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This study analyzes the influence of locus of control and supervision channeled to an organization as a whole on organizational commitment and examines and describes the influence of locus of control and supervision on organizational commitment. The instrument uses questionnaires. The sample is determined by proportional stratified random sampling. From 268 teacher samples from 33 public junior high schools in Tangerang Regency, data analysis used structural equation modeling (SEM). The findings show that locus of control and supervision significantly affect organizational commitment, and locus of control significantly affects supervision. These findings prove that the locus of control and supervision of teachers can act as indicators of organizational commitment. The practical implication of this research is to provide knowledge and information for teachers and school management to increase organizational commitment by applying the concepts of locus of control and teacher supervision.

The study aims to describe the success of the collaborative supervision between the head of the madrasah and the teachers at five private madrasah tsanawiyah in Gresik. This research, a qualitative case study design, involved the head of the madrasah and the teachers of five private madrasah tsanawiyah. Instruments used include interviews, observations, and documentation. Data analysis techniques used are data condensation, data presentation, conclusion drawing, and verification. The research findings demonstrate the significant positive impact of collaborative supervision on teachers' creativity and professionalism and its direct correlation with students' improved learning quality and learning outcomes. Collaborative supervision has been successful in enhancing the creativity of teachers in the implementation of a multicultural-based independent curriculum. The implications of the findings provide a strong basis for educational institutions to consider implementing more effective collaborative supervision strategies in the context of a multicultural-based independent curriculum. The importance of considering cultural and multicultural contexts is also highlighted in designing educational supervision programmes and strengthening the inclusive learning environment.

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.

School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.

Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers' experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers' experiences a reference point to consider critical issues regarding the quality of and approach to supervision.

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master's and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master's and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master's and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master's and doctoral candidates flexibility and increased their learning engagement.

The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah's statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah's DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors' written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences.

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student's final grade in a course, and GPAs are used by employers and graduate schools to indicate a student's subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

Work-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external 'host' organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying academic, physical, and other capabilities. An inclusive workplace will seek to facilitate a positive and rewarding experience for all WIL students. Recent WIL literature has seen a strong focus on inclusive access to WIL. This article examines key elements that can contribute to host organizations providing an inclusive environment for students. Socio-cultural theories related to learning in the workplace are used as a theoretical lens. An Inclusive WIL Workplace Framework is proposed, highlighting principles, practices, and supervisor and co-worker characteristics, that can be utilized by workplaces to assess their inclusivity and address any gaps, and by students to understand the expectations of HEIs on host organizations.

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that orientations toward supervision for social justice can be characterized as "multicultural," "critical," "culturally responsive," or "anti-racist." This literature base described practices associated with supervision for social justice such as problematizing, storytelling, critical reflection, role-playing and rehearsals, and the use of professional learning communities. The identified literature also details challenges to supervising for social justice, including institutional barriers and power hierarchies, silence, or hesitancy with regard to conversations of race and racism, and the need for more research.

Due to the marginalization of supervision (Butler, et al., 2023; Nolan, 2022) and few frameworks to conceptualize supervision in teacher preparation, educational supervision of clinical experiences receives less attention and fewer resources, which perpetuates its marginalization. It is imperative that scholars develop additional theoretical models or constructs to improve the understanding and practice of supervision to elevate its status beyond technical helping. In this paper, we draw upon several sources in the instructional supervision literature to re-conceptualize commonly used images of supervisors in teacher education. In addition to traditional conceptions (The Critic, the Popular Parent, the Co-Inquirer), we 'introduce' two new images, The Advocate and The Contemplative, to reflect changes and movements in education. These images can serve as one theoretical model or construct to improve understanding and practice of supervision to elevate its status.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

The current research aimed to unpack teachers' knowledge of integers by investigating how they used the number line and counter models to represent the two meanings of division (i.e., partitive and measurement). The participants were three middle school mathematics teachers working in different cities in Türkiye. Data consisted of teachers' written responses to an open-ended questionnaire consisting of four division operations and interviews conducted thereafter. Findings revealed that although two teachers could accurately model all division operations with the number line model, one teacher could neither provide a problem context nor a model displaying one of the division operations. For the counter model, only one teacher could accurately model all division operations in the questionnaire.

A substantial percentage of international students are placed on academic probation each year. This study explored the challenges and resilience characteristics of Chinese international students placed on academic probation in their first year of college. Semi-structured interviews were conducted with nine probationary Chinese international students, and the data were analyzed using a thematic analysis approach. The results indicated that challenges with daily routine, reduced adult supervision, inadequate academic preparation, and limited participation in the application process were the main factors that contributed to their academic probation. Proactivity, independence, and flexible thinking were important resilience characteristics that may have helped students cope positively with stresses relating to academic probation. Targeted institutional support could be strengthened. Implications, limitations, and suggestions for future research are also discussed.

A homogeneous distribution of students in a class is accepted as a key factor for overall success in primary education. A class of students with similar attributes normally increases academic success. It is also a fact that general academic success might be lower in some classes where students have different intelligence and academic levels. In this study, a class distribution model is proposed by using some data science algorithms over a small number of students' dataset. With unsupervised and semi-supervised learning methods in machine learning and data mining, a group of students is equally distributed to classes, taking into account some criteria. This model divides a group of students into clusters by the considering students' different qualitative and quantitative characteristics. A draft study is carried out by predicting the effectiveness and efficiency of the presented approaches. In addition, some process elements such as quantitative and qualitative characteristics of a student, data acquisition style, digitalization of attributes, and creating a future prediction are also included in this study. Satisfactory and promising experimental results are received using a set of algorithms over collected datasets for classroom scenarios. As expected, a clear and concrete evaluation between balanced and unbalanced class distributions cannot be performed since these two scenarios for the class distributions cannot be applicable at the same time.

This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.

Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise.

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees' talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot's visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.

Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for master's degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output.

Many values and values that are founded on culture and culture play an essential role in understanding societies and transferring the existence of those societies to future generations. There are national heroes of each culture with valuable points, differences, and similarities from its history or its history to the present day. With these similarities, differences and cultural values, each society carries itself to a different point from other societies. There are various methods in the cultural education of societies, and the success of these methods gives results in proportion to the number of people they can achieve. Television programs and television play an essential role in mass education. The Turkish series sector usually carries traces of national identity and cultural values. Turkish series often reflect Turkey's historical, cultural and social values. Turkish series reflecting local traditions and customs usually offer cultural education to the audience. Traditional clothes, language use, and food culture elements are frequently processed in series. In addition, the transfer of historical events and cultural heritage is frequently included in these series. In these aspects, Turkish series play an important role in increasing the cultural awareness of society and protecting national identity. The Turkish series sector and cultural education, together with the traces of identity and cultural education in terms of the Magnificent Century series descriptive analysis and indicator scientific method, were examined with examples. When scientific methods examine descriptive analysis and indicators, many elements such as historical events, cultural structures, clothes, language use and traditional lifestyles are found. This study will discuss the educational relationship by analyzing the' Magnificent Century' series.

In this study, we looked at the competencies and practices of clinical supervisors' role in teacher education programs in Israel. The study encompassed two phases. The first was holistic and included multiple data sources. The second took place in real-life in schools. We opted for a smallscale qualitative embedded multiple-case study design. The findings reveal three patterns of clinical supervision. The first, the most prevalent, focused on the responsibility of the clinical supervisors exclusively for the pre-service teachers. The second was collaborative supervision of clinical supervisors and mentor-teachers. The third pattern, which was rarely found, was characterized as hybrid-supervision. We argue that the challenges of changing the relationships among all stakeholders and leading collaborative learning require a new definition of clinical supervisors as academia-school partnership leaders and a different paradigm of teaching and learning.

This research aimed to: 1) investigate the components and performance indicators for organizing experiential activities that foster life skills among early childhood students, particularly those taught by teachers under the Office of the Basic Education Commission of Thailand; 2) examine the current state, desired state, and the needs of supervision models for teachers to develop experiential competency that promotes life skills in early childhood students; and 3) enhance the supervision models for developing experiential competency, specifically focusing on promoting life skills among early childhood students taught by teachers under the Office of the Basic Education Commission of Thailand. The research is divided into 3 phrases. Phase 1: examine the components and indicators, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: investigate the needs of the supervision models. The sample group comprises 320 early childhood teachers, selected through multi-stage random sampling using a questionnaire with a 5-level Likert scale. Phase 3: developing the supervision models. Nine qualified experts selected through purposive sampling examined the appropriateness of the supervision models. The data were collected through questionnaires, interviews, assessments, and observations. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: (1) The components and indicators of life skills serve as standards for teachers in organizing experiences that promote life skills for early childhood students. There are 5 components and 23 indicators, categorized as follows: 1) Decision-making with 5 indicators, 2) Problem-solving with 5 indicators, 3) Analytical thinking with 4 indicators, 4) Empathy with 4 indicators, and 5) Communication with 5 indicators. Overall, the proficiency level is rated as the highest. (2) The current state is rated as the highest, and the desired state is also at a high level. When assessing the needs of the supervision models, it is found that the component with the highest need is Component 3--Analytical Thinking. This is followed by Component 2--Problem-Solving, Component 4--Empathy, Component 1--Decision Making, and Component 5--Communication, with the lowest index of essential needs respectively. (3) The results of enhancing the supervision models for teachers to develop experiential competency that promotes life skills in early childhood students reveal that the supervision models encompasses five formats: 1) Preparation: Planning and development, 2) Strengthen Relationships and Increase Knowledge: Building relationships and expanding knowledge, 3) Knowledge into Practice: Applying knowledge into practice, 4) Reflection: Reflecting on outcomes for understanding, and 5) Evaluation: Quality measurement and assessment. These formats are deemed highly suitable, appropriate, and effective.

This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory post-conferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peer-reviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clear-cut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.

The research aims to: 1) Investigate the results of supervision of teaching and learning managements by educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. This is a survey research. The samples in the study include: 1) 97 educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2, 2) 97 teachers under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. These participants were selected using simple random method, totaling 194 people. The tools used in this research are: 1) a Document analysis form, and 2) a Questionnaire concerning the supervision of teaching and learning managements of schools under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2. Data was analyzed qualitatively using content analysis and presented in a descriptive analysis format. The results of the study found that: The supervision of teaching and learning managements by educational institution administrators under the jurisdiction of Phitsanulok Primary Educational Service Area Office 2 is generally at the highest level. When considering specific issues, it was found that: in terms of blended learning, the administrators have supported the learning process through online electronic media; in terms of collaborative lesson development, the administrators have identified lesson development issues from classroom problems; and in terms of teaching tasks and mentoring system, the administrators have fostered relationships with teachers in managing teaching and learning teaching and learning managements.

Principals' instructional leadership bolsters and supports teaching and learning. The study aimed to explore the principals' classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub-County, Kenya. Weber's (1996) instructional leadership model served as the foundation for the study. The research employed a mixed-methods approach using a convergent parallel design. The target population of the research is 3434 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The participating schools were selected using a stratified random sampling method. The collected data was cleaned, processed, and analyzed using SPSS 25. Quantitative data was analyzed using percentages and displayed in frequency tables. Qualitative data was labeled, appropriately coded, and transcribed under specified themes. The findings of the study revealed that the principals regularly carried out supervision in the classrooms and ensured that students' behaviors were controlled in the classrooms by setting class rules. The research recommended that the Ministry of Education, along with the relevant educational agencies, should provide in-service training for principals on their roles as instructional leaders to enable them to proficiently discharge their functions; there should be an increase in the provision of the necessary learning resources to help enhance teaching and learning.

A pedagogical dilemma occurs when an in-class event or external factor challenges a teacher's principles or instructional practices and compels the teacher to resolve the dilemma. This article focuses on how resolving dilemmas can enhance the conceptual understanding of both student teachers and their supervisors. The supervisory setting this article describes--university instructors in Japan supervising preservice and in-service teachers--has not been extensively researched. The article presents three case studies: two on supervising preservice teachers and one on supervising an in-service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the preservice teachers exhibited circumstances more conducive to a directive-oriented approach. Nevertheless, with the assistance of the supervisors, the preservice teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in-service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom-based dilemmas.

This article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee-led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.

Teacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self-study of teacher education practices (S-STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

Scholars suggest that culturally responsive instructional supervision (CRIS) is an important component of equitable teaching practices in schools. This fictional case study details the experiences of a fifth-grade team who, along with their principal and their instructional coach, perform a discourse analysis of their own mathematics lessons to diagnose the equity gaps in their teaching and make necessary adjustments. The case narrative highlights the need for equitable teaching practices in the mathematics classroom and the potential needs of school leaders as they work to create more equitable learning environments in their schools through the use of CRIS.

Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in "co-speech gesture"--gesturing with speech--but not in "silent gesture"--gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5-6, 7-8, 9-10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but "not" when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does "not" have an effect on gesture, even in blind children who lack visual access to gesture.

In public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.

The study focused on the improvement of supervisory skills among mentor teachers in K-12 who work with student teachers in an English language teaching program of an English-medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.

Social support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands-resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.

Background: Documented inequalities in access to eye care for people with learning disabilities and/or autism are caused by poor uptake of primary eye care services, poor identification of eye problems, lack of signposting and reasonable adjustments of existing services, concerns about costs of care and the low priority historically given to these issues in eye care policy at a regional and national level. In 2019, the charity SeeAbility employed four eye care champions (ECCs) with lived experience of learning disability and/or autism to work in local communities in London and the Northwest of England. They provided peer-to-peer support on understanding the need for good eye health and engaged with policy makers, and learning disability, autism and eye care professionals at the local, regional and national levels to influence both the clinical practice of individual practitioners (within existing service/pathway models) and more widely to influence the commissioning of the Easy Eye Care pathway. This study explores the experiences of these ECCs. Methods: The study was conducted in April and May 2023. A case study approach was used to describe the experiences of the ECCs from March 2019 to March 2023. Data from structured interviews with the four ECCs and workload analysis were triangulated to provide a multifaceted understanding of this novel health promotion project. Findings: The ECCs found the role useful and reported that confidence in their practice and impact grew with time but they required ongoing support in the role. A good understanding of the promotional messages was reported. Developing a good network of contacts at an early stage, both people with learning disabilities and healthcare professionals, was key. Relationships with professionals were supportive and positive and a positive emotive response to their lived experience was reported in these interactions. Conclusions: From the perspective of the ECCs, the role is useful and beneficial. The work suggests some key recommendations for future development which include planning to build networks, support in presentation and communications skills and defining key messages and knowledge. Confidence of the ECCs builds with time in the role but also needs support the emotive impact of their lived experiences on audiences is highlighted. There is a need to evaluate how the programme is perceived by those who interact with it and how it changes behaviours which leads to better health outcomes.

Past work has shown that eye movements are affected by long-term memory across different tasks and instructional manipulations. In the current study, we tested whether these memory-based eye movements persist when memory retrieval is under intentional control. Participants encoded multiple scenes with six objects (three faces; three tools). Next, they completed a memory regulation and visual search task, while undergoing eye tracking. Here, scene cues were presented and participants either retrieved the encoded associate, suppressed it, or substituted it with a specific object from the other encoded category. Following a delay, a search display consisting of six dots intermixed with the six encoded objects was presented. Participants' task was to fixate one remaining dot after five had disappeared. Incidental viewing of the objects was of interest. Results revealed that performance in a final recognition phase was impaired for suppressed pairs, but only when the associate was a tool. During the search task, incidental associate viewing was lower when participants attempted to control retrieval, whereas one object from the nonassociate category was most viewed in the substitute condition. Additionally, viewing patterns in the search phase were related to final recognition performance, but the direction of this association differed between conditions. Overall, these results suggest that eye movements are attracted to information retrieved from long-term memory and held active (the associate in the retrieve condition, or an object from the other category in the substitute condition). Furthermore, the level of viewing may index the strength of the representation of retrieved information.

Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.

Visual system is crucial to autobiographical memory. Research tended to show that blind adults may compensate for the loss of visual information in retrieval of their autobiographical memories. Much less is known about how blind children's autobiographical memory develops in the absence of visual information. Using cue-word methodology, 36 sighted and 33 blind early teenagers were asked to recall memories and subsequently rated phenomenological qualities of their memories. Retrieval latency, the number of prompts provided, episodic and non-episodic details reported for each memory were coded. In terms of memory accessibility, the blind group recalled comparable number of memories with comparable latency to retrieve memories, but they needed more prompting. Blind participants recalled similar number of episodic details; however, they reported more extraneous details, decreasing specificity. Blind early teenagers reported higher auditory imagery, a propensity to remember events from the first-person perspective, and a tendency to remember events as coherent stories.

Academic misconduct is a growing problem in online education. While there are ways to curb academic misconduct in online exams, utilization of technology to proctor online exams in a simple manner in limited-resource settings remain unclear. This study set out to identify a reliable technique for utilizing webcam footage to identify instances of academic dishonesty. Instead of applying component-based feature extraction, this study provides a deep learning-based approach to online exam proctoring that recognizes exam candidates' behaviors directly from video input. By using an online exam dataset consisting of twenty-four test-takers who replicate real-world actions, experimental results show the efficiency of the approach. The article provides a collection of webcam recordings with annotated actions to evaluate the proposed approach. The findings show that a deep learning model using the Slow Only variation has a true detection rate of 78.9%. The visualization module reduces the amount of time invigilators must spend watching videos to capture academic misbehaviors by offering a comprehensive graphical view with details of a candidate's actions during an exam. The study's conclusions will help design an effective and efficient system for online exam proctoring in resource-constrained environments.

What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (N = 40, Mean age = 24 months [R: 7-57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (N = 6574). We found that on average, blind children showed a roughly half-year vocabulary delay relative to sighted children, amid considerable variability. However, the content of blind and sighted children's vocabulary was statistically indistinguishable in word length, part of speech, semantic category, concreteness, interactiveness, and perceptual modality. At a finer-grained level, we also found that words' perceptual properties intersect with children's perceptual abilities. Our findings suggest that while an absence of visual input may initially make vocabulary development more difficult, the content of the early productive vocabulary is largely resilient to differences in perceptual access.

Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID-19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. Working with students as partners and limiting the use of remote proctoring where possible, are key to ensuring a positive student experience.

The role of principal supervisor has been shifting from a focus on management to one that emphasizes support for principals. External partners can sometimes help with redesigning the role and other aspects of district organization. However, most research focuses on large urban districts with role conceptions and organizational structures that are not easily applied to midsized districts. In this study, we leverage contingency theory as a way to consider how contextual difference might matter in the use of principal supervisors to support and develop principals of underperforming schools. We interviewed district superintendents, principal supervisors, and principals in five mid-sized districts partnered with USSP, an in-service educational systems leadership provider with research evidence of impact on student achievement outcomes. We found that mid-sized districts commonly prioritized characteristics and traits regularly associated with good principal supervisors, but they were limited by district size and context in how they could initiate change. Despite some differences in how districts established the principal supervisor role, participants across levels described how principal supervisors were supported and, in turn, supported principals in intensive ways. Study results suggest that reorienting the principal supervisor's role, even in mid-sized districts, can build leadership capacity of principals leading underperforming schools.

Quality in research supervision is one of the main concerns among the institutions and stakeholders today especially those involved in open and distance learning (ODL). This research examined the supervision experiences of postgraduate research candidates during different stages of research at the biggest open and distance learning institution of Pakistan. The study was based on mixed-method approach using sequential design (Quan[right arrow]qual). Survey was conducted from the postgraduate research candidates enrolled under the four different faculties of Allama Iqbal Open University, Pakistan. An adapted version of Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was administered along with autobiographical accounts of the research candidates selected through a multi-stage sampling design. The generated data were used to identify the supervision related experiences of research candidates with respect to the different personal and institutional factors. Further, to explore region specific supervision issues, their reasons with respect to the ethnic and cultural aspects focused group discussion was conducted at Provincial Head Quarters (PHQs) of the university. The findings implicated valuable academic and administrative adaptations for improving the quality of research supervision practices for open and distance learning institution.

This research analyzed and compared administrators' supervisory and teachers' pedagogical skills concerning quality education in Public and Punjab Education Foundation Funded Schools at the secondary level, in line with the Vision of Sustainable Development Goal 4 (SDG-4) by 2025 (Minimum Standards for Quality Education in Pakistan, 2016). The research employed a descriptive method and adopted a quantitative approach. For this study, 248 head teachers were selected from public schools and 126 from Punjab Education Foundation Funded Schools via simple random sampling, making a total sample of 374 respondents. Data were collected using a five-response Likert scale and analyzed with SPSS, including mean, standard deviation, t-test, and f-test to assess the difference between administrators' supervisory and teachers' pedagogical skills towards quality education in both school types. The study concluded that administrators in public secondary schools exhibited better academic and professional qualifications and that both administrators' supervision and teachers' pedagogical skills were superior in public schools. Additionally, public schools were more aligned with the Minimum Quality Standards for Schooling to meet the vision of Sustainable Development Goal 4 (SDG-4) by 2025 for quality education compared to Punjab Education Foundation Funded Schools. It is recommended that the heads of Punjab Education Foundation-funded schools enhance their supervisory skills, while teachers should improve their pedagogical skills to align with the vision of Sustainable Development Goal 4 (SDG-4) by 2025.