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The purpose was to understand two teachers' experiences of implementing the teaching personal and social responsibility model over the span of one academic year due to their development and participation within a community of practice. A case study approach was utilized to gather and analyze qualitative data; three themes were developed. The teachers were marginalized by school personnel and received little recognition for their efforts. Student success was reported, but students were not ready to learn components of the model. Model implementation improved over time. Support from their community of practice allowed for reassurance, overcoming frustration, routine development, and value of the model. Without the community of practice, teachers indicated high potential for burnout of model use due to exhaustion associated with marginalization. The teaching personal and social responsibility model is well suited for a community of practice based on its call for continuous reflection and gradual empowerment. [ABSTRACT FROM AUTHOR]

This study examined college athlete handbooks at 50 Division I institutions to understand how language focused on mental health was framed. Mental health is an important area of focus on college campuses, particularly for athletes due to increased demands as well as stigmas related to reporting. The researchers performed a framing analysis of college athlete handbooks during the 2020-21 academic year, focusing on all references to mental health, while also examining in detail specific sections devoted to mental health resources. The findings indicated that those specific sections provided supportive resources for college athletes, potentially eroding stigma surrounding the issue. However, some policies did connect support to athletic performance, thus diminishing the individual in the process. Additionally, a lack of reference to diversity and inclusivity may create barriers to mental health support. This research can provide a great resource for athletic departments focused on developing communication strategies to support athlete mental health. [ABSTRACT FROM AUTHOR]

Background: Hackensack Meridian School of Medicine (HMSOM) was founded on a vision of addressing the determinants of health (DoH) in the daily practice of medicine. The school has an active learning curriculum partially conducted through a small group modified problem-based-learning entitled Patient Presentation Problem-based-learning Curriculum (PPPC). This course includes a Monday discussion of a patient case and a Friday small group session includes concept mapping of the week's basic, clinical, and health systems science (HSS) content. To help students contextualize and bring HSS principles into practice, PPPC at HMSOM requires that concept maps include not just basic science content from the week but also explicitly HSS topics and the DoH. Methods: We reviewed group concept maps from 7 pre-clerkship courses. There were an average of 18.9 group concept maps per course available to review, with roughly 8 students per group. We reviewed concept maps for inclusion of DoH icons and HSS content and followed the trend throughout each course of the pre-clerkship curriculum. Results: HSS content appeared in 45% of group concept maps in the first pre-clerkship course, but did not appear in any concept maps in subsequent courses. DoH content was inconsistently present in group concept maps throughout the first three courses, increased towards the end of the first academic year, and then showed a steady decline towards the end of the pre-clerkship curriculum. Conclusions: Students sometimes include DoH on their concept maps and this improves from the first three courses towards the end of the first academic year. However, students do not prioritize inclusion of DoH in their concept maps at the end of the pre-clerkship curriculum. HSS content is included in less than half of the concept maps in the first course, and then is not included in any group concept maps for the remainder of the curriculum. This may be due to a decreased focus on DoH and HSS, or related to students' tiring of pre-clerkship curricular activities including concept mapping. Providing feedback to students on inclusion of DoH and HSS in concept mapping may help improve this skill prior to the start of clerkships. [ABSTRACT FROM AUTHOR]

According to researchers, the pandemic-induced school closures and disruption of services resulted in a massive regression of academic learning and socio-behavioral development, especially among children in developing economies. Countries have been making efforts to recover the learning and developmental losses incurred by children during the pandemic. A review of the literature shows that there are only a handful of studies that examine learning loss as well as post-pandemic efforts at the school level in India. According to a UNESCO report, India also experienced the second-longest COVID-19-induced school closure in the world. This qualitative study was conducted with primary-grade teachers after in-person instruction commenced in a county in eastern India with a large indigenous population. The purpose of the study was to gather teachers' challenges in implementing in-person instruction during the 2022–2023 school year and the efforts they made to recover the learning loss. The findings showed that children started the school year with limited or no knowledge of foundational math and language arts, displayed a lack of interest in learning, and engaged in disruptive classroom behaviors. However, teachers noticed slow but steady progress over time. The findings urge policymakers to support timely learning interventions and provide material and human resources to schools to recover the learning loss. [ABSTRACT FROM AUTHOR]

Swimming is a profound source of joy in life. The impact of swimming competence extends beyond leisure, encompassing aquatic skills crucial for the prevention of drowning incidents. The World Health Organization (WHO) strongly advocates for the proactive initiative of teaching basic swimming and water safety skills to school-aged children, which is recognized as a direct and effective measure in mitigating the risk of drowning. This article aims to investigate and quantify aquatic skills and swimming competence in 9–10-year-old primary school children. A study was conducted throughout the academic year of 2021–2022, as an integral component within the primary schools' physical education. The study design was tailored to facilitate large-group assessment, encompassing children from 69 primary schools (n = 2421) situated across three Norwegian municipalities. The assessments were administered upon the culmination of the fourth-grade learn-to-swim programs and carried out using the Swimming Competence Assessment Scale, involving six consecutive aquatic skills: water entry, swimming on the front, surface diving, float/rest, swimming on the back, and water exit. The results indicated that 62.5% of the children successfully met the predetermined criteria for swimming competence according to the Norwegian standard. Among the six assessed aquatic skills, proficiency in swimming on the front emerged as the most influential factor contributing to the overall competence level. This study emphasizes the pivotal role of swimming education for school-aged children. It highlights the need to prioritize swimming and water safety education, initiating children's learning journey toward being water-competent. [ABSTRACT FROM AUTHOR]

This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019–2020 and 2020–2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students' learning outcomes were examined. Utilizing a mixed-methods approach, the study's second phase included participants from the school's mainstream, English-only program (MP), enriching the overall understanding of the school community's perception of the program. Data were collected through surveys, classroom observations, and standardized assessments—the DIBELS and the iReady Diagnostic assessments. Findings showed challenges with curriculum standardization and prevalent misconceptions about bilingualism. Nevertheless, the program's successes were evident in DLP students' enhanced engagement, parental involvement, and community support. Despite the challenges of the COVID-19 pandemic, the DLP demonstrated its capacity for scaleability and sustainability. During the 2020–2021 school year, regardless of virtual learning, DLP students not only maintained but, in the case of Cohort 1, showed greater growth in reading skills compared to MP students, with Cohort 3 DLP students improving to reach statistically similar performance levels to their MP peers. Findings indicate that the DLP has the potential to serve as a sustainable educational program, fostering both dual language proficiency and academic outcomes. [ABSTRACT FROM AUTHOR]

There are vast individual differences in heritage bilinguals' linguistic skills. It is not clear, however, to what extent this variation can be attributed to experience, cognitive ability or motivation. This study investigates factors influencing the acquisition of both Polish (HL = Heritage Language) and English (SocL = Societal Language) of school-age children, examining the role of motivation, linguistic experience, and language aptitude. We collected and analyzed speech samples from 7- to 12-year-old participants (n = 78) residing in the UK to derive linguistic measures of fluency, syntactic complexity and lexical diversity in both languages. Additionally, a receptive grammar test was administered. Independent variables were obtained via parental questionnaires, a motivation survey and a language aptitude test. To identify predictors of heritage bilingual acquisition, we conducted least squares linear regression analyses for each language area and applied backward stepwise selection to reduce the models. Results show that predictors differ between languages and linguistic areas. Our findings highlight the role of language aptitude in bilingual development, challenge assumptions that motivation to use HL might detract from SocL development, and suggest that HL acquisition can support, rather than hinder, societal language development, as bilingual children draw on their metalinguistic awareness and cognitive skills across both languages. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Specific Education Fields - J.R.S.E.F is the property of Association of Arab Educators 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 aimed to examine the impact of reflective learning-based modules on the competence level of students in Araling Panlipunan 10 during the 2023-2024 school year. The research utilized a one-group pretest-posttest quasiexperimental design, conducted across 23 purposively selected sections, with 896 respondents in the third quarter and 900 in the fourth quarter. Descriptive data were analyzed using frequency and percentage, while inferential data were assessed using a paired samples t-test. Ethical considerations, including informed consent and data confidentiality, were strictly adhered to throughout the study. Results indicated a significant increase in student competence in Araling Panlipunan 10, with post-test scores showing a marked improvement compared to pre-test results. The findings suggest that reflective learning-based modules effectively enhance student learning outcomes in Araling Panlipunan 10. Based on these results, the study concludes that such modules contribute positively to the development of critical thinking, social consciousness, and cultural awareness among students. [ABSTRACT FROM AUTHOR]

This study determined the relationship between work tolerance and Teaching performance of the Mathematics teachers of the District of Isabela 1 for School Year 2023-2024. A researcher-made questionnaire was administered to 96 samples as respondents of the study. Frequency and percent distribution, Mean, Mann-Whitney U-Test and KruskalWallis H-Test, and Goodman-Kruskal’s Gamma (G) or Gamma Coefficient were the statistical tools used in the study. The results revealed that the level of work tolerance of mathematics teachers in terms of physical demands is high and very high in terms of psychological demands. The results also revealed that the teaching performance of the mathematics teachers, based on their IPCRF rating, is outstanding. In terms of differences, there is no significant difference between the level of work tolerance of mathematics teachers and sex, age, socio-economic status, and number of years in teaching. A significant difference is found between the level of work tolerance of mathematics teachers and highest educational attainment. In terms of relationship, the level of work tolerance of mathematics teachers does not significantly affect their teaching performance. [ABSTRACT FROM AUTHOR]

This study aimed to determine the speech delivery level of Science, Technology, Engineering, and Mathematics (STEM) students before and after the integration of a learning launchpad on Flip in terms of the principles of speech delivery such as articulation, modulation, stage presence, facial expressions, gestures, and movements and rapport with the audience. The chosen subjects of this study were the 36 officially enrolled STEM students in the first semester of the academic year 2023-2024 in a particular section in one of the private institutions in Bacolod City, Negros Occidental. A validated and reliability-tested research instrument used in this study was a researcher-made rubric that contained five items namely: articulation, modulation, stage presence, facial expressions, gestures, and movements and rapport with the audience. This study utilized an Experimental Research Design, specifically Quasi-experimental, since it aimed to evaluate intervention that does not use randomization. The results of the study showed that the speech delivery level of Science, Technology, Engineering, and Mathematics (STEM)students in terms of the mentioned speech delivery principles before and after the integration of a learning launchpad on Flip was all very good. There was a significant difference in the stage presence and rapport with the audience of students while there was no significant difference found in articulation, modulation and facial expressions, gestures and movements as principles of speech delivery. Therefore, an enrichment program was made based on the results of the study. [ABSTRACT FROM AUTHOR]

The study determined the effects of algebra tiles in the operations of integers and polynomials to the academic performance of Grade 7 students of Gil Montilla National High School- Camindangan Extension enrolled in the academic year 2023-2024. A standardized questionnaire based on the Enhanced Regional Unified Numeracy Test (ERUNT) of DepEd Region VI for the operations on integers and based on the self-learning modules published by the Schools Division of Pasig City for the operations of polynomials were used in gathering the data. There are 80 participants in determining the pre-test and post-test performance of the Grade 7 students. Out of 80 participants, 40 were assigned as control group. In the operations of integers, the pre-test mean is 20.20, while the post-test mean is 26.38. In the operations of polynomials, the pre-test mean is 2.40, while the post-test mean is 7.83. The results revealed that there was an increase in the performance of the control group. There are also 40 participants in the experimental group who took the pre-test and post-test in the operations of integers, the pre-test mean is 19.17, interpreted as nearly proficient, while post-test mean is 27.78, interpreted as nearly proficient. In the operations of polynomials, the pre-test mean is 2.37, interpreted as not proficient, while the post-test mean is 9.70, interpreted as low proficient. Thus, there is an increase in the performance of the experimental group in the operations of integers and polynomials. Using the Wilcoxon Signed Ranks Test at 0.05 level of significance in the operations of integers, the computed value is - 5.518 and the p-value is <0.001. In the operations of polynomials, the computed value is -5.519 and the p-value is 0.001. Since the P value in both operations are less than 0.05 level of significance, the null hypothesis is rejected. This means that there is a significant difference between the pre-test and post-test performance of the experimental group in the operation of integers and polynomials. The result suggests that algebra tiles are effective in improving students’ performance in the operation of integers and polynomials. This implies that the class sessions and the use of algebra tiles has a significant effect to the performance of the Grade 7 students. Furthermore, there is no significant difference between the control and experimental group in the operations of integers and polynomials. [ABSTRACT FROM AUTHOR]

A well-written executive summary speaks for the quality of the report- it reflects the value of the document. The business plan is a relatively organized entrepreneurial endeavor and implements activities for the success of the business venture, thus, the writing of an executive summary can be problematic and challenging. Anchored on Hyland’s (2000) five-move model, a corpus of twenty-one (21) randomly selected business plan executive summaries for the academic year 2019-2022. The results demonstrated that the move structure employed in writing business plan executive summaries for the academic year 2019-2022 are namely Introduction- Purpose- Method- ProductConclusion moves. It was noted that these are the move structures that have been followed and employed by the writers. Furthermore, the findings also revealed that there are three dominant move structures observed in the corpus of business plan executive summaries namely Introduction- Purpose- Method- Product- Conclusion, IntroductionMethod- Product- Conclusion, and Introduction- Purpose- Method- Product. It was also noted that the “Purpose” and “Conclusion” moves have sometimes been not observed or have been omit by the writer. Additionally, it was advised that business plan instructors in business administration follow a certain pattern in writing their executive summary to make students who write the summary familiar with the structure and vital components of a well-written document. Through this, writers will be inspired to produce a more coherent summary. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to use poetry as an effective tool to improve students' language skills in teaching Turkish to Kyrgyz. In this context, the teaching of emphasis and pronunciation through poetry is emphasized. In this study, action research, one of the qualitative research methods, was used. The study group of the research consists of 10 Kyrgyz students studying at Kyrgyzstan-Turkey Manas University School of Foreign Languages in the academic year 2022–2023 and who voluntarily participated in the study. Based on this information, students were recommended Necip Fazıl Kısakürek's poem "Kaldırımlar," Atillâ İlhan's poem "Ben Sana Mecburum" and Yavuz Bülent Bâkiler's poem "Şaşırdım Kaldım İşte" on the first day of the study. Students read the poem of their choice and then prepared for it for 4 days. On the 5th day, they read the poem in the classroom. The data obtained during reading were written down and a comparison was made by considering emphasis, intonation and pronunciation. The data were categorized as "errors related to the mispronunciation of /h/ and /k/ sounds," "errors related to emphasis" and "ignoring the rhythmic element" and themes were formed and students' mispronunciations were presented in tables. As a result of the comparisons, the differences between the first day and the last day were evaluated. The findings were interpreted by comparing them with the studies in the literature. [ABSTRACT FROM AUTHOR]

Background: The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it. Aims: The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system. Methods: The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software. Results: The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system. Conclusion: In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication 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.)

Objective: The objective of the present study was to predict addiction potential in adolescent boys based on sensation seeking, with the mediation of resilience. Methods and Materials: The research method was descriptive and correlational. The statistical population included all 12-year-old male students from public schools in Tehran during the first and second semesters of the 2018-2019 academic year. A total of 300 students were selected through multi-stage random sampling. The research tools included the Sensation Seeking Scale, the Connor-Davidson Resilience Scale, and the Adolescent Addiction Potential Scale. The data were analyzed using structural equation modeling and AMOS software. Findings: The results showed that sensation seeking (β = 0.501, P = 0.001) positively and significantly predicted addiction potential in adolescents, while resilience (β = -0.246, P = 0.001) negatively and significantly predicted addiction potential in adolescents. Sensation seeking, through the mediation of resilience, predicted addiction potential in adolescents (β = 0.074, P = 0.010). Conclusion: Sensation seeking, through the mediation of resilience, predicted addiction potential in adolescent boys. It is recommended that specialists implement educational and therapeutic programs aimed at enhancing resilience for sensation-seeking adolescents and youth in educational and university settings. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study is comparing the effect of Social-Emotional Aspects of Learning (SEAL) package with Parent Effectiveness Training (PET) package on the improvement of attention deficit hyperactivity disorder (ADHD) symptoms in children aged 6-12 years with ADHD. Methods and Materials: This research was semi-experimental and a pre-test-post-test design was used with a control group (2 experimental groups and one control group). The statistical population of this research was all male and female students aged 6-12 years old with ADHD in Isfahan who were studying in the academic year of 2021-2022. The research sample was 48 parents and students with ADHD who were purposefully selected and randomly placed in groups. Students were selected according to the criteria for entering the research. Each training package included 8 sessions for children and parents, that SEAL package for children and PET package for parents. The Child Symptom Inventory-4 (CSI-4) questionnaire (Mohammed Ismail & Alipour, 2002) was used to collect data. To analyze the data, after checking the assumptions of the parametric tests, ANCOVA and MANCOVA analysis were used using SPSS-23. Findings: The findings showed that there is a significant difference between the average scores before the intervention and after that. But after the intervention, a significant difference observed in the average scores of the experimental and control groups. (P>0/05) Conclusion: It can be concluded that the improvement of symptoms of ADHD after the training programs in the experimental group is different from the control group. So, the programs improved the symptoms of ADHD. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to examine the impact of anxiety thoughts, frustration tolerance, and learning strategies on test anxiety among female high school students in their second year. Methods and Materials: The research was descriptive-correlational in nature. The statistical population included all female high school students in Tonekabon during the academic year 2023-2024, from which a stratified proportional sample of 341 students was selected. The research instruments included the Wells Anxiety Thoughts Index (AnTI) (1994), the Harrington Frustration Discomfort Scale (FDS) (2005), the Pintrich et al. Motivated Strategies for Learning Questionnaire (MSLQ) (1993), and the Phillips Test Anxiety Questionnaire (PAQ) (1978). The data were analyzed using structural equation modeling (SEM). Findings: The findings indicated that anxiety thoughts have a positive and direct effect on students' test anxiety (p < .05). Frustration tolerance and learning strategies have a negative and direct effect on test anxiety (p < .05). Conclusion: It can be concluded that anxiety thoughts, frustration tolerance, and learning strategies play a significant role in shaping test anxiety among female high school students. [ABSTRACT FROM AUTHOR]

In this study, the impact of the Environmental and Climate Change Education program on the perceptions of 4th-grade students regarding environmental issues, climate change, and sustainability was investigated. The study group consisted of 22 (12 boys, 10 girls) 4th-grade students aged between 9–10 years, who were all studying in the same class at a central primary school in Eskişehir. Conducted throughout the 2022–2023 academic year, the research was carried out in three stages: before the implementation, after the implementation, and 9 months after completing the program. Data were obtained through drawings created by the students and interviews based on these drawings. Initially, the students' drawings depicted basic concepts such as air, water, trees, and waste. However, after participating in the Climate Change Education program, significant changes were observed in their understanding and perceptions of environmental issues, climate change, and sustainability. The activities of the program significantly increased the students' awareness and comprehension of these critical issues. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This study investigated the agreement between students' self-assessment or peer assessment and faculty assessment of the quality of root canal treatment (RCT) performed during preclinical and clinical endodontic courses. Materials and Methods: This cross-sectional study enrolled 23 4th-year students and a faculty member from the University of Medical Sciences and Technology, Sudan. The radiographic technical quality of RCTs performed during preclinical and clinical endodontic courses was evaluated by the students themselves, their peers, and faculty members in terms of the obturation length, shape, and density. Paired Student's t -test was used to compare self-peer and faculty assessments. P < 0.05 was considered indicative of statistical significance. Results: No statistically significant differences were observed among the three assessment groups in terms of the quality of RCTs performed during the preclinical course. However, statistically significant differences were observed between self- and peer assessments (P = 0.014), and between self- and faculty assessments (P = 0.005), which may be attributable to lower confidence among students when working on real patients, leading to lower self-assessment scores. Conclusion: Significant differences were observed between self- and peer assessments and faculty assessments in the quality of RCT performed during the clinical course, with students underrating their performance. Formative assessment of learning rather than summative assessment, during endodontic courses, is recommended at the end of academic year. [ABSTRACT FROM AUTHOR]

Launched in November of 2022, the generative artificial intelligence tool ChatGPT garnered immediate societal interest and adoption as its advanced large language modeling proved capable of producing sophisticated, human-like responses to user-generated prompts. In this preliminary study, K-12 teachers in the United States were surveyed on their initial perceptions of—and responses to—the use and misuse of ChatGPT during the 2022–2023 school year. The results show that most teachers moderately understood the tool, but adoption was rare. Most educators did not use AI detection tools and had a neutral stance on the difficulty of detecting when a student used generative AI on an assignment without their aid. Response to the unethical use of AI by students was met in various ways, including discussion, reassessment, revision and disciplinary measures. Findings contribute to understanding educators' reactions and responses to genAI and help inform responsible AI integration in educational settings. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Knowledge Management is the property of Arab Institution of Knowledge Management 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.)

Mathematical coherence is a goal within the Common Core State Standards for Mathematics. One aspect of this coherence is how student mathematical thinking is developed across concepts. Unfortunately, mathematics is often taught as isolated ideas across grades. The multiplicative field is an area of study that needs to be examined as a space to develop connections across concepts. This paper uses a case study of mathematical thinking from one 5th-grade student over a school year to demonstrate the connections in his thinking across whole numbers, fractions, and graphing work. Analyzing his solution strategies with three frameworks detailing multiplicative, proportional, and functional thinking, his strategies show a developing understanding of proportional reasoning, and functional thinking as he is building his multiplicative thinking and connections from whole numbers to fraction problem-solving strategies to graphing. Examining this student's mathematical thinking points to the opportunity for connections across the multiplicative field through teaching mathematics in a manner more responsive to student sense-making. [ABSTRACT FROM AUTHOR]

This study examined the psychometric properties of two common frameworks for scoring retell data (i.e., clause- and idea unit-based methods) among 86 third- through fifth-grade students with dyslexia. At the beginning and end of the school year, students read two grade-level R-CBM probes (one orally and one silently) and engaged in a retell following each passage. Results from the clause- and idea unit-based scoring frameworks were compared to a criterion measure, the GORT-5 Reading Comprehension subtest. Both retell scoring methods demonstrated adequate temporal stability across the school year and were also sensitive to detecting growth in student's comprehension skills across the year. Clause- and idea unit-based scores were found to correlate strongly with one another and correlated moderately to strongly with the criterion measure. Although differences did not emerge in the correlational results, mean differences did emerge with clause-based scoring resulting in a higher percentage of recall than did idea-units. Overall, results from this study provide support for the validity of retell as a measure of reading comprehension among elementary school students with dyslexia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arab Studies in Education & Psychology is the property of Association of Arab Educators 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 tests the impact of adding Restorative Practices within secondary schools implementing the Diplomas Now turnaround model in 8 large U.S. urban districts on: (a) the severity of disciplinary problems in these schools, (b) the probability that students would be suspended three days or more during the school year, and (c) the chronic absenteeism rate. We conducted a school-level randomized control trial in 33 schools—17 treatment and 16 control—within 12 randomization blocks. The combined intervention was implemented in the treatment schools during the 2014–2015 and 2015–2016 school years. The results from the final year on the pre-specified primary outcomes indicate that the intervention significantly reduced the severity of discipline problems in treatment schools (ES = −0.13) and the probability that students would be suspended 3 or more days (OR = 0.66); reductions in chronic absenteeism were only marginally significant. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

High-school teachers and students do not usually have access to scientific research advances because original research papers contain many highly specialized words that are specific to the discipline. Scientific newsletters (SNs) summarize current scientific research advances and trends. During the 2022–2023 school year, 21 SNs teaching biology content were written by a team of science-education and biology specialists working at the National Center for High-School Biology Teachers in Israel, according to the following criteria: (a) the SNs were based on primary research papers published in international well-known scientific journals such as Nature, Cell or Science; (b) the biological content was related, albeit not necessarily directly, to the Israeli high-school biology curriculum; (c) some of the SNs were related to biological events that occurred during the week in which the SN was distributed, such as World Diabetes Day. The SNs were written in Hebrew, translated to Arabic, and sent weekly via WhatsApp to 901 high-school biology teachers. After sending 10 SNs, an anonymous questionnaire was sent to the teachers to understand their use of the SNs and identify topics to which teachers would like us to relate in the next SNs. Forty-nine teachers answered the questionnaire, revealing that according to their open-ended answers, some of the teachers valued the importance of receiving SNs teaching biology topics as a way to enrich their own biological knowledge, and to engage their students with meaningful scientific research and with the real-world work of scientists. Further research is needed to analyze the impact of the SNs on teachers' professional development. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the effectiveness of the High Diploma in Teacher Education Program at the University of Jordan as Perceived by EFL Student-Teachers, and to investigate statistically significant differences (a = 0.05) in the EFL student-teachers' estimations of the program's effectiveness due to their gender. The sample of this study consisted of 46 EFL student-teachers registered in the High Diploma in Teacher Education Program at the University of Jordan, during the academic year 2022-2023. The total number of EFL student-teachers consisted of 54 students distributed to two sections. The sample was purposefully chosen upon availability from the two EFL student-teacher sections which consisted of 36 female student-teachers and represented 78% of the sample, and 10 male student-teachers which represented 22%of the chosen sample. To achieve the aims of the study, a 37 Likert item survey was distributed on three main domains of teachers' standards and was applied to the sample of the study. The results of the study showed that the effectiveness of the High Diploma in Teacher Education program at the University of Jordan on the overall and separate scale was high; standard 3 (Professional Ethics) ranked first, then standard 2 (Professional Practice) ranked second. Finally, standard 1 (Professional Knowledge) ranked third. On the other hand, the results of the study showed that there were statistically significant differences (a= 0.05) in the EFL student-teachers' estimations of the program effectiveness due to their gender in favor of female student-teachers. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Contemporary Humanities & Educational Science is the property of International Journal of Contemporary Humanities & Educational Science 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.)

Copyright of Journal of Economic Administrative & Legal Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

Copyright of Journal of Research in Specific Education Fields - J.R.S.E.F is the property of Association of Arab Educators 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.)

Creating a conceptual unity is an important starting point for understanding a subject. It is more difficult to find a common definition if the concept in question is 'religion, religiosity, secularism', which can vary according to the field of the person making the definition, where he/she positions himself/herself in relation to religion, the characteristics of the religion he/she believes in (or does not believe in), and many other parameters. In order to draw the boundaries of this research correctly, it is necessary to clarify the development and changes in the concept of 'religion' and the related concepts of 'religiosity and secularism' in the historical process. Among the places where the effectiveness of these concepts at the theoretical level can be examined are the textbooks taught in Anatolian Imam Hatip High Schools. The nature or content of the fiqh textbooks taught in Imam Hatip High Schools, which can be exemplified as an educational institution of religious culture reinforcement in Turkey, is within the scope of this study. In connection with this subject, the aim of this study is to analyse the fiqh and fiqh reading textbooks taught in Anatolian Imam Hatip High Schools from the perspective of religiosity and secularism. Fiqh, from the perspective of Islamic theology, contains normative principles that govern personal and social practices. As textbooks, fiqh and fiqh readings were chosen because they are likely to provide data on the subject. This research employs a qualitative approach, utilising document analysis as its primary method to investigate these textbooks. The analysis is based on textbooks that were approved by the Ministry of National Education and taught during the 2023–2024 academic year. For the purposes of this study, only explicit verbal content was considered, while implicit messages were excluded. As a result of this study, it is understood that both books have a religiosity-centred perspective and that there are chapters in which changes are taken into consideration rather than secularism. [ABSTRACT FROM AUTHOR]

Introduction: The design of a Protocol for the Assessment of the development of pragmatic competences in early childhood (PDP-PI) and the preliminary data obtained in a comparative study in 3–5-year-old school children are presented. Methods: The design of the protocol is based on a model of global understanding of pragmatics that considers essential to include linguistic, intersubjective and social aspects in order to make an adequate assessment of development. Based on the taxonomies of communicative functions, four basic competencies are described (Interactional, Referential, Subjective and Figurative). These competencies make it possible to categorize most of the linguistic emissions in early childhood. The PDP-PI presents two novelties with respect to other assessment systems: (a) it allows detecting the degree of a skill development (not only the presence/absence), (b) it includes items to assess the comprehension of pragmatics. The PDP-PI was used with 40 students of kindergarten education, divided into three groups according to school year. Results: The results- Duncan's post-hoc test-confirm the existence of significant differences between the different age groups in all competencies, except for referential competence. Construct validity was assessed by means of an inter-rater test (Fleiss' Kappa = 0.76; Krippendorff's Alpha = 0.76), and content validity was assessed by analyzing the correlations between the four competencies of the protocol. Significant correlations were found between all the competencies, except the relationship between the Referential and Interactional competencies. Discussion: The data obtained in this study are preliminary, but they show that there is an evolution in the management of pragmatic skills, throughout early childhood, toward more complex and context-appropriate interactions. It is necessary to advance in procedures that discriminate against this evolution to establish developmental profiles which favor the detection of pragmatic difficulties or disorders at early ages. [ABSTRACT FROM AUTHOR]

The primary aim of this research is to find out if block model approach could help in enhancing the academic performance among the Grade III pupils of Santa Cruz Elementary School, District I-A, Schools Division of Antipolo City school year 2023 - 2024. Specifically, this study aimed to determine the performance of the Grade III pupils in Mathematics during the pre-test and post-test. It also sought to fine answer if there is a significant difference in the performance of the respondents after utilizing block model approach in teaching Mathematics lessons. The quasiexperimental pre-test and post-test design was utilized in the study. There were forty-one (41) pupils who were subjected as the respondents in the action research. Teacher-made pre-test and post-test in Mathematics were the tools utilized to gather the needed data. These questionnaires were validated by the master teacher in-charge of testing the principal approved for its used. In order to answer the specific problems posted in the study, the researcher utilized the mean and the t-test. Based on the results found, the respondents portrayed low performance in their Mathematics class as reflected on their scores during the pre-test while they showed enhanced academic performance in the said subject after integrating the block model approach in teaching which resulted on improved post-test scores. Furthermore, results of the study revealed a significant difference from pre-test to post-test. [ABSTRACT FROM AUTHOR]

One of the challenges elementary pupils face is developing strong vocabulary skills. This quasi-experimental study aimed to determine the effectiveness of Project HVS (Harnessing Vocabulary Skills), a 20-word-a-day practice, in improving the vocabulary skills of Grade 5 students. The study utilized researcher-designed pre-test and post-test questionnaires, administered to 30 Grade 5 pupils from Clementa F. Royo Elementary School during the 2023-2024 academic year. Pre-test results indicated that the students exhibited below-grade-level proficiency in vocabulary. However, the post-test scores demonstrated significant improvement, with the students' scores increasing after the implementation of the 20-word-a-day practice. The results were statistically significant, supporting the conclusion that the 20-word-a-day practice is effective in enhancing vocabulary skills among Grade 5 learners. It is recommended that educators and policymakers integrate similar interventions into language curricula to promote vocabulary development and linguistic proficiency among students. [ABSTRACT FROM AUTHOR]

This study aimed to determine the supervisory skills of school administrators and their relation to the level of engagement of selected public teachers in professional development programs in District II-D, Antipolo City, which served as the basis for the professional capability program during the school year 2024-2025. Perceptions of the respondents regarding the supervisory skills of school administrators Regarding decision-making, the school administrator-respondents obtained a composite mean of 3.492, while the teacher-respondents obtained 3.49, both verbally interpreted as Very Satisfactory. Regarding planning and organizing, the school administrator-respondents obtained a composite mean of 3.444, while the teacher-respondents obtained 3.605, both verbally interpreted as Very Satisfactory. Regarding promoting optimal performance, the school administrator-respondents obtained a composite mean of 3.509, while the teacher-respondents obtained 3.492, verbally interpreted as Very Satisfactory. In terms of achieving technical and professional knowledge, the school administrator-respondents obtained a composite mean of 3.515, while the teacher-respondents obtained 3.534, verbally interpreted as Very Satisfactory. The two groups of respondents' perceptions are similar regarding the supervisory skills of school administrators with respect to the abovecited aspects except for the variable-achieving technical and professional knowledge. The level of engagement of teachers in professional development programs. In terms of the level of engagement of teachers in professional development programs, their level of engagement was described as Very Actively Engaged. There is no significant correlation between the school administrators' supervisory skills and teachers' level of engagement in professional development programs. [ABSTRACT FROM AUTHOR]

This study aimed to determine the instructional leadership of school administrators as correlate to teachers' performance which served as basis for an action plan during the school year 2024-2025. In terms of Resource Provider, the teacher-respondents obtained a composite mean of 3.46 which was verbally interpreted as Always. In terms of Instructional Resource, the teacher-respondents obtained a composite mean of 3.62 which was verbally interpreted as Always. In terms of Communicator, the teacher-respondents obtained a composite mean of 3.51 which was verbally interpreted as Always. In terms of Visible Leader, the teacher-respondents obtained a composite mean of 3.55 which was verbally interpreted as Always. The majority of 151 teacher-respondents or 63.58% at rank 1 have an Outstanding IPCRF performances. The table presented the results of the Teacher Performance Evaluation for the academic year 2023-2024, as assessed through the Individual Performance Commitment and Review Form (IPCRF). Teacher performance was categorized into two main ranges based on their evaluation scores. The highest category, ranging from 4.1 to 5.00, denoted "Outstanding" performance, with 96 teachers, accounting for 63.58% of the total evaluated, achieving scores within this range. The second category, spanning from 3.1 to 4.00, signified "Very Satisfactory" performance, with 55 teachers, comprising 36.42% of the total, falling into this range. A significant relationship between the instructional leadership roles of the school administrators and the teachers' performance based on their IPCRF is evident. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of technology integration of the teachers in using various platforms in public elementary schools as a correlate to school performance. These findings serve as a solid foundation for a proposed learning development program, offering a promising future for the school year 2024-2025. Regarding technology knowledge, the teacher-respondents obtained a composite mean of 3.534, verbally interpreted as strongly Agreeing. In terms of technological competence, the teacher-respondents got a composite mean of 3.444, which was verbally interpreted as strong agreement. In terms of technical support, the teacher-respondents achieved a composite mean of 3.447, which was verbally interpreted as strongly Agreeing. The degree of Teachers' Performance Rating of the respondents during the school year 2023-2024. The Teacher-Respondents' performance rating was rated as "Outstanding." Surprisingly, no significant correlation was found between the level of technology integration and the respondents' performance ratings. This finding challenges common assumptions and provides valuable Insights. Surprisingly, no significant correlation was found between the level of technology integration and the respondents' performance ratings. This finding challenges common assumptions and provides valuable Insights. [ABSTRACT FROM AUTHOR]

This study evaluated the effectiveness of the Mathusay Programs implemented at Bagong Nayon II Elementary School during the 2024-2025 academic year. It focused on assessing students' performance through pre-test and post-test evaluations, examining proficiency levels, and exploring the correlation between program scores and Mathematics subject performance. The findings guided the development of an intervention program to enhance the Mathusay Programs. Pre-test results revealed students were categorized into four groups: Non-Numerate, Emergent, Average Numerate, and Above Average Numerate. Lower grades (I-III) had higher percentages of non-numerate learners (6.33%) compared to upper grades (3.70%), suggesting younger students faced more challenges in basic numeracy. Emergent learners represented 34.83% in the lower grades and 22.55% in the upper grades, indicating skill improvement over time. Average Numerate students comprised the majority, with significant growth in Above Average Numerate learners from 21.12% in lower grades to 40.32% in upper grades. Post-test data showed a similar trend, with decreased non-numerate learners (5.00% in lower grades and 1.57% in upper grades) and increased proficiency among Above Average Numerate learners (22.55% to 41.70%). A significant difference between pre-test and post-test results highlighted the program's impact. Proficiency levels were generally "Proficient" in Grades 1-4 (75.35%-79.15%) but declined to "Nearly Proficient" in Grades 5-6 (65.63%-69.55%), suggesting a need for additional support. However, no significant correlation was found between Mathusay scores and overall Mathematics proficiency. Recommendations include targeted interventions to sustain and enhance student performance across grade levels. [ABSTRACT FROM AUTHOR]

This study aimed to determine the sense of accountability of the public-school principals and its impact to school performance which served as inputs for a proposed training development program during the school year 2024-2025. The level of public-school principals' accountable leadership as perceived by the teachers. In terms of Involvement / participation of teachers in school activities, the teacher-respondents got a composite mean of 4.45 which was verbally interpreted as Very Satisfactory. In terms of Professional development, the teacher-respondents got a composite mean of 4.47 which was verbally interpreted as Very Satisfactory. In terms of School programs and projects, the teacherrespondents got a composite mean of 4.50 which was verbally interpreted as Very Satisfactory. The significant correlation between the public-school principals' accountability as perceived by the teachers. In terms of Involvement participation of teachers in school activities and Professional Development, there is a highly significant correlation. In terms of Professional development and School programs and projects, there is a highly significant correlation. In terms of Involvement / participation of teachers in school activities and School programs and projects, there is no significant correlation. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effectiveness of implementing the Learning Action Cell (LAC), which served as the basis for the enhancement program during the school year 2024-2025. The level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC). Regarding Learner Diversity and Student Inclusion, the teacher-respondents obtained a composite mean of 3.53, which was verbally interpreted as Very Highly Achieved. Regarding Lesson Content and Pedagogy, the teacher-respondents obtained a composite mean of 3.54, verbally interpreted as Very Highly Achieved. Regarding Assessment and Reporting, the teacher-respondents obtained a composite mean of 3.51, verbally interpreted as Very Highly Achieved. Regarding Curriculum Contextualization, Localization, and Indigenization, the teacher-respondents obtained a composite mean of 3.49 verbally interpreted as Very Highly Achieved. The level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. The teacher-respondent's level of perception of the extent of challenges encountered in conducting LAC sessions obtained a composite mean of 3.50, which was verbally interpreted as a Very Great Extent. The significant relationship between the level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC) and the level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. There is no significant relationship between the teachers' perception of the effectiveness of implementing the Learning Action Cell (LAC) and the teacher's perception of the challenges encountered in conducting LAC sessions. [ABSTRACT FROM AUTHOR]

This study aimed to assess the teachers' competence and its relationship to the RPMS-PPST results of selected public school teachers. It served as the basis for a training development program during the school year 2024-2025. Regarding classroom management, the teacher-respondents obtained a composite mean of 3.52, which was verbally interpreted as highly competent. In terms of Mastery of the Subjects, the teacher-respondents obtained a composite mean of 3.57, which was verbally interpreted as Highly Competent. In terms of Instructional Material Development, the teacherrespondents obtained a composite mean of 3.56, which was verbally interpreted as Highly Competent. In terms of Teaching Strategies and Approaches, the teacher-respondents obtained a composite mean of 3.61, which was verbally interpreted as Highly Competent. In terms of Communication Skills, the teacher-respondents obtained a composite mean of 3.56, which was verbally interpreted as Highly Competent. In terms of Learning Assessment and Reporting, the teacher-respondents obtained a composite mean of 3.68, which was verbally interpreted as Highly Competent. Out of the total cohort of 56 teachers evaluated, a significant majority, comprising 76.78% (43 teachers), achieved the highest rating of "Outstanding," with scores ranging from 4.1 to 5.00. This dominance at the top of the rating scale underscored a commendable level of instructional competence and commitment among the teaching staff. Conversely, 23.22% (13 teachers) of the evaluated staff were rated as "Very Satisfactory," reflecting a solid performance level that, while slightly below the top tier, still denoted commendable achievement and effective classroom management. This group of teachers exhibited a strong grasp of pedagogical techniques, student engagement strategies, and curriculum delivery, contributing positively to the overall educational experience despite not attaining the highest rating. The significant relationship between the level of perception of the teachers as regards their competence to the RPMS-PPST results and the teacher's performance based on their IPCRF The significant relationship between the teachers' level of perception regarding their competence to the RPMS-PPST results and the teacher's performance based on their IPCRF is very evident and Highly Significant. [ABSTRACT FROM AUTHOR]