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Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more meaningful and substantial. However, limited resources are available, especially the ones that could help the teacher evaluate vivid steps dynamically. This study fulfills the need for a coursebook, especially ELT, evaluation method by following the research and development design proposed initially by Dick and Carey that many experts have simplified. The design was constructed from a sequence of steps, namely ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thirty participants conducted an evaluation phase based on the product trial evaluadesign, followed by a Focus Group Discussion (FGD). The data were gathered using a questionnaire and the interview guidelines. The instruments were developed based on the ideal coursebook criteria. They are shaped in quantitative and qualitative forms and analyzed using Creswell's data analysis technique. Thus, a set of evaluation methods was designed: SQRAR (Survey, Question, Read, Analyse, and Recommend). The design benefits the teachers by allowing them to evaluate the coursebook systematically and effectively. Survey results demonstrate strong consensus among English teachers, advocating for urgent development of such evaluation models. Implementation of the SQRAR model involves detailed stages emphasizing thorough evaluation and constructive feedback, with micro and macro evaluation options discussed. The model ensures comprehensive evaluation, consistency, and alignment with learning objectives and provides clear recommendations for coursebook improvement.

Examination of the personal characteristics (i.e., gender, participation styles) of participants and the technical infrastructure (i.e., device type, internet connection type) of Instructional Discussion Forums (IDFs) can provide functional clues for mitigating social anxiety in these settings. In this context, this research investigated variances in learners' participation styles and social anxiety in IDFs in terms of gender and ICT availability. In addition, it explored the predictive relationships between participation styles and social anxiety. A sample of 272 freshman undergraduate students discussed various topics related to Internet ethics for three weeks through an IDF. The results indicated that participation styles differed by gender and ICT availability in several respects. First, handheld devices and cellular internet connections exerted a medium-size effect on social anxiety. Further, "to get information" and "to fulfill requirement" purposes in the "Why" dimension of participation styles had a small predictive relationship with social anxiety, as did "analytical" and "practical" participation approaches in the "How" dimension. Of these, only the "to get information" purpose negatively predicted social anxiety. Overall, participation styles accounted for 19.1% of the variance in social anxiety. Based on the findings, future directions and practical implications are suggested for both researchers and practitioners.

This study examined the mathematical learning opportunities provided to emergent bilinguals (EBs) through their participation in whole class discussions in an elementary classroom. Positioning theory (Harré & van Langenhove, 1999) was used to examine a third-grade monolingual teacher's positioning acts and related storylines across two years. An examination of the data revealed the teacher utilized three prevalent positioning acts with EBs (i.e., inviting EBs to share mathematical thinking, valuing EBs' mathematical contributions, and inviting peers to consider EBs' mathematical contributions) that provided multiple and varied opportunities to participate in whole class mathematical discussions while circulating two storylines: EBs are mathematically competent and EBs can explain their mathematical reasoning to others. Findings suggest that positioning acts can be used in similar ways by other teachers across contexts to strive for equitable mathematics education.

This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work.

The main objective of this study is to revise and validate the assessment of self-presentation skills of middle school students. The assessment is based on existing self-assessment scales and adaptively modified for a more accurate assessment of middle school students' self-presentation skills. Considering the characteristics of middle school students and teachers' assessment, we have reconstructed and adjusted the dimensions of the original assessment. This paper includes background research, scale design and innovation, scale testing, and scale reliability and multiple validity verification. In order to further verify the effectiveness and reliability of the tool, this study added the application of content validity and factor analysis on the basis of previous studies. The results of this study are intended to compensate for the limitations of current teacher assessment for middle school students' self-presentation. At the same time, this study also provides a basis for the development of middle school students' self-presentation skills integrated training programs.

This study uses self-determination theory to examine the effect of gamification on the students' behavioral, emotional, and cognitive engagement in online discussion forums by providing more instructor badges than automatic badges and using a quasi-experimental one-group pretest-posttest design. Behavioral engagement was measured using the number of posts and replies; emotional engagement was measured using perceived relatedness; and cogitative engagement was measured by the quality of the post/reply's content. Sixty participants used the developed online discussion website and held two 3-day discussion sessions (non-gamified and gamified) with different topics. The data were collected using user logs (number of posts and replies), questionnaire responses (perceived relatedness), and assessment rubrics (scores on the post/reply content), analyzed using the one-way repeated measures analysis of variance. The results revealed that gamification affected emotional engagement, which was influenced by the "like" feature, which made it easier for participants to appreciate others' activities. However, this feature also decreased the number of replies (behavioral engagement) because the students perceived "liking" as an easier way to appreciate other posts/replies instead of writing a reply. The number of posts also decreased since participants' motivation in the second session tended to focus on the quality of the content caused by the badge list page, which guides the expected best content from the participant. This study can provide guidance to universities in implementing gamification in LMS.

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

With a purpose of enhancing the current literature surrounding breakout room use, and focusing on teachers' experiences, this study assessed the viability of using breakout rooms in online classes. It employed a mixed methods research design to shed light on the use of breakout rooms during and after the COVID pandemic. From a survey of 113 teachers, employed in a Bilingual Chinese school, it was clear that respondents felt they needed further training to maximize the effectiveness of their use of this function (96%). They were of the opinion that groupwork is one of the most effective ways of increasing student participation and speaking time. This opinion was seconded both by the school's educational technologist, who was interviewed in detail and asked to reflect on the survey, and the literature more generally. Beyond this, there was a significant correlation between the opinions of Primary and Secondary teachers, while discursive responses also supported this data. At both levels, breakout rooms were generally used for group presentations, group and pair discussions, differentiated learning and group research.

Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale.

This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students' log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for constructive conversations and the development of generic skills. Students also acknowledge ChatGPT's positive influence on critical thinking and knowledge exploration. In summary, integrating ChatGPT not only enhances participation and engagement but also fosters a sense of community, promotes online interaction, and cultivates essential skills. This study concluded by discussing issues associated with using ChatGPT for online discussions and highlighting implications for its appropriate integration into online discussion boards.

Educators, including English Language Teaching practitioners, acknowledge the influence of collaborative learning on students' learning experiences, as demonstrated by numerous studies conducted in diverse contexts. This research, however, keeping instructional innovation, students' collaborative engagement, language learning and classroom dynamics especially in the context of an Arab university where such studies are limited, examines the effect of a collaborative learning intervention program on EFL students' English learning and social interactions in terms of teamwork, peer learning, and social intelligence. To achieve the study objective, the quasi-experimental design with two groups (experimental and control) was employed. The study was applied to a sample of prep-year university students who were randomly divided into two groups: control and experimental. While the experimental group studied English using collaborative learning skills, the control group studied following traditional ways of teaching. Both groups were assessed using a pre-and post-test (performance test) and an assessment card (social learning). In addition, teachers were interviewed about their views on how collaborative learning can strengthen EFL students' social learning success. The result revealed statistically significant differences between the scores of the control and experimental groups in favor of the later, indicating that the intervention program highly helped students improve their English learning skills and enrich their social interaction. Finally, the interview analysis highlighted the ways to enhance EFL students' language learning and social interaction through group projects, discussion groups and debates, role-playing and simulations, diverse collaborative learning practices, and effective teacher facilitation. The findings imply that collaborative learning could be a potential treatment to help EFL learners enrich their social learning experience and success. Further research on collaborative learning's extended impacts, teacher readiness, diverse assessment methods, and gender disparities are recommended to address the limitations of the current study.

In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers' experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers' experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

Children often prefer nonfiction to fiction books but historically, teachers have neglected nonfiction books during reads alouds. The present study examined how young readers collectively make meaning of nonfiction picturebooks with the help of the teacher and their peers during a whole group interactive read-aloud in one kindergarten classroom. Using Bakhtin's dialogism and Rosenblatt's reader response theory, this study captured videos of nonfiction read-alouds, interviews, and formal observations to examine how children make sense of nonfiction picturebooks during whole group read-alouds. This study exposes the social nature of learning. Findings indicate that readers of nonfiction consider the responses of those around them in their takeaways, that making sense of nonfiction is a continual and discursive process, and that children used nonfiction books as a way to connect with one another. Implications for conducting nonfiction read-alouds with young children are discussed. This research exposes the power and potential for interactive read-alouds using nonfiction picturebooks with kindergarteners.

Laboratory practicals in life science subjects are traditionally assessed by written reports that reflect disciplinary norms for documenting experimental activities. However, the exclusive application of this assessment has the potential to engage only a narrow range of competencies. In this study, we explored how multiple modes of laboratory assessment might affect student perceptions of learned skills in a life science module. We hypothesized that while a mixture of assessments may not impact student summative performance, it might positively influence student perceptions of different skills that varied assessments allowed them to practice. This was informed by universal design for learning and teaching for understanding frameworks. In our study, in a third-year Bioscience program, written reports were complemented with group presentations and online quizzes via Moodle. Anonymous surveys evaluated whether this expanded portfolio of assessments promoted awareness of, and engagement with, a broader range of practical competencies. Aspects that influenced student preferences in assessment mode included time limitations, time investment, ability to practice new skills, links with lecture material, and experience of assessment anxiety. In particular, presentations were highlighted as promoting collaboration and communication and the quiz as an effective means of diversifying assessment schedules. A key takeaway from students was that while reports were important, an overreliance on them was detrimental. This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.

Teaching physiology can be challenging as students are initially required to understand basic and abstract concepts. Thus students typically view physiology as a "difficult" subject and place an emphasis on rote learning and memorization. Here, we attempted to address this knowledge gap by introducing a pedagogical intervention into the neurophysiology lesson plan of first-year medical and health physiology students at the University of La Reunion. This intervention aimed to better link abstract concepts (e.g., saltatory conduction) and a pathological disorder (multiple sclerosis), together with a discussion of a specific therapeutic intervention (fampridine). Students were required to complete readings (focused on neurophysiology aspects) and two online quizzes before two scheduled in-person lectures. They could also pose questions on a dedicated online forum. Thereafter, the in-person lectures discussed questions posted on the online forum, provided feedback on poorly answered questions (from the online quizzes), and dealt with questions posed by students attending classes. Student feedback regarding the pedagogic intervention was assessed by an anonymous online survey. This survey revealed that the pedagogical intervention was positively received. For example, 94% of respondents agreed the course was well developed, while 80% indicated that the pedagogical intervention was beneficial in terms of their understanding of basic and abstract neurophysiology concepts. Together, this pedagogical intervention was enthusiastically received by the students who better understood how basic nerve physiology concepts fit into the broader context and that such an understanding can result in the development and the roll-out of unique therapeutic interventions for multiple sclerosis.

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students' discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students' ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children's DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students' interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children's ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.

Conversation circles in kindergartens can foster discursive abilities such as argumentation. This paper analyzes argumentation in conversation circles in a kindergarten with respect to the function of narrative argumentation. We focus on second stories as a specific narrative form that is characterized by relating in content and form to a before told narrative thereby displaying similarity and alignment. In this paper, we will analyze videographed conversation circles in a kindergarten. Our methodological approach is interactional and qualitative, informed by conversation analysis and narrative analysis. We will argue that preschool children use second stories for argumentative purposes in cooperative argumentative exchanges and through them produce interactional alignment.

It is essential for modern medical students to continuously enhance their clinical thinking abilities. This study aims to evaluate the efficacy of the combined World Café discussion and case-based learning (CBL) approach within the clinical thinking training course. The clinical thinking training course incorporated the combined World Café discussion and CBL approach. The assessment of the accuracy and rationality of clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use was conducted through case-related queries. Feedback from students and instructors regarding the teaching content, teaching process, and teaching effect was gathered through questionnaires. The findings indicate that the students achieved high marks in all assessed areas, including clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use. The feedback from students and instructors on the teaching content, teaching process, and teaching effect was positive. Medical educators can use our findings to implement the combined World Café discussion and CBL mode to enhance student engagement.

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

This article describes the Boston Teacher Leadership Certificate program created to expand teachers' capacity for teacher leadership roles. The professional learning was designed to strengthen teachers' leadership skills while also paying attention to whether and under what conditions they were more successful in their roles. To monitor the program's impact, the Boston Teacher Leadership Certificate program used four data routines: comparing pre-and post-course surveys, analyzing exit slips, reviewing online discussions, and looking together at student work. These routines supported collaborative inquiry, shared ownership for the quality of the work, and learning at all levels. At the end of the professional learning, 95% of course participants indicated that the course would improve their ability to have a positive impact on others' teaching practice, and 91% felt that the course would have a positive impact on their own teaching practice.

This study analyzes the effectiveness of two low-cost and easy-to-implement activities (a brief talk and a case discussion) in engendering interest and awareness toward climate action in a typical Principles of Marketing course. Our findings indicate that, consistent with existing research, women are more likely to be concerned about climate change and more willing to contribute to its mitigation. We found that the talk alone had limited effects, only increasing the likelihood of students reporting the importance of climate change education in their business degree and marketing classes. However, the combined approach of talk and case discussion had a more far-reaching impact, as students reported, for example, a higher willingness to donate, volunteer, and change behavior. These results suggest that even a limited and easily applied intervention can have positive effects on the achievement of Sustainable Development Goal (SDG) 13.

Productive talk is structured talk designed to support students in developing a deep understanding of the content (Michaels et al., 2008): a characteristic of high-quality mathematics instruction (National Council of Teachers of Mathematics, 2014). Students who engage in talk during mathematics class have opportunities to make sense of the mathematics, reason, share their thinking, and hear the mathematical ideas of others (Carpenter et al., 2003). A launch-explore-discuss (LED) lesson structure is one way that teachers can plan for and facilitate productive talk across a mathematics lesson (Stein et al., 2008). This article shares how a mentor teacher, Ms. Harrington, and her mentee, Ms. Gallo, engaged their fifth-grade students in productive talk to develop their students' understanding of volume.

While research has indicated that college students may benefit from collaboratively reading academic texts, little is known about how they co-construct comprehension through text-based discussions. This case study focused on two groups of undergraduate students with different degrees of participation in discussions -- one active group and one silent group -- in a course on English for academic purposes (EAP) at a Chinese university. Drawing upon classroom observation and semi-structured interviews, the study investigated the spontaneous use of reading strategies in 10 post-reading group discussions and probed into the key processes for comprehension building shared by the two groups. The findings suggest that the students utilized a series of reading strategies and drew on the ideational and linguistic resources shared within the group to build comprehension. Three key processes for comprehension co-construction were found: (1) paraphrasing to contribute personal understanding, (2) elaborating to clarify meanings, and (3) summarizing to build consensus. Pedagogical implications concerning the instruction and task design for collaborative academic reading are discussed.

To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students' awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students' accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time - which is particularly challenging for HEIs - are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.

What is the obligation of schools in fostering compassion for others and a commitment to the greater good? In a year-long qualitative study, this research explores how one Northeastern private schooling environment aimed to cultivate social responsibility in adolescents through an egalitarian, discussion-oriented pedagogy. Guided by Westheimer and Kahne's three-tiered conceptualization of citizenship, we explore what can be learned from one school's emphasis on student-led discussions and how this approach influenced students' commitments to others. We ultimately argue that students developed a profound sense of obligation to "one another" (e.g. to other youth of privilege), but fell short of extending this commitment to others beyond their elite institution. These findings raise questions about the role of privileged schooling environments in fostering beyond-the-self, justice-oriented citizens for the benefit of our democracy and questions, too, about the pedagogies leveraged to achieve such goals.

This descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head-mounted noise-cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA-student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools.

In teaching bi/multilingual students, translanguaging underscores "what students know and can do (speak two languages) instead of what they do not know (English)" (Phakeng & Moschkovich, 2013, p. 125). Employing translanguaging strategies in the mathematics classroom can create an inclusive learning environment that values students' linguistic and cultural diversity and promotes active engagement in collaborative sense making (Martinez & Yeong, 2023). This article presents Ms. Ravza (all names are pseudonyms), a multilingual secondary mathematics teacher, and her Turkish American students to exemplify how students' language switching prompted unit switching, transforming small-group and whole-group discussions while tackling an open-ended mathematics problem. Ms. Ravza's approach offers a practical example of facilitating reflective class discussions with multilingual students by allowing them to use their primary language and experience in problem solving and positioning them as their solutions' experts.

This work considers group discussion data, as recorded in video conferencing settings, and demonstrates the ability to use readily available computational tools to glean important information characterizing the dynamics of the group discussion. In particular, our toolbox reveals a number of important characteristics of a discussion, including who is speaking when and each participant's relative sentiment throughout the discussion. We also identify the moments of the discussion where specific events occur, such as reading or quoting from source material or when questions are being asked, etc. Finally, we conduct a topic analysis to characterize the amount of time spent on various themes in the discussion. We then demonstrate that these tools are reasonably accurate at locating the desired content and can, in fact, provide a unique window to into the dynamics of group discussions.

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.

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)-augmented meta-discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency-related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency.

Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7-10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children's participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children's participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children's reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.

Academic institutions need to enhance online and virtual learning strategies to ensure student engagement, satisfaction, and feedback in online classrooms. Providing online education has become the need of the hour because it enhances learning without regard for distance or the need to travel to school. The present study conducted a qualitative research design to explore students' online engagement in Blackboard's discussion forums. The study aimed to investigate students' perceived benefits of discussion forums and their views on improving their engagements in the discussion boards. In the current study 17 students at a federal university in the United Arab Emirates (UAE) reflected on their engagement in a discussion forum using SWOT analysis. The thematic data analysis technique was used for the data analysis. This study revealed that students perceived the benefit of discussion forums in a number of areas, including by sharing their experiences, reflecting on other students' opinions and giving feedback, and improving students' satisfaction with the course. However, the results indicated that a more technological system could enhance students' engagement in discussion forums by improving the elearning infrastructures and students' needs.

This study investigated: (a) how the task relevance of postings differed between anonymous versus identified online discussions in elementary school, and (b) how game-like conversations with story characters impacted the task relevance of postings. A total of 342 fourth graders in Slovenia participated in the study. During one and a half-hour, synchronous online sessions, students read short web-based eBooks with small group online discussions and game-like conservations with characters. We employed a mixed-method approach, combining both qualitative and quantitative research data. All discussion postings were qualitatively coded in terms of discussion relevance, and other functionalities. The frequencies of the qualitative codes were computed statistically. The results revealed that students in name-identified group discussions were significantly more on-task than those in anonymous discussions. Furthermore, students who engaged in game-like interactions with story characters were also significantly more on task than those who did not. The effective design of small-group synchronous online discussions within an interactive eBook has great potential in promoting engagement in reading, and making reading more social, in times of pandemic-caused remote education, or at any time.

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observation. The data was examined using descriptive (mean and standard deviation) and inferential statistics (one-way ANOVA, one-way MANOVA, and Pearson product moment correlation). According to the findings, technology-integrated formative assessment processes outperformed traditional techniques and formative assessment strategies alone in enhancing students' conceptual and practical understanding of chemical equilibrium. Similarly, when technology-integrated formative assessment processes are used, classroom observations show that students have a strong motivation to learn and that the instructor is more skilled than the other two teachers. Technology-integrated formative assessment processes were shown to be more effective than the other two groups in promoting students' conceptual and procedural understanding when learning chemical equilibrium.

Teacher feedback is the key to online collaborative discussion. To investigate the effects of different forms of teacher feedback intervention on learners' cognitive and emotional interactions in online collaborative discussion, this study collected collaborative discussion text data of online collaborative learners. Based on the framework of Community of Inquiry theory, naive Bayes algorithm for automatic coding of collaborative discussion text data was adopted. A bivariate (with or without emotion/guidance) experiment was designed based on teacher feedback. The participants of this study were college students (N = 109, average age = 20) of normal major participating in Teaching System Design. They were randomly divided into four experimental groups. In each experimental group, 4-5 people work in a group for collaborative learning. This study adopts quasi experimental research method, and the experiment period is 10 class hours. Reliability analysis, automatic text coding and ANOVA of cognitive-affective variables were used to conduct process mining for the collaborative discussion of four groups of learners by using heuristic mining algorithms. It found that different forms of teacher feedback have different effects on learners' cognitive emotion. Teachers' emotional feedback promotes learners' emotional interaction and cognitive interaction, whiccoch is easier to promote learners' cognitive interaction. Different forms of teacher feedback promote four types of cognitive emotion interaction process. This suggests that the multi-branch type of voice prompt feedback group has the best effect on learners' cognitive and emotional impact.

Previous research has highlighted the importance of social relationships in mathematical group work while working on modelling activities. This study analyses the interaction of sixth-grade students in Primary Education (11 to 12 years old) carrying out a modelling task in groups with a Fermi problem used as the modelling activity. The focus of the study was to explore how students develop a mathematical model to solve a Fermi problem in groups. The data collected mainly came from the group discussions, although the students' productions were also considered. The results show that a variety of factors can influence group work and that model development is based on one student introducing an initial model and then, through social interaction with the other group members, the model is improved to develop a solid strategy that may be useful for solving the problem at hand.

In January 2021 the author read "Hey, Kiddo" by Jarrett Krosoczka. The author connected on so many levels with this graphic novel memoir, and knew that it would speak to their students, as well. Krosoczka not only wrote "Hey, Kiddo," but he illustrated it, as well. The author states they knew the healing impact a book could have when a reader connected with characters, events, or themes. The author's high school houses the district's arts magnet school, and since the Inspire Grant proposal had an art focus, they reached out to the director of the magnet program. The author shared their ideas for working with the magnet classes to connect with students to participate in what would eventually become a multilayered event. The program was voluntary, and they ended up with approximately eighty students choosing to participate. The premise behind the grant was for students to know they weren't alone and to provide them with outlets for healing. The graphic novel format removed a literacy barrier and made the book accessible to students at many reading levels throughout the school. Once the books were delivered to students, small-group sessions with counselors were scheduled to take place two weeks out, allowing students time to read the book. Copies of the book were supplied to the school counselors, as well. The goal of the small groups was to provide students a safe place to discuss the emotional story and to process feelings and personal connections that arose from their reading. The grant also included a school visit with goats. Students of all grade levels, social groups, and ability levels sat side by side with staff to pet and groom the different animals. According to the author, they were one community healing together.

The fusion of education with the digital world is still a developing and crucial phenomenon, especially in light of the growth of metaverse applications and the lingering effects of pandemic-induced educational changes. Learning about the efficacy of platforms like Gather.town becomes increasingly important in this situation. This study explores the changing educational environment, focusing on the widely used technique of small group discussions. Our main goal is to compare the effects of such group discussions in real classrooms against the online setting made possible by websites like Gather.town, especially regarding academic performance. We assessed two separate groups of students using a highly controlled experimental method. One group engaged in traditional, face-to-face small group discussions, while the other participated in discussions within the virtual realm of Gather.town. Our research produced notable results, showing a significant difference in academic achievement between the two modes of interaction. Unexpectedly, the online environment displayed higher standards of academic success. These findings highlight the potential effectiveness of digital platforms in educational initiatives. While conventional, face-to-face dialogues still have significance, incorporating digital technologies could result in equal or better educational outcomes. In essence, this research offers insightful viewpoints to the continuing discussion concerning hybridized learning strategies in the modern educational environment. By highlighting the part played by digital platforms in influencing pedagogical practices, it highlights the potential for such approaches to benefit the future of education.

Feedback plays a pivotal role in the development of foreign language writing skills, and within the scope of the new paradigm of feedback, the active role of learners in feedback processes has been acknowledged with the conceptualization of student feedback literacy (SFL). This paper reports on a qualitative inquiry into the SFL profiles of a group of Turkish undergraduate students in an English writing classroom and the effects of a four-week online peer feedback activity on the students' perceived SFL features. The study utilized multiple data sources consisting of pre- and post-task surveys, which were filled by the whole subject group; the feedback comments and interactional moves of four focal students on Peergrade, a digital platform enabling peer feedback; the essay drafts of these focal students and the drafts reviewed by them; and lastly the researcher's notes from a discussion session with the students during the activity. The results revealed that each focal student distinctly demonstrated discrete SFL features at varying levels. The findings also showed that the peer feedback activity did not produce considerable improvement in the students' feedback literacy in L2 writing, yet changes were detected in student reports with respect to the perceived SFL features of making judgments, managing affect and taking action. The study extends our limited knowledge of SFL profiles of L2 writing learners in a Turkish context and informs the ongoing discussion on the efficacy of peer feedback in SFL development.

The outbreak of the pandemic caught educators unprepared for non-traditional ways of learning and teaching. Since remote teaching aggravated already existing challenges of the classroom, teachers and teacher educators began looking for alternative professional development (PD) arrangements that could address teaching-related needs. Peer coaching is a collaborative, non-hierarchical PD model that involves two or more colleagues reflecting on instructional practices, resolving classroom issues, and learning together new teaching techniques. The purpose of this phenomenological study was to investigate how online peer coaching could support the professional development of teacher educators by exploring their lived experiences under the pandemic conditions. Data were collected through reflective reports and semi-structured interviews. Following the five-step HILDA model for peer coaching, the participants held online discussions to get to know each other, identified strong and weak instructional strategies through observations, looked together at the possibilities to overcome barriers to remote teaching, decided on the actions for improvement and analysed the impact of their actions on learners. Data analysis revealed that the participants' perceptions of online peer coaching for PD included improved instructional practice, self-reflection, and a greater sense of well-being as a result of peer support. Reported difficulties were providing effective feedback to a colleague and a lack of different types of communication with learners. Finally, the participants offered suggestions for future improvements to the online peer coaching procedure.

Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support. However, the evidence relating to teacher-student interaction has never been compelling, and one of the few studies to investigate the issue directly detected no relation whatsoever between reasoned dialogue and learning outcomes. The present paper outlines additional data from that study, together with evidence from elsewhere, with a view to interpreting the results relating to reasoned dialogue. Account is taken of the generally positive evidence obtained from studies of group work amongst students. The key proposal is that it may be reasoned opposition that promotes learning rather than reasoned dialogue in general, and reasoned opposition is probably rare when teachers are involved. The proposal has implications for both the dialogic and the argumentation perspective upon classroom interaction, and these are discussed.

Over the past two centuries, lesson study has been applied in different countries with different participant profiles. Lesson study is defined as a dynamic research-learning cycle of planning, applying, observing, and analyzing a lesson. Although the participants' discussions in lesson study practices were examined from different perspectives, they have not been analyzed in depth in terms of their contributions to teachers' and preservice teachers' professional development. In this study, the content and frequency of participants' discussions are examined. Six weeks of research were conducted by an academician, a teacher, and three mathematics pre-service teachers. The data were collected through field notes, video recordings, interviews, and focus group interviews. A total of eleven major headings were identified in the lesson study, concerning pedagogical and mathematical issues. The study also concluded that while classroom management was the most widely discussed topic, group and individual instructional techniques received less attention.

Considering the benefit of applying e-learning for teaching and learning, such as sharing ideas, seeking input, and giving feedback and clarification, one approach is an online discussion forum that provides learners with a wide opportunity to exchange and work collaboratively. In fact, some researchers have also advocated using collaborative learning activities. Considering the benefits of using online discussion forums and collaborative learning, especially the online discussion forum, this study focuses on preservice teachers using online discussion forums in General English. The aims were to analyze the knowledge construction that can occur while having a discussion and it was done by examining transcripts with the Interactive Analysis Model. In addition, this study also analyzed learners' collaborative behavior working in groups. The results revealed that most of the exchanges occurred in Phase 1: "Sharing and comparing information," i.e., 39% for Topic 1: "Favorite places," and 64% for Topic 2: "Traveling plan," and the fewest exchanges were in Phase 5 ("Application of newly constructed knowledge") that had 6% for both Topic 1 and Topic 2. To conclude, this study describes various knowledge construction and collaborative behavior phases. Further research in the online learning environment is needed to identify preservice teachers' learning needs and obstacles in cognitive and social-economic issues.

This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin's argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.