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AbstractIn this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives. We present both contemporary studies of student agency in educational psychology and the work of scholars who study students’ student agency with attention to the cultural, economic, political, and historical forces shaping agentic behaviors in schools. We overview conceptualizations of and evidence for fostering agency among historically marginalized students in science across three major theoretical frames (i.e., psychosocial, sociocultural, and critical). We end by calling for the expansion of psychosocial conceptions of student agency to underscore the role of complex classroom dynamics and to account for the historical exclusion of nondominant communities in science. Specifically, four principles for broadening the scholarship of student agency toward socially just goals are presented. [ABSTRACT FROM AUTHOR]

This study explores the manner in which individuals explain their decisions when assigning sanctions (positive or negative consequences) during social interactions. Traditionally, individuals are thought to take responsibility for their actions (internal attribution). However, a certain number of results obtained in the field of education or in the work environment highlight the fact that in the case of sanction distributing behaviours, that is to say if we question the distributor (and no longer the receiver) of a sanction, attributions are more external than self-attributing. This research aims primarily to verify that such results can also be obtained in order to explain the sanctions distributed by a parent to their children or by a spouse to their wife. Moreover, considering that certain sanctions may not correspond to just compensation for the conduct of the individual being sanctioned, we also wanted, on an exploratory basis, to examine the attributions carried out by the distributors of unjust sanctions, again within the familial environment as well as in the professional field. A questionnaire was administered to 64 employees (with an equal distribution of men and women) who were also parents of young children. The questionnaire presented scenarios where individuals in power positions (a father to a child, a husband to a wife and a manager to a subordinate) distributed sanctions (fair or unfair) and the participants were asked to explain the cause using internal or external attributions. The results show that, for just sanctions, the attributions are preferentially external, while for unjust sanctions, differences are observed according to the gender of the participant. From an educational perspective, this research sheds light on the manner in which power dynamics in classrooms can influence how educators assign responsibility for learning. By recognizing the tendency to place blame externally when providing feedback or consequences, educators can create a learning environment that emphasizes internal responsibility and shared ownership of academic achievement. This shift in behaviour empowers students and fosters a stronger sense of agency in their own learningjourney. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educación en Ingeniería is the property of Asociacion Colombiana de Facultades de Ingenieria 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.)

This study explored the intricate dynamics of classroom management strategies and their impact on the academic performance of grade 6 students at Kiwalan Elementary School in Iligan City, Philippines. Utilized adapted structured questionnaires with a 5-point Likert scale for teachers and learners. Learners positively perceived their teachers' strategies across dimensions like physical classroom conditions, discipline, routine care, and time management. Teachers, in turn, displayed unwavering confidence in these strategies, emphasizing their commitment to maintaining optimal learning conditions. Academically, students demonstrated commendable performance, with a significant proportion achieving "Very Satisfactory" and "Satisfactory" grades, reflecting an overall positive academic outcome. However, a rigorous regression analysis yielded intriguing findings. Despite positive perceptions and academic achievements, the relationship between teachers' classroom management strategies and learners' academic performance lacked statistical significance. "Not significant" remarks for predictors like Classroom Physical Condition, Classroom Discipline, Care of Routine, and Time Management, coupled with non-significant t-values and p-values. The indicated strategies did not significantly predict academic performance variations. The study's insights into the complex interplay between classroom management and academic outcomes underscored the need for nuanced considerations beyond conventional perceptions and academic achievements. The implications extended to educators and policymakers aiming to enhance teaching strategies and optimize learning environments for improved student outcomes. [ABSTRACT FROM AUTHOR]

Achievement goals are associated with varied students' outcomes, such as academic achievement and well-being. Exploring factors shaping adolescents' achievement goals, such as perceptions of significant others' goals, may benefit efforts to advance positive student outcomes. Prior research focuses on perceived teacher goals and considerably less on perceived peer goals. Even rarer are studies of variation in teachers' and peers' achievement goals over time. High-school students (N = 588; 53% female) completed questionnaires regarding their achievement goals and perceived teacher and peer goals, twice, six months apart. Cross-lagged analyses indicated that perceived teachers' mastery goals predicted increased student mastery goals and perceived teachers' performance goals predicted decreased student mastery goals. Perceived peer mastery goals predicted decreased performance goals and perceived peers' performance goals predicted increased students' performance goals. Half-longitudinal mediation analyses revealed that perceived peer mastery goals mediated the relationship between perceived peer performance goals and achievement goals. Results demonstrate that teacher and peer perceived goals predict changes in students' achievement goals differently. Awareness of class motivational dynamics and adaptation of classroom practice to encourage a group climate of peer mastery goals among students, alongside emphasizing mastery goals for individual students, will likely help promote beneficial achievement goals in students. [ABSTRACT FROM AUTHOR]

Group work in classrooms is employed by teachers across all levels of education. For group work to be effective, all students should participate equally. Why some students engage in interaction and how group size and composition influence interaction dynamics is a research gap. We employed dynamic actor-oriented models on a sample of 145 Czech lower-secondary students in 62 small groups and pooled the results from the groups with a meta-analytical procedure. We found bursty behavior resulting from endogenous structural mechanisms of reciprocity, transitivity, cyclicity, and preferential attachment. Students gave preference to initiating interactions with those they initiated interactions with before and off-task interaction contributed to the development of on-task interaction. Students strongly preferred interactions with friends. Those students who talked a lot during regular whole-classroom lessons and students with high levels of literacy tended to both initiate and receive more interactions in group work, and students similar in these attributes preferred to interact with each other. Group size did not affect preferential attachment tendencies in interaction, but smaller groups made the effect of friendship ties on interactions stronger, and communication group norms shifted with changing group composition. Our study shows the suitability of dynamic actor-oriented models for studying interaction in education and small groups. • We study interaction dynamics among students in classroom group work. • Interaction is largely influenced by endogenous mechanisms and friendships. • Vocal and high-literacy students initiate and receive more interactions. • Communication group norms shift with changing group compositions. • Dynamic network actor models are suitable for the study of interaction in education. [ABSTRACT FROM AUTHOR]

Key digested message Grouping by ability is a contentious issue within research, yet this pedagogical practice continues to persist across education systems globally. The strong link between highly differentiated education systems and academic/social inequity requires deep consideration of the role of ability grouping in shaping how children experience teaching and learning in school. This mixed methodological study presents findings from analysis of data from a national survey with primary school teachers and three intensive case study schools. Key findings indicate that: ■ Ability grouping shapes the relational dynamics in the classroom, casting an 'invisible hand' over children's social worlds. ■ Demarcating the boundaries of ability in a classroom attributes value-ability to each group, accruing benefit for those assigned to the high ability group and resulting in exclusion for those in lower levels. ■ Grouping by ability maps out a geography of affect for how children feel and embody their identity as a learner, with pride attributed to being positioned as higher ability, and shame associated with being placed into lower ability groups. ■ The emotional labour in navigating the complex relational dynamics as shaped by the 'invisible hand' of ability grouping impacts on children's wellbeing, with profound implications for those assigned to the lower level. [ABSTRACT FROM AUTHOR]

This article discusses the importance of feedback in the classroom and presents a practical approach to implementing Dylan Wiliam's vision of effective feedback. The approach is based on Sherrington's 5R model and Hattie and Timperley's principles of 'feed up, feedback, feed forward'. The article emphasizes the need for timely, specific, and actionable feedback that fosters a continuous cycle of assessment and adjustment to improve educational outcomes. The success of this approach is highlighted through the implementation of instructional coaching and the use of scripting to enhance communication and create a positive school culture. Overall, the article emphasizes the transformative potential of purposeful action feedback in the classroom and its impact on both student learning and teacher well-being. [Extracted from the article]

With the rapid advancements in technology, the educational landscape is witnessing significant transformations in pedagogy and classroom dynamics. Two prominent technologies, Artificial Intelligence (AI) and Augmented Reality (AR), are gaining prominence in the field of education, promising to revolutionize the way teaching and learning take place. This article explores the potential benefits, challenges, and practical applications of integrating AI and AR into the teaching process to enhance student engagement and learning outcomes. The integration of AI in education brings forth personalized learning experiences. AI-powered algorithms analyze vast amounts of student data, including learning patterns, strengths, and weaknesses, to create tailored learning paths. This individualized approach helps educators identify students' unique needs and provide targeted support, ensuring that no student is left behind. Moreover, AI-based chatbots and virtual teaching assistants are increasingly being used to address student queries promptly, providing real-time support and fostering a more interactive learning environment. AR, on the other hand, enables the overlay of virtual objects and information in the real-world environment.. Students can explore complex concepts through visualizations, simulations, and interactive demonstrations, facilitating a deeper understanding of abstract topics. AR also fosters collaboration and teamwork among students, promoting active learning and peer-to-peer knowledge sharing. Combining AI and AR technologies offers a powerful synergy in the educational realm. AI can analyze ARgenerated data and adapt instructional strategies in real time, responding to individual students' progress. This synergy not only enhances learning outcomes but also empowers teachers with data-driven insights, enabling them to make informed decisions about their teaching methodologies. However, successfully implementing AI and AR in education comes with its challenges. Issues related to data privacy, ethical considerations, and the need for effective teacher training in utilizing these technologies require careful attention. Additionally, the digital divide can exacerbate educational inequalities, as not all students have equal access to technology outside the classroom. Collaboration between educators, researchers, and technology developers is crucial to overcome these challenges. The development of user-friendly, accessible, and ethically sound AI and AR tools can ensure inclusivity and maximize the potential benefits of these technologies in education. The aim is to investigate whether the use of AR technology can enhance students' understanding and mastery of physics concepts through visualizations and simulations. Spatial intelligence plays a crucial role in various subjects, including physics, as it enables students to create mental models and representations of objects and expressions. While spatial intelligence is not an innate skill, it can be developed through interactions with real and virtual objects. ARas a cutting-edge technology, has the potential to illustrate physical applications and significantly aid students in visualizing and comprehending complex physics concepts. [ABSTRACT FROM AUTHOR]

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice. [ABSTRACT FROM AUTHOR]

This article delves into content-based instruction (CBI) as a didactic methodology employed for teaching foreign languages within a North American state school situated in Massachusetts. It provides an account of the challenges confronted by a specific cohort of teachers during the implementation of this methodology. While a substantial body of literature advocates for CBI as an effective teaching method, scant attention has been directed toward analyzing the practical working conditions of teachers and the dynamics within classrooms where this method is applied. We ran a qualitative analysis on the evaluations and suggestions of specific teachers. To achieve this goal, interviews were conducted, and lesson plans and didactic materials were examined. The analysis resulted in a study that pointed out the handicaps and risks associated with CBI, emphasizing that the implementation process in the school demanded considerable effort from teachers without commensurate benefits for students. This study sheds light on aspects such as curriculum innovation, education leadership, and the clarification of the concept of what it means to be a teacher. It holds relevance for any stakeholder concerned with related issues stemming from curriculum program changes, alongside the professional well-being and motivation of the teaching participants in this setting. [ABSTRACT FROM AUTHOR]

We report on a study of how instructors in an online management classroom aim to develop critical reflection through asynchronous discussions. There is an ongoing debate centered on improving asynchronous discussions in online management education but insights into how these discussions could be facilitated to promote critical reflection remains largely under-developed. We address this issue by considering the extent to which management instructors' perception of their role and understanding of being critical impact their facilitation of asynchronous classroom discussions and the challenges associated with this facilitation. Results from 18 semi-structured interviews with instructors teaching in an online MBA program at a UK higher education institution show the potential of asynchronous discussions to promote critical reflection. However, we found that instructors often fail to capitalize on opportunities for critical reflection that arise from classroom diversity and dynamics. Despite the emancipatory intent that underlies program design, interview data reveals three specific areas of interest: the diversity of instructors' interpretations of what constitutes being critical in asynchronous discussions, a range of individualized facilitation strategies and the impact of imposed design constraints. We offer suggestions as to how to improve the facilitation of critical reflection through asynchronous discussions as well as directions for future research. [ABSTRACT FROM AUTHOR]

The societal inability to respond accurately to the ecological crisis also requires a reflection on how universities can improve the impact of their practices. This paper reports on a prize-winning experiment aiming to strengthen the interaction of the university with the world of policymaking: a mixed classroom with students and policymakers. This classroom provides an environment in which policymakers and students co-produce insights, while giving policymakers direct access to academic knowledge and helping students to reflect on the dynamics of real-world contexts. The main goal of this study is to illuminate how learning in and through a mixed classroom experiment take places, for participants, teachers and organisational actors. To do so, we reflect on the continuous dialogue between our efforts as teachers and the experience of participants and others involved. To make sense of our teaching and institutional roles in this experiment, we suggest using the concept of 'tinkering'. Further, to conceptualise the learning dynamics in a mixed classroom, we deploy the concept of 'boundary crossing', which turns out to be helpful in elucidating both individual learning ('reflection') and organisational learning ('transformation'). Our study indicates that the notion of boundary crossing helps to effectively capture the learning situation we created and, as such, helps to redefine more generally how the science-policy interface can be understood and acted upon. For other educators interested in deploying mixed classroom-like approaches, we suggest that a tinkering approach can only work if there is sufficient room for experimentation, including failure and reflection, as well as ample time and funding. We also suggest critically looking at the constraints of the institutional logics and dynamics of higher education (e.g. the structure of semesters) and how their connection to the institutional logics and temporal dynamics of real-world contexts may be improved. [ABSTRACT FROM AUTHOR]

Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created computational models that simulated learning dynamics in classrooms, integrating both quantitative and qualitative insights. Through these models, we conducted experiments aligned with real classroom data to address key questions, such as "How can we effectively support the academic progress of underperforming students, who are disproportionately from low socio-economic status (SES) backgrounds, to close their multi-year achievement gap in mathematics?" Our study analyzes various instructional approaches for mathematical learning, and our findings highlight the potential effectiveness of Productive Failure as an instructional approach. Considerations of the broader applicability of computational methods in advancing educational research are also provided. [ABSTRACT FROM AUTHOR]

Using Chinese language teaching in an engineering department as an example, this paper explores how language teaching can meet the challenges of globalisation and the advancement of technology by fulfilling its educational function as described in Byram's model of intercultural communicative competence. By adapting theories and practices from counselling psychology, the proposed curriculum focuses on emotions to help learners uncover emotional barriers that arise when confronted with differences. It will support learners in raising awareness and developing their capacity to negotiate differences, leading to more effective cooperation with others. The paper discusses the use of experiential exercises in the classroom. They include those developed in Chinese language pedagogy, namely the performed culture approach and those developed in humanistic psychotherapy, such as body psychotherapy. The aim is to help learners notice their own feelings, attitudes, and behaviour as well as the otherness of the other in the classroom. This approach is powerful because it is in the here and now. It utilises movements and different senses as well as cognition. It helps uncover barriers to intercultural communication hidden under the surface by making the unconscious conscious. Reflection is a key part of this process. Learners are expected to reflect on their own thinking and feelings and to make sense of the dynamics in the classroom. Learners are expected to develop reflexivity, subjectivity and intersubjective awareness while acquiring linguistic competency and social cultural rules of use. [ABSTRACT FROM AUTHOR]

A teacher in a medical college is like a compass who has the responsibility and the power to guide budding medical students in their educational journey to become effective and efficient members of the healthcare team. The purpose of the current review is to justify the significance of curriculum evaluation, explore the role of teacher in the capacity of curriculum evaluator, enlist various methods and tools to perform curriculum evaluation, and identify the challenges and suggest potential solutions to overcome them. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 16 articles were selected based upon their suitability with the current review objectives and analyzed. Keywords used in the search include curriculum evaluation in the title alone only (viz. curriculum [ti] AND medical [ti]; curriculum evaluation [ti] AND methods [ti]; curriculum evaluation [ti] AND approaches [ti]; curriculum evaluation [ti]). A number of strategies can be employed to perform the evaluation of the medical curriculum, ranging from obtaining feedback from medical students at the end of each professional phase to assessing content, teaching methods, assessment, and attainment of learning outcomes. The process of evaluation of medical curriculum by teachers is a complex and challenging one and needs careful planning and execution of different aspects. These identified challenges clearly provide evidence that teachers have to be given the necessary training, resources, and institutional support to enable them to conduct effective medical curriculum evaluation. In conclusion, teachers in their capacity as curriculum evaluators remain the most important stakeholder in ensuring continuous improvement in the quality of education delivered to students. Owing to their in-depth awareness of classroom dynamics, the learning process, and the awareness about unique needs of students, their involvement in curriculum evaluation can ensure alignment between the delivered curriculum and the needs of the society. [ABSTRACT FROM AUTHOR]

This research analyzes the work of multi-level elementary school teachers when teaching Spanish in order to identify the didactic repertoire they mobilize while teaching. As theoretical support, the authors make use of the notion of didactic repertoire from sociodiscursive interactionism and they explore it through a comparison of the dimensions of real work (what actually happens in the classroom) and its representation (the discourse on practice). Data were gathered in two phases. During the first one, the authors carried out interviews of 12 teachers from four different States of the Mexican Republic; for the second one, they analyzed the classroom dynamics of three of those female teachers. The results show the didactic issue that represent teaching in multi-level classes, since the teachers have to mobilize knowledge about contents and about how to teach them, to organize teaching, about the context and also the institutional requirements. [ABSTRACT FROM AUTHOR]

This study analyses the acceptance of immersive virtual reality (iVR) videos among e-learning students (N=198) enrolled in a Primary Education Degree English course at the University of Las Palmas de Gran Canaria. iVR, with its ability to create realistic and interactive virtual environments, has emerged as a transformative tool in enhancing learning experiences. Its application extends to higher education, proving invaluable for pre-service teacher training through an authentic simulation of classroom dynamics. Acknowledging the pivotal role of student acceptance and comfort with this technology, this research aims to understand the factors influencing its efficacy. To measure acceptance, students actively engaged in a competency activity, immersing themselves in the analysis of a 360-degree-recorded classroom practice within a Primary Education setting. Subsequently, a structured questionnaire, based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), was administered. This questionnaire assessed the factors influencing the acceptance of this educational technology across eight dimensions and their behavioral intentions to use it. Results from this investigation underscore that the factors Hedonic Motivation, Performance Expectancy and Effort Expectancy received the highest ratings among participants. Conversely, lower ratings were observed for Habit and Price Value. Confirmatory factor analysis demonstrated that the UTAUT2 model effectively captured preservice teachers' perceptions of iVR across all dimensions (Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Price Value, Habit and Behavioural Intention). [ABSTRACT FROM AUTHOR]

This article is a guest editors' introduction to a special issue of the International Journal of Humanities & Arts Computing. The issue focuses on the outcomes of the Erasmus+ Humanities Going Digital project, which aimed to develop innovative teaching methodologies and research activities in the field of digital humanities. The articles in this issue cover a range of topics, including integrating digital humanities courses into university-level language studies, integrating digital editions and methods for text editing and analysis in undergraduate literary studies, and using digital resources and research methods in the classroom. The articles also explore the potential of ChatGPT in art history pedagogy, the creation of digital archive-based activities for remembrance, and the use of quantitative network analysis to map archival bias. Additionally, the articles discuss enriching historical textual data through named entity recognition and transforming printed dictionaries into digitally exploitable lexical resources. Overall, this collection of articles provides insights into how the humanities are embracing digital technologies and the potential future directions of the field. [Extracted from the article]

This study investigates the influence of positive feedback on students' motivation and engagement in the classroom. It explores teachers' perspectives on how positive feedback affects students' learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students' motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students' motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers' perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students' motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students. [ABSTRACT FROM AUTHOR]

Past research has indicated that teachers' use of relational power directly influences students' sense of empowerment and that students who feel empowered are more likely to be motivated. This phenomenological, retrospective study investigated gifted high school students' perceptions of power and empowerment within their classrooms and the relationship of these to motivation. Specifically, I explored the impact of different power dynamics, including teachers' utilization of various relational power bases (i.e., re w ard, coercive, legitimate, referent, expert) on gifted high school students' sense of empowerment and motivation to engage in learning. The students in this study described experiences with all of the social power bases; however, the most positively impactful of these were referent power and expert power. Students felt most empowered when they could personally connect with teachers who knew how to teach, who were content experts, and who could manage the classroom to ensure learning could happen for all students. [ABSTRACT FROM AUTHOR]

The author describes how a teaching forum was started at his local institute, with the goal of helping to support and sustain faculty in their work as psychoanalytic teachers. Psychoanalytic teachers receive little training or mentorship, and there are few opportunities to discuss their classroom experiences, despite the challenges of shifting from the dyadic experience of the therapist's office to the group dynamics of the classroom. The author discusses various challenges for psychoanalytic teachers in making that transition, while also considering how our awareness of the frame, the risks of idealization and transference can aid us as teachers. An example of a forum meeting about the use of assigned readings demonstrates how a focus on the process of reading can be a more effective form of teaching foundational psychoanalytic concepts than simply teaching content or concepts from papers. [ABSTRACT FROM AUTHOR]

Disengagement is a concept that captures the gradual behavioral, affective, and cognitive distancing from school, and is thus an early indicator of students being at risk for dropout. Based on a social identity framework, we predicted that higher social identification with the class and a positive classroom climate would be associated with lower rates of disengagement at both the individual and classroom level. In two samples from 16 German middle schools (n1 = 255, n2 = 287) with high annual dropout rates (> 10%), we assessed three disengagement facets: affect (daily mood at school), cognition (amotivation), and behavior (truancy). To examine both the individual and the classroom level, we utilized a 2-level mixed model. Gender, grade-level, and migration background were controlled in both samples, and economic learning resources (ELR) were included in sample 2 to better control for socioeconomic influences. In Study 1 (24 classrooms), we found a significant, positive association between social identification and daily mood at the individual level. In Study 2 (21 classrooms), we replicated initial findings for daily mood. In addition, social identification also impacted amotivation. At the class level, a higher grade, and a higher proportion of students with migration background were related to increased truancy. Classroom climate did not show a significant effect on disengagement in either of the studies. Our study sheds further light on the social dynamics of disengagement and highlights the need to control for classroom dynamics and student composition, particularly in classrooms with diverse student backgrounds. [ABSTRACT FROM AUTHOR]

Social-emotional competence allows teachers to effectively nurture students' emotional wellbeing, build strong teacher-student relationships, manage classroom dynamics, and create a positive learning environment, ultimately enhancing students' academic success and personal development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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.)

Personalized learning is becoming more important in today's diverse classrooms. It is a strategy that tailors instruction to each student's abilities and interests. The benefits of personalized learning include students' enhanced motivation and academic success. The average teacher-to-student ratio in classes is 1:15.3, making it challenging for teachers to identify each student's areas of strength (or weakness). Learning analytics (LA), which has recently revolutionized education by making it possible to gather and analyze vast volumes of student data to enhance the learning process, has the potential to fill the need for personalized learning environments. The convergence of these two fields has, therefore, become an important area for research. The purpose of this study is to conduct a systematic review to understand the ways in which LA can support personalized learning as well as the challenges involved. A total of 40 articles were included in the final review of this study, and the findings demonstrated that LA could support personalized instruction at the individual, group, and structural levels with or without teacher intervention. It can do so by (1) gathering feedback on students' development, skill level, learning preferences, and emotions; (2) classifying students; (3) building feedback loops with continuously personalized resources; (4) predicting performance; and (5) offering real-time insights and visualizations of classroom dynamics. As revealed in the findings, the prominent challenges of LA in supporting personalized learning were the accuracy of insights, opportunity costs, and concerns of fairness and privacy. The study could serve as the basis for future research on personalizing learning with LA. [ABSTRACT FROM AUTHOR]

This study explores the emotional experiences of preschool teachers during the implementation of learning evaluations. Utilizing a qualitative phenomenological approach, the research captures the lived experiences of 18 preschool teachers in Banten, Indonesia. Data were collected through in-depth interviews and observations from April to December 2023, employing snowball sampling to ensure relevant expertise. Thematic analysis revealed that teachers predominantly experienced positive emotions, such as pride, joy, and gratitude, during the planning and preparation of evaluation instruments. However, negative emotions, including anxiety and discomfort, emerged during the implementation and follow-up stages. These negative emotions were often linked to concerns about meeting educational targets and managing classroom dynamics effectively. The study identifies that positive emotions were associated with the perceived importance of evaluation planning and successful execution, while negative emotions were connected to fears of underperformance and external pressures. These findings highlight preschool teachers' complex emotional landscape, emphasizing the need for professional development programs focusing on emotional regulation and stress management. The study's implications suggest that fostering a supportive school environment can enhance teachers' well-being and effectiveness, ultimately benefiting student outcomes. Limitations include the small, geographically limited sample and reliance on self-reported data, which may introduce bias. Future research should expand the sample size, incorporate diverse geographical locations, and utilize mixed-methods approaches to comprehensively understand teachers' emotional experiences. Such research would enable the development of more effective support strategies for educators, contributing to improved educational practices and teacher satisfaction. [ABSTRACT FROM AUTHOR]

The article discusses a multi-author monograph titled "AI in Learning: Designing the Future," which explores the potential impact of artificial intelligence (AI) on education. The book addresses the need for further research and understanding of integrating AI into learning environments and education systems. It also raises ethical challenges such as privacy concerns and algorithm bias. The book covers various research methods, including learning analytics and classroom learning analysis, to improve teaching methods and student outcomes. The authors emphasize the potential of AI to personalize education and optimize learning. The book provides a comprehensive analysis of the benefits and challenges of AI in education and highlights the importance of ethical considerations. [Extracted from the article]

The article discusses the journal Language Learning in Higher Education and its aim to welcome contributions from scholars around the world. The editors select articles that not only present the current state of language teaching and learning but also contribute to the field through sound research. The latest issue covers a range of topics, including note-taking in English medium instruction, the use of modal verbs in academic writing, the impact of ChatGPT on academic writing, the relationship between attitudinal variables and the use of digital technology, verbal engagement strategies in Iranian teachers' talk on Instagram, sustainable language learning through ePortfolios, developing intercultural citizenship in the foreign language classroom, foreign language enjoyment and anxiety in Chinese university students, perceptions of gamification in EFL instruction, the use of songs in English for ESP lessons, training attitudes of primary school foreign language teachers, language learning strategies employed by student-athletes, and vocabulary learning behavior in EFL learners. The editors express their commitment to continue selecting and presenting the best research and pedagogical experiences in future issues. [Extracted from the article]

This document is an editorial titled "Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future." It discusses the challenges faced by educators in refining their instructional methods, such as population mobility and globalization. The editorial emphasizes the importance of creating positive learning environments and incorporating digital solutions into pedagogical strategies. The document also highlights recent studies on pedagogy and educational psychology, covering themes such as teacher-student interaction, language learning, and teacher professional development. The aim of the research topic is to gather scientific insights from diverse stakeholders to develop creative pedagogical concepts suitable for the diverse contexts of twenty-first-century educational settings. [Extracted from the article]

This naturalistic study is one of the first to examine how social work educators address nature in the social work classroom. Semi-structured interviews were conducted with sixteen educators who described their interactions with nature and its impact on their personal and professional lives. Findings from this study include four themes: (1) personal experiences with nature that often began in childhood; (2) spiritual and/or emotional connections to nature; (3) an expanded social work mission conceptualized as either ecological or environmental justice; and (4) how participants' views of the natural environment shaped their teaching as social work educators. Although most participants shared narratives of nature that began in childhood using spiritual and/or emotional language, some did not describe an emotional or spiritual connection to nature. Participants whose narratives reflected this emotional or spiritual connection to nature believed an approach rooted in ecological justice should inform social work's mission and teaching. These findings challenge the recent emphasis on competency-based education and support the importance of personal and professional self-reflection and on conceptualizing people and the environment as an irreducible whole dynamic system necessary for expanding social work's mission and teaching. [ABSTRACT FROM AUTHOR]

This chapter offers a "single‐system, multi‐theory" approach to understanding and improving the "oppositionally‐intertwined" ecologies of marginalized students as they navigate to and through higher education. Drawing from research conducted with Indigenous students in Peru, we use Ecological Systems Theory (EST) as a schematic for visualizing students' experiences and two theoretical perspectives to illuminate the forces they encounter. We demonstrate how this approach can help educators identify leverage points that can result in both immediate and systemic change to improve educational opportunities and outcomes. Practical Takeaways: Marginalized students live in a complex system of multiple, often intertwined forces that both oppress and support them.Ecological systems theory provides a schematic for visualizing forces, tensions, and interconnections, within students' systems.Using multiple theories to analyze students' experiences can help educators form more comprehensive understandings of students' ecological systems and how to affect change within it. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

This study functioned as a digital literacy technique that aided in raising students' motivation and classroom dynamics in reviewing writing structure, terminologies, and related knowledge. This study investigated the effects of integrating questioning strategies with the game-based student response system (GSRS), Kahoot!, into English literature courses. Specifically, this study explored students' perception of Kahoot! on raising engagement and classroom dynamics while reviewing writing structure, terminologies, and knowledge in the EFL online classrooms. This research is based on the premise of intrinsic motivation and game flow. A total of 276 undergraduate learners were observed in the study, including 233 (154 female and 79 male) surveyed from two English language classrooms. Data that emerged within the EFL context shed light on how and when Kahoot! positively influences students' learning experiences, including boosting students' enthusiasm, encouraging inquisitiveness and contribution in identifying knowledge gaps, and understanding the subject matter. The study utilized a t-test and one-way ANOVA, which revealed that students have positive attitudes toward a game-based approach in English learning, suggesting that educational competitions in the classroom reduce interferences and cultivate the quality of teaching and learning beyond what is offered in traditional classrooms. [ABSTRACT FROM AUTHOR]

The objective of this research study was to explore the challenges and limitations in implementing blended learning for secondary science teachers in public schools of Punjab. The research design for this investigation was a case study. The case study was chosen to showcase a group of scientific instructors that were sensitive to challenging classroom dynamics and to look into how they interacted as a group in relation to explanations for blended learning's drawbacks. Thematic and open coding were used in the data processing. Axial coding was used to open-code all of the written and audio data. The use of BL for science instruction was not without its challenges. We invited secondary science teachers to address the problems and difficulties with BL instruction. All participants identified different challenges and issues during the teaching through BL. For example, time-consuming, videos stuck some time, electricity shortage & internet connectivity, difficult to reply during the video play, financial resources are limited for maintains, and the examination system are anti-parallels. Based on the findings of this study, it is suggested that the government raise the financial budget allocated to schools for the upkeep of digital tools and the acquisition of a new device to help teachers and students and enhance learning. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges of teaching reproductive justice in an Introduction to Women's Studies class, recounting a particularly difficult class discussion on reproductive rights during the spring of 2022. Topics include the impact of pandemic-related changes on classroom dynamics; the complexities of discussing reproductive justice; and a detailed account of a tense interaction with a student who questioned the instructor's morality in the context of abortion.

Copyright of Dirasat: Educational Sciences is the property of University of Jordan 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.)

The article discusses various research studies on gifted students' perceptions, parental competency, and teachers' decision-making in the context of education. The concept of voice and agency is explored, with voice referring to learner communication to influence change and agency referring to learner autonomy, responsibility, and ownership. The studies highlight the importance of empowering students and providing appropriate support for gifted learners. The article also references the views of Dr Seymour Papert on the importance of passion and creativity in education. Overall, the article emphasizes the power and representation that children have in their own learning. [Extracted from the article]

Purpose: Selfie is a popular self-expression platform to visually communicate and represent individual thoughts, beliefs, and creativity. However, not much has been investigated about selifie's pedagogical impact when used as an educational tool. Therefore, the authors seek to explore students' perceptions, emotions, and behaviour of using selfies for a classroom activity. Design/methodology/approach: A triangulated qualitative approach using thematic, sentiment, and selfie visual analysis was used to investigate selfie perception, behaviour and creativity on 203 undergraduates. Sentiment analyses (SAs) were conducted using Azure Machine Learning and International Business Machines (IBM) Tone Analyzer (TA) to validate the thematic analysis outcomes, whilst the visual analysis reflected cues of behaviour and creativity portrayed. Findings: Respondents indicated positive experiences and reflected selfies as an engaging, effortless, and practical activity that improves classroom dynamics. Emotions such as joy with analytical and confident tones were observed in their responses, further validating these outcomes. Subsequently, the visual cue analysis indicated overall positive emotions reflecting openness towards the experience, yet also reflected gender-based clique tendency with modest use of popular selfie gestures such as the "peace sign" and "chin shelf". Furthermore, respondents also preferred to mainly manipulate text colours, frames, and colour blocks as a form of creative output. Originality/value: The study's findings contribute to the limited studies of using selfies for teaching and learning by offering insights using thematic analysis, SA and visual cue analysis to reflect perception, emotions, and behaviour. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2021-0608/ [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of addressing the emotional needs of both teachers and students, especially in the context of the trauma and challenges brought about by the COVID-19 pandemic. It highlights how the pandemic has affected teachers' reading habits and their emotional well-being, which, in turn, impacts the classroom environment. It provides specific strategies for maintaining positive feelings and fostering moments of excellence in the classroom.

Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not "belong" in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic normativity and anti‐immigrant sentiments, ultimately sustaining future generations of neo‐nationalist rhetoric. In light of these dynamics, we believe that teachers can play a key role in disrupting normative, monolingual language ideologies in classrooms, but that they often feel underprepared to do so. In this brief research report, we present findings from our ongoing examination of TESOL licensure endorsement candidates responding to deficit‐oriented microaggressions about multilingual learners in a simulated environment. Our results suggest teacher candidates have the desire to promote asset‐based orientations around multilingualism, but are often unable to do so in real time. These findings have important implications for teacher education and the underutilized potential of teachers for disrupting deficit‐oriented monolingual discourses that too easily turn into neo‐nationalist ideologies. [ABSTRACT FROM AUTHOR]

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) 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.)

E. Limitations - acknowledge the limitations of the work (again, something we do in our discipline-based research) Both the big picture and practical aspects of SoTL point to a meticulous research process when engaging in the scholarship of teaching and learning. I was once again reminded that SoTL is a hard sell, with advocates having a difficult time convincing colleagues that SoTL is a worthwhile use of time and resources ([6]). The Scholarship of Teaching and Learning (SoTL) is always at the forefront of my thinking. Critically, SoTL is both a big picture view and a practice area (and I will note here that I am avoiding the debate on whether there is one definition of SoTL). [Extracted from the article]

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina 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.)

Introduction: The current paper undertakes interdisciplinary research on empathy in children by combining insights and methodological tools from the fields of psychology, education and anthropology. The researchers aim to map how children's individual empathic abilities studied on a cognitive level do or do not coincide with their empathic expressions as part of group dynamics in daily life at the classroom level. Method: We combined qualitative and quantitative methods within three different classrooms at three different schools. In total, 77 children aged between 9 to 12 years participated. Results: The results indicate how such an interdisciplinary approach can provide unique insights. Through the integration of data from our different research tools we could reveal the interplay between different levels. More specifically this meant showing the possible influence of rule-based prosocial behaviors versus empathy based prosocial behaviors, the interplay between community empathic abilities and individual empathic abilities, and the role of peer culture and school culture. Discussion: These insights can be seen as encouragement toward a research approach that extends beyond the single disciplinary field in social science research. [ABSTRACT FROM AUTHOR]

In the last decades, novel teaching strategies have been increasingly adopted to improve and enhance the students learning process by promoting their involvement and engagement during classes. In this context, this work presents a laboratory experience proposed to the third-year bachelor students of the course of 'Mechanics of Vibrations', held at the faculty of mechanical engineering of Politecnico di Milano. The experience consisted in the presentation of a rotor test bench specifically designed for educational purposes. Main concepts of rotor dynamics were analysed and showed, together with a critical discussion on the discrepancies between the Jeffcott–Laval model and experimental results. This project, that is one of the outcomes of an educational project for post-covid teaching promoted by Politecnico di Milano, involved almost 200 students in total. An anonymous evaluation survey proposed to students revealed a general appreciation of the experience, especially for the possibility of visualising important theoretical concepts. Given the positive feedback, the demonstration will be repeated in the next academic year, with some changes according to students' suggestions. [ABSTRACT FROM AUTHOR]

This paper investigates the impact of the introduction in Primary and Secondary Education of a musical repertoire based on the musical preferences of the students. Starting from a socio-critical position and through an interpretative methodological process by means of a multi-case study, the aim is to analyse how the implementation of dialogical music gatherings affects classroom dynamics and whether this didactic strategy can facilitate a change towards a critical music education. Six cases are studied in six schools, both primary and secondary. The information was obtained from focus groups with students and researchers, research diaries, playlists and conversations held on a social network. After analysing the data, the focus is on a) what the students listen to and how this shapes their identity; b) the topics discussed after listening; c) the educational changes after the implementation of the tertulias and their strengths; and d) the difficulties encountered. This study is in line with some of the findings of previous research and can help teachers and researchers to open up more democratic, open, committed, reflective and critical educational-musical scenarios. [ABSTRACT FROM AUTHOR]

Many Library and Information Science (LIS) educators focus on real-world applications of complex theories and philosophies. LIS students are simultaneously being prepared for positions in the field as well as for active participation in professional discourse so they can be involved in identifying issues and offering solutions to new and old problems in the profession. Within a course, students engage with problems that the instructor has identified and included in the syllabus; often there is little time to discuss current social and political events that impact libraries and library services. This article describes how incorporating an Unconference into a graduate-level LIS course encourages the students to identify issues in the profession that matter to them as individuals and future practitioners. An Unconference is a meeting model in which the participants determine and take responsibility for the content. A course-integrated Unconference builds flexibility into the course's structure and schedule. It creates intentional space for meaningful conversations about issues that interest the students, elevating their voices and experiences while inverting typical classroom power dynamics. Participating in planning and conducting the Unconference gives graduate students valuable professional experience and empowers them to take control over their education. The Unconference described in this article is part of an online course and, as such, the model presented will also be useful to professional organizations as they consider other ways to move meetings, conferences, and idea-sharing into online environments. [ABSTRACT FROM AUTHOR]