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Purpose: The purpose of this paper is to evaluate the perceived quality of the service environment, regarding the use of the flipped classroom, through a survey of MBA students. Design/methodology/approach: Four hypotheses were developed from the literature in marketing and quality services in higher education. The hypotheses were tested using linear regressions. The data were collected using a structured questionnaire. The sample had 981 effective responses. Findings: The results of the statistical analysis show that the evaluation of the perceived quality of the educator and course are positively affected by the use of the flipped classroom. Research limitations/implications: Only one higher education organisation was studied. The variables analysed have no mediation and moderation, which is a suggestion for future studies. Originality/value: This paper contributes to studies of higher education services and quality, as it shows the influence of the process on the educator. In higher education, the educator is usually considered independent, having a strong influence on perceived quality. The study contributes to the theme by showing the flipped classroom as an effective teaching strategy that requires further empirical study.

Over the last 4 decades, physical activity researchers have invested heavily in determining "what works" to promote healthy behaviors in schools. Single and multicomponent school-based interventions that target physical education, active transportation, and/or classroom activity breaks effectively increased physical activity among children and youth. Yet, few of these interventions are ever scaled-up and implemented under real-world conditions and in diverse populations. To achieve population-level health benefits, there is a need to design school-based health-promoting interventions for scalability and to consider key aspects of the scale-up process. In this opinion piece, we aim to identify challenges and advance knowledge and action toward scaling-up school-based physical activity interventions. We highlight the key roles of planning for scale-up at the outset, scale-up pathways, trust among partners and program support, program adaptation, evaluation of scale-up, and barriers and facilitators to scaling-up. We draw upon our experience scaling-up effective school-based interventions and provide a solid foundation from which others can work toward bridging the implementation-to-scale-up gap. [ABSTRACT FROM AUTHOR]

This study, centered around a survey of library directors (N = 83), examines community health programming (CHP) in Michigan's public libraries within the broader context of national CHP initiatives. Reponses indicate that while physical activity classes and food skills programs are popular, there are still challenges to overcome. These findings led us to recommendations for cultivating partnerships that can help CHP grow and flourish. [ABSTRACT FROM AUTHOR]

Although psychological distress has been shown to increase during adolescence, participation in organized activities may have protective effects. The present study aimed to identify whether there is a relationship between high school student-athletes' breadth of participation in organized activities and psychological distress, using a latent class analysis. Canadian adolescent-athletes (n = 930) in Grades 11 and 12 completed an online survey that measured: (a) high school sport participation, (b) community sport participation, (c) nonsport extracurricular activities participation, and (d) psychological distress. The latent class analysis indicated that a two-class model (i.e., Class 1 = narrower breadth, low distress; Class 2 = wider breadth, moderate distress) was most appropriate. Results indicated that despite the divergent probability of organized activity participation, participants in both classes had a low to moderate probability of presenting elevated levels of psychological distress. However, levels of psychological distress were still higher than other Canadian adolescent populations, suggesting that overscheduling could be of concern. Gender and time (i.e., prior/during COVID-19 pandemic) were significant covariates in the model. [ABSTRACT FROM AUTHOR]

This paper aims to assess the difficulty levels of mathematical tasks in relation to the appearance of unconscious patterns of thinking in students' cognitive processes that play a role in learning. The data analyzed using a mixed-methods approach was collected from a population of undergraduate engineering and science students enrolled in Calculus courses at the university while answering three questionnaires as part of their online class activities. Two criteria were used to find categories of difficulty levels: one subjective, given by an evaluation carried out by the subjects, and another behavioral, related to obtaining the correct answers. The relationships of these criteria with the appearance of these unconscious patterns of thinking were identified: a significant and strong correlation was noticed between the number of erroneous unconscious patterns detected and task difficulty levels determined by the percentage of correct answers, as well as a significant and strong correlation between task difficulty levels determined by the subjective evaluation and the number of these patterns recognized. Based on the results obtained, it can be stated that these unconscious erroneous patterns in students' reasoning about a mathematical concept are related to the index of the difficulty of a task and could be considered indicators of mental effort according to the cognitive load theory. The analysis showed the recognition of these unconscious patterns in students' cognitive mechanisms is relevant when solving mathematical tasks that require information processing at a higher level and could play a role in assessing the difficulty levels of a task related to the study of mathematical concepts in Calculus courses, which constitutes the main novelty of this study. [ABSTRACT FROM AUTHOR]

Flipped learning model is currently implemented where conventional lectures take place before class hours, while in-class time is used for hands-on activities and problem-solving under the teacher’s guidance. However, students’ inability to fully engage and complete their learning activities before the class hours and the lack of clear instruction during in-class learning activities can greatly hinder the learning experience. Under this circumstance, a new flipped model, named guided flipped learning (GFL) model, was proposed by embedding study-summary-quiz and think-pair-share strategies into the conventional flipped learning process to overcome the current challenges. To investigate the effectiveness of the proposed GFL model, a quasi-experimental study was conducted. The results showed that GFL significantly enhanced students’ engagement (behavioural, agentic, and emotional) and learning achievement. The proposed GFL model strengthens the quality of the pre-class learning activities and provides clear instruction for in-class learning activities. The results provide educational policy makers the means to effectively revise the conventional flipped model with GFL for lifelong learning. [ABSTRACT FROM AUTHOR]

This research is devoted to the history of the political adaptation of tribal structures to the conditions of social class interactions in the Kazakh aul in the 1920s. Newly uncovered archival materials show how patrimonial and hierarchical institutions tried to adapt and adjust themselves to the system of socialist construction in the Kazakh steppe. The authors have identified three directions that most clearly demonstrated the behavioural motives and adaptation practices of Kazakh tribal cattle-breeding society: the formation of the Soviet apparatus of power in Kazakhstan; the participation of the tribal elite in elections to enter the Soviet institutions of power; and confiscation as a policy of struggle against ancestry and descent groups. [ABSTRACT FROM AUTHOR]

This study aimed to assess the classroom behavior of grade 4 - 6 learners in Abaga Integrated School. It also sought to determine the effect of learners' classroom behavior to their academic performance. The researcher used descriptive-correlation research design to describe the classroom behavior of learners towards their classmates, classroom activities and teachers and person in authority and its correlation to the academic performance of the learners. Respondents were 44 grade 4 learners, 42 grade 5 learners, and 30 grade 6 learners. Findings revealed that the classroom behavior of the learners towards their classmates were often demonstrated positive behavior and sometimes for the negative behavior. The same findings to the learners' behavior towards their classroom activities and towards their teachers and person in authority. Regression analysis revealed that there was no significant relationship between learners' academic performance and classroom behavior towards classmates, teachers and person in authority. But there was a significant relationship between academic performance and the classroom behavior towards classroom activities. It was further revealed that there was no significant relationship between the demographic profile of the respondents and their academic performance. There was also no significant difference in the classroom behavior of the respondents towards classmates and schoolmates, classroom activities, teachers and person in authority when grouped according to their demographic profile in terms of age, sex, and grade level. [ABSTRACT FROM AUTHOR]

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students' metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students' learning experiences and outcomes. [ABSTRACT FROM AUTHOR]

The present study deals with the application of Electrotopological state (E-State) indices in identifying structural attributes, responsible for exhibiting better antiviral activity for the NNRTI class of the HEPT derivatives. Special thrust is given on the potential of using these simple 2D QSAR models in prefiltering a large chemical database. The relevance of substituents at 1-N, 5-C and thio-aryl ring in enhancing the antiviral activity has been discussed in detail and compared with 3D structural studies. The effects of nearby atomic descriptors on 1-N and 3-N (crucial for the antiviral activity) position have been analyzed with a new insight. Application of similarity-based filtering for data mining of an external database using the best model derived was successfully applied to PubChem dataset, wherein the hits retrieved, not only showed better antiviral activity (predicted), but also complimented with the docking results. [ABSTRACT FROM AUTHOR]

A central goal of education is to provide students with knowledge they: (a) can successfully apply within the domain of learning and (b) can transfer, as appropriate, to new and different domains. Yet, much research has shown that learners frequently fail to access and use applicable stored knowledge when the circumstances at retrieval differ from those at encoding. Recent laboratory studies have revealed that encoding instances of a concept as members of a relational category considerably attenuates such failures of access. In the present work, we evaluate the efficacy of one such technique (category construction) applied in conjunction with direct instruction in the authentic educational setting of middle-school classrooms. Across two experiments, category construction is evaluated relative to a standard classroom practice of a worksheet with comprehension questions in order to assess how well each promotes mastery and transfer of a target concept. In addition, potential supports to improve learning outcomes are assessed: practice with category construction (Experiment 1) and partial precompletion of the category construction task (Experiment 2). Overall, we find favorable evidence that category construction leads to greater sensitivity to the underlying conceptual structure of targeted concepts and delivers transfer advantages over a worksheet control. Educational Impact and Implications Statement: A key goal of education is not only to support mastery of complex content but also to enable students to access and apply what has been learned to new settings and domains. Results from multiple inclass experiments show that supporting initial learning through category construction can enhance performance relative to a control group on assessments of mastery and transfer. This work highlights a lightweight classroom activity that could be implemented broadly to enhance educational outcomes. [ABSTRACT FROM AUTHOR]

Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL's repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students shared their insights in interviews and focus groups, with data analysed abductively through a conceptual frame of six dimensions. Common practical effects for students included recognition and value of a range of teacher practices. Students with language and attentional difficulties indicated more uneven recall of processes, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmentation in turn compromised the emotional and evaluative dimensions of experience that catalyse continuity in learning. Critical insights from students about how they searched for and secured cohesive experiences points to how AfL offers agentic possibilities for learning beyond the immediate activities of the classroom. [ABSTRACT FROM AUTHOR]

COVID-19 has sparked a significant shift in education toward the use of eLearning platforms. Inclusive teachers encounter several challenges when adopting eLearning platforms for education. The purpose of this study was to examine factors influencing inclusive teachers' acceptance of eLearning platforms according to the unified theory of acceptance and use of technology (UTAUT2) model. Overall, 128 Omanis inclusive teachers completed the survey questionnaire. The findings revealed the general acceptability of eLearning platforms. Higher performance expectancy, facilitating conditions, social influence, and service quality were all significant predictors of the eLearning platform on behavioral intention. Moreover, the findings showed that further support and training are needed for inclusive teachers to use eLearning systems. [ABSTRACT FROM AUTHOR]

It is well established that holding information in working memory (WM) elicits sustained stimulus-specific patterns of neural activity. Nevertheless, here we provide evidence for a distinct class of neural activity that tracks the number of individuated items in working memory, independent of the type of visual features stored. We present two EEG studies of young adults of both sexes that provide robust evidence for a signal tracking the number of individuated representations in working memory, regardless of the specific feature values stored. In Study 1, subjects maintained either colors or orientations across separate blocks in a single session. We found near-perfect generalization of the load signal between these two conditions, despite being able to simultaneously decode which feature had been voluntarily stored. In Study 2, participants attended to two features with very distinct cortical representations: color and motion coherence. We again found evidence for a neural load signal that robustly generalized across these distinct visual features, even though cortically disparate regions process color and motion coherence. Moreover, representational similarity analysis provided converging evidence for a content-independent load signal, while simultaneously showing that unique variance in EEG activity tracked the specific features that were stored. We posit that this load signal reflects a content-independent “pointer” operation that binds objects to the current context while parallel but distinct neural signals represent the features that are stored for each item in memory. [ABSTRACT FROM AUTHOR]

To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when combined with human teacher scaffolding, significantly improved the students’ instructional design performance relative to receiving human teacher scaffolding only. The chatbot provided valuable suggestions on instructional design frameworks, class activities and teaching topics during the “explore” phase. In the “evaluate” phase, the chatbot offered immediate feedback on the students’ design plans and proposed alternative instructional frameworks regarding areas for improvement. However, the students expressed concerns about the chatbot’s evaluation quality, noting that it needed to be better aligned with the course assessment rubric. We recommend using AI chatbots for instructional design conceptualisation, although we emphasise the critical role of human teachers in evaluating final design work and providing timely support. [ABSTRACT FROM AUTHOR]

We present a quantitative strategy to identify all projection neuron types from a given region with statistically different patterns of anatomical targeting. We first validate the technique with mouse primary motor cortex layer 6 data, yielding two clusters consistent with cortico-thalamic and intra-telencephalic neurons. We next analyze the presubiculum, a less-explored region, identifying five classes of projecting neurons with unique patterns of divergence, convergence, and specificity. We report several findings: individual classes target multiple subregions along defined functions; all hypothalamic regions are exclusively targeted by the same class also invading midbrain and agranular retrosplenial cortex; Cornu Ammonis receives input from a single class of presubicular axons also projecting to granular retrosplenial cortex; path distances from the presubiculum to the same targets differ significantly between classes, as do the path distances to distinct targets within most classes; the identified classes have highly non-uniform abundances; and presubicular somata are topographically segregated among classes. This study thus demonstrates that statistically distinct projections shed light on the functional organization of their circuit. The classification of different types of neurons has been a long-standing challenge in neuroscience. Here, the authors present a strategy to quantify all statistically distinct axonal patterns from a brain region based on their anatomical targeting, with this projection-driven neuron classification informing the functional architecture of the circuit. [ABSTRACT FROM AUTHOR]

Bacterial ice nucleating proteins (INPs) are exceptionally effective in promoting the kinetically hindered transition of water to ice. Their efficiency relies on the assembly of INPs into large functional aggregates, with the size of ice nucleation sites determining activity. Experimental freezing spectra have revealed two distinct, defined aggregate sizes, typically classified as class A and C ice nucleators (INs). Despite the importance of INPs and years of extensive research, the precise number of INPs forming the two aggregate classes, and their assembly mechanism have remained enigmatic. Here, we report that bacterial ice nucleation activity emerges from more than two prevailing aggregate species and identify the specific number of INPs responsible for distinct crystallization temperatures. We find that INP dimers constitute class C INs, tetramers class B INs, and hexamers and larger multimers are responsible for the most efficient class A activity. We propose a hierarchical assembly mechanism based on tyrosine interactions for dimers, and electrostatic interactions between INP dimers to produce larger aggregates. This assembly is membrane-assisted: Increasing the bacterial outer membrane fluidity decreases the population of the larger aggregates, while preserving the dimers. Inversely, Dulbecco’s Phosphate-Buffered Saline buffer increases the population of multimeric class A and B aggregates 200-fold and endows the bacteria with enhanced stability toward repeated freeze-thaw cycles. Our analysis suggests that the enhancement results from the better alignment of dimers in the negatively charged outer membrane, due to screening of their electrostatic repulsion. This demonstrates significant enhancement of the most potent bacterial INs. [ABSTRACT FROM AUTHOR]

In 1995, the ATLAS Experiment at the Large Hadron Collider embarked on an ambitious journey, driven by a passion to ignite curiosity and inspire future scientists. Our quest wasn’t just about uncovering the universe’s mysteries; it was a cosmic odyssey to share the thrill of scientific exploration with all. Our exploratory collection included engaging classroom activities, a dynamic website, captivating videos, a vibrant YouTube channel, global social media connections, and a captivating planetarium show, all intertwined with the exciting search for the elusive Higgs Boson. This scientific program celebrates the enduring curiosity of humanity and the passion that fuels discovery. [ABSTRACT FROM AUTHOR]

Synthetic biology is a growing field with an increasing number of successful applications. Yet, synthetic biology (SynBio) education initiatives are underreported and disconnected from each other. In this review we survey the literature on SynBio education and stratify this body of work into three categories: classroom activities, course designs, and program-level curriculaplanning. For each category, we discuss the methods used to assess students' experiences and achievement of learning objectives. Throughout, we identify trends and opportunities for further development in SynBio education. We determined that the design of low-cost education kits is a growing opportunity to support student learning at the level of classroom activities. In support of that work, we present a mapping of published education kits onto Bloom's taxonomy, taking into account increasing accumulation of knowledge through continued experience. We further found that project-based learning is used widely and has proven effective in course designs. To facilitate such activities, we provide a high-level guide for the conversion of a didactic course into a project-based learning course. Further, we note that, currently, programs are delivered primarily at the graduate level, taking inspiration from traditional degree programs while incorporating interdisciplinary training. Finally, we find that design-based research may provide an effective framework for an iterative, mixed-method study design. To support such efforts, we provide a schematic overview of design-based research and its application to a learning progression for interdisciplinary skills. We conclude with a discussion of specific learning concepts that may be useful to SynBio educators and education researchers. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the effects of a 6-week activity course on health and well-being in untrained college students. Twenty-two participants (ages 18–23) engaged in either badminton or soccer twice a week. Using Badminton World Federation (BWF) Shuttle Time Lesson Plans, both groups showed significant improvements in the quadrant jump and standing long jump tests, with badminton participants demonstrating greater gains in the quadrant jump. In addition, Resilience levels increased in both groups and exercise self-efficacy saw a larger rise in the soccer class. The data suggested that badminton might improve agility more due to the need for rapid direction changes in a smaller court. Further, university activity classes could enhance both physical and mental well-being, though prior soccer experience and limited badminton court access may boost self-efficacy more in soccer participants. Lastly, BWF Shuttle Time Lesson Plans proved effective for introducing badminton to beginners. [ABSTRACT FROM AUTHOR]

This study was conducted to assess the preparedness of DepEd -- Schools Division of South Cotabato for Internationalization. Descriptive-evaluative research design was used among four hundred forty-one (441) randomly selected respondents composed of one hundred four (104) school heads and three hundred thirty-seven (337) teachers in the whole school's division of South Cotabato. A set of adopted survey questionnaires by Agosto and Sanchez (2017) was utilized in data gathering to assess the preparedness of DepEd -- Schools Division of South Cotabato for Internationalization. Frequency, mean, and correlational analysis were used to analyze the result of the study. Findings revealed that the readiness of DepEd -- SDSC for internationalization in terms of curriculum, teachers' competence, student services and physical plant facilities is at "very much ready". In terms of managerial flexibility of school heads findings revealed that the investment decision and marketing strategy is at "very much flexible". However, there were internationalization challenges faced by the schools in the DepEd - SDSC. Among those challenges were lack of ICT, educational media and other available technologies for instructional use and few linkages with parents and stakeholders to support school project and education facilities. Likewise, there is significant correlation between the extent managerial flexibility of school heads and readiness of DepEd - SDSC for internationalization. Thus, this study claimed that the extent of readiness of DepEd-SDSC for internationalization was tested as related to the school head's managerial flexibility in terms of investment decision and marketing strategy. [ABSTRACT FROM AUTHOR]

Background: Real-world data were employed to determine clinical characteristics of patients with myasthenia gravis (MG) with differing degrees of muscle weakness, as defined using the Myasthenia Gravis Foundation of America (MGFA) classification system. Methods: Data were drawn from the Adelphi MG Disease Specific Programme (DSP)™, a multinational (United States, France, Germany, Italy, Spain, United Kingdom) survey completed by physicians and their patients with MG in 2020. The association between MGFA class and impairment in activities of daily living (ADL) was tested using linear regression adjusting for sex and Charlson Comorbidity Index. Bivariate comparisons were performed for each individual item. A range of other clinical characteristics were also explored according to MGFA class. Results: Among 1232 patients, those in MGFA class I had significantly lower ADL impairment versus class II or III/IV (adjusted for sex and Charlson Comorbidity Index) (p < 0.01). However, heterogeneity occurred within each MGFA class. Bulbar symptoms (impaired speech, difficulty swallowing, and/or difficulty chewing/choking on food) were reported in some class I patients (mild in 1.1–1.9% and moderate in 0.3–1.1% of patients) and class II patients (mild in 8.5–16.4%, moderate in 4.7–7.4%, and severe in 0.3–0.9% of patients), and shortness of breath was reported in some class I (mild in 0.5% of patients) and class II patients (mild in 9.8%, moderate in 4.8%, and severe in 0.3% of patients). Conversely, in 11.2–19.2% of class III/IV patients, bulbar symptoms and shortness of breath reported were only mild in severity. In line with this finding, despite significant correlations between MGFA class and several clinical characteristics, patients across every class were at risk of experiencing myasthenic crisis or hospitalization, experiencing comorbidities including anxiety and depression, and not being in remission. Conclusions: Although MGFA class correlates with greater ADL impairment and presence of other clinical characteristics, there is variability between patients in each class in terms of symptoms experienced, overall disease burden, and the precise nature of ADL impairment. [ABSTRACT FROM AUTHOR]

This paper investigates the feasibility of cross-domain recognition for human activities captured using low-resolution 8 × 8 infrared sensors in indoor environments. To achieve this, a novel prototype recurrent convolutional network (PRCN) was evaluated using a few-shot learning strategy, classifying up to eleven activity classes in scenarios where one or two individuals engaged in daily tasks. The model was tested on two independent datasets, with real-world measurements. Initially, three different networks were compared as feature extractors within the prototype network. Following this, a cross-domain evaluation was conducted between the real datasets. The results demonstrated the model's effectiveness, showing that it performed well regardless of the diversity of samples in the training dataset. [ABSTRACT FROM AUTHOR]

Currently, the flipped classroom instruction model has received greater attention for its multifaceted advantages in improving student learning by boosting learning environments. To this end, a flipped classroom model was employed in the current study with the purpose of increasing student engagement across all three dimensions—behavioral, emotional, and cognitive. To look at the improvement observed as a result of this model, this study used a mixed-methods design, mainly a convergent parallel design. In the present study, fifty-five students from two distinct academic departments participated. In addition, the instructors of the courses that were chosen to be taught using a flipped classroom model were also participants in this study. The study employed focus groups, interviews, self-report surveys, and classroom observation strategies to gather the necessary data. The quantitative data were analyzed using descriptive aggregate means and paired sampling t-tests, while the qualitative data were analyzed using a thematic data analysis approach. The findings revealed that a flipped classroom greatly improved each of the three dimensions of student engagement. Moreover, the findings showed that the instruction model improved student engagement by creating learning environments where students could participate actively in class activities, interact more effectively with teachers and other students as well as with learning resources, and acquire the necessary knowledge from the courses. Future research may employ a large sample size with a sufficient time frame to make the findings more applicable to different educational institutions. [ABSTRACT FROM AUTHOR]

This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to 'codified' (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed. [ABSTRACT FROM AUTHOR]

The COVID crisis has caused that the way of teaching classes in schools must be reinvented, but it has also transformed other dimensions of relationship between teachers and students. This article collects qualitative information regarding how high school teachers have developed actions to interact with their students, as well as the vision that the latter have regarding whether said actions increased their trust in them. The information was collected through semi-structured interviews conducted online with 36 teachers and 36 students in 6 selected public high schools in Santiago Chile. The analysis distinguished the actions developed by teachers to support students regarding material deprivation of their families or their emotional affectation, and others that promote remote academic activities. The results show that, along with restricting interactions destined for classes, teachers opened or intensified virtual opportunities for individualized relationships around dimensions of the students' lives that were usually left out of face-to-face interaction. The actions that most managed to advance student trust in their teachers were linked to benevolence, and their concern for their personal situation or that of their classmates. It is more doubtful, however, that greater trust has developed in terms of the competence of teachers to promote academic learning. [ABSTRACT FROM AUTHOR]

The use of generative artificial intelligence (GAI) large language models has increased in both professional and classroom technical writing settings. One common response to student use of GAI is to increase surveillance, incorporating plagiarism detection services or banning certain composing activities from the classroom. This paper argues such measures are harmful and instead proposes a "CARE" framework: critical, authorial, rhetorical, and educational—a nuanced approach emphasizing ethical and contextual AI use in technical writing classrooms. This framework aligns with plagiarism best practices, initially devised from when rhetoric and composition scholars considered the pedagogical implications of the Internet. [ABSTRACT FROM AUTHOR]

• We observed math and literacy activities in 101 preschool or kindergarten classrooms. • Math (and literacy) comprised 5% (and 45%) of the time in U.S. preschool classrooms. • Math and literacy comprised 26% and 42% of time in U.S. kindergarten classrooms. • In both grades, most math instruction was teacher-led, but especially in preschool. • Time in math did not vary by auspice, but math content and time in literacy did. To provide a landscape of mathematics activities children experience in U.S. preschool and kindergarten classrooms, we observed time children spent in mathematics activities (and — as a contrast — literacy) in 101 geographically diverse early childhood classrooms in seven U.S. states. We also observed what mathematics content, grouping strategies, and management formats teachers engaged during classroom mathematics activities. Each observation lasted approximately 2 hours; collectively these observations focused on 930 children observed one to three times during the 2018/2019 or 2019/2020 school year. Averaging across individuals' data within classrooms, we found that mathematics and literacy activities comprised 5% and 45% of time observed in preschool classrooms, respectively; and 25% and 42% of time observed in kindergarten classrooms, respectively. At both grades, when mathematics activities occurred, they were proportionally more often teacher-led rather than child-led. These findings raise concerns about the paucity of mathematics and over-reliance on developmentally inappropriate teacher-managed mathematics instruction in early childhood classrooms, especially preschools. Amount of time in math did not vary by preschool auspice, but time in literacy and the proportion of math time devoted to specific math content did: In Head Start classrooms we observed lowest percentage of time in literacy (and the highest percentage of time in non-instruction) compared to all other auspices. Across auspices, numeracy was the predominant math content area overall, but especially in Head Start classrooms. Thus, some aspects of early mathematics may differ with program auspice, suggesting that recommendations to increase and improve early mathematics activities may need to consider auspice characteristics. [ABSTRACT FROM AUTHOR]

This study deals with democracy education in three dimensions. The first of these dimensions is the theory dimension. In this dimension, the pedagogical and theoretical characteristics of the educational activities to be carried out for children, especially in the primary education period, have been tried to be explained. The second part of the study is the presentation of a framework plan to enable the acquisition of democracy consciousness and democratic attitude behaviors by students. The last part of the study consists of activity examples. As a result, this study is designed as an introductory book to be used by teachers and researchers regarding the purpose, content, learning-teaching situations, and evaluation steps related to democracy education, which should be included in the curricula in all countries of the world. It is thought that expanding the proposed activities and implementing them in schools will provide theoretically based democracy education. Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years. Democracy education practices in Switzerland, which stands out as a country with direct democracy practices, are also explained within the conceptual framework. [ABSTRACT FROM AUTHOR]

This class activity explores the reciprocal dynamics of communication within the teaching–learning context, focusing on the interplay between instructors and students as well as among students themselves. Drawing from rhetorical relational goal theory, the needs audit is an applied activity centered on fostering empathy, cooperation, and nonviolent communication. By participating in the needs audit, students gain insights into their own needs, develop an understanding of their peers' needs, and recognize the pivotal role of effective communication in cultivating a positive learning environment. Courses: Any introductory or advanced communication course. Objectives: Students learn to understand three important claims: (1) instructors impact students; (2) students impact instructors; and (3) students impact other students. Through this activity, students and instructors collaborate to understand their own and others' needs in the classroom toward a more empathetic, cooperative, and nonviolent learning environment. [ABSTRACT FROM AUTHOR]

This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or stroke⸻the written feedback from teacher⸻, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction. [ABSTRACT FROM AUTHOR]

Disengagement by high-ability students from general educational programs has traditionally been examined from a student-centered perspective. This article examines this phenomenon through a relational lens. It focuses on understanding the interactions of these students with the classroom culture and the consequent impact on their creativity. The range of student interactions implicated in creative activity in classroom culture are analyzed using the Five A's framework. This framework combines psychological and socio-cultural paradigms. It is used to analyze the characteristics of engaged and disengaged high-ability students and to identify strategies that support student engagement and creativity in formal education. The analysis shows the limitations of formal education in catering to students who are unable to show their knowledge in culturally acceptable ways. It provides insights for educators and policymakers to better understand and support the learning profiles of high-ability students in formal education. [ABSTRACT FROM AUTHOR]

School connectedness is important for students' current and future outcomes but may decline in the middle school years. This mixed methods study investigated the impact of a school garden project on 6th-graders' school connectedness. Surveys were completed by 46 middle school students at the beginning and end of a garden unit. In addition, individual interviews were conducted with 25 participants. Quantitative findings indicated that most participants had some gardening experience at home and enjoyed being part of the garden at school. However, pre-post results did not show increased connectedness following the garden unit, as connectedness ratings were moderately high both before and after the garden unit. Analysis of student interviews found that the garden project facilitated home-school, student-student, and student-teacher connections. Qualitative results also highlighted the garden as a context for engagement as students shared what they were learning and doing in the garden, the choices and autonomy they experienced there, and their anticipation of upcoming activities. Finally, interviews documented students' enjoyment of the school garden through their expression of positive emotion and appreciation for the outdoor setting and activities, which students described as stress-relieving and a valued break from traditional schooling. Implications for educators are discussed. [ABSTRACT FROM AUTHOR]

Copyright of BRAC: Barcelona, Research, Art, Creation is the property of BRAC: Barcelona, Research, Art, Creation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universal school-based socio-emotional learning (SEL) programs for adolescents have shown their efficacy in producing positive outcomes. The aim of the current study is to present an original school-based program and project for adolescents--Semear Valores On-air - and to assess the relationship between participation in the project and students' socio-emotional skills. Based on the character strengths and virtues model, this online school radio project aimed at promoting communication, creative thinking, adaptability, and resilience skills in adolescents and giving them the opportunity to become influential agents of well-being and citizenship. As part of the school curriculum, students were invited to create and record radio shows and podcasts. An online school radio was thus created, and it continues to broadcast all over the world, with music, daily shows, and interviews 24/7. It was developed within the framework of the Gulbenkian Academies for Knowledge, a nationwide Portuguese program, that seeks to prepare children and youth for change, to enable them to deal with complex problems, and to expand their opportunities for achievement. A quasi-experimental design, with a mixed qualitative-quantitative approach was used to analyze data collected from 112 adolescents in the second year of its implementation, in 2020-2021. Results suggest that (1) teachers' perceptions of student's socio-emotional skills in the post test showed more positive associations with the participation in the project, than participant's perceptions; (2) students identified eight types of lessons learned, the one most referred was the improvement of socio-emotional skills and learning about themselves; and (3) the combined opportunities for adolescents to learn more about themselves, to express themselves and to practice socio-emotional skills are important ingredients for their motivation and active engagement in the project. Overall, these results indicate that participation in the project is associated with positive outcomes for the adolescents and that both monitoring and evaluation data are very important to interpret the outcomes in a more comprehensive manner. [ABSTRACT FROM AUTHOR]

Deep learning technology has recently become increasingly prevalent in the field of education due to the rapid growth of artificial intelligence. Teachers' teaching behavior is a crucial component of classroom teaching activities, and identifying and examining teachers' classroom teaching behavior is an important way to assess teaching. However, the traditional teaching evaluation method involves evaluating by either listening to the class on-site or playing back the teaching video afterward, which is a time-consuming and inefficient manual method. Therefore, this paper obtained teaching behavior data from a real smart classroom scenario and observed and analyzed the teacher behavior characteristics in this scenario. Aiming at the problems of complex classroom environments and the high similarity between teaching behavior classes, a method to improve YOLOv7 for large target classroom behavior recognition in smart classroom scenarios is proposed. First, we constructed the Teacher Classroom Behavior Data Set (TCBDS), which contains 6660 images covering six types of teaching behaviors: facing the board (to_blackboard, tb), facing the students (to_student, ts), writing on the board (writing, w), teaching while facing the board (black_teach, bt), teaching while facing the students (student_teach, st), and interactive (interact, i). This research adds a large target detection layer to the backbone network so that teachers' instructional behaviors can be efficiently identified in complex classroom circumstances. Second, the original model's backbone was extended with an effective multiscale attention module (EMA) to construct cross-scale feature dependencies under various branches. Finally, the bounding box loss function of the original model was replaced with MPDIoU, and a bounding box scaling factor was introduced to propose the Inner_MPDIoU loss function. Experiments were conducted using the TCBDS dataset. The method proposed in this study achieved mAP@.50, mAP@.50:.95, and recall values of 96.2%, 82.5%, and 92.9%, respectively—improvements of 1.1%, 2.0%, and 2.3% over the original model. This method outperformed other mainstream models compared to the current state of the art. The experimental results demonstrate the method's excellent performance, its ability to identify various classroom behaviors of teachers in realistic scenarios, and its potential to facilitate the analysis and visualization of teacher classroom behaviors. [ABSTRACT FROM AUTHOR]

The synthesis and characterization of metal complexes have garnered significant attention due to their versatile applications in scientific and biomedical fields. In this research, two novel copper (Cu) complexes, [Cu(L)(L′)(H2O)2] (1) and [Cu(L)(Im)H2O] (2), where L = pyridine-2,6-dicarboxylic acid, L′ = 2,4-diamino-6-hydroxypyrimidine, and Im = imidazole, were investigated concerning their sonochemical synthesis, spectroscopic analysis, and biological activity. The complexes' structural characterization was achieved using analytical techniques, including single-crystal X-ray structure determination, FTIR, PXRD, TGA and DTA, SEM, TEM, and EDS. Complex (1) displayed a six-coordinated Cu2+ ion, while complex (2) exhibited a five-coordinated Cu2+ ion. The crystal structures revealed monoclinic (C2/c) and triclinic (P-1) space groups, respectively. Both complexes showcased zero-dimensional (0D) supramolecular networks, primarily driven by hydrogen bonding and π–π stacking interactions, which played pivotal roles in stabilizing the structures and shaping the unique supramolecular architecture. Both complexes demonstrated significant antioxidant activity, suggesting their capability to neutralize free radicals and mitigate oxidative stress-related diseases. Hemolysis percentages were less than 2%, per the ASTM F756-00 standard, indicating non-hemolytic behavior. Low cytotoxicity was observed against fibroblast and MCF-7 cell lines. They do not exhibit antibacterial activity against Escherichia coli and Staphylococcus aureus. These findings suggest that the synthesized Cu2+‒complexes hold considerable promise for applications in drug delivery and cancer treatment. This research contributes to the advancement of supramolecular chemistry and the development of multifunctional materials for diverse scientific and medical applications. [ABSTRACT FROM AUTHOR]

This article describes a first-person qualitative research study to understand how common pedagogical approaches and cultural learning environments in STEM impact individuals. Prior to the study, the author observed that many students who were successful in advanced undergraduate neuroscience courses reported having struggled academically, socially, or emotionally in introductory STEM courses. The objective was to generate new ideas for approaches to address high rates of student attrition from introductory STEM courses related to this full range of issues through curriculum development. The author, a neurobiologist and tenured faculty member at the institution, audited four introductory STEM courses: Introduction to Cellular and Molecular Biology, Atoms & Molecules, Calculus 1, and Introductory Physics 2: Electromagnetism, Optics, and Modern Physics, offered by tenured colleagues in four different departments. A total of approximately 600 hours was spent by the author attending lectures, participating in classroom activities, completing homework, and studying for assessments. Homework, quizzes, and exams were marked by the course faculty using the same criteria as were applied for student work. In addition to measures of academic performance collected through the normal assessments, the author made note of her own emotional responses throughout the course of the study, which is why the process was dubbed 'embodied' curriculum mapping. The emotional responses revealed high levels of emotional stress associated with assessment, sensitivity to disciplinary boundary reinforcement, and a complex role of social and academic identity in all aspects of the experience. Given the first-person nature of the study, the potential future generalizability of the findings must be considered in light of the various revealed aspects of identity and experience of the author and subjected to further study using a broader range of empirical methodologies. The focus of this article's conclusions and recommendations is therefore the impact of the process on the author and the potential for a similar process to serve as a foundation for critical self-reflection and learning for other STEM educators. The author recommends the process as a generative tool for pedagogical innovation and building faculty capacity for culture change in STEM. [ABSTRACT FROM AUTHOR]

Effective project management is crucial for the successful completion of construction projects, including the construction of a dormitory at SMA Muhammadiyah 3 Tulangan. Challenges such as design changes, adverse weather conditions, and limited labor resources impact the project's progress. The Earned Value Method is used to monitor project performance by analyzing indicators like BCWS, BCWP, ACWP, SV, CV, SPI, and CPI. This analysis shows that the project initially experienced delays and exceeded budget costs, but the situation improved significantly over time. Despite weekly variations in costs, the project remained on a financially manageable track. The conclusion from this analysis is that while the project faced time delays, cost performance remained under control. Recommendations for improvement include more thorough planning, better resource management, and quicker responses to changes. [ABSTRACT FROM AUTHOR]

This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities supporting consolidation of reading and spelling skills in the spring. In contrast, higher average word reading skills in the classrooms in the autumn were associated with higher amount of independent meaning-focused activities in the spring. Higher extent of whole-group meaning-focused activities in the autumn was positively associated with reading comprehension at classroom level in the spring, whereas independent phonological recoding practice in the autumn was negatively associated with reading comprehension in the spring. The study provides novel understanding of the associations between students' reading performance and literacy instruction especially showing how students' reading skills at classroom level may inform instruction in the classroom. This information may guide teachers to adapt their instruction at classroom level but also to identify the students needing differentiation. The results also acknowledge the affordances and limitations students' skills may set for the instruction. [ABSTRACT FROM AUTHOR]

This paper introduces the concept of logical consistency in students' thinking in mathematical contexts. We present the Logical in-Consistency (LinC) instrument as a valuable assessment tool designed to examine the prevalence and types of logical inconsistencies among undergraduate students' evaluation of mathematical statements and accompanying arguments. Beyond its utility as an assessment tool, this paper also underscores the potential of the LinC instrument as an instructional aid, effective for identifying students who may inadvertently overlook logical contradictions within their mathematical assertions. Furthermore, this paper outlines a practical classroom activity based on the LinC instrument format. This activity is tailored to enhance students' capacity for reasoning with logical consistency, specifically in proof-oriented mathematics courses. We hope this activity helps instructors address and mitigate logical inconsistencies in students' thinking throughout their classroom activities. [ABSTRACT FROM AUTHOR]

The article discusses the author's views about the use of objects and materials in the teaching of history in a classroom setting, and it mentions how material culture can lead to collaboration and provide students with an inclusive environment to pose history-related questions. An Object Analysis Worksheet is addressed, as well as a lesson plan focusing on American Civil War images, objects, and texts. Classroom activities and stereoview images are also assessed.

Context-based STEM learning has been proven to be useful as interdisciplinary storylines to regulate the flow and sequencing of lessons to obtain expected outcomes. This case study pilot project aims to contextualise scientific learning to local culture. Student groups sampled from two schools in distinct social backgrounds, reflected varied Indian population. Pre-service middle school science and social studies teachers conducted eight lessons as an interdisciplinary storyline with a few natural and social science concepts utilising an artefact representing the cultural history of India for seventh-graders. Data were collected through manually recording of students' responses and products made during class activities; researchers' observations and pre-service teachers' feedback about finding solutions to the difficulties faced. In order to address three research questions about socio-cultural context in science-curriculum design, student adoption of 3D learning, and overcoming teachers' challenges, a thematic analysis of data through the lens of five science practices and one crosscutting concept was performed. This study supported context-based STEM learning for the twenty-first century and strengthened cultural anchoring from an early stage implying the need for teacher professional development, curricular reform, and school infrastructure improvements to support policy implementation. Such researches may be extended to varied sociocultural contexts and discipline combinations to offer broader perspectives. [ABSTRACT FROM AUTHOR]

This article leverages existing literature around the use of telepresence robots to provide a conceptualisation of virtual inclusion. Telepresence involves the use of mediating technology to generate connection with others in a remote context. Recent developments have seen telepresence robots used to create a sense of 'being there' when the person's physical presence is not possible. Telepresence robots can provide children with the capability to maintain an embodied experience in schooling locations when they are absent due to chronic illness. Through building their knowledge of integrating this technology into their pedagogy, teachers can support students to engage in classroom activities through real-time virtual communication. The article extends what is known about how telepresence robots can be used for virtual inclusion and what the challenges and considerations are for the use of telepresence robots in schools. Technological, physical, social and pedagogical aspects of telepresence robots use for virtual inclusion are detailed with heuristic for introducing them into schools. [ABSTRACT FROM AUTHOR]

Teachers have used projects in children's education for over a century. More recently, project management knowledge and skills have become essential when students manage technological solutions from inception to presentation. This paper presents the first scoping literature review on teaching project management to primary school students. A total of 33 publications between 2000 and 2022 were analysed and presented both descriptively and thematically. While the review did not identify any empirical studies of teaching project management to primary school students, it did reveal several examples of suggested teaching approaches, project management activity, and common elements associated with project management. The review concludes with a recommendation for researchers, educators, and project management practitioners to build upon this research by exploring the effectiveness of comprehensive approaches to teaching project management to primary school students. This paper represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Written as a letter to Galileo, an education graduate student narrates from course experiences that deepened her understandings of Galileo and natural and intellectual properties underlying his works. Having taken the Galileo-themed course with Elizabeth Cavicchi at MIT's Edgerton Center in three prior terms, on taking it a fourth time, this student, the paper's author, developed and documented perceptive observations of learning. Geometry instruction, as these classmates experienced in school, had equipped them with superficial, rigid access to similar triangles and ratio relations—the mathematical tools of Galileo. While applying these tools in class activities, the classmates faced confusion, dilemmas, and discrepancies. By giving themselves the space to work through these "troubles", classmates initiated their own "learning opportunities". New resilient, flexible understandings arose. Students were no longer confined by prior formulaic rules. The student author discerned a new Euclidean relationship of proportionalities among triangles constructed between parallel lines. These developments are articulated as the experiences arose, providing an analysis and immediacy that is rarely observed or documented frankly by educators and learners. A practitioner of the pedagogy critical exploration in the classroom based on researches of Eleanor Duckworth, Jean Piaget and Bärbel Inhelder, the teacher supported classmates in delving into their questions, which were not expected in advance. Class activities included: observing objects in perspective; collectively working through Euclid's definition of same ratio (in Elements Book 5) on their own terms; investigating errors arising in using a laser-cut prototype instrument based on Galileo's geometrical compass; and exploring a fulcrum balance. Learners' own curiosity opened up areas that they otherwise ignored. How is it ever possible to teach the spirit and method of scientific inquiry? How is it ever possible for anybody to learn it? What it takes for scientific inquiry to take root, develop, and grow? The details of a student/author finding her own ways into deep questions, and making sense of them, reveal the strengths of learning this way. In the background, we see the ways of the teacher. Both enhance our understanding of how Galileo understood learning. [ABSTRACT FROM AUTHOR]

This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers' roles in both their classrooms and the profession. The inclusion of PrimeD evaluation and research in the development and practice of mathematics teachers addresses Shulman's professionalism commonplaces. PrimeD was tested as a lens for professionalism in mathematics teacher education programs at four universities. In the study, teachers collaborated as professionals on developing and testing novel ways to approach mathematics lessons. In general, teachers' efforts to conduct structured experimentation in their lessons were disconnected from traditional views of the role of a teacher. As a result, teachers who did develop and test lesson trials in this PD program did not frequently continue experimentation. Typically, teachers wanted to collaborate on testing classroom activities but did not have resources to do so (e.g., time, collaborative planning). Systemic changes are needed to promote sustainable change, allowing teachers to collaborate and share the results of classroom research. [ABSTRACT FROM AUTHOR]

This meta-synthesis crosses international borders by analyzing successful principalship across nine countries. With careful, detailed, systematic, and analytic synthesis, it critically explores research-informed understandings of successful principal leadership over the last 20 years. The paper is an interim report of reviews of the 85 articles and 23 chapters produced by the International Successful School Principal Project (ISSPP), the largest, longest-running international research project in this field. In that project, success is defined as the principal's ability to grow and sustain students' academic, personal, and social developments and achievements over time. The results add to existing knowledge of how successful school principals achieve success by examining high-quality, published case study evidence from Australia, Cyprus, Israel, New Zealand, Norway, Sweden, Spain, the UK, and the US. Results suggest common sets of core values, qualities, and practices among school principals, regardless of national contexts, conditions, or cultures. Because the research design is multi-perspective and multi-layered, the case studies also show significant, context-informed differences in timing, pace, and extent of application of improvement strategies. Thus, the findings of this synthesis paint a thorough and cohesive picture of who successful principals are and what they do over time at the global level to achieve success, as they navigate values-led school success in different contexts and improvement phases within complex internal and external ecological chrono-, macro-, exo-, meso-, and microsystems. [ABSTRACT FROM AUTHOR]