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Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.

The benefits of afterschool activity participation for youth development are well-documented. An interesting question dominating this field is whether there is a threshold at which point participating in too many activities (breadth) and spending too much time in those activities (intensity) is negatively associated with desirable outcomes. Using 9th grade student data (N=115,731) from three administrations of a state-wide school survey, we explore whether students' breadth and intensity of afterschool participation is associated with GPA and perceived family and community support. Findings corroborate prior research in demonstrating the association between breadth and intensity. Importantly, we extend the discussion, with three important observations. First, a linear model is insufficient for modeling these complex associations with outcomes. Second, there is a threshold at which too much participation has a negative impact in these outcomes. Third, variations in activities, time windows and indices have small or no influence in the association with outcomes.

Not enough attention is paid to the instructional design decisions that define students' experiences. Lisa Dover Kingsley and Jennifer Perry Cheatham contend that while quality teaching is crucial, the structural decisions supporting meaningful engagement often go unexamined. Using innovations in North Kansas City, Missouri, as a throughline, they review key themes present in research on four elements of instructional design. They urge leaders to reconsider outdated and unexamined design practices with an equitable approach, centering the voices of students typically left out of such decisions. They offer practical shifts and entry points for leaders to consider as they build a more inclusive and effective instructional design.

Immersive scheduling engages students in one or two subjects at a time over short teaching periods. While there is incipient evidence that immersive delivery can heighten academic outcomes in undergraduate education, much less is known about its effectiveness in pathways or access programs. This exploratory mixed-methods study investigated how a 6-week immersive model influenced academic performance and success in an Australian pathways program. Analysis of final grades (N = 6,613) over two years revealed a highly statistically significant improvement in success rates in the immersive model. Particularly strong gains were observed for students studying online and students aged 40 and over. Focus group participants indicated three elements of the immersive model that supported their learning and success: a manageable study load; a converged, media-rich and aligned curriculum; and opportunities for respectful and dialogic interactions. These attributes were linked with enhanced focus, confidence, independence and critical thinking.

This case study explores the transformation of study room reservations at the Oklahoma State University (OSU) Libraries. Initially reliant on manual methods, the library transitioned to vendor-supported software and would later develop a custom, open source user interface (UI) to streamline booking efficiency. These improvements help demonstrate the effectiveness of tailored solutions in meeting user needs and improving system functionality for all stakeholders.

Coaching is increasingly being used as a mechanism to improve the quality of early childhood education. Yet, for coaching outside of researcher-controlled interventions, limited information details coaches' reports of their practices' professional learning needs. We addressed this gap via an exploratory study utilizing online questionnaires of 91 coaches working with educators in a Midwestern US state across 12 coaching initiatives. Most participants had less than 5 years of experience working as an early childhood coach. Almost a third coached for multiple initiatives. Coaching occurred via multiple formats and often addressed behavior management and social emotional development regardless of the coaching initiative. Coaches identified challenges regarding scheduling and working with difficult learners and reported that peer support and being coached themselves were the most beneficial learning experiences. Findings suggest that the perspective of the coach is important in informing training and professional learning for both coaches and educators.

The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.

The purpose of this study is to examine the barriers non-traditional students experience in their attempt to complete their degree program. Semi-structured interviews revealed four key themes: family; support; generational-gaps, and community. These themes highlight areas in which non-traditional students feel they have experienced obstacles in reaching their educational goals. Results of this study may be used as a tool for institutes of higher education to recognize the unique challenges that non-traditional students face and use this knowledge to provide better resources and other forms of encouragement to help these students complete their degree program.

The main purpose of this study was to systematically review and meta-analyse the single-case studies on the use of activity schedules with individuals with autism spectrum disorders. The other purposes were to describe the characteristics of activity schedule studies, assess the design standards of activity schedule studies, estimate the treatment effect of activity schedules, and determine whether activity schedule is an evidence-based practice for children with autism spectrum disorders in improving appropriate behaviours. The non-overlap of all pairs was used to analyse the treatment effect measure. According to the results, seven of 32 activity schedule studies met the design standards with and without reservation. Twenty-four children with autism spectrum disorders whose ages ranged between 3 and 17 years participated in the studies. The target behaviours were on task, independent transition, appropriate peer-play, and following schedule. The photographs and texts were used in both traditional and innovative activity schedules. The overall non-overlap of all pairs score shows that the activity schedule strongly affects those participants with autism spectrum disorders. Finally, this study indicates that the activity schedules can be recommended as an evidence-based practice to improve the appropriate behaviours of children with autism spectrum disorders.

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student's feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student's instructional practice and their performance outcomes. Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called "9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation."

Students organize and manage their own learning time, choosing when, what, and how to study due to the flexibility of online learning. Each person has unique learning habits that define their behaviours and distinguish them from others. To investigate the temporal behaviour of students in online learning environments, we seek to identify suitable time-windows that could be used to investigate their temporal behaviour. First, we present a novel perspective for identifying different types of sessions based on individual needs. The majority of previous works address this issue by establishing an arbitrary session timeout threshold. In this paper, we propose an algorithm for determining the optimal threshold for a given session. Second, we use data-driven methods to support investigators in determining time-windows based on the identified sessions. To this end, we developed a visual tool that assists data scientists and researchers to determine the optimal settings for session identification and locating suitable time-windows.

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year preservice language teachers. Reflection papers and semi structured interviews were used in the data collection process. Based on the content analysis technique, themes and codes were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were stated by the preservice teachers as some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

The pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a so-called emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated. This work further adds to the literature by suggesting that cognitive load, self-regulation and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.

Massive Open Online Courses (MOOCs) have become hugely popular recently. MOOCs can offer high-quality education for anyone interested and equalize the whole education field. Still, there are different methodologies for running MOOCs. Coming up with the most suitable methodology benefits both students and teachers. In this study, we have limited the methodological focus to observing scheduled and unscheduled instances of similar MOOC courses. While unscheduled MOOC courses can provide flexibility, they also require self-regulated learning strategies for students to succeed. To observe this, we compare the effectiveness of scheduled and unscheduled programming MOOC courses to find the most effective methodology. For this, we compare the pass rates and grade averages of five instances (two unscheduled and three scheduled) of Python and Java programming MOOCs. The results show that while the attendance numbers are higher in the unscheduled versions, in the scheduled instances the pass rate is significantly better, and students' progression is much swifter. It also seems that the higher proportion of university students enrolled in a MOOC course positively affects the retention rate. Moreover, the students in the recent unscheduled Python version seem to score significantly higher grades than in its scheduled counterpart. Based on our experiments, the scheduled and unscheduled versions complement each other. Hence, we suggest that, whenever feasible, the maximal benefits would be gained if both types of MOOCs are run simultaneously.

This study describes what higher education professionals perceived as positive workplace adaptations in response to the COVID-19 pandemic. Two surveys were administered to groups of professionals in the field of higher education to obtain information about their perception of positive changes experienced in their work during COVID-19 pandemic. The results of this investigation describe positive changes including work from home options, schedule flexibility, and increased sustainability. While not ignoring the negative aspects of COVID-19, it was concluded that many professionals were able to create positive change within their institution for themselves and their students.

This study utilized a mixed methods design to analyze responses from a nationally distributed survey of professionals' (N = 1,000) experiences conducting initial evaluations for early intervention and preschool special education during the COVID-19 pandemic. Most personnel reported pausing their initial evaluations at some point during the pandemic. Professionals conducting initial evaluations reported various changes to their prepandemic initial evaluation process, including moving the evaluation to a remote format and asking about the impact of the pandemic on the family. Changes to the initial evaluation process were more often reported by personnel conducting initial evaluations for early intervention when compared with personnel conducting initial evaluations for preschool special education. Responses to open-ended questions yielded several challenges and positive aspects of conducting initial evaluations in person or remotely during the pandemic. Professionals in both modalities grappled with the need to ensure health and safety objectives while maintaining recommended evaluation practices. The implications of study findings for research, practice, and policy enhancements are presented.

This paper presents new estimates of the effects of the City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program's effect on associate's degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits. [For the corresponding grantee submission, see ED616420. For the report published by MDRC, see ED611732.]

Over 400,000 American families that participate in early intervention (EI) services each year (Office of Special Education Programs, 2020). Family engagement is so crucial to the success of these services (Bruder, 2000; Trivette et al., 2010) that the use of family-centered practices (FCPs) is included in the wording of the federal special education law (Individuals with Disabilities Education Act, 2004). The Division for Early Childhood (DEC) of the Council for Exceptional Children's Recommended Practices outlines practices EI providers can employ to ensure the family centeredness for EI service provision (DEC, 2014). Ideally, the guidelines offered in the DEC-recommended practices would result in EI home visits inclusive of all caregivers. Often in practice, EI providers focus primarily on working with mothers (Curtiss et al., 2019; McBride et al., 2017). For this reason, this article focuses on supporting and engaging fathers and male caregivers. A father is defined as any primary caregiver in a child's life that identifies as male. The terms fathers, father figures, dads, and male caregivers are used interchangeably throughout this article.

Objectives: Volunteering promotes well-being and may provide added purpose to life after retirement. Limited evidence exists regarding the characteristics and study adherence among those who participate in longitudinal studies while also volunteering outside the study. We assessed characteristics and adherence of older adults who volunteered outside of participation in a regular monthly cognitive monitoring study. Method: All 124 participants with complete data were included. Participants were from a regular cognitive monitoring study that required completion of a 15-min monthly online cognitive assessment. Analysis of covariance and logistic regression analysis were performed to examine differences between volunteers and non-volunteers. Results: Those who volunteered outside the study were significantly less likely to be college-educated (although all participants were highly educated) but the two groups were cognitively similar. Volunteers had significantly lower scores for neuroticism. Those who volunteered also were significantly less likely to drop out but had poorer study adherence. The most frequent type of volunteering was religious activities. Volunteers were motivated mainly by altruism, although most reported multiple reasons. Conclusion: Older adults who enroll in a longitudinal research study and volunteer outside the study have similar personal characteristics as those who opt out of additional volunteering, with somewhat less education and more favorable personality traits. However, they may be more likely to drop out and need more reminders. Therefore, those who volunteer outside a study may need more attention from study administrators and potentially a more individualized schedule that works around their volunteer obligations.

There are concerns that current remote learning efforts in response to COVID19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers' perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on challenges related to receiving feedback from students and limited student interaction. This made it difficult to assess students' understanding during lessons. They also expressed concerns about the difficulty of implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for remote instruction. This study also identified several factors that influenced teachers' use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed.

In this systematic literature review, we synthesize and critically analyze information from publications between 2010 and 2020 that answer the following overarching research question: "What does being (or not being) advocates for English learner (EL) students look like for EL teachers?" Findings indicate that EL teachers' backgrounds and characteristics, such as gender, race, intercultural experience, and experience teaching, affect their propensity to advocate and the types of advocacy in which they engage. Additionally, we examine ways teachers advocate for their students inside and outside the classroom/school, such as changing how they instruct their EL students, and speaking up for them at district or states' departments of education meetings. We also explore and describe conditions that support (supportive administration, prioritizing ELs in the master school calendar, collaboration with general education teachers, for example) and hinder (unsupportive administration, marginalization of ELs and EL teachers, lack of collaboration with general education teachers, for instance) advocacy for ELs by EL teachers. Recommendations for pre- and in-service teacher education programs are offered, and potential areas for future research are also discussed.

The purpose of this research was to ascertain whether there had been any improvement in students' metacognitive and critical thinking skills through the development of the 'Teaching Factory Based on Troubleshooting' (TEFA-T) model in automotive vocational learning. The research had both quantitative and qualitative components and applied the 4D procedures, viz define, design, develop and disseminate. The subjects for the control and experimental groups were 32 students, and each was each group used an effectiveness test. The results showed that the TEFA-T learning model carried out the novelty value of the model syntax using the following activity steps: (1) identifying product problems, (2) defining the product problems, (3) generating and selecting several alternative solutions, (4) designing solving techniques, (5) ordering work contracts, (6) designing a product work schedule, (7) executing orders, (8) quality control, and (9) assessment. The test results showed that the TEFA-T Learning Model is valid using the Aiken'V formula and Confirmatory Factor Analysis (CFA) and Structure Equation Modeling (SEM), with a Chi-Square and x2 /df values of 219.76 and 0.8292, used to determine the model fit test (goodness-of-fit models). Furthermore, the practicality test declared it "Very Practical" with an average score of 4.56 and an Achievement of 90.02%. In conclusion, using the TEFA-T learning model to improve students' academic achievement, metacognitive, and critical thinking skills appeared to be effective (Sig. 2- tailed value is less than 0.05).

Neuropsychological case-studies suggested that dates and encyclopedic numbers may be processed differently than unknown numbers. However, this issue was seldom investigated in healthy participants. Therefore, it is unclear whether known dates are read like words (as lexical items), or like numbers (each position strictly defines digits' values in a base-10 system). Here, we compared dates to unknown numbers in an experiment using a paradigm from the word recognition literature. We assessed the wordsuperiority effect by testing experts (students/ teachers in History) with dates. A 4-characters stimulus (xxxx; letters or numbers, half known/unknown) was presented centrally, masked, and followed by 2 characters above and below the mask, at position 2 (xXxx) or 3 (xxXx) in an alternative-forced-choice recognition task. Both accuracy and reaction times were better for dates than unknown numbers, similarly to the results obtained with words by comparison to non-words. However, this effect was modulated by position in the string. These results show a "date-superiority effect" revealing that dates are processed differently than unknown numbers, and suggest that similar orthographical mechanisms might be used to process dates and words.

The article represents part of a wider research initiative that aims to follow the main structural changes that happened within the Romanian universities determined by the implementation of the Bologna Process. The literature review consists in the description of the main turning points of the Romanian Higher Education System in the post-communist period, with two distinct subchapters: one that refers to the pre-Bologna period and one on the post-Bologna period until present day. We follow the main legislative changes and their effects on the Romanian Higher Education System, structural modifications, external influences, even on student number evolution. The second part of the paper is a quantitative analysis of the evolution of four selected bachelor programs from a Romanian University, starting ten years before the Bologna Process implementation until present day. Using document analysis, we follow two main parameters: the number of teaching hours for each program and the number of disciplines for each program. The aim of the research is to identify the changes that occurred within the selected programs in the investigated period, with emphasis on the Bologna Process implementation moment (2005). The data show that each of the programs selected had particularities on the evolutions of their curriculums, some differences can be noticed between pre and post Bologna periods. Due to the fact that all the bachelor programs were restructured after the Bologna moment into 6 semesters from 8 in all of the analyzed programs, we had expected to find clear decrease in the number of teaching hours per program and the number of disciplines per program, but, surprisingly, this was not a general tendency.

This study focuses on the analysis of certain performance predictors for calculus I. We collected data from 717 students from 2013 through 2018 at a southeastern university in the United States to explore any correlation between course times (particularly very early versus the rest) and student performance in this specific course, along with a handful of other variables. This represented all calculus I students over this time period. A two proportion test confirmed that time was a significant variable in performance. We then used regression to determine similar impacts of gender, major, instructor, and term on student performance. Initial findings portrayed statistical differences between terms and course times; other findings included the significance of major and instructor in different contexts. Interaction effects were used with time to complete our analysis of its impact, and controls were later used accordingly. We also display appropriate models for comparing categories. We conclude with some basic assertions and argue some departmental recommendations on how to use these findings in undergraduate mathematics education.

Traditional course deadline policies uphold the myth of the "normal" student, assuming students face few and equal barriers to completing work on time. In contrast, flexible deadline policies acknowledge that students face unequal barriers and seek to mitigate them. Flexible deadline policies maintain structure while transferring some decision-making power from the instructor into the hands of the student. These practices align with current pedagogical movements in higher education that seek to empower all students to meet learning goals. This study explores student perspectives on, and use of, proactive extensions built into a recent university course. We compare extension use in low-stake, high-stake, individual, and team assignments; observe how extension use changed over the term; and examine student self-reported responses about the policy. Students unanimously agreed that the proactive extension policy was valuable to their learning. They reported that the proactive extensions enabled them to improve the quality of their work and to better manage their academic workloads, acting as self-regulated learners. They also frequently described reduced stress as a benefit. Extensions generally appeared to be used as needed rather than encouraging procrastination. Students also identified that the need to request extensions in other courses was a barrier. The instructor of this course also benefitted from implementing this policy. Faculty should consider implementing flexible deadline policies to improve student learning experiences and to contribute to a more equitable and inclusive learning environment.

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.

Teaching is a stressful job, and the teachers' stress causes psychological and physical strain as a result of being overworked and concerned. This research was done to compare occupational stress among elementary school teachers in public and private schools, as well as to identify sources of occupational stress among elementary school teachers. This research was quantitative in nature, descriptive and cross-sectional study. A questionnaire was used to collect data from the public and private sector elementary school teachers of Bahawalpur district, Pakistan. A sample size of 353 was selected from a total population of 833. The collected data was analyzed by applying the t-test and the data showed that the stress level of elementary school teachers of private schools was greater than thatof elementary school teachers of public schools. Three main factors of stress were found, i.e., tough time schedule, social interaction, and self-evaluation. Considering the findings, it is recommended that the school education department and administration must play their role in order to minimize the stress on elementary school teachers to avoid the loss of this highly valuable asset.

Synchronous learning engagement has been studied during the pandemic COVID-19. However, few studies investigated Zen participants' engagement in particular courses. The study aims to disclose the EFL Zen students' devotion to synchronous instructional research courses during the disruption phase. The study focuses on the students'; miscellaneous preferences, commitments, technological learning support, topic searching reports (TSR), and research proposals submitted (RPS). The design is a survey study with descriptive qualitative and quantitative data. 24 students were purposively chosen as total samplings. Three instruments were employed to take data; Google forms (GF), electronic observation, and reflection. The 24 participants answered questions four times in a semester through GF. The data were analyzed in descriptive and parametric statistics. The result shows that the participants changed their time preferences due to changing habits and practical reasons. Google Meet and Zoom have caused different impacts and raised various insights. The majority engaged technologically at the basic level. This study also reveals the poor quality of the participants in presenting some essential parts of a thesis proposal. They faced various difficulties in presenting sections of their RPS. The statistics test shows a significant positive correlation between TPR and RPS (r=0.862, p<0.01). It is concluded that the EFL Zen students perform their optimum engagement and learning achievement despite being supported by sophisticated technology. This research implies that teachers need various scenarios to employ online platforms and charge more creative activities to harvest optimum learning outcomes.

Examinations are a significant source of academic stress, particularly in the demanding environment of medical education. In order to reduce the burden of anxiety, burnout and depression among students, medical schools aim at reducing academic stress by exploring alternatives to frequent, high-stakes assessment schedules. The bundling of examinations into integrated block assessments has emerged as a successful strategy to reach this goal, as the resulting reduction in examination days can provide uninterrupted periods of study time that allows for a deeper understanding of material as well as an opportunity for students to take wellness breaks between exams. The present study examines the outcomes of a natural experiment on back-to-back exam scheduling in two related medical school courses post hoc. The outcomes of the scheduling change on the academic performance and satisfaction of examinees were analyzed with a mixed-methods approach. The data show that the transition from a spaced-out to a back-to-back exam schedule was accompanied by a drop in academic performance and student satisfaction with the curricular schedule. The data presented suggest that without proper curricular integration, the block scheduling of exams has negative effects on learning outcomes and student satisfaction.

The aim of this study is to investigate the views of pre-school teachers on outdoor play activities. The research is designed in a qualitative pattern. The study group of the study was determined according to the "Turkish Classification of Statistical Region Units" (2003) by criterion sampling method, which is one of the purposeful sampling methods, and 63 pre-school teachers were interviewed. In the research, "Interview Form for Outdoor Play Activities" was used as data collection tool. NVivo 12 Qualitative Data Analysis program and descriptive statistics were used to analyze the data. As a result of the research, it was stated that teachers prefer the outdoor play activities "when the air temperature is high and without rain"; it was determined that the reasons for not placing these activities or placing fewer in the program are "weather conditions", "parental attitudes" and "physical conditions". It was found out that the teachers allocated "30-60 minutes" to outdoor play activities and generally included these activities "in the middle of the day". It has been revealed that most teachers conduct outdoor play activities "both planned and free" and that these activities are directed by "teachers and children together".

Boarding schools, by definition, house students in residence either on campus or close by in residential facilities - where the sleep environment is likely to differ from their home environment. For boarders, being in the boarding environment occurs alongside a convergence of psychosocial and physiological factors likely to impact adolescent sleep. This paper comprises a review of the literature on sleep and boarding students in the Australian context. We also propose recommendations aligned with the scientific evidence base that can be used to promote healthy sleep in Australian boarding school students, focusing on staff training and sleep knowledge, daily routines, sleeping arrangements, and student mental health and wellbeing. It must be noted that these recommendations should be considered interim recommendations until further research is performed in the area. Further, we suggest the development of standardised practice guidelines, to ensure that student sleep is supported appropriately within the Australian boarding context.

Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three collocations for the same node verb were studied on the same day. In the collocation-massed schedule, three collocations for the same node verb were studied in different weeks. In the collocation-spaced schedule, participants encountered multiple collocations for the same node verb within a single day; at the same time, multiple collocations for the same node verb were repeated each week. To examine whether the knowledge of studied collocations could be transferred to unstudied collocations containing the same node, posttests included novel collocations that were not encountered during the treatment. Results suggested that the collocation-spaced schedule led to the largest gains for both studied and unstudied collocations.