social--emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as "champions," "heroes," "achievers," and "peacemakers." Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

Introduction: Motivation plays a central role in teachers' instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers' motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation. Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source. Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers' work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers' motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.

This study draws on four case studies of young children in order to explore the relationship between children's action schema [Athey, C. (1990). "Extending though in young children: A parent-teacher partnership." London: Paul Chapman] and their developing speech, language and communication. What emerged was a connection through children's thinking and thoughts, with a recognition that practitioners might further support early speech, language and communication development through careful consideration of children's 'conceptual concerns' [Atherton, F., & Nutbrown, C. (2013). "Understanding Schemas and young children from birth to three." London: Sage].

This article aims to explore the methodological and analytical benefits of mobilizing field diaries when doing fieldwork research. Fieldwork necessitates spending months or years living and sharing the lives of those we are studying. It is thus about interactions and access, about emotions and power relations. Field diaries are particularly insightful in capturing the social interactions between the researcher and the informants, which inevitably impact fieldwork, data collection and the research results. In this paper, I argue that field diaries, if they provide opportunities for developing reflexive analysis, offer possibilities to incorporating participants' points of view in our research process as well. They also constitute avenues to investigate the social structure of the community under study. The present reflection derives from the researcher experience of using field diaries when being back home from fieldwork. [Note: The page range (345-356) shown is incorrect. The correct page range is 349-360.]

Objective: Academic examinations are a frequent and significant source of student stress, but multimodal, psychophysiological studies are still missing. Participants & methods: Psychological and physiological variables were assessed on 154 undergraduate students in daily life using e-diaries resp. blood pressure devices at the beginning of the semester, and again before an examination. Results: Multilevel analysis revealed lower calmness, more negative valence, higher task-related stress, higher demands, lower perceived control, lower frequency of social contact, and a higher desire to be alone during the examination period (all p values < 0.0001), as well as lower ambulatory systolic blood pressure (p = 0.004), heightened cortisol at awakening (p = 0.021), and a smaller increase in cortisol (p = 0.012). Conclusions: Our study revealed empirical evidence that examination periods are not only associated with indicators of dysphoria, stress, and social withdrawal but also by altered physiological processes, which might reflect anticipatory stress and withdrawal effects.

Objective: Adverse consequences of binge drinking episodes are well-established, but fewer studies have investigated how incremental changes in daily alcohol use relate to well-being. We examined within- and between-person associations in alcohol use and next-day valued living to enhance our understanding of the impact of alcohol use on following-day outcomes in college students. Participants: During November 2018, 73 undergraduate participants (65.7% female) completed surveys through Qualtrics. Method: Using daily diary methodology, participants completed nightly surveys (N = 784) on their cellular devices over a two-week period. Results: Within-participant variations in evening alcohol use demonstrated a negative linear association with next-day valued living, controlling for relevant variables. Conclusions: Findings supplement other studies demonstrating the impact of individual variability in alcohol use on engagement in valued behaviors. Knowledge of the hazards of alcohol use within the context of valued living has the potential to inform alcohol use prevention and intervention programs.

Writing has a leading role in learning and, although elementary-school curricula emphasize the development of this complex skill, many students still struggle with their writing performance. This study aimed to assess the efficacy and social validity of CriaTivo, a curriculum-based intervention developed following a Response to Intervention model to promote self-regulation of the writing process (i.e., planning, monitoring, revising) applied to the written composition of narrative texts across third and fourth grades. Two hundred eighty-one Portuguese students (55% boys, M = 8.58 years, SD = 0.79) and their teachers participated in the study. A mixed-methods research design was used, and data was collected at two points in time. Regarding the intervention's efficacy, results were promising, depicting improvements at posttest in students' planning and monitoring skills, as also in their writing quality. The findings also supported the intervention's social validity for both students and teachers. Despite requiring further research, CriaTivo appears to be a promising curriculum-based intervention which responds to the previously identified research and practice needs.

The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students' understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students' learning journals submitted after the lesson. Despite two different classroom settings and differences in students' language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.

Online learning has been growing steadily as an essential instructional mode in most higher education settings. In response to its popularity, many studies have been conducted to provide a better understanding of how learning occurs in this environment. Various frameworks and theories have been adopted to examine learning in this environment. Drawing upon the community of learner model, the present study aimed to expand the understanding of online learning, moving more toward a situative, sociocultural approach to learning from an individualistic, self-regulated approach to learning. This study examined two graduate online courses as cases to illustrate how learning as a collective process of participation in activities work in an asynchronous online learning environment. The findings of this study could help expand and deepen the discourse on how everyone learn in online learning environments, providing a new approach to examining teaching and learning in online learning environments from a more situative, sociocultural perspective.

Purpose: This paper aims to offer an empirical application of the concept of learning organization (LO) 2.0. Design/methodology/approach: Based on fieldwork study, a case of Ricoh Ena Forest Project is presented to illustrate the contextualized and multi-stakeholder perspective of LO 2.0 in running an environmental sustainability project. Findings: The case demonstrated the value of incorporating multiple stakeholders to develop a multi-party learning entity for sustainability pursuit. The findings also highlighted the importance of forfeiting managerial dominance and the creation of a shared commitment in implementing the concept of LO 2.0. Originality/value: The study adds empirical evidence to the literature on how LO 2.0 can be implemented and provides guidance on tackling some of the potential challenges.

Purpose: This narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI. Design/methodology/approach: Ten language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and focus group interviews. Murray's (2009) data analysis procedures were utilized to analyze the data, which included coding the transcripts of data, looking for connections between codes and grouping codes into categories, configuring the participants' story from the data, sending the story to the participants for their comments, carrying out a cross-story analysis and noting themes as they emerge from the stories. Findings: The inductive analysis of data led to the emergence of three core themes: cultural engagement, openness to differences in L2 cultural values and social practices and navigation of a hybrid CI. That is, the EFL teachers defined their CIs in terms of their commitment to both native and target-language cultures as well as their preservation of cultural diversity. Originality/value: Findings revealed that L2 acquisition leads to changes of soft cultural forms such as food, clothes and houses as well as modifications of hard cultural forms such as institutional systems and spiritual values. In fact, the participants of this study spoke of the crucial effects of the English language and its culture with regard to both soft and hard cultural forms such as values and standards that brought so many positive changes into their previous lifestyles, attitudes and behaviors.

This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the 'professional learning journal' as a resource to facilitate reflection on practice. Students following a teacher education programme in England took part in an innovative mode of engagement with texts, including their learning journals, drawing on the Deleuzo-Guattarian notion of the text as an agent that acts outside of itself. The process was called 'implicated reading'. An example of a teaching and learning intervention, in the form of a seminar transcript, is offered as an illustration of how Deleuzian theory and philosophy can inspire and shape innovations in practice. The transcript also serves as an opportunity to reimagine the ways in which data and data analysis are conceptualised and practiced in action research (AR) projects. Data is (re)conceptualised as agentic, rather than inert or indifferent. Synthesis is privileged over analysis so that the transcript acts as a provocation to rethink the relation between theory and data, asking what is made possible when these are 'plugged into' one another to raise questions that otherwise would have remained unthought. Ultimately, the article offers a worked example of what happens when action researchers take up the challenge of working and thinking within a Deleuzian ontology that seeks to maintain the plurality and potentialities of AR in practice.

In this "ethnographically-oriented" study, authors Marjorie Faulstich Orellana, Lu Liu, and Sophia L. Ángeles examine the learning experiences expressed in the diaries of thirty-five families from diverse ethnicities/races, cultures, national origins, and social classes living in the United States during the COVID-19 pandemic. Exploring participants' reflections on the learning they engaged in during this time and attending to what families prioritized as they reorganized their daily lives, the authors identify several common themes that emerged as participants figured out new ways of "reinventing themselves" during this unprecedented time by centering their cultural heritage, creativity, health, well-being, and connections to nature and to others and by using technology in creative and innovative ways. In offering the life lessons and richness of learning the families experienced as a counter to the current focus on pandemic learning loss, this study has implications for reimagining education in culturally sustaining ways.

This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children's creative play, in order to enhance and support creativity. The study is grounded on Vygotsky's Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the 'Toy factory'. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children's creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher's actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development.

Social interaction, and the attendant negotiation of meaning, is of prime importance for developing second language (L2) skills. Yet how learners go about building L2 social networks -- and why some have more success than others in doing so -- remains underexplored. This article explores this phenomenon via a 12-month longitudinal case study of three hearing adult learners of Auslan (Australian Sign Language) who were studying the language in a vocational education setting. Drawing on language diaries and stimulated recall interviews, we explore the learner's contact with deaf signers and use of Auslan with hearing peers, as well as the factors shaping this involvement and how it changed as their language proficiency developed. While one of our learners threw herself into volunteering and emerged from the study with strong L2 social networks, the other two struggled to varying degrees to build networks and balance the demands of paid work and L2 study. Socio-economic factors played an important role in shaping our student's engagement and investment in L2 learning. From this, we argue that tertiary L2 programs may be subtly reproducing privilege, and need to address this if we are serious about increasing minority representation in L2 programs.

This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5-11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their course and practicum. Participants kept a solicited diary for the duration of the practicum. Using thematic analysis, we highlight how participants were both subject to and complicit in the (re)production of gendered stereotypes. Findings evidenced the participants' awareness of gendered assumptions placed upon them; however, this did not necessarily predicate their rejection of such positions, suggesting male and female teachers share responsibility for largely maintaining current hegemonic constructions of masculinities within schools.

Walter Ong points out that no one can write naturally, because writing is a completely artificial technique we need to acquire through education. The technology of literacy as writing letters begets a dividing line between "literates" and "illiterates," since literacy cannot be acquired otherwise. When we review the early history of literacy, we notice that letter-writing was a specialized technology, and that in its center resided a small number of elites who could write. Thereafter, in the Modern Era, the center of discussion on literacy turned to the issue of the illiterate masses, mainly on how to bring them to literacy through school education. As the interest in popularizing literacy increased, though, another kind of increased interest arose: the interest in literacy education for blind people. On purpose or not, blind people had been excluded or alienated from literature and/or letter-based culture. However, the stronger the power exerted to exclude blind people, the more blind people aspired to write/read letters. Such aspiration and attempts to write/read letters in their own way may establish a distinct touch-centered world of letters and literacy and, importantly, may relativize its sight-centered world counterpart. If so, how will such a practice revise sight-centered literacy and open new horizons? I would like to consider this topic by reviewing its historical background and examining a case of writing practice by Kuzuhara Koto, a blind musician, in 19th century Japan.

Complementary schools are an important research area of Second Language Acquisition study, involving issues of identity, linguistic socialization, second language acquisition, linguistic hegemony, etc. This article looks at the Czech Complementary School in Thessaloniki, whose main purpose is the transmission of the Czech language and culture to generations to come. At the same time, the article attempts to highlight the attitudes, identities and language management practices of mothers involved in Czech schooling and the process of language learning by their children. More specifically, the focus of the article is on mothers' language ideologies and management practices, i.e. on the intersection of research on complementary schooling and Family Language Policy. The role of mothers as custodians of the heritage language is highlighted. The research is based on ethnographic data: interviews, class observations and student reflection (via diary) on children's language use. The results show that these mothers are making efforts to transmit Czech to their children for reasons of culture, identity and 'good motherhood'.

This study explored the experiences of counselling students engaged in an online sexuality course to better understand how to prepare multiculturally competent future clinicians. A phenomenological approach was adopted which reports on findings from 5 student participants enrolled in an online class. Data for the study were collected through course diary entries in course modules and follow-up face-to-face semi-structured interviews with all participants. Four themes were identified to reflect how the researchers interpreted student's experiences of the course. These were: the importance of early life experiences; the significance of pre-course later life influences; experiences of the course; and timing. Each of these themes carried implications for the future provision of the sexuality education and training provided as part of counsellor education programmes.

This article uses an existing poem, "Árvore" (Tree in Portuguese), coupled with our diary entries, as a methodological innovation in poetic self-study. The self-study aimed to understand the aesthetic link in the development of being a teacher-researcher. This was a departure from positivist rationality and affirmation of an anthropoforming paradigm that connects research, action, and formation via a transdisciplinary systemic epistemology. The context of this self-study is a relationship between teacher-researchers from one high school and two higher education institutions in the Brazilian northeast. Using a reflective anthropoetic (an opening for ethical and aesthetic creation, critical possibilities and pedagogical reinvention) diary, two physical education teacher-researchers developed a critical friendship in a collaborative self-study process on the complexities of beginning teaching for one of them. We share our learning in a diary with excerpts organized in three lines of thought, or what we call reflective flyovers, regarding: life history, teacher education, and pedagogical practice of being initiated into the teacher-researcher profession. Thematic categories were represented by excerpts from the "Árvore" poem. The three reflective flyovers explored included the teaching knowledge of the teacher-researchers, which in turn converge and diverge, impacting the other, the methodology, and the context of practice. Our critical friendship contributed to the self-study process of initiating into the teacher-researcher profession through interactive and creative communication. This poetic self-study points to different paths of learning and professional growth, increasing the value and impact of using poetry to make sense of research findings.

The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them. Data was generated through a field diary and a reflexive log from participant observations, Pre-service Teachers classes, formal and informal group meetings and conversations that occurred during the 8-month internship in a school context. The findings are mainly theorized through the Foucaultian lens of power and knowledge, governmentality, ethics and care of the self, Lofland et al. (2006) strategies of 'Getting along' in the fieldwork and the importance of the role of 'Critical friends'. The conclusion emphasizes the novice ethnographer self-assumptions about fieldwork; confrontation with the researcher natural desire to intervein and how this aspect was managed by purposely unplugging those desires; how the 'access' bounces were understood and how they were used in her benefit to generate information; and, how she dealt with failure in materializing the initial expectations of the project. Finally, this study intends to motivate other novice ethnographers to do self-analysis through autoethnography during their research journey, in order to help gather better insights of their practice and enrich their research quality.

Despite documented accounts from academics of color, literature about academic writing often overlooks their experiences as racially minoritized writers. This article addresses this limitation by situating Natalie Goldberg's (2016) composting as a writing practice of wellness. I begin by defining composting as an active process of leveraging patience and trusting time writers of color can use to liberate themselves from the academy's hyper-competitive and racialized standards. I then describe my personal journey with composting as an illustrative case to consider how the practice aligns with the needs of writers of color. Thereafter, I name three practical approaches to composting designed to push a writer's work forward and simultaneously care for their wellness. I conclude with a discussion of composting's significance for not only academics of color but also understandings of academic writing more broadly.

The experiences of participants in disrupted study abroad (SA) programs have been largely overlooked in the literature, especially when it comes to experiences outside the norm. To fill this gap, this research explores the experience of an Australian university student taking part in an exchange program in Hong Kong (HK) during a turbulent period when HK was under sociopolitical tension, which was followed by the COVID-19 pandemic. We tracked the student's experiences over six months through five monthly reflective journals and a postprogram interview. The qualitative data were analysed using a narrative approach, and Bronfenbrenner's ecological systems theory (EST) framework was adopted to interpret the results. The student's narrative demonstrated a progressive story structure: although it was a special historical time when mobility to HK was undesirable, the participant counterintuitively perceived HK as an ideal location for his future career because of his SA experience. Framed by EST, the study discusses the individual's development in relation to a multilevel SA ecology (micro-, meso-, exo-, macro- and chronosystems) and the student's agentic responses at the individual level. The study offers policy and practical implications for multicultural education, particularly in the post-COVID era, when cross-border mobility has been facing unprecedented challenges.

The female faculty experience in higher education is uniquely challenging due to a variety of factors including societal expectations for women, gender bias, and gender politics. However, each female faculty member's experience is specific to their individual circumstances. Critical examination of these experiences could inform individuals and the wider academic community. Grounded in an adaptation approach to role theory, Kelsey used self-study to understand her management of and adaption to work and non-work roles. Tori, who was also beginning her academic career, served as Kelsey's critical friend. Kevin, a previous faculty member at the institution where Tori and Kelsey completed their doctoral degrees, served as a second-level critical friend by providing feedback on implementation of the self-study approach. Data collection included Kelsey's reflective journal, critical friend conversations with Tori, and meta-critical friend conversations with Kevin. Kelsey's ongoing struggle with navigating her various role-related responsibilities and managing the intersections of these roles led to identification of three themes: (a) family-life/work affecting the other, (b) relying on support, and (c) navigating challenges with imposter syndrome. Kelsey's personal and professional roles conflicted, which caused challenges that were compounded by experience with imposter syndrome. Throughout the year, Kelsey worked toward a personal understanding of role management with the support of her husband, critical friends, colleagues, and structural elements of her institution. Findings of this study highlight the importance of female faculty members and mothers examining role management, along with the need for others not included in this demographic to be responsive to such findings.

The aim of this study is to investigate the effects of mathematics (math) diaries on academic achievement, metacognitive awareness and motivation of students in a mathematics lesson. The case study was conducted with a qualitative, quasi-experimental design and a quantitative, embedded multiple-case design as a mixed research model. The sample of the quantitative part of the study consisted of 32 4th-grade students, 16 of whom were in the experimental group and 16 in the control group. The participants in the qualitative part of the study were 16 students from the experimental group where math diaries were used. The quantitative data collection instruments used in the study were the Perimeter Measurement Achievement Test for primary school students, the Mathematics Motivation Scale for primary school students and the Metacognitive Awareness Scale. The students' structured math diaries were used to collect qualitative data. The quantitative data obtained were analyzed using a One-Way ANCOVA and Paired Samples t-test, while the qualitative data from the math diaries were thoroughly analyzed using a qualitative content analysis. As a result of the one-way analysis of covariance, statistically significant differences were found between the adjusted posttest means of the groups, which were adjusted for pretest scores on student achievement, metacognitive awareness, and motivation. In the qualitative dimension of the study, positive improvements in students' achievement, metacognitive awareness, and motivation were observed from the beginning to the end of the implementation process, as revealed by the analysis of their math diaries.

This paper presents an ethnography study that explores the formulation of interculturality from the unique experiences of sail trainees who were bound by space and time during a sailing voyage across the North Sea. The author immersed herself as a mentor-researcher into a 107-year-old tall ship's expedition, sailing across 1000 nautical miles. Empirical data were collected and analysed, ranging from interviews, observations, fieldnotes, to the participants' diaries and logbooks. The study reveals that situated in a confined space largely shaped by the unpredictable conditions at sea, both the researcher and the participants confront challenges due to various factors, driving them out of their comfort zones and prompting them to co-create fluid communicative approaches in the sailing ethnography. Given the uniqueness of the research site, this study provides methodological insights for intercultural or adventure ethnographic research design.

The article proposes the 4-Es (namely Exposure, Explanation, Experience, and Evaluation) pedagogical model in empathy building that can facilitate moral development in students. This research reveals that the 4-Es pedagogy, which has been adopted in a university's service-learning course to study the living conditions of disadvantaged residents in urban Hong Kong, is largely effective as most students have expressed positive comments from their reflective journals and the pre- and post-program evaluation. Yet the actual efficacy is mediated by a number of factors which include the past experience of the students and the learning motivation.

This paper explores students' resistance when they were expected by their teacher to start learning mathematics through investigations, a pedagogy that emphasizes an active and agentic approach to learning in contrast to the traditional transmission-based teaching to which they were accustomed. This resistance is investigated from the perspectives of six 14-year-old girls, in a Year 10 top set all-female class of 19 students, who continued to resist this pedagogical change throughout the scholastic year. Desiring to gain insights on the implementation of mathematical investigations with this class, the teacher decided at the start of the scholastic year to draw on qualitative case study methodology and to collect data from multiple sources. The phenomenon of student resistance was consequently explored using data from: (i) the teacher's reflective journal; and (ii) students' learning journals and interviews. Thematic analysis of the data suggests that students could continue resisting a new pedagogical approach should they perceive it to be in conflict with their expectations, feelings and aspirations. Suggestions follow on how pedagogies that run counter to students' encultured ways of learning, such as investigations in this study, can be introduced in class in ways that are less likely to be resisted by students.

In this paper, I examine memory as it relates to politics and early childhood education in the context of the internationally known preschools of Reggio Emilia in Italy. I draw a connection between foundational stories, ideologies connected to Italian politics in the 1970s, and the construction of the educational visions in these preschools. To do so, I examine school diaries from the 1970s that I encountered in the Reggio Emilia schools' official archives -- the Centre for Documentation and Educational Research. These diaries, which are mostly unpublished, have a great value: they show us how stories about the past and visions of the future can merge to constitute the social and political imaginary of a school community, with the power of shaping the decisions, actions, and beliefs of its members. Though much of the literature around the so-called Reggio Emilia Approach used in the Reggio Emilia schools talks about the "democratic" character of its educational practices, it often does not touch on the specific political character historically associated with such an approach. In this article, I begin to address this lacuna.

Purpose: This research explores the "transformation" ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation. Design/methodology/approach: The researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts. Findings: As results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations. Research limitations/implications: Further studies should focus on the possible conflicts emerging between the different cultures of teaching. Practical implications: The idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills. Originality/value: The findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.

Unpleasant affect fades faster than pleasant affect, and this phenomenon is referred to as the fading affect bias (FAB). The FAB is moderated and mediated by many variables, including rehearsal and memory specificity, and researchers have emphasized the importance of memory for the FAB, but research has not evaluated the link of the FAB to objective memory measures. Using diary methodology across the span of 1 week, the current study examined the relation of event memory to the FAB for (1) social media events in Experiment 1 (n = 30) and (2) social media and non-social media events with longer titles in Experiment 2 (n = 63) than in Experiment 1. The FAB was negatively predicted by false memories for (1) social media events in Experiment 1 and (2) both social media and non-social media events in Experiment 2. These relations were mediated by rehearsals in both experiments. Implications are discussed.

This study examined the concurrent validity of a tummy time questionnaire and time-use diary against an accelerometer measure. Participants were 29 parents and their 6-month-old infants from the Early Movers project in Edmonton, Canada. Tummy time was concurrently measured using a parental questionnaire, a time-use diary, and a validated GENEActiv accelerometer. In participants with data on all measures (n = 26), relative (Spearman's rank correlations) and absolute (Wilcoxon signed-rank tests and Bland-Altman plots) concurrent validity were examined. The questionnaire (r[subscript s] = 0.60) and time-use diary (r[subscript s] = 0.80) tummy time measures were significantly correlated with the accelerometer measure, with large effect sizes (r > 0.50). Compared to the accelerometer measure of tummy time, a significant difference in mean rank was observed for the questionnaire measure but not for the time-use diary measure. Bland--Altman plots showed a significant mean difference in tummy time between the accelerometer and questionnaire measures (42 min/d; 95% limits of agreement: -73,157 min/d) but not between the accelerometer and time-use diary measures (2 min/d; 95% limits of agreement: -47,51 min/d). These preliminary findings indicate both subjective measures may be appropriate for infant studies examining associations with tummy time and/or comparing tummy time between samples. The time-use diary may also provide a relatively precise estimate of tummy time in prevalence studies.

Purpose: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach: Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process. Findings: This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs. Originality/value: Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.

Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what constituted a practitioner-based approach to team-teaching for blended learning. The experiment occurred during one teaching period (11 weeks) at an Australian University where the classroom teaching experience was accessed by students and teachers across different geographical locations, using ICT. During the experiment, we completed individual and collaborative reflections, utilised an online survey to elicit students' perceptions about our team-teaching practice and critiqued the literature on blended learning. Qualitative analysis was conducted for each data source, revealing several key themes, which were: (1) skills, (2) student, team-teaching and teacher roles and (3) the role of ICT. This study explored these themes in detail, showing that when using ICT, specific communication processes build student and teachers' confidence as well as facilitating trust between those involved in providing a blended classroom experience. This in turn, contributes to the flexible use of ICT tools, offering opportunities for teacher and students to participate in variety of class roles, interacting via online, face-to-face or blended methods. Overall we found that to assist with setting-up and facilitating teach-teaching for blended learning, it was important to provide role clarity, an agreed-to approach for classroom communications and purposeful integration of ICT for the teaching team and students when failure occurred.

The image is the raw material of the twenty-first century. Images infiltrate all social and cultural spaces. Its digital-mediated realities drive communication, industry and knowledge. Images saturate life and adolescent learners are familiar with the participatory nature of image production and its social, educational and personal communicative realities. Vision and visibility, seeing and being now dominate how we inter-subjectively recognise ourselves and perform our world. We also find our aesthetic and embodied self increasingly constituted within imaging acts that are relational. Visual culture may have colonised the self and learning, but imagination is without borders. The current pictorial turn opens possibilities to explore truth in flux through visual artistic acts. This article embeds Deleuzian method, which is one of intuitions, going beyond the actual, or our limited forms of representing life, to recognising that life has future imaginative potential forms and is always becoming. The article discusses an arts-based inquiry project for gifted artist visualiser/learners at an Australian regional university who are given broad topics on science phenomena and asked to give them expression. It suggests that pedagogies of the visual with their performative acts can prise open curriculum where an art-science interchange between two disciplines is made difficult by the current siloed nature of curriculum knowledge. Drawing on an analysis of Anika's and Joel's artworks and visual diaries it aims to reveal how their learning events dwell and are performed in aesthetic borderlands and how visual pedagogies forge new fluid visual borderlands and new learning.