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Introduction: Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. Methods: To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Results: Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Discussion: Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships. [ABSTRACT FROM AUTHOR]

This study explored teachers’ perspectives on utilising existing children’s books for students with intellectual and additional disabilities. 58 teachers from Israeli special education schools and kindergartens revealed widespread dissatisfaction with available materials. Strikingly, 70.7% were unsatisfied with existing children’s books, and 94.7% believed there were not enough accessible options. Qualitative analysis identified five major barriers: excessive text, inappropriate content for older age groups, challenges with the physical structure of books, mismatches between text and visuals, and specific challenges for teachers of children with multiple disabilities. These findings underscore the substantial need for more accessible literature tailored to the needs of children with disabilities. Despite legislation mandating societal inclusion of people with disabilities, teachers’ dissatisfaction highlights gaps in addressing their students’ literary requirements. The results shed light on these teachers’ vital roles in adapting books and indicate the need for greater collaboration between teachers, publishers, and policymakers. By highlighting the voices of frontline professionals, this study provides a crucial call to action to develop high-quality, customised educational resources for children and young people with disabilities. [ABSTRACT FROM AUTHOR]

While existing literature highlights the need to integrate translanguaging into assessments, its classroom application remains understudied. Adopting a participatory research approach, this study illustrates (1) how translanguaging was incorporated into formative assessments in a Chinese immersion context and (2) the perspectives of both the teacher and students regarding the assessments. The teacher and I co-designed formative assessments, integrating them into the translanguaging instruction design cycle (García, O., S. I. Johnson, and K. Seltzer. 2017. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Carlson: Multilingual Matters) for an academic unit. The data included notes from co-planning sessions, classroom observations, artifacts, and transcripts of interviews with the teacher and students. The results demonstrate that the teacher and students mobilized various communicative resources to assess and demonstrate knowledge. The teacher also skillfully integrated the gradual release model into the implementation of the assessments to scaffold students' progression. These formative assessments offered insights into student learning and allowed them to leverage multilingualism in a co-learning environment. The students reported positive experiences with the assessments. Not only did they apply the key concepts learned within the unit but also developed confidence, expanded proficiency in Chinese, and acquired an appreciation for other languages. Based on these findings, practical recommendations for incorporating translanguaging into formative assessments are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile-Assisted Language Learning (MALL) is increasingly favored for its flexibility. This study analyzes interaction patterns in an L2 English training conducted entirely using WhatsApp group chat and examines the teacher’s perspective. Discourse analysis revealed a flexible Initiation-Response-Feedback (IRF) pattern, with students occasionally initiating turns. Emoticons and voice notes fostered emotional connections and mitigated direct feedback. The teacher found WhatsApp valuable for practicing all language skills, stressing the need for small group sizes. The study also noted discrepancies in adjacency pairs, which could be addressed using the direct reply feature to enhance conversational coherence and pedagogical effectiveness. Additionally, the study suggests combining the WhatsApp group chat with offline classes to increase students’ sense of responsibility and participation in the discussion.

This study explores science teacher's perceptions of school libraries in Nigerian secondary schools. Library provision, existing practice and potential reforms are considered. A mixed mode research approach is used. Quantitative surveys were carried out with 40 science teachers and qualitative data were gathered from semi-structured interviews with the same group. The interviews were transcribed and coded to identify common themes and factors. The study not only confirms material and staff resource constraints but also suggests that progress might be achieved with a greater focus on scientific literacy, the fuller integration of libraries into teaching and learning and the use of social learning approaches. Such reforms appear in policy discussions but implementation has been very limited. [ABSTRACT FROM AUTHOR]

This study endeavors to scrutinize the perspectives of primary school teachers regarding children's rights. Employing qualitative research methods, particularly a case study approach, the research delves into the insights of 14 teachers working in a primary school within the Turkish Cypriot region during the 2022–2023 academic year. Data collection was facilitated through the utilization of a semi‐structured interview form, and subsequent analysis was conducted via content analysis. The findings underscore a discernible lack of adequate knowledge among teachers pertaining to children's rights, particularly in the context of violations occurring on social media platforms. In response, recommendations are posited, advocating for the implementation of in‐service training programs to enhance teachers' awareness, the integration of children's rights throughout all stages of primary education, collaborative efforts between the Turkish Education Institution and the Information Technologies Communication Authority to raise awareness among families and educators, and the inclusion of a dedicated course on children's rights in the curriculum of the Turkish Cypriot Region Teacher Academy and university faculties of education. [ABSTRACT FROM AUTHOR]

This study highlights effective components of restorative practice programming from the perspective of teachers involved in piloting a restorative practices initiative. Data were collected through 10 qualitative interviews at the study site - an under-resourced, urban school. Findings capture teacher perceptions of how two elements of the program design that are very often missing from restorative practice implementation made distinct contributions to an overall positive impact: (1) a full-time restorative practices coordinator; one that focuses exclusively on restorative practice implementation and does not also hold another role at the school; and (2) a student leadership program that trains and empowers students in restorative practices and relational climate building. Drawing on Relational-Cultural Theory, the discussion emphasizes that strengthening relational bonds has potential to enhance school climates for marginalized youth, which is critical to improving outcomes in under-resourced schools. [ABSTRACT FROM AUTHOR]

The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support students’ socioemotional and academic development. This study examines the impact of school disruptions on play-based learning during the pandemic and the lasting effect on classroom practices from the perspective of kindergarten educators in Ontario, Canada. An online survey was administered to 100 kindergarten educators with open-ended questions regarding how the pandemic shaped their implementation of play, challenges they faced during this time, and how their practices have changed in the years following the pandemic. Results indicated significant impacts on play-based learning due to changes to the physical space and materials available, decreases in student choice, limits to social interaction, and masking protocols. Post-pandemic, educators indicated some lasting effects on the implementation of play in their classrooms and noted concerns regarding students’ social-emotional development and gaps in their academic skills. These findings provide insight into the continued influence of the pandemic on education and how educators are responding to these lasting impacts. [ABSTRACT FROM AUTHOR]

Both digital and non-digital games have been shown to be effective for supporting student engagement in mathematics. However, little is known about educator preferences for a particular game mode (i.e. digital versus non-digital), and what factors influence these preferences. To address this gap, 111 Australian primary school educators completed a questionnaire reporting on their usage of, and preferences for using, digital compared with non-digital games to support mathematics instruction. Participants were considerably more likely to use non-digital games than digital games in their classrooms, and the majority indicated a clear preference for using non-digital games. Thematic analysis revealed several themes that explained why many participants preferred non-digital games, with the most frequently coded theme being for pedagogical reasons such as: that they were better for promoting collaboration and communication; that they afforded opportunities for students to use manipulatives; and that they were easily adapted and differentiated for specific groups of students. Other notable themes included: assessment, in particular, the perception that when students played non-digital games it was easier to observe their understanding; access to, and limited awareness of, suitable digital resources; and managing the setup and delivery of the game. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores and analyzes the perspectives of early childhood education (ECE) teachers in Yogyakarta regarding Play-Based Learning (PBL) and evaluates the alignment of their perspectives with PBL implementation in early childhood settings. Utilizing a mixed-methods approach, data were collected through a structured questionnaire administered via Google Forms to 41 randomly selected ECE teachers, representing 20% of the target population. The survey included 26 closed-ended items on a Likert scale and four semi-open questions for additional insights. Descriptive statistical analysis using SPSS version 26 revealed a mean perspective score of 39.5854 with a standard deviation of 6.70439, categorizing 56.1% of teachers as having a medium alignment with PBL, 26.8% as high, and 17.1 % as low. Thematic analysis of qualitative responses highlighted the perceived benefits of PBL for both children and teachers, including enhanced creativity, easier engagement, and improved learning environments. Despite the limited sample size and potential biases, the findings underscore the importance of continuous professional development for ECE teachers. Future research should expand the sample size and explore additional variables influencing teachers' perspectives. These insights are crucial for policymakers and educational institutions aiming to enhance early childhood education quality through effective PBL implementation. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, transformation from face-to-face classrooms to online classrooms took place in higher education. This study aimed to evaluate the impact of teaching and learning of this change on students' and teachers' perspectives. The study also investigated the various impact factors that hindered online teaching and learning during the COVID-19 lockdown period. In total, 383 students and 83 teachers at Walailak University, Thailand, who had at least 3 months of experience with online learning and teaching were asked to complete questionnaires that asked about their perspectives with respect to their online classroom experience. The student questionnaire asked about the quality of teachers, quality of communication, the student's work, student's concentration, and satisfaction with the online classroom experience. The teacher questionnaire asked about the teacher's perspective with respect to how the restrictions of online teaching affected teachers, students, and courses. The relations between students and teachers were analyzed by a chisquare test using the SPSS program version 25.0, with defined p-values as <0.05 and < 0.10 of student and teacher perspectives, respectively. Relations were found between student GPA and student work and student concentration in online classrooms. The teachers' perspective with respect to online teaching was found to be related to the restrictions that online teaching placed on teachers, students, and course management. The results of the study show teachers' awareness about restrictions that online teaching placed on teachers, students, and course management. Institutions should prioritize and practice using educational technologies at scale, install ICT infrastructure, and engage in lifelong learning. [ABSTRACT FROM AUTHOR]

Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE specialization in PCTs' learning. In this context, the purpose of this study was to explore the views and experiences of teaching PE of two groups of PCTs—one with a PE specialization and another without—during their student teaching. Data gathered through semi-structured interviews with 14 Cypriot PCTs, seven with a PE specialization and seven with no such specialization, were analyzed inductively. Although this analysis yielded similarities in the participants' views on motor, cognitive, and affective domains, notable differences were also identified between participants' views. PCTs in the PE specialization group emphasized more the correct performance and application of skills in games, seemed to feel more confident regarding their practices in teaching PE, and were largely concerned with the content being appropriate to students' level. Conversely, participants in the no-specialization group raised more concerns about the task selection, sequencing, and time allocation. To the extent these differences are related to PCTs' specialization, we suggest that a PE pathway be developed as a choice in teacher education. Alternatively, if this is not feasible, the study findings suggest that PCTs should at least be provided with opportunities to take more PE courses. [ABSTRACT FROM AUTHOR]

Teachers' perceptions of their teaching and learning activities are critical, especially given that the Malaysian preschool curriculum has undergone multiple revisions recently. The purpose of this study was to measure Malaysian teachers' perceptions on teaching early mathematics. The study aimed to assess teachers' perception of six constructs, namely, (1) knowledge about early mathematics, (2) readiness to involve in the early mathematics, (3) understanding of the importance of early mathematics, (4) past experience in mathematics, (5) attitudes towards early mathematics, and (6) importance of knowledge about teaching early mathematics. This study gauged the 76 Malaysian preschool teachers using a set of questionnaire. As this research discovered, the teachers in this study believed that they knew about early mathematics, were eager to get involved in early mathematics activities at preschool, understood the importance of Mathematics literacy, were positively disposed towards it, and considered mathematical knowledge regarding preschoolers to be critically valued. [ABSTRACT FROM AUTHOR]

IntroductionAdverse childhood experiences (ACEs) have a profound impact on children’s and adolescents’ academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social–emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment.MethodsTo achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes.ResultsThree key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student–teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming.DiscussionOverall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student–teacher relationships and teacher–teacher relationships.

The present study aimed to investigate the implementation of gamification on students' English proficiency and to assess teachers' reactions to its integration into the EFL classroom. This research employed a mixed-methods approach, utilizing a pretest-posttest experimental design complemented by semi-structured interviews. The study involved forty-three elementary students and two English teachers in one private school in Singaraja, Bali. In collecting the data, this study used multiple choice test, performance-based test and interview guide. The study was also incorporating rubric for assessing students speaking and writing skills. The results of the study found that the posttest score of overall English (M= 73.70, Std=7.812) was higher than the pretest score (M= 70.53, Std=8.174). The results of paired t test also confirmed that there was significant difference of mean score between pretest and posttest (Sig

Despite an increasing interest in pronunciation instruction in English as a majority language or international lingua franca, less is known about pronunciation learning in non-English minority languages, especially among child learners. Bilingual education programs provide a unique context to address this research gap, as they involve immersive education in minority languages. Teachers in these programs thus are insightful informants. The current study focuses on the context of a Mandarin-English bilingual program in Canada and addresses two research questions: What factors do teachers believe influence students’ Mandarin pronunciation learning? What are teachers’ strategies and needs when teaching Mandarin pronunciation? Semi-structured interviews were conducted with twelve Chinese teachers with diverse language backgrounds. The teachers discussed multifaceted factors that influenced bilingual students’ pronunciation learning, including speech targets, individual factors, and language environments at school and in society. Teachers shared a wide array of pronunciation teaching techniques, although they expressed concerns related to policies and resources. This study demonstrates the complexity of teaching the pronunciation of a minority language, whose speech system is distinctly different from English, in a bilingual classroom setting. It shares teaching strategies among bilingual teachers and identifies future directions for policymaking and research.

Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of play and inclusion for children with DD. While participants shared differing conceptualizations of inclusion, the most common definition underscored the need to provide all children with appropriate academic support. In line with this definition, the majority of participants (74%) discussed the need for inclusive pedagogical strategies to promote greater academic inclusion in classroom learning activities. Several teachers (43%) also highlighted the need for strategies to promote a respectful classroom community. While teachers' views on the role of play complemented themes of academic and community inclusion, few teachers (24%) shared strategies to help support academic or community inclusion within children's play. These results provide insight into how kindergarten teachers conceptualise and promote inclusion primarily outside of the context of play and underscore a critical gap in research and practice. [ABSTRACT FROM AUTHOR]

Introduction: Ungrading is an innovative assessment method that emphasizes individual learning journeys over conventional grading systems. As an emerging topic in educational reform, it promises to enhance intrinsic motivation and engagement among students. Therefore, the current study aimed to explore both the advantages and challenges of implementing ungrading in Vietnamese EFL contexts. By focusing on the experiences of EFL teachers at various career stages, the study aims to uncover insights into the operational and cultural barriers, as well as the potential benefits of this nontraditional assessment approach. Methodology: The methodology of this study was rooted in qualitative research, utilizing semi-structured interviews to gather data. A total of nine Vietnamese EFL teachers from two different educational institutions participated in the study. These teachers represented a range of career stages, providing a diverse perspective on the adoption of ungrading. Thematic analysis was employed to interpret the data collected from these interviews. Results: The thematic analysis highlighted a range of challenges associated with the implementation of ungrading. Early-career teachers reported difficulties in adapting teaching methods and providing tailored feedback within existing constraints. Midcareer teachers faced resistance from students accustomed to traditional grading systems. Teachers nearing the end of their careers struggled with integrating ungrading into an entrenched grade-centric educational framework. Despite these challenges, significant benefits of ungrading were identified, such as increased student motivation, improved interactions between students and teachers, and the promotion of critical thinking and lifelong learning skills. Conclusion: The findings from this study shed light on the complexities of adopting ungrading in Vietnamese EFL contexts and indicate a substantial need for support and strategic planning in implementing such educational innovations. The study underscores the transformative potential of ungrading in language learning environments and emphasizes the importance of considering both cultural and institutional factors when introducing educational reforms. This research contributes to the broader discourse on alternative assessment methods, advocating for a more nuanced approach to evaluation in education. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and subsequent school lockdowns in many countries forced teachers to deliver lessons online to ensure that students continued their studies. This shift, which caused major challenges for school systems worldwide, significantly affected the Cypriot education system, which is highly centralised and in which teacher-centred practices are widely used. In many countries, teachers and students were unfamiliar with the new teaching and evaluation methods, and learners in the most marginalised groups were deemed to be at risk of falling behind. For these reasons, an online survey was undertaken in Cyprus from March to September 2020 as part of an international online survey initiated by a university in the Northern Mexican state of Nuevo Leon. The survey examined teachers' perspectives on the new online pedagogical practices; the challenges they faced; and the impact of these practices on the learning progress of all students, including two vulnerable groups, i.e., individuals with learning disabilities and immigrant students aged 6–18 years. Key findings suggest that the teachers were unprepared to design inclusive student-centred digital activities and deliver online lessons and that distance teaching may have negatively affected students' learning experiences, especially in the vulnerable groups. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, transformation from face-to-face classrooms to online classrooms took place in higher education. This study aimed to evaluate the impact of teaching and learning of this change on students’ and teachers’ perspectives. The study also investigated the various impact factors that hindered online teaching and learning during the COVID-19 lockdown period. In total, 383 students and 83 teachers at Walailak University, Thailand, who had at least 3 months of experience with online learning and teaching were asked to complete questionnaires that asked about their perspectives with respect to their online classroom experience. The student questionnaire asked about the quality of teachers, quality of communication, the student’s work, student’s concentration, and satisfaction with the online classroom experience. The teacher questionnaire asked about the teacher’s perspective with respect to how the restrictions of online teaching affected teachers, students, and courses. The relations between students and teachers were analyzed by a chi-square test using the SPSS program version 25.0, with defined p-values as

Having in mind the significance of students’ mutual cooperation in the learning process, we conducted a study with the aim of understanding teachers’ perspectives on different aspects of planning cooperative learning in the classroom. The sample comprised 19 teachers employed at primary and secondary schools in Belgrade, Pančevo, and the municipality of Obrenovac. The data was collected using the interview technique and processed via thematic content analysis. The findings suggest that although teachers shaped cooperative learning by creating different assignments for students, they most often equated this form of learning with one-dimensional peer tutoring. Teachers’ contemplations about planning cooperative learning were shaped by numerous stereotypes and misconceptions, whose origin can be linked to deeply rooted elements of the traditional (instructional) method of class organization. We conclude that despite certain teachers’ initiatives to implement cooperative learning in our midst, there is a conspicuous lack of understanding of the intertwining dimensions of cooperative learning. Teachers require support that surpasses the usual forms of professional development and encompasses large-scale educational projects connecting schools and scientific institutions and offering teachers longitudinal facilitation in cooperative learning class preparation

BackgroundMethodsResultsConclusionsChildren and adolescents with intellectual disabilities commonly experience emotion regulation difficulties. To better understand emotion regulation in this population, the views of their teachers were considered.Twenty-nine teachers participated in two focus groups. This study utilized qualitative methods to determine if the emotion regulation experiences of this population, as perceived by their teachers, map onto the five domains of the process model of emotion regulation: situation selection, situation modification, attentional deployment, cognitive change, and response modulation.A thematic analysis indicated the data from both focus groups was consistent and mapped onto the five domains of the process model; with several additional themes and sub-themes identified.Perspectives provided by teachers affirmed that the process model of emotion regulation is relevant to children and adolescents with intellectual disabilities. Future research might consider developing the themes identified in this qualitative study into quantitative questionnaire items and validating that measure. [ABSTRACT FROM AUTHOR]

This exploratory study investigated how 367 university language educators from 48 countries/regions responded to ChatGPT in the first 10 weeks after its release. It explored awareness, use, attitudes, and perceived impact through a survey collecting both quantitative and qualitative data. Most participants demonstrated moderate awareness, but little teaching application. Around half had used ChatGPT in some way, but only a minority had used it for educational purposes. Interest was high but many concerns were raised, particularly about student misuse. Most teachers felt they were likely to use it for creating teaching resources but were less open to using it for automated feedback and assessment. Perceptions of the impact of ChatGPT were cautiously optimistic, with more positivity from users with first-hand experience. Concerns focused on misuse, while benefits were noted in terms of efficiency. Qualitative data were analysed using an adapted version of the Concerns-Based Adoption Model (CBAM), which revealed that teachers were primarily in the Management and Consequences stages of concern. Only very few had reached the latter stage of Collaboration and none were in the Refocusing stage, suggesting a gradual adoption process, which was expected given the timing of the study. Key implications are that educators need support in developing skills for pedagogical applications of ChatGPT, while critically evaluating appropriate use. More empirical evidence on effective practices is needed. This study provides baseline data on language teachers' initial engagement with ChatGPT, highlighting promising directions but also remaining concerns. Further research can track how responses evolve. [ABSTRACT FROM AUTHOR]

This article examines the unique situation of New Jersey Public Schools being ranked the best in the nation while simultaneously being ranked the worst in the nation for inclusion of students with disabilities. An examination of the legal and theoretical underpinnings of inclusion is presented, followed by a review of current research in general teacher preparation, and an examination of a sample of state university teacher preparation programs. Implications and suggestions are provided. [ABSTRACT FROM AUTHOR]

Growing evidence promotes the suitability of play-based learning to support young children’s developmental and academic learning. Educators’ differing perspectives of play and learning, however, lead to differing implementations of play in classrooms settings that either dichotomise or integrate the constructs of play and academic learning. As contemporary notions of play advocate for the integration of play and academic learning, this current study sought to understand the ways in which kindergarten educators were successfully shifting their perspectives and practices to align with more current views of play-based learning in kindergarten education. Through thematic analysis of interview data, this study identified how educators progressed through four stages of evolution in their perspectives of both play and early math learning in kindergarten. This professional evolution led to an integrated perspective of how various approaches to play can support young children’s math learning in practice. Discussion of these findings will highlight the key factors that helped educators to make a positive change in their professional practice through shifting their perspectives of play and math learning in kindergarten. [ABSTRACT FROM AUTHOR]

This study examines how the earthquake that occurred on February 6, 2023, in Kahramanmaraş, Turkey, has affected educational activities in the region. The research utilized questionnaires to survey teachers and gather information about the main problems they experienced after the earthquake and their solution suggestions. The findings provide valuable insights for educators and policymakers to tackle the challenges teachers and students face after a natural disaster. The study employed a basic qualitative research design within qualitative research methods. The study group comprised 42 volunteer teachers from eleven different Turkish provinces at various education levels who experienced the February 6, 2023, earthquake centered in Kahramanmaraş and participated in educational activities in the same area following the earthquake. The group of research participants was selected through easily accessible case sampling, one of the types of purposeful sampling. The data collected underwent content analysis. As per the study results, teachers detected issues that have arisen after the earthquake in the realms of educational infrastructure, psychosocial well-being, security, communication, and other factors. They then devised individual and collaborative solutions to address these challenges. Additionally, the study discussed the proposed solutions of teachers for addressing the psychosocial issues that students face in the aftermath of an earthquake. It provides crucial insights for comprehending the problems in post-earthquake education and extending support to students. Teachers' recommendations for enhancing earthquake education and awareness can significantly aid future preparedness and crisis management. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the perspectives of secondary school mathematics teachers about the use of materials in mathematics teaching. For this purpose, the teachers' use of materials, the materials they have used, and their views on the role of using materials were analysed. In this context, the research was conducted with case study, one of the qualitative research designs. In accordance with the purpose of the research, easily accessible case sampling method was used to form the study group. The data of the study were collected from eight secondary school mathematics teachers working in different schools on a voluntary basis with a semi-structured interview form consisting of three open-ended questions about the use of materials in mathematics teaching. The interviews were audio recorded and the dialogues were transcribed. The data obtained were analysed by content analysis method. As a result of the study, it was determined that teachers' perspectives on the use of materials were built on four themes: the role of purpose of use, the role of effect on teaching, the role of effect on students and the materials used. Regarding the purpose of using the material, it was determined that most of the teachers emphasised the role of attracting attention to the lesson, the role of concretisation as the effect on teaching, and the role of facilitating understanding and remembering as the effect on students. Although the teachers stated that the use of materials had a positive effect, it was concluded that their use in the application dimension was at a low level. Another striking result of the study was that the concrete materials that some teachers stated that they used were actually course materials. When the focus was on what they used as materials, it was determined that all of the examples given were concrete materials actively used in the geometry learning domain. In addition, only one of the eight teachers participating in the study mentioned virtual learning objects (manipulatives) other than concrete materials as materials. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the perspectives of pre-service EFL teachers on effective EFL (English as a Foreign Language) teacher characteristics and explore their opinions regarding effective teacher characteristics in the post-COVID period. Following this aim, 80 participants who were 3rd and 4th-grade prospective teachers at the English Language Teaching (ELT) department of a public university participated in the study. For data collection, a questionnaire and interview protocols were used. The quantitative data were analyzed through descriptive statistics, while a thematic analysis was done in order to explore the qualitative data. The findings from both analyses revealed that the participants considered being creative, effective communication with the students, using authentic activities and materials, being fluent, having sufficient content knowledge, and being good at classroom management as the most important and necessary characteristics of an effective EFL teacher. Considering the post-COVID pandemic period, the necessity of the EFL teachers' ability to use the technological tools and platforms and the continuation of this use during the post-COVID period were found to be important. In line with these findings, the study offers several suggestions for EFL teacher education. [ABSTRACT FROM AUTHOR]

For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn't use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas. [ABSTRACT FROM AUTHOR]

This study aimed to understand teachers' perceptions about the impact of teacher education programs (B.Ed.) on their teaching practices in their classrooms. The study implied a qualitative approach, and the data collection was done through semi-structured interviews with 14 secondary school teachers. The data were analyzed using thematic analysis. The findings of the present study suggest that formal teacher education is helpful and progressive for teachers to gain practical pedagogical skills during their teacher education. Their learning during teacher education increased their confidence in teaching in the classroom. It also emphasizes that pre-service teacher education is essential for all teachers as it provides a valuable experience of teaching, and equips teachers with the tools and techniques to teach well. It helps them to be confident as a professional teacher. The study suggests an updated teacher training syllabus, which would include the development of teachers' soft skills and the opportunity to practice the methodology and skills they learned. [ABSTRACT FROM AUTHOR]

Abstract Objective: Schools are identified as a setting for food and nutrition education (FNE) in childhood. FNE is a key strategy to optimise child growth and development and impart life-long food skills. There is limited synthesis of the literature to understand the socio-ecological determinants of teachers and schools engaging in FNE. Design: For this scoping review, five databases (APA PsycInfo, ERIC, Medline, CINAHL and Scopus) were searched using the terms (and synonyms for) primary school teacher, self-efficacy and food and nutrition. A quality assessment using relevant Johanna Briggs tools was carried out for the included papers. Data were extracted using a modified socio-ecological model, and narrative themes were identified. Setting: Primary (elementary) schools in high-income countries. Participants: Primary-school teachers. Results: Forty-one papers were included in this review from ten countries (predominantly the USA). The narrative synthesis identified five themes that interact with teacher delivery of FNE. These were (i) perceived food and nutrition responsibilities of teachers, (ii) teacher beliefs and self-efficacy, (iii) opportunities to build teacher nutrition knowledge and self-efficacy, (iv) interpersonal contributors and (v) broader environmental, structural and policy contributors. Conclusions: Multiple strategies are needed to build the capacity of teachers to undertake FNE within primary school settings. These strategies include a focus on learner-centred education that will build teacher agency, school leadership, ensuring the health and well-being of teachers and providing initial teacher education as well as innovative professional development for cross-curriculum integration. Strategies drawing from each level of the socio-ecological framework will increase opportunities for capacity building.

Background: Self-regulation is the ability to understand and manage one’s behaviour and reactions. It leads to stress management, reducing anxiety and well-being of individuals with Autism Spectrum Disorder (ASD). The most prominent clinical and phenotype characteristics of autism are associated with social and behavioural communication, language impairments. Researchers argue that autistic children have difficulties with self-regulation in their schooling life, which may impact their learning. Aim: This study reveals how teachers understand and manage self-regulatory behaviour in the classroom. Setting: The sample comprised six teachers who specialise in teaching autistic children from Autism Specific Schools and inclusive mainstream schools. Methods: A qualitative research methodology was adopted to gain an in-depth understanding of teachers’ perceptions of self-regulatory behaviour in autistic children. The study adopted an interpretive approach. Results: The data revealed that teachers held positive views on self-regulatory behaviour. They valued self-regulatory behaviour as a tool to recharge and cope with the stress of functioning in the neurotypical world. However, they did not know how to manage the teaching of autistic children as well as adapting the environment for them to learn and be accepted. Conclusion: It can be concluded that (1) there is a need for change in the way we perceive and support autistic children, (2) training programs and professional development are required in schools, (3) teachers need to adapt the learning environment to manage self-regulatory behaviour, (4) recognition of neurodivergence. Contribution: The study contributes to better management of self-regulatory behaviour to support teacher training in the management of self-regulatory strategies.

The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students. [ABSTRACT FROM AUTHOR]

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The COVID-19 pandemic and subsequent school lockdowns in many countries forced teachers to deliver lessons online to ensure that students continued their studies. This shift, which caused major challenges for school systems worldwide, significantly affected the Cypriot education system, which is highly centralised and in which teacher-centred practices are widely used. In many countries, teachers and students were unfamiliar with the new teaching and evaluation methods, and learners in the most marginalised groups were deemed to be at risk of falling behind. For these reasons, an online survey was undertaken in Cyprus from March to September 2020 as part of an international online survey initiated by a university in the Northern Mexican state of Nuevo Leon. The survey examined teachers’ perspectives on the new online pedagogical practices; the challenges they faced; and the impact of these practices on the learning progress of all students, including two vulnerable groups, i.e., individuals with learning disabilities and immigrant students aged 6–18 years. Key findings suggest that the teachers were unprepared to design inclusive student-centred digital activities and deliver online lessons and that distance teaching may have negatively affected students’ learning experiences, especially in the vulnerable groups.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students' existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. On completion of the four modules over a two-week period, the participating students completed an online questionnaire and a voice recording of a spoken task. In addition, both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Overall, students reported a positive correlation between their enjoyment of the experience and their perceived competence and confidence improvement. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is less possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential. [ABSTRACT FROM AUTHOR]

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open‐ended questionnaires to examine teachers' first‐hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre‐service teacher education programs and family workshops. [ABSTRACT FROM AUTHOR]

IntroductionExisting school environments and staff play a critical role in Menstrual Health and Hygiene (MHH) for school aged girls in middle and low-income countries. This paper leverages teachers’ perspectives on menstruation and the impact of the Menstrual Solutions (MS) study, an open cluster randomized controlled feasibility study to determine the impact of puberty education, nurses support, and menstrual product provision on girls’ academic performance and emotional well-being.MethodsSeventeen focus group discussions were conducted from October 2012 through November 2013 with teachers at six participating schools, held at three different time points during the study period.ResultsKey themes that emerged were emotions and blood, absenteeism, the role of teachers in MHH, and the impact of sensitization. Teachers noted that poor MHH had an impact on school attendance, transparency and openness with teachers, and student behavior in class. It was reported that adolescent girls would absent themselves for 3–5 days during their menstrual cycle depending on what materials they could use, and they would often shy away from teachers, when possible, only speaking to them about their menses if it was urgent or they needed to go home. Emotions such as fear and embarrassment were commonly associated with bleeding. At the midpoint and end of the study, teachers noted that the puberty education and menstrual product provision (where applicable) had a positive impact on girls’ attendance, attention, and comfort in the classroom. Girls became more open with both male and female teachers about their menses, and more comfortable and confident in the classroom among all classmates.DiscussionThis research highlights the importance of building an MHH-supportive environment with multiple school personnel within schools to develop a gender-equitable environment for girls to learn confidently without undue interference. Teachers are key adults in adolescent girls’ lives, having the potential to foster an environment that empowers girls with greater autonomy to manage their menses. This highlights a need to consider their perspectives in intervention development. Sensitization of teachers and puberty education across both genders are key components to developing the MHH-supportive environment in schools.

The purpose of this paper was to unpack French-minority language teachers’ perspectives on the impact of the pandemic on their teaching. In fall 2021, semi-structured interviews were conducted virtually with 40 K-12 teachers of French as a minority language in Manitoba and Nova Scotia. While the pandemic has undoubtedly been challenging for language and literacy teachers, many have also developed adaptations and strategies. This paper focuses on those pedagogical accomplishments and teachers’ self-reported moments of success. Three main themes explored were the integration of technology into language teaching, language teacher collaboration and linguistic community building with students.

A deeper understanding of how teachers bridge cultural differences in teacher-student relationships provides insights into the cultural, social and emotional capabilities needed in teachers. This phenomenographic study investigated the experiences and conceptions of Anglophonic Western trained teachers who worked in non-Western institutions with the aim of understanding how teachers working in cross-cultural contexts bridge cultural differences to engage students in learning. Findings show that teacher humility and compassion were antecedents to confidence in students. Further, findings reveal a need for systems administrators and teacher educators to make investments into teachers' and pre-service teachers' cultural, social and emotional capabilities for the sake of student confidence and engagement in learning. The study further revealed that student confidence is often evidence of a teacher's cultural capability. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to unpack French-minority language teachers' perspectives on the impact of the pandemic on their teaching. In fall 2021, semistructured interviews were conducted virtually with 40 K-12 teachers of French as a minority language in Manitoba and Nova Scotia. While the pandemic has undoubtedly been challenging for language and literacy teachers, many have also developed adaptations and strategies. This paper focuses on those pedagogical accomplishments and teachers' self-reported moments of success. Three main themes explored were the integration of technology into language teaching, language teacher collaboration and linguistic community building with students. [ABSTRACT FROM AUTHOR]

Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher's perspective, of the specific characteristics of mathematical games that are most indicative of a game's value for supporting learning, and the likelihood that teachers will use the game with students in the future. To help address this gap, the current study invited 122 educators to complete an on-line questionnaire, including 20 Likert-scale items designed to assess the characteristics of educationally-rich mathematical games (CERMaGs) that aligned with six 'good practice' principles previously identified in the literature, in relation to a specific mathematical game of their choosing. In total, educators chose a broad range of mathematical games to be evaluated (n = 53). On average, they reported that their chosen game was highly valuable for supporting mathematics learning and that they were very likely to use this game with students if given the opportunity. Our results revealed that the extent to which educators perceived a game to be suitably challenging, engaging, enjoyable, modifiable to support different learners, and transformable into an investigation or broader mathematical inquiry, were particularly important characteristics associated with perceptions of a game's educational value. Similarly, perceived levels of student enjoyment, engagement and a game's potential to lead to a rich mathematical investigation were important characteristics for evaluating the likelihood that an educator would use a particular game in the future with students if given the opportunity, as was the capacity of a game to support mathematical discussion. The implications of these findings for supporting classroom practice and teacher professional learning are discussed. [ABSTRACT FROM AUTHOR]