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Using the contrast between "formal equality" and "equity," this study employs Amartya Sen's concept of capability to illustrate the relational structure of the distributive principle behind Japan's education system and policies, as well as its problems. In addition, it presents a practical principle and measures for implementing an educational system and policies that emphasize equity. The results demonstrate that Japan's educational system and policies emphasize formal equality and distribute goods on the principle of equity only to some children with difficulties. Additionally, a growing demand for both formal equality and equity has emerged in recent years. The reality, however, is a reciprocal relationship where the majority of students are still expected to achieve a high level of functioning, while "diverse learning spaces" are expanded for those children who cannot keep up. This paper explains that to move beyond this situation and realize an educational system and policies that emphasize equity and guarantee capability will be possible by ensuring that the distribution of goods and services for children with difficulties benefits all children. This can be accomplished by adopting the philosophy of "caring educational administration."

Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.

The rapid development of education informatization has accumulated a large amount of data for learning analytics, and adopting educational data mining to find new patterns of data, develop new algorithms and models, and apply known predictive models to the teaching system to improve learning is the challenge and vision of the education field in the era of big data. Learning intervention, as a core concept of learning analytics, refers to the purposeful and planned adoption of direct or indirect strategies or behaviors based on tracking learning behaviors and integrating information about learners' characteristics to give learners personalized guidance and assistance in order to help learners break through the status quo of learning difficulties and improve their learning abilities, so as to achieve tailored teaching. In this study, data mining was conducted on the performance records of students on math problems in an online learning system, and a learning intervention suggestion prediction model was constructed on the basis of decision tree algorithm using Python, with a view to understanding the effectiveness, willingness, style, and other characteristics of the learners' online learning through the analysis results, providing personalized guidance to students, and enabling teachers to intervene with at-risk students and successfully complete the teaching goals. It was found that the most significant impact of the learning intervention advice provided to learners was the number of hints they sought during the learning process, and that learners who needed to be "intervened" or "monitored" could be categorized into two groups: independent inefficient and dependent inefficient according to the model. Therefore, teachers or adaptive learning systems should intervene in a timely and appropriate way for different types of learning crisis groups to solve the problems of poor learning performance, insufficient commitment to learning, poor learning habits, low participation in learning, low self-efficacy and other problems of learners in different learning scenarios.

Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7-8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.

Monotonous mathematics learning focusing on textbooks only will make students bored and feel that studying mathematics is useless. Using attractive and meaningful approaches, like STEAM and Quranic approaches, is strongly motivated by the need to avoid tedious drilling for students in learning mathematics. This study aims to assess students' perceptions of the development of mathematics modules using science, technology, engineering, and art (STEAM) and AL-Quran approaches. The research approach employed in this research is embedded in mixed methods. Quantitative data was examined using percentages, while qualitative data were transcribed and then developed into codes, categories, and themes. The study recruited 146 Pidie senior high school students in the natural science stream, and five individuals were selected for one-to-one semi-structured interviews. The results of this study show that students have a negative experience in learning mathematics. However, they have a significant interest in integrated math learning with Quranic and STEAM approaches. Furthermore, they believe the modules are one learning medium ideal for mathematics. Finally, based on this study, mathematics teachers should be able to develop learning modules that can integrate STEAM approaches and the understanding of the Quran for senior high school students.

Public education in the United States is breaking down on two dimensions: its bureaucratic organization and its conceptualization of the learning process. These breakdowns result from attempts to deliver public education using business models and have failed to support the needs of both students and teachers. This breakdown has been further exacerbated by an old misconception about intelligence based on inherent, immutable aspects of biology. This view medicalizes learning problems, enabling schools to categorize already marginalized students producing a stigmatization that negatively impacts their development. To address these problems it is proposed that public education be reframed as a developmental specialization of problem-solving skills. This reframing would ground the conceptualization of learning in the most natural human learning process: problem-solving. Such an approach could directly support students in addressing problems that undermine their individual performance. This problem-solving-centered approach could form both a supportive and successful core educational routine that would model and support stronger collaborative structures between students, teachers, and administrators, building stronger institutions.

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam -- the Korea University of Information and Communication Technology and the University of Da Nang- who were learning English as a non-specialized subject. Data collection was conducted with multiple choices, a 4-point Likert scale questionnaire, and in-depth interviews. The findings highlight students' need for teacher's instruction and physical classroom despite recognizing ChatGPT's efficacy for ESP vocabulary acquisition, translation, grammar checking, and paraphrasing. Students predominantly exploited ChatGPT to find instant solutions to English learning difficulties. The research underscores the importance of guiding learners to appropriately utilize ChatGPT, emphasizing the need for further investigation into plagiarism-detecting tools to mitigate potential misuse of the technology.

The present study used the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) to examine the bidirectionality and co-occurrence between math achievement and behavioral outcomes of upper elementary school students. We analyzed the cross-lagged relations across four groups of students who had different initiating statuses in math achievement and behaviors. We found a negative feedback cycle initiated by early learning difficulties in math, where math achievement significantly predicted behavioral outcomes, which subsequently predicted math achievement in later grades in all risk groups. The opposite direction of the path was not considered significant (i.e., behavioral difficulties did not initiate a negative feedback cycle). We also found that behaviors in grade 4 mediated the relationship between math achievement in grades 3 and 5. Findings indicate that cross effects of early math achievement may lead to positive outcomes in both math achievement and behaviors in later grades. The implications and limitations are discussed.

Contribution: This article identifies possible ruptures between the ways fundamental notions of exact differential and exact differential equations (EDEs) are employed in mathematics courses and professional engineering disciplines. Background: Engineering students often experience difficulties with mathematics courses which may even lead to dropout from engineering programs. Students also face problems applying acquired mathematics knowledge in professional courses. Research is needed to understand how fundamental mathematics concepts are used in advanced engineering courses. Research Questions: How are the notions of exact differential and EDEs used in mathematics and engineering courses? What potential learning difficulties originate from different institutional practices and how can they be addressed? Methodology: The anthropological theory of the didactic is employed to analyze how six different STEM disciplines approach fundamental concepts of exact differential and EDEs. Distinctions in praxeologies associated with different institutions reveal possible learning difficulties students face relating new knowledge in engineering disciplines to that acquired in mathematics courses. Findings: Student learning can be facilitated by bridging the way exact differentials are introduced in Calculus and Differential Equations. Student conceptual understanding can be facilitated through the cross-disciplinary collaboration between mathematicians and engineers in the development of new courses and study programs.

Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child's cognition. Representations with physical manipulatives are widely studied through a graduated instructional sequence featuring concrete, representational, and abstract stages of learning. In contrast, research on representational sequences featuring virtual manipulatives is less robust. Thus, this study evaluated an instructional strategy with virtual manipulatives, static representational drawings, and abstract algorithms to teach multiplication to three U.S. elementary students with mathematics difficulty. A functional relation was established via a single-subject multiple probe design between the treatment and students' accuracy performance. Baseline-corrected Tau estimates confirmed a medium effect size for all three students, while student performance on measures assessing the number of errors committed and the duration of sessions also returned favorable findings.

Web-based inquiry learning provides opportunities for students to take responsibility to regulate their learning. However, due to a lack of science inquiry-specific self-regulated learning (SRL) frameworks, there is insufficient understanding of SRL processes in inquiry-based science learning. This study aims to explore students' SRL patterns by using a comprehensive framework that combines SRL with the science inquiry process. Additionally, log-file data collected in the online science inquiry learning session were used to analyze students' SRL patterns. The results of the latent class analysis revealed four types of SRL learners: disengaged learners, proficient SRL learners, aimless reflective learners, and less reflective learners. Furthermore, we found significant differences in science achievement tests among different SRL learners. Specifically, proficient SRL learners and less reflective learners scored significantly higher than the other two types of learners. A difference was also found between proficient SRL learners and disengaged learners in terms of their self-determined motivation. Understanding the heterogeneity of SRL processes among students revealed from distinct SRL patterns informs how to provide targeted intervention and support for students who encounter difficulties in inquiry-based science learning.

The use of music therapy techniques has recently extended into the educational realm to help overcome learning difficulties, support emotional management, and assist students to develop necessary social skills. This is known as educational music therapy (EMT). Current educational policies give ever greater importance to the fostering and development of core social skills and competencies as decisive factors in overall educational success. Thus, teachers are being encouraged to explore interdisciplinary and creative collaboration and to innovate and incorporate new, more active, teaching methods to enable students to meet these educational objectives. This article comprises a systematic review of 34 research studies from 13 countries concerning the use of EMT over the last 15 years. The authors have identified uses of EMT in general teaching and in music education. The PICO(C) framework was used to develop the research question and the PRISMA diagram was used to determine the criteria for exclusion or inclusion of studies for review. The results from all studies considered agree that music therapy has benefits at all contexts and levels of education. The studies examined are diverse in terms of design, application, and procedures, and music therapy and music education techniques largely coincide in their educational objectives: improving inclusion, learning outcomes, and well-being among students. In conclusion, there is a two-way process of transfer between music education and EMT, and the addition of EMT techniques as another innovative method within teachers' repertoires could have many benefits in education. The added value can be found in the way this review relates different studies, revealing those dimensions that would benefit from further study as well as exploring the decision-making process around their potential applications.

This study explored the nature, prevalence, and developmental profiles of sensory processing disorders among children with autism spectrum disorder (ASD). The participants comprised 119 children with ASD and 30 typically developing children and their parents. The Child Sensory Profile-2 was used to assess the children's sensory processing characteristics. The children with ASD exhibited elevated sensory processing difficulties. Deficits were observed in all the sensory modalities among the children with ASD, except the visual processing modality. Age-related improvements were observed in most sensory processing domains, although non-significant differences were noted in three domains. These findings should enhance understanding of the sensory challenges faced by children with ASD and contribute to the development of individually tailored, targeted, and age-specific therapeutic interventions.

The purpose of this longitudinal study was to examine the development of spelling in a large sample (N = 503, boys: N = 219) of Greek-speaking children with (N = 41) and without (N = 462) reading difficulties. Children were initially tested in Grades 2-4 and then at five consecutive measurement points over a 3-year period, focusing on how initial reading ability, grade, and gender may moderate the rate of spelling growth. Individual growth curve modeling revealed continuous growth of spelling performance in the total sample, although the growth rate decreased over time for children first tested in Grades 3-4. Spelling growth rate was also significantly slower among children with reading difficulties between Grades 2-4 and 3-5. The two reading groups displayed similar growth rates between Grades 4 and 6. Spelling growth rates did not vary significantly with gender. Overall, our study highlights the persistence of spelling difficulties even after 6 years of systematic teaching in children with reading difficulties. The severe and persistent spelling deficits of Greek-speaking children with reading difficulties may be attributed to the rich morphological system of the Greek language, the intermediate Greek orthographic transparency (in the direction of writing), and their limited experience with print.

Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8-month social empowerment programme, following a mixed-methods approach with the use of semi-structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

This study explores how capable young children are of thinking about a potential future that uses DNA screening to assess an individual's likelihood of experiencing learning or behaviour difficulties. Puppets and a scenario-based approach were used to ask children aged 4-10 (n = 165) whether they thought DNA screening might be helpful or harmful. A content analysis derived six categories: (1) 'Worried about being -- and being seen as -- different'; (2) 'Beliefs about the origins of learning and behaviour'; (3) 'Testing is harmful'; (4) 'Testing could help'; (5) 'How soon is too soon for testing?'; and (6) 'What's the point?'. Findings indicate young children, as key stakeholders, can make useful contributions to public debate in this important and controversial area.

This exploratory study evaluated the effects of self-regulated strategy development (SRSD) on students' written expression when asked to solve a word problem and explain reasoning. A secondary question evaluated potential for differential effects based on determination of having mathematics difficulty (MD). We implemented a quasi-experimental design with 163 students with and without MD in grade 4. Results indicated that students in the treatment group (n = 83) significantly outperformed students in the comparison group (n = 80) on measures of mathematical writing involving subtraction and division word problems. For the subtraction problems, students in the treatment group improved their overall written expression of mathematics scores (g = 0.688), yielding a medium effect. The intervention differentially benefited students without MD. Our findings call for greater integration of systematic writing opportunities in mathematics and highlight the importance of explicitly teaching students how to approach the written expression of their mathematical reasoning.

This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data "Studying in Germany in Corona Times" (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too.

Background or Context: With the implementation of three-dimensional science and high stakes testing, policymakers have bolstered science curriculum to include standards that engage students in scientific discourse while providing the needed guidelines for teaching science content. However, the field of science education has not been a policy focus to provide needed supports for struggling students to attain mastery of standards. This oversight leaves an evident gap in educational equity, because it fails to address challenges faced by students who may not meet science proficiency. Purpose, Objective, Research Question, or Focus of Study: This study examines the association between a student's enrollment in an intervention course and science outcomes. This is measured by achievement testing, describing student enrollment in an intervention course for both general intervention coursework and science-specific intervention coursework. The analysis further describes the teacher certification area for intervention courses to determine if certification impacts student achievement. Research Design: First, descriptive statistics were employed to better understand student characteristics of those enrolled in science intervention courses. Then, propensity score matching was used to match students through nearest neighbor matching based on covariates association with struggling learners. Additionally, teachers who teach intervention courses (general and science-specific) were examined by demographics and teacher certification pathway to determine if an association exists between certification pathway and student outcomes. Conclusions or Recommendations: Findings suggest that most students enrolled in a science-specific intervention course were not identified as a special education student. Those students enrolled in a science-specific intervention course had greater science outcomes than those students enrolled in a general intervention course. Additionally, teacher preparation pathway is important to consider during staffing initiatives because traditional certified teachers associate with higher student outcomes in science intervention courses, though more science intervention courses are taught by alternatively certified teachers.

The purpose of this study was to evaluate the effects of a simple motivational treatment (consisting of immediate feedback, goal setting, and positive reinforcement) on the reading performance of an 11-year-old boy with learning difficulties. We applied an ABAB reversal design to test the impact of our approach. The dependent measure was the number of correctly read words from a children's book within 5 minutes. Results indicate that whenever the intervention was in place, the student showed greater achievements than during baseline conditions. The implications of employing simple motivational techniques to increase reading performance are outlined, and the limitations of the study are discussed. [Note: The issue number (2) shown on the pdf is incorrect. The correct issue number is 1.]

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client's own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students' difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.

The aim of this cross-sectional study was to examine the contribution of morphological awareness to the prediction of content-area vocabulary knowledge and understanding of historical terms. The target group consisted of 35 university students with or without learning difficulties (LDs), in Years 1-4, enrolled in a teacher education program. Because there are no standardized measures of morphological awareness and content-area vocabulary for university students in Greek, such measures were developed and validated. The results showed that students' performance in morphological awareness is related to their performance in understanding historical terms irrespective of student achievement status. This study makes theoretical, empirical, and practical educational contributions. It shows the relationship between morphological awareness and content-area vocabulary as well as establishes the plausibility of a long-lasting link between morphological awareness and historical understanding. In practice, this study contributes valid measures for assessing morphological awareness and historical understanding in Greek at the university level.

This paper discusses adults who are dealing with limited financial means under the premises of disability and over-indebtedness. To this end, the authors examined the concepts of vulnerability, financial literacy and the numerate environment for systematising and presenting findings from a qualitative secondary analysis of qualitative data sets derived from two research projects, having explored the numeracy practices of adults with learning difficulties and of adults facing overindebtedness. By this, the learner's micro level of acting out numeracy is brought to the fore, revealing the multidimensional features of a numerate environment and of adults' numeracy strategies in order to handle financial matters in daily life. The analysis identified the common ground of the most significant competency domains of financial literacy according to both data sets (revenues, expenses and consumption, and budget management) and identified the numeracy strategies developed and used. In conclusion, the authors suggest further discussion of vulnerability as a relative and relational category that supports a pedagogical understanding of adult basic education and adult numeracy with a resource-oriented perspective.

Purpose: Learning is a series of activities arranged by the teacher that involves both mental and physical processes through the interaction of students and teachers with the learning environment and learning resources as well as between students and students to achieve the specified competencies. One of them is numeracy learning in mathematics learning, which cannot be separated from the attention of educational researchers, practitioners, and experts. Numeration is a person's ability to reason, analyze, formulate, interpret, and solve problems. Ability in numeracy becomes very important for elementary school students to have. This study will look at problems related to numeracy in elementary school mathematics learning in Semarang district and Semarang city. The importance of this research is to find out the problem why numeracy in Semarang district is still low, of course aspects of why low numeracy can be seen in some existing management in schools. Methodology: In this qualitative-descriptive study which is used to analyze the phenomenon of problems related to low numeracy in elementary schools in Semarang district and Semarang City, whose purpose is to present a detailed description of the setting of the mathematics learning process which is intended to explore how the existing numerations in mathematics learning can be aligned to address a number of variables relating to the problem under study. Data analysis in qualitative research was carried out before entering the field, while in the field, and after finishing in the field. The steps of qualitative data analysis include data reduction, display and drawing conclusions. The research subjects were selected purposively, consisting of elementary school class teachers in Semarang. The instrument in this study was questionnaires, observations, and interviews with elementary school class teachers. Findings: The study›s results indicate that several aspects affect the implementation of numeracy in elementary school mathematics learning. Problems in learning mathematics related to numeracy include low teacher competence, lack of infrastructure that supports numeracy, incomplete teaching resources, and parental support in learning numeracy in elementary school mathematics learning. Significance: This research contributes to the knowledge of numeracy in learning mathematics. It is recommended for teachers to be able to apply numeration in learning mathematics in the classroom.

The aim of this longitudinal study was to examine how adolescents' school burnout profiles relate to perceived learning difficulties and delayed graduation in upper secondary education. Adolescents (N = 485, mean age 15.7 years) living in a mid-sized city in Finland completed questionnaires during their upper secondary education in either the academic or vocational track. A person-oriented approach was used, and the results imply that students with perceived learning difficulties are at a higher risk of school burnout than those who do not report learning difficulties. Adolescents with a higher likelihood of belonging to the 'at risk of school burnout' profile also had a higher risk of delayed graduation than students in other profiles, as well as those without perceived learning difficulties. In addition, students in the vocational track were more likely to belong to the 'Not at risk of school burnout' profile than to the other school burnout profiles. Girls had an increased risk of belonging to one of the three profiles indicating burnout than to the 'not at risk of school burnout' profile. These findings suggest that perceived learning difficulties affect adolescents' lives longitudinally; thus, better identification of these difficulties and more effective support are needed.

This study was undertaken to systematically analyze instructional interventions employed to enhance the mathematical performance of elementary school students with math learning difficulties (MLD). Over 20 years (2003-2023), 34 articles that met the inclusion criteria were included in the analysis. The articles in the study were analyzed in terms of methodological and intervention characteristics. Methodological characteristics were analyzed in two categories: participant characteristics and tests for identifying students. Intervention characteristics were analyzed in six categories: grade level, instructional intervention, implementer, implementation method, intervention duration, and mathematics learning area. It was found that the articles examined generally targeted students with MLD, and standardized achievement tests were used to identify students. The articles reviewed determined that third grade students were studied as participant students and strategy teaching was frequently used as an intervention programme. In the reviewed studies, the instructional interventions applied to students with math learning difficulties were implemented mainly by expert implementers in small-group teaching. It was observed that the number of sessions for instructional interventions ranged from 4 sessions to 96 sessions, with an average intervention duration of 16.91 hours. Finally, it was determined that the instructional interventions in the analyzed studies mainly focused on the learning domain of numbers and operations as the mathematics learning area.

One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.

Background/purpose: ChatGPT stands before educational professionals with all its benefits and pitfalls, urging them to maximize its benefits for all levels of education while consistently searching for ways to minimize its risks. In the same vein, it is gradually recognized as a promising tool to serve the needs of students in the contemporary and forthcoming society. To this end, the present paper seeks to accumulate the wealth of opportunities ChatGPT can offer for the benefit of learners and teachers while also arguing over some implications of this new technology for educational leaders and policy makers. Materials/methods: This is an argumentative writing based on a review of the literature on the potential benefits of ChatGPT for learning and teaching. Practical implications: ChatGPT provides students with personalized learning environments, individualized tutoring/feedback, and a great bunch of learning materials. When used with proper guidance and awareness, ChatGPT can facilitate the development of twenty-first century 4C skills (collaboration, communication, critical thinking, and creativity) as well as supporting students with disabilities or learning difficulties. ChatGPT can also help teachers enrich their instruction through providing them with creative ideas and solutions as well as helping them write lesson plans, develop presentations, reach content and materials tailored to their students' needs. ChatGPT can also assist teachers while assessing student work or performance, preparing exams, or designing evaluation rubrics. Recent AI-based technologies such as ChatGPT require the combined efforts of educational leaders and policy makers to prepare a digital- friendly ecology in schools to maximize the benefits of such technologies. Conclusion: ChatGPT offers many opportunities that could transform the goals, content, processes, and approaches of teaching in a way that caters for the needs of students as the citizens of the future society.

Students' difficulties in algebra are generally caused by the use of algebraic notation, the meaning of letters, as well as the types of relationships or methods used. Therefore, interpreting letters in algebra is one of the critical points in the transition from arithmetic to algebra. However, many students have misconceptions in interpreting letters in algebra. One of the most well-known misconceptions in interpreting letters in algebra is the "letter as object" where the term "fruit salad algebra" is sometimes used to name this misconception. The aim of this research is to explore further information about this misconception, its causes, and alternative solution. This study used the case study method with 35 grade 7 junior high school students as respondents. Data collection was carried out through written tests, interviews, and documentation. The results showed that students interpreted letters in algebra in various ways but tended to lead to "letters as objects." The "fruit salad algebra" approach is found in several textbooks and is rooted in the teaching culture, and there is a gap between the development of operations on letters as unknown and the idea of equality within equation.

This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response to instructional delivery (i.e., explicit instruction and cognitively demanding tasks) and feedback (i.e., corrective, affirmative, and pressing). The student's self-regulatory behaviors indicated a highly graduated, student-centered structure with affirmative, mathematizing feedback supported mathematics learning, while other components of instructional delivery and forms of feedback did not. Thus, we provide an illustration of self-regulation as an indicator of OTL rather than as something to remediate. We argue individualized support can be facilitated by integrating instructional practices from the fields of special education and mathematics education and expanding perspectives on self-regulation, rather than holding singular commitments to particular disciplinary practices and perspectives.

This research aims to determine teachers' problems in the early stages of their careers and to offer solutions. In this context, the research is a phenomenological study of 21 teachers selected by maximum variety sampling. The study's data were obtained through semi-structured interview questions prepared by the researchers with the opinions of six experts. Face-to-face interviews were conducted with the teachers who participated in the study. The content analysis method was preferred in analyzing the obtained data, and NVivo 11 software was used. The findings of the study revealed that the problems faced by teachers include the learning-teaching process, educational structure and opportunities, individual and environmental factors, and education stakeholders. The research ends with various research and application suggestions by drawing attention to some points in preventing the problems that teachers encounter in the early stages of their careers.

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies that met all of the preestablished criteria. Results of this review indicate that more than half of the studies implemented interventions with a focus on text comprehension. Implications and directions for future research and practice are presented.

Teachers play a key role in students' learning, especially when it comes to students who have more difficulties in the classroom. Initial teacher training contributes to achieving more competent teachers who are capable of successfully facing the start of their teaching profession, and students' beliefs about what it means to be a good teacher are key. The prior beliefs and ideas with which future teachers come to university classrooms determine their first teaching identity and the beginning of their professional practice. In this paper, research focused on the beliefs of future secondary school teachers regarding what they consider constitutes a good teacher. A qualitative, biographical-descriptive methodology was used, in which the teaching students' narratives were used as a starting point to establish what characterizes a good teacher. The results show that future secondary school teachers place the relationship between the teacher and the students as the key factor when it comes to being a good teacher, above any other factor, which includes aspects related to the way in which the curriculum is taught.

The aim of the study is to evaluate the efficiency of using the neuropsychological approach to solve the learning difficulties of schoolchildren. An empirical study summarized the evaluation of the correction program carried out using neuropsychological games and exercises with one hundred students in the second grade of the elementary school. The following evaluation strategies were used to assess the effectiveness of the programme: Schulte tables, the fourth extra technique and "memorization of two sets of words. The results obtained can be presented as follows: (1) The studied indicators of attention such as work efficiency and mental stability improved among students, only the criterion of the degree of workability remained without significant improvements but at the same time within the normative values, (2) Analyzing the mental processes of students, we can see a significant increase in the number of children who have improved such indicators of thinking as generalization and synthesis due to corrective exercises, (3) The study of memory processes showed that the number of students who experienced special correctional exercises was higher than words at the very beginning without special psychological support. This study concludes that the general solution to learning problems and the compensation of deficiencies in the development of various cognitive processes are the objective advantages of organised corrective neuropsychological sessions with students. This experiment may provide a plan for further research and adoption of the help for schoolchildren in practice.

Studying Biblical Hebrew is increasingly considered a viable option for students with dyslexia. This presents particular challenges not just for the students but also for their teachers, because the pedagogical methods for teaching ancient languages have traditionally depended on strategies that create difficulties for dyslexic students. This paper outlines the particular challenges of Biblical Hebrew for teachers of students with dyslexia and makes some proposals for addressing those challenges. Responding to dyslexia research, this paper considers the effects of phonological, morphological, and other deficits; outlines teaching and assessment strategies; and argues that learning Biblical Hebrew can be a transformative experience for students with specific learning difficulties.

In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020-nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied based on their special education status (i.e. receiving special educational services or not), and the type of learning or behaviour difficulties that are more likely to attract bullying. Data were collected about students aged nine to 15 (N = 2756) from 29 schools across two municipalities in Norway. Using conservative methodological approaches to control for possible covariate bias, our results reveal that the students receiving special education services were not more likely to be bullied than their peers not receiving such services. When focusing on the type of learning and behaviour difficulties students had, we found that students with behaviour and general learning difficulties were most likely to be bullied, while students with specific learning difficulties or hearing/vision difficulties were not more likely to be bullied as compared with their peers. Our findings indicate that there may be other factors impacting students' likelihood of being bullied, outside of their special education status. These findings offer an important contribution to the field of special education and bullying.

Previous studies reported that a substantial number of students with autism spectrum disorder (ASD) encounter challenges in mathematics as they advance through their education. The present study evaluates the mathematical competence of 17 students diagnosed with ASD who were recruited from first through fourth grades in 12 different mainstream schools. The results were compared with those from other 17 students without ASD, matched one-to-one by sex and school (grade and classroom). In general, the students with ASD in this study exhibited greater difficulties in mathematics than their peers without ASD. These difficulties were particularly noticeable in fourth graders, although they could be observed earlier in informal skills. Many students with ASD in the sample struggled with informal calculation and concepts, as well as with all formal categories considered, particularly calculation and concepts. These findings may be relevant for early teaching interventions and for the development of future mathematical learning supports for students with ASD.

Background: Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4-5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Methods & Procedures: Participants were 49 Australian-English-speaking children aged 48--69 months. Children were each taught four novel non-words (out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann--Whitney U-tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Conclusions & Implications: Children with phonological impairment can be lexically prediction precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language.

We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3-34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -0.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.

There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to struggling learners. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist five second grade students who had been identified by their teachers as "struggling" in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the mathematic problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. Lastly, the social validity data had overall positive results. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.

Purpose: This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach. Design/methodology/approach: This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions. Findings: The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson. Research limitations/implications: This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further. Originality/value: This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.