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School counselors support the academic, career, and social/emotional development of all students in their care, and one important method of delivery of a comprehensive school counseling program is the use of classroom instruction. In this exploratory, sequential mixed-methods study, we examined participant responses from nine focus groups regarding the school counselors' experiences with delivery of classroom lessons, in combination with a national survey of 247 practicing school counselors. Results underscored participants' desire to spend more time in classrooms and ongoing barriers to classroom access. We discuss implications for school counseling practice and school counselor education. [ABSTRACT FROM AUTHOR]

Introduction: Although mindfulness‐based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Methods: Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. Results: There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p =.008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β =.39, p <.001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Conclusions: Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school‐based MBIs and training school staff to deliver them in culturally responsive ways. [ABSTRACT FROM AUTHOR]

The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers' narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory and practice of an ethic of care in Early Years education and offer culturally responsive pedagogical tools for inclusive and peace-promoting classrooms. [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]

This paper, conceptual but with empirical support, fills in some blanks in Vygotsky's reworking of Spinoza's Ethics. Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history to explain how functions change (much as Halliday would later do). We propose three ways – roughly, the structural, the functional, and the developmental – to continue Vygotsky's unfinished 'The Teaching about Emotions', which we illustrate with instances from classroom data. Using the systemic-functional approach of Halliday, we show how language development provides an answer to the Cartesian dualism that has divided thinking from feeling, how objective logical and experiential meanings emerge from emotionally colored and interpersonal ones, and how the study of speech can bypass the 'theory of mind' problems that have long bedevilled child development studies. Each step draws support from a teaching log of first year elementary students in South Korea maintained by one of the authors, and each step suggests a different kind of classroom talk. [ABSTRACT FROM AUTHOR]

This study focuses on teacher professional learning in early childhood education and care (ECEC) in response to the contemporary challenge of understanding the role of teachers in play. It explores the learning process of teachers when investigating how an ECEC work team in Sweden collaboratively changes their way of reasoning regarding their role in play when introduced to a theoretical framework that takes on this topic. This study is part of a combined research and development project, including focus group conversations (FGC) with video-stimulated recall. From a sociocultural perspective, the findings show how the participants' reasoning is mediated and re-mediated at two levels. The first level includes the re-mediation of the concept of steering (from a more negative connotation to a more positive one). The second level explores how this shift re-mediates the team's reasoning regarding their role in children's play, from uncertainties regarding the risk of over steering the play to reasoning about the teacher's key role in play for teaching to take place. Another finding focuses on the nonlinear progression of learning, as reasoning evident in the first FGC remained in the last but to a lesser extent. Implications for professional development training are discussed. [ABSTRACT FROM AUTHOR]

This study examined several early childhood education and care (ECEC) factors and their relation to children's salivary cortisol slope and hair cortisol concentration (HCC). The study is part of the cross-sectional DAGIS study, conducted in 2015–2016, examining 66 preschools and 677 children aged 3–6 years in Finland. Two saliva samples from one childcare day and a hair sample were collected from the children. Educators' education level, perceived stress, and occupational well-being factors, group size, child-adult ratio, and amount of childcare per week were assessed by questionnaires filled in by educators and guardians. Higher educators' education level was associated with a higher likelihood of children having a declining salivary cortisol slope. Educators with higher perceived stress were associated with a lower likelihood of children having a declining cortisol slope, but the result was attenuated in the adjusted model. Child-adult ratio was negatively associated with HCC. The results indicate that educators' higher education level and possibly lower stress associate with a favourable cortisol profile in children, suggesting less stress. These factors should receive attention when considering children's stress at childcare. [ABSTRACT FROM AUTHOR]

Early childhood classrooms provide an environment where children have many of their first social experiences, especially with others of diverse backgrounds. Studies of racial and ethnic concept development have primarily been experimental and highly prompted; little is known about racialized learning experiences during typical interactions in early childhood education. This qualitative study examines shared reading of books with racial–ethnic themes in order to further identify how young children and early childhood educators explore and discuss racial and ethnic concepts. Participants included 18 children and 2 caregivers from an early childhood classroom in a university child development laboratory in the United States. Group reading times were video recorded and transcribed during a 3-week period. Results show that participants engaged in discussions surrounding basic components of anti-bias goals (such as phenotypic characteristics, similarities and differences) but stopped short of conversations related to superiority, inferiority, stereotypes or hurtful behaviors. Implications of the study outline the importance of early childhood programs building on children's current knowledge and experiences around race and ethnicity and creating space to build educators' confidence in exploring personal beliefs and biases when incorporating anti-bias principles in early childhood classrooms. [ABSTRACT FROM AUTHOR]

The importance of effective teacher–child interactions in preschool classrooms has been well documented; however, very few studies examined the difference between novice and experienced teachers. The aim of this study was to quantitatively compare the characteristics and patterns of teacher–child interactions during preschool picture book reading activities between novice and experienced teachers. Video observation data were collected from nine novice teachers and nine experienced teachers from a Chinese preschool, and were coded using the Flanders Interaction Analysis System. A total of 7,642 codes of experienced teachers and 6,444 codes of novice teachers were obtained. Aside from some commonalities, results indicated that there were several major differences between novice and experienced teachers. The indirect and positive influence on children, and the rate of positive influence to negative influence of experienced teachers were higher than that of novice teachers; the proportion of teacher talk, positive integration grid, steady-state grid, open question, and indirect response of novice teachers were higher than that of experienced teachers. The findings shed light on how novice and experienced teachers interact with their children, and how professional development supports should be delivered differently to novice and experienced teachers. [ABSTRACT FROM AUTHOR]

For children, friends play an important role in their socio-emotional development and psychological well-being. Friendships may hold additional value for students who come from minoritized backgrounds. This study aimed to examine representations and themes of friendship in diverse Greek classrooms in which Roma and non-Roma elementary-age students interact daily as an attempt to examine how dyadic relationships may help minoritized students better cope and overcome barriers and adversity. For this qualitative survey, Thematic Analysis was used to analyse the answers of a sample of 57 upper elementary students, 25 Roma, and 32 non-Roma counterparts, that came from similar low socioeconomic status backgrounds, had a permanent residence, systematically attended school, and according to their school grades and teacher, information demonstrated low language achievement. Identified themes revealed that students across groups reported similar information. Children highlighted the perceived similarity between their closest friend and themselves in terms of physical and personality characteristics, emphasised their shared lived experiences expanding through space and time while reflecting the stability and richness, and brought forth aspects of high-quality friendships, such as intimacy and support. The significance and implications for researchers and practitioners of this study are presented. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom. [ABSTRACT FROM AUTHOR]

This paper provides an overview of a Critical Race Feminista praxis-oriented methodological framework in development called FilmCrit, and a critical race method expanded into filmic form called Cinematic Critical Race Counterstorytelling. Critical Race Feminisita Praxis informs this work by drawing on a Critical Race Theory in Education framework and Chicana Feminist theories and epistemologies. In discussing two FilmCrit studies, a qualitative documentary study, No Somos Famosos (We Are Not Famous), and my dissertation study, From the Classroom to the Screen: Experiences of Women of Color MFA Film Students, I detail the theoretical, methodological, and analytical development, as well as the scholarly significance, of FilmCrit and (auto)biographical and composite Cinematic Critical Race Counterstorytelling. [ABSTRACT FROM AUTHOR]

This research explores teachers' development of their understandings of teaching for justice and equity on days after critical current events, traumas, and tragedies. In particular, I ask: How, if at all, are teachers prepared to engage in Days After Pedagogy? How do their preparation experiences influence their feelings about utilizing Days After Pedagogy in their classrooms? Grounded in the theory of Days After Pedagogy and grounded in the literature on social justice teacher preparation, this qualitative study of more than 50 social justice oriented pre- and in-service teachers around the U.S. reveals four key findings about teachers' (lack of) preparation to engage in DAP and the implications of this for equitable education in current and future classrooms. [ABSTRACT FROM AUTHOR]

This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – head teachers, teachers, and students – balance competing agendas such as digitalization strategies, popular media narratives, and student autonomy and peer relationship maintenance. There is a tension between orientations to the smartphone as a legitimate resource for socialization and learning in the digitalized classroom, but also as an exception to desired digitalization – a potential threat to the social and disciplinary order of the classroom. Notably, the students display considerable awareness of such tensions, in reflective comments made in interviews and in displayed strategies for managing their smartphones in class. [ABSTRACT FROM AUTHOR]

This essay emerges out of conversations with early career English teachers about their experiences of teaching literature. During those conversations, they reflected on their own literary socialisation, including the reading they did at home and at school, as well as their tertiary education. They then considered what they had learnt as teachers from the way their students engage with literary texts in classroom settings. Their insights into the nature of a literary education provide a counterpoint to the ideological work of standards-based reforms, even though their professional practice has been unavoidably shaped by those reforms. They open up dimensions of a literary education that contemporary curriculum and policy discourses fail to recognise. Above all, they highlight the importance of affirming the primacy of a reader's personal response to a text as a condition for any meaningful conversation to take place in classrooms. [ABSTRACT FROM AUTHOR]

This discussion article examines the potential integration of Generative Artificial Intelligence (Gen-AI), including advanced Large-Language Models like the popular platform ChatGPT into subject English education. Following the significant public and academic attention in response to these technologies through 2023, this paper considers the transformative potential and challenges posed by Gen-AI in educational settings. Central to the discussion is the exploration of how English teachers can leverage Gen-AI to enrich student learning beyond the obvious domain of writing skills. Instead, the article foregrounds the necessity for students' understanding of Gen-AI as an essential component of digital literacy. While acknowledging ethical concerns such as plagiarism, equity, and access, the paper presents an argument for the productive use of Gen-AI in the classroom to augment reading, viewing, and interpretation lessons. Avoiding an evangelical or dystopian view of AI, this discussion piece explores the time-critical and urgent issue of how, when, and why English can engage with the technology. [ABSTRACT FROM AUTHOR]

Measuring opportunities to learn (OTL) is crucial for evaluating education quality and equity, but obtaining accurate and comprehensive OTL data at a large scale remains challenging. We attempt to address this issue by investigating measurement concerns in data collection and sampling. With the primary goal of estimating group‐level OTLs for large populations of classrooms and the secondary goal of estimating classroom‐level OTLs, we propose forming a teacher panel and using an online log‐type survey to collect content and time data on sampled days throughout the school year. We compared various sampling schemes in a simulation study with real daily log data from 66 fourth‐grade math teachers. The findings from this study indicate that sampling 1 day per week or 1 day every other week provided accurate group‐level estimates, while sampling 1 day per week yielded satisfactory classroom‐level estimates. The proposed approach aids in effectively monitoring large‐scale classroom OTL. [ABSTRACT FROM AUTHOR]

This study explores how teachers and students from culturally diverse upper secondary classrooms experienced the potential for enhanced belonging through the use of question cards from New Citizens. The methods include the collection of self-reported reflection logs from teachers, a focus group interview with teachers and individual interviews with students. The findings indicate three main themes: 1) development of communication skills, trust, and safety in student‒student relationships, 2) students' experiences of self-efficacy and self-worth, and 3) recognition of similarities and differences among students. These findings confirm the importance of student‒student relationships in upper secondary schools and show how the recognition of similarities and understanding were enhanced through the use of question cards. An implication of this study is that the further development of such tools could help teachers promote belonging in culturally diverse classrooms. [ABSTRACT FROM AUTHOR]

Let f = X 6 − 3 X 2 − 1 ∈ Q [ X ] and let L f be the splitting field of f over Q . We show by hand that the Galois group Gal (L f / Q) of the Galois extension L f / Q is isomorphic to the alternating group A4. Moreover, we show that the six roots of f correspond to the six edges of a tetrahedron and that the four roots of the polynomial X 4 + 18 X 2 − 72 X + 81 correspond to the four faces of a tetrahedron, which allows us to determine all eight proper intermediate fields of the extension L f / Q . [ABSTRACT FROM AUTHOR]

In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students' learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses. [ABSTRACT FROM AUTHOR]

Background: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non‐Western context, not to mention the potential processes that may mediate these associations. Aims: This study examined the associations of school‐ and classroom‐level characteristics with child adjustment and tested whether these associations were mediated by teacher–child relationship qualities. Sample: Cross‐sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Methods: Using self‐reported questionnaires, teachers rated their school‐level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Results: Multilevel structural equation modelling revealed that the school‐level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school‐level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher–child closeness and conflict, whereas the associations of the school‐level environment and classroom chaos with child behavioural problems were mediated by teacher–child conflict only. Conclusions: Findings indicated how school‐ and classroom‐level characteristics may be uniquely associated with child adjustment and how teacher–child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school‐ and classroom‐level environments and teacher–child relationships in promoting child development. [ABSTRACT FROM AUTHOR]

This reply to Finn Collin's critically sympathetic review of my Back to the University's Future: The Second Coming of Humboldt, addresses some of the tensions involved in realizing "Humboldt 2.0" in today's higher education environment. Its focus is largely on the academic's sense of researcher as being one of learner. In other words, the Humboldtian sees research as the necessary complement to teaching, not something radically distinct from it. [ABSTRACT FROM AUTHOR]

In recent years, much of the emphasis for transformation of introductory STEM courses has focused on "active learning", and while this approach has been shown to produce more equitable outcomes for students, the construct of "active learning" is somewhat ill-defined and is often used as a "catch-all" that can encompass a wide range of pedagogical techniques. Here we present an alternative approach for how to think about the transformation of STEM courses that focuses instead on what students should know and what they can do with that knowledge. This approach, known as three-dimensional learning (3DL), emerged from the National Academy's "A Framework for K-12 Science Education", which describes a vision for science education that centers the role of constructing productive causal accounts for phenomena. Over the past 10 years, we have collected data from introductory biology, chemistry, and physics courses to assess the impact of such a transformation on higher education courses. Here we report on an analysis of video data of class sessions that allows us to characterize these sessions as active, 3D, neither, or both 3D and active. We find that 3D classes are likely to also involve student engagement (i.e. be active), but the reverse is not necessarily true. That is, focusing on transformations involving 3DL also tends to increase student engagement, whereas focusing solely on student engagement might result in courses where students are engaged in activities that do not involve meaningful engagement with core ideas of the discipline. [ABSTRACT FROM AUTHOR]

This study explored four middle-school mathematics teachers' provision of non-examples and instructional explanations in teaching rational numbers to seventh-grade students. The data sources were 8 lesson hours of observations conducted in four different classrooms. Yin's [(2018). Case study research and applications: Design and methods (6th ed.). Sage] cross-case synthesis technique was used to code the four teachers' non-examples. Charalambous et al.'s [(2011). Prospective teachers' learning to provide instructional explanations: How does it look and what might it take? Journal of Mathematics Teacher Education, 14(6), 441–463. https://doi.org/10.1007/s10857-011-9182-z] criteria were used to code their instructional explanations. The findings showed that the four teachers seldom used non-examples of rational numbers in their classrooms and provided low-quality instructional explanations to their students. The implications for improving teachers' provision of non-examples and instructional explanations are discussed. [ABSTRACT FROM AUTHOR]

A Facial Expression Recognition (FER) method based on Conv3D-ConvLSTM-SEnet in an online education environment is proposed to address the issue of low accuracy in current classroom expression recognition (FER) methods. Firstly, ConvLSTM is used to integrate the local feature extraction ability of CNN and the temporal modeling ability of LSTM, and based on this, the rich spatial features of the image are characterized. Then, by introducing Depth Separated Convolution (DSC) to change the number of output channels and separate each channel, the Feature Maps (F-M) are sequentially concatenated to obtain a multi-channel output F-M. Finally, based on ConvLSTM and SEnet modules, a Conv3D ConvLSTM-based FER model was proposed by redistributing the extracted abstract features and basic texture features, achieving high accuracy classroom FER. The proposed classroom FER method and the other five methods were compared and analyzed through simulation experiments using the CK + , FER2013 and JAFFE datasets, respectively. The results indicate that the proposed method achieves the highest accuracy, precision, recall, and F1 score, with improvements of at least 1.85%, 2.41%, 1.18% and 2.05%, respectively, compared to the other five methods on the FER2013 dataset. The proposed method can perform FER on students in online classroom teaching, detect their emotions in real-time, and help teachers make better course teaching adjustments based on this. [ABSTRACT FROM AUTHOR]

This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis focuses on both the students' attempts to make sense of a perceived lack of variation in the collected data and the teacher's and classroom researchers' misinterpretation of the students' difficulties with graph interpretation. We suggest that these educators, though experienced, could have benefited from additional strategies to help them recognise and respond to graph interpretation issues introduced by digital representations of real-world data, and that the students could have benefited from explicit prompts to discuss the limitations of their equipment. We describe several implications for researchers, teachers, and curriculum developers interested in implementing inquiry-based biology investigations using sensor data. We argue that students should be supported to recognise that encountering unexpected results from their investigations and working to understand what these results have to say about the real world is an important and valid part of the practice of real science. [ABSTRACT FROM AUTHOR]

The article proposes new, easy-to-manufacture multivariate tubular Tesla valves that can be used in the educational process at universities and colleges. Detailed instructions for making Tesla valves from available materials using simple tools are provided. The advantages of the proposed Tesla valves over the conventional ones, described in the literature, such as manufacture ease, availability of materials and accessories, mechanical flexibility, and the ability to quickly change the number of links and change the link connection pattern, are indicated. A simple method is proposed for conducting hydrodynamic studies of liquid flow from a vessel through Tesla valves, based on measuring the water level dynamics in the vessel and, in particular, measuring the vessel's complete emptying time. Some simple experiments to demonstrate the diodicity of the valves are carried out. The repeatability and measurement errors are assessed. Parallel and series connections of valve sections are studied. The prospects for Tesla valves' use in various fields of science and technology are considered. The advantages of the proposed valves for laboratory teaching experiments in the classroom are indicated. [ABSTRACT FROM AUTHOR]

Post-colonial Hong Kong is an officially trilingual city with significant numbers of residents speaking English, Cantonese, Mandarin, or some combination of all three. Competency in these languages is promoted through educational policies and practices at all levels of schooling. Using concepts from the Deweyan framework of democracy and education, this article explores relational practices among bilingual co-teachers at a private, international early years programme in Hong Kong that emphasizes democratic philosophies of learning in their efforts to promote trilingualism. Findings point to co-teachers' interest in developing collaborative relationships, and prompting interest in additional language use through promotion of children's interests, along with tensions they experience as they grapple with instruction in multiple languages. Findings point to a need for more nuanced understandings of co-teaching dynamics in post-colonial multilingual learning contexts. [ABSTRACT FROM AUTHOR]

Friendship has been predominantly conceptualised as a highly positive and voluntary relationship. This article contributes to recent sociological challenges to these notions by ethnographically examining how conflicting friendship ideals are negotiated in everyday life. It is based on a year-long study of friendship socialisation and friendship between girls in an Israeli elementary school classroom, from the perspectives of both the girls and their teachers. I argue that the teachers promoted two contradictory friendship ideals: one of 'chosen' friendship between specific students, which recognised the children's agency and preferences; and the other, of 'collective' friendship between all the class group members, directed at engendering social cohesion and preventing loneliness. The article delineates how the girls and teachers negotiated relationships between the students under the framework of both friendship ideals – and in doing so, exposed the tensions and entanglements between the two. Moreover, the girls and teachers' friendship discourses and practices shed light on the hefty social demands placed on children's friendship ties in school, and how friendship can incorporate both collective and individual meanings. [ABSTRACT FROM AUTHOR]

The vision behind the Next Generation Science Standards (NGSS) is that all students engage in explaining phenomena and designing solutions with three-dimensional learning. Authentic sensemaking involves opportunities for learners to share, analyze, and critique ideas in collaborative groups. However, it can be challenging to structure classroom discourse so that all students actively participate. This article outlines the success of two teachers using Group Learning Routines (GLR), or peer-to-peer discussion protocols, to support diverse learners. The routines are embedded in the New Visions for Public Schools Biology Curriculum which is open source and storyline-based. The unit described here engages students in an exploration of the mismatch between how our bodies and our environments function. Embedded routines structure student talk throughout a learning sequence culminating in class consensus discussion, in which students collaboratively decide on a class-wide explanation of the phenomenon. Resources, such as rubrics, descriptions of the routines, and example student work are provided to support classroom implementation. [ABSTRACT FROM AUTHOR]

An extensive number of corrective feedback (CF) studies have examined learners' errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners' uptake of CF and their second language development. However, learners' errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly more often for their non-formulaic errors. Learners' non-formulaic and formulaic errors were treated significantly more frequently through recasts and elicitations, respectively. Uptake and successful uptake rate was significantly higher when CF was provided for learners' formulaic errors than non-formulaic ones, which could be explained by relatively greater saliency, significance, and noticeability of FSs. The findings of log-linear analyses indicated that uptake and successful uptake rate varied depending on formulaic vs. non-formulaic foci of errors and CF types. [ABSTRACT FROM AUTHOR]

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants (n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences characterized 8- and 10-year-old children's views and how their foreign language classroom anxiety (FLCA) changed over time. Semi-structured interviews were conducted with each child in one-on-one settings and the answers were analysed by thematic analysis. The emerging themes revealed three main categories of situations that made children anxious. The first one concerned being afraid of making mistakes. The second category comprised social situations in which children were asked to speak in English in front of their peers and they were anxious that other children would criticize them or laugh at them. The third category comprised situations in which children felt insecure, for example, they did not understand their teacher's talk in the target language, did not know the meaning of words they were supposed to learn, did not understand the task at hand, or they had to do tasks they thought were beyond their abilities. Children who experienced a decrease of FLCA after one year of instruction indicated that appropriate support from the teacher had reduced FLCA in some of these situations. Pedagogical implications of the different causes of anxiety are discussed. [ABSTRACT FROM AUTHOR]

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement. [ABSTRACT FROM AUTHOR]

Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research‐based reading‐to‐writing practices to enliven instruction with more integrated opportunities. The three featured goals are maximize reading–writing connections, increase student collaborative writing, and promote a classroom writing community. To achieve these goals, the authors highlight flexible, evidenced‐based writing activities to encourage genre diversity, goal‐setting, peer feedback, and cross‐curricular reading tasks. The collection of recommended practices has the potential to engage students and improve both reading and writing achievement. [ABSTRACT FROM AUTHOR]

A teacher educator shares how a school community engaged family in parent–child interactive reading experiences around big ideas found in diverse literature to deepen inclusion beyond the classroom. [ABSTRACT FROM AUTHOR]

As more challenges occur to erase LGBTQ identities in the classroom, it is essential for educators to learn ways to become more inclusive. Using children's literature is a powerful way to include and center all identities. In this article, we share the journey and work of 1 s‐grade teacher on a path to become more LGBTQ‐inclusive with read‐alouds. [ABSTRACT FROM AUTHOR]

Since many bilingual students do not have access to bilingual education, this article illustrates how to collaborate with families and create instructional innovations to support biliteracy for all young bilinguals. The authors implemented a Biliteracy Jumpstart for 6 weeks at the beginning of school year culminating in Family Biliteracy Day with one linguistically diverse Pre‐K classroom. [ABSTRACT FROM AUTHOR]

Black girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities. [ABSTRACT FROM AUTHOR]

The recent development of ChatGPT, an artificial intelligence application that mimics human language, has many educators questioning its place in the classroom. This article provides suggestions for instructional uses of ChatGPT in the literacy classroom so that teachers can empower students to use this tool safely and effectively for learning. [ABSTRACT FROM AUTHOR]

In this article, we investigate the modes of production and circulation of meaning in the educative practices developed in classroom contexts at the secondary level, in a school in the Autonomous City of Buenos Aires. From the approach of critical sociolinguistics (Codó et al., 2012; Niño Murcia et al., 2020), that articulates the perspectives of ethnographic sociolinguistics and critical discourse analysis, we analyze the interactions developed in a 3rd year Language and Literature course, focusing especially on the teacher's interventions, with the aim of investigating to what extent her participation opens the space for the production and circulation of meanings that question the established order or, on the contrary, restricts it. In this way, we are interested in determining which pedagogical models underlie these educational practices by characterizing the pedagogical discourse that circulates in the classroom. [ABSTRACT FROM AUTHOR]

Teachers set the tone for their classrooms, but what teacher beliefs shape students' sense of belonging? We investigate how teachers' mindsets—or their beliefs about learning and school—relate to adolescents' individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle school students (ages 11–13; 50% female; 49% low income; 40% White, 30% Latinx, 13% Black, 9% Asian) and their teachers responded to surveys on educational mindsets. We find teachers' growth mindset and confidence in teaching positively relate to students' math class belonging—explaining between 30 and 40% of belonging among classes. Our data suggest a teacher's own sense of school belonging is unrelated to the belonging students feel in class, suggesting teachers' broad feelings of belonging may not influence students' specific classroom feelings of belonging as anticipated. These findings reinforce the notion that what teachers think and believe influence how students feel when in class. [ABSTRACT FROM AUTHOR]

Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students' challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes. However, teachers may (intentionally or unintentionally) select punishment-based interventions as a quick option to reduce challenging behaviors. Because of the undesirable effects sometimes observed with punishment-based interventions, it is critical that teachers only choose them when warranted and subsequently implement them ethically. This article provides teachers with 11 questions to consider when selecting an effective, efficient, and least-restrictive behavior change intervention. [ABSTRACT FROM AUTHOR]

During their kindergarten placements, teacher candidates are learning to teach with young children who may be experiencing linguistic and racial hierarchies in a formal institutional setting for the first time. The purpose of this research is to understand how teacher candidates make sense of the socially constructed boundaries of language and race in their practicum placements in kindergarten classrooms. In our critically informed inquiry, we draw on translanguaging and LangCrit to understand the process of language teaching and learning in kindergarten classrooms. The three teacher candidates in this article, Yu, Fie, and Charlotte, took a required course on supporting multilingual students in the mainstream classroom as part of their requirement to become Primary/Junior (K–6) teachers and were interviewed on their experiences with multilingual children during their practicums. Four major themes were found in the data: language hierarchies during practicums, subverting language hierarchies, translanguaging with families, and racialized experiences of speaking Mandarin. Much more than other grade-level placements, kindergarten placements were spaces where the candidates witnessed communication break down, with families and children refusing to speak English. [ABSTRACT FROM AUTHOR]

This mixed-method study, employing inquiry-based science teaching theory, delves into the interaction of English Medium Instruction (EMI) and scientific inquiry by investigating science teachers' understanding and perceptions of conducting inquiry-based science activities in EMI classrooms. Drawing on a questionnaire of 166 EMI science teachers and in-depth individual interviews with five of them, the findings suggest that these EMI science teachers encountered similar challenges to other science teachers teaching science in their first languages through an inquiry-based approach. They were found to hold a -scientific -method-oriented understanding of inquiry-based science teaching and a conflict between Chinese learning culture and -inquiry-based science learning culture. Furthermore, the findings indicate that EMI science teachers faced additional challenges in inquiry-based science classrooms in the EMI context, including (a) the tension between passive English learning and the mutual learning of scientific inquiry and English, and (b) the contradictory stance between -inquiry-based science teaching and EMI policy. This study has implications for policymakers in terms of the teaching and provision of -inquiry-based science in the EMI classroom. [ABSTRACT FROM AUTHOR]

It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers' uptake of plurilingual pedagogy. We draw on data collected from a design-based qualitative study that investigated the implementation of plurilingual pedagogy in primary classrooms in Australia. In this study, teachers engaged in professional learning on plurilingual strategies alongside digital multimodal composing. The study identified a number of affordances of digital multimodal composing that were particularly beneficial for inclusion of students' varying knowledge of language. They included (1) an aural mode of meaning-making, (2) a playful composing process and (3) a flexible interplay of languages and modes in digital texts. The article concludes by discussing approaches to the use of digital multimodal composing for plurilingual strategies in linguistically diverse settings. [ABSTRACT FROM AUTHOR]

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be -created for activating students' prior learnt subject knowledge for -supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context. [ABSTRACT FROM AUTHOR]

3-D classroom seating information is of great significance in a host of planning contexts including indoor navigation and facility management. Mapping classroom 3-D seats based on a single-view LiDAR scan is challenging because of occlusions and viewpoint limitations. In essence, one is left with incomplete point clouds, making object recognition difficult. The aim of this paper is to acquire complete point clouds for objects in a room based on a single-view LiDAR scan, focusing in particular on chairs in indoor spaces such as classrooms, lecture halls, theaters, concert venues, and sports arenas. A spatial optimization enabled framework is proposed for 3-D classroom seat mapping from a single-view LiDAR scan. A two-step clustering method is proposed to segment each individual chair object in the LiDAR scan. A chair model is extracted and used to complete other chair point clouds via registration. Notably, a parameter estimation method is devised based on spatial priors and integrated in an iterative closest point optimization approach to refine registration. Applications to multiple classroom scans demonstrate the effectiveness and accuracy of the proposed methodology. The developed segmentation-registration framework harnesses spatial knowledge to complete a single-view LiDAR scan with many identical objects. The resultant object point cloud is critical for navigation, route guidance, facility management, pandemic response and planning, indoor mapping and venue utilization, among others, which require precise and complete spatial information. Identified 3-D chairs extracted from LiDAR scans provide essential information for stakeholders seating configuration, property management, and indoor navigation. A new and challenging problem of completing partial objects from a single-view LiDAR scan is formulated. The developed framework provides a fast and high-precision solution to process single-view LiDAR scans for extracting and restoring incomplete objects by combining spatial knowledge, machine learning, and spatial optimization. Empirical results demonstrate the capability to acquire complete chair point clouds from multiple classroom scans to support planning and policy efforts in mitigating disease spread. [ABSTRACT FROM AUTHOR]

Fieldwork is an important part of geography education in many countries. However, little fieldwork-related activities are being observed in Indonesia, specifically at the senior secondary level. In an effort to address this issue, investigators have developed a fieldwork-based blended learning model to be used in the country. This study involved 187 students from three high schools who followed the developed learning model. To measure the effectiveness of the developed model, a correlational analysis that examined the effect of location and session allocation on the test scores of students was used. Questionnaires were distributed to gain insight into the responses of students toward the learning system and qualitative methods were used to capture the learning experiences of these students while using the model. The obtained results show that the grades of the students were significantly affected by location rather than study sessions. Furthermore, students responded positively to the fieldwork-based blended learning model, although traditional classroom learning remained the most preferred option. Interestingly, it was found that students in Indonesia preferred to study with large groups of classmates over smaller groups. These findings confirmed the hypothesis that cultural and religious factors, specifically the concepts of "gotong royong" and "jama'ah" in Islam, respectively, influenced the perceptions of students and group preferences when studying. [ABSTRACT FROM AUTHOR]

We explore how international assessments help uplift healthcare standards, support trainee development and promote collaboration. [ABSTRACT FROM AUTHOR]