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The current quasi-experimental study aims to investigate the efficacy of mnemonic strategies (Visual imagery and Story-linking) to improve the basic multiplication fact retrieval of grade 3 students with mathematics difficulties. The authors employed a quantitative approach within the matching-only pretest-post-test control group design to analyze the data on 206 subjects, of whom 78 exhibited mathematical difficulties. The study was conducted in eight inclusive primary schools in Purwakarta City, Indonesia. The research findings indicated that the N-gain acquisition of students in the experimental group (0.38) outperformed students in the control group (0.11). Similarly, the N-gain acquisition of students with mathematics difficulties in the experimental group (0.26) indicated a higher enhancement than those in the control group (0.08). Overall, the mnemonic strategies improved the students’ retrieval of basic multiplication facts on students with and without mathematics difficulties. However, mnemonic strategies have successfully achieved two of the Sustainable Development Goals 4 (SDG 4) by the 2030 Agenda for Sustainable Development on ensuring students with disabilities as one of the vulnerable groups, have equal access to education and guaranteeing both male and females are literate and numerically literate. These findings have practical implications for educators, providing them with actionable insights to develop effective teaching strategies for students with mathematics difficulties.

Writing is a facet of learning and daily communication. However, many deaf and hard-of-hearing learners (DHHLs) struggle with writing despite teachers’ efforts to teach writing effectively. For decades, researchers have developed interventions and theories for improving writing instruction with limited implementation research to assess what works and what does not, for whom, where, and how. The international goal to achieve quality education through Sustainable Development Goal 4, with target 4.6 for improving literacy skills by 2030, has increased awareness of improving learners’ literacy skills in developing countries, including those with disabilities. However, there is limited research on evidence-based interventions in improving DHHLs’ literacy skills, particularly in writing. One of these interventions is the self-regulated strategy development model (SRSD). This study describes the implementation of SRSD in Lesotho with two Grade 6 DHHLs, specifically focusing on identifying the teacher’s instructional adaptations and learners’ development as writers during SRSD instruction. This study also considers the pedagogical implications of SRSD instruction when used with DHHLs with limited English backgrounds.

In recent years, MoEYS has implemented a strategic plan to adhere to SDG 4 in promoting the quality of education. MoEYS also devotes itself to performance appraisals to measure and enhance teacher performance in Cambodian secondary schools. This quantitative study analyses the relationship between performance appraisal and teacher performance. It further examines the factors in current performance appraisal practices that influence teacher performance in public secondary in schools Phnom Penh, Cambodia. This study discovered the performance appraisal processes and methods that influence teacher performance. Our findings indicate a significant relationship between performance appraisal and teacher performance. Additionally, this study provides solutions to improve performance appraisal on target setting and performance rating assessment. It also provides a substantial roadmap for school principals to practice the performance appraisal more effectively to enhance teacher performance. Future research should consider performance appraisal practices that could influence teacher performance in Cambodian primary schools.

In the last two decades, interest in inclusive education has grown, and researchers have begun to study teachers’ attitudes toward it. However, few studies have examined both pre-service and in-service teachers’ perspectives, particularly in Japan. Therefore, the current study contributed to investigating the attitudes and self-efficacy of pre-service and in-service teachers toward inclusive education in Japan. A descriptive survey was used to collect data for quantitative analysis. Firstly, no significant main effects and interactions of attitudes were found for all independent variables. Next, it was found that there were two main effects on the self-efficacy scale: training and prior contact with disabilities. Finally, two predictors for the attitude scale were found: self-efficacy and training in inclusive education and special needs education. These results implied a better understanding of the attitudes and self-efficacy of pre-service and in-service teachers. They provided insight into how to improve teacher training for inclusive quality education for all, as envisioned by SDG 4.

In recent years, schools have investigated recruitment and selection practices to contribute to teacher performance, demonstrating that they value them. This quantitative study aimed to examine the impact of recruitment and selection practices on the performance of public secondary teachers in Phnom Penh, Cambodia, and the relationship between recruitment and selection and teacher performance. Our findings indicate that recruitment and selection impact teacher performance through processes and methods. It demonstrates the relationship between recruitment and selection and teacher performance through its critical exploration. The implications for our research contribute to recruitment and recruitment processes and methods that lead to teacher performance and the relationship between recruitment and teacher performance. The findings suggest a policy implication that there needs to be a greater need to improve recruitment and selection policies to enhance teacher performance. This study underlines the importance of recruitment and selection processes and methods as academic sources for researchers.

Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01). Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p

Recent studies suggest that relict communities of Saccharina japonica var. ochotensis are rarely observed in southwestern Hokkaido, where S. japonica. var. religiosa is generally distributed. Previous research has mainly focused on the morphology of these species, and field survey data is very limited. In the present study, relict S. japonica var. ochotensis communities were observed only near the estuaries of larger rivers, specifically in estuarine areas where bedrock is present and the seashore has a gentle gradient slope. The biomass and size (length, width, and weight) of annual and biennial relict S. japonica. var. ochotensis were recorded. The carbon/nitrogen ratio of the kelp sporophytes was analyzed, and relatively lower values were observed in the relict community of this species. This information may help in the maintenance of kelp beds in southwestern Hokkaido and the wise utilization of relict S. japonica var. ochotensis in the estuarine areas of southwestern Hokkaido, Sea of Japan. [ABSTRACT FROM AUTHOR]

Through this article, researcher seek to explore employee performance as it is assumed affected by transformational leadership, psychological ownership and organizational commitment. Concepts to explain the phenomena are elaborated from each of keywords mentioned; transformational leadership, employee performance, psychological ownership and organizational commitment. Our research model is multivariate, therefore we use SMARTPLS as our analytical tool. Findings of this research shows that only organization commitment support employee performance in the given data. We conclude that our research shows that in specific respondent profile, employee performance is perceived affected by organizational commitment not by transformational leadership nor psychological ownership.