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This research sought to examine whether study interest and mentoring ability have a significant impact on students' mathematical fluency. The study focused on selected private junior high schools in the municipalities of Monkayo, Montevista, and Compostela, where the respondents were drawn from. The statistical methods employed in this study included Mean, Pearson-r, and Regression Analysis. The research utilized a quantitative non-experimental design, specifically a correlation technique combined with regression analysis. Results revealed that the level of study interest in terms of feelings, value and involvement was high with an overall mean of 3.592 and has an SD of 0.66 reflected a descriptive rating of high. Furthermore, the mentoring ability was rated as high across several areas, including inspiring, managing risks, encouraging, providing corrective feedback, identifying goals and current reality, building trust, instructing/developing capabilities, opening doors, and listening actively which has an overall mean of 4.005 and has an SD of 0.584 indicating a descriptive rating of high. Additionally, the students displayed high levels of mathematical fluency in a variety of categories, including conceptual understanding, strategic competence, procedural fluency, productive disposition, and adaptive reasoning reflected to have an overall mean of 3.935, has an SD of 0.611. Additionally, the findings showed a significant and positive correlation between study interest and students' mathematical fluency which has an R-value of 0.699* and p-value of <.001. Lastly, findings revealed a significant and positive correlation between mentoring ability and students' mathematical fluency which has an R-value of 0.688* and p-value of <.001. [ABSTRACT FROM AUTHOR]

The lived experiences of Filipino teachers teaching subjects in English medium are pivotal in understanding the essence of vertical and horizontal articulation of expertise. This study explicated the voices of Filipino teachers teaching subjects in English medium. The various stories behind every classroom discussion are narrated to determine coping strategies and techniques for sustaining the delivery of quality education. This study utilized the Heideggerian Phenomenology research design wherein the Interpretative Phenomenological Analysis (IPA) will be used to understand the meaning of the Filipino Teachers' experience. This study used a purposive sampling technique to establish the inclusion criteria. 6 Filipino teachers served as the research participants. Bracketing was conducted to avoid biases. There were 4 emerging themes captured in understanding the lived experiences of the participants. These are (1) Shift; (2) Scarcity; (3) Standards; and (4) Surreal. These four themes provided a clear picture of the lived experiences of the teachers majoring in Filipino and asked to teach subjects in English medium. It is pivotal to assist these teachers when they are asked to teach English subjects in terms of instructional and pedagogical resources. If it is possible, Filipino teachers should teach Filipino subjects to have vertical and horizontal articulation of their expertise so that quality education can be forwarded to the learners. If misalignment is inevitable, the upper management can at least provide instructional resources and relevant training and seminars to augment this gap. [ABSTRACT FROM AUTHOR]

According to Hoy, Tarter, & Kottkamp (2011), effective teachers need high level of organizational commitment. This suggests that high level of student's achievement requires dedicated teachers who contribute effectively. There is no doubt that high level of student's achievement is strongly related to high level of organizational commitment. The study is anchor on the following educational theories, Social Cognitive Theory of Bandura. Bandura's stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors-including cognition - and the environment referred to as reciprocal causation model. This study aims to determine the relationship of the teacher's commitment and the academic performance of HS students in the 2nd Congressional District of Milaor toward quality learning of k-12 programs SY 2017-2018. The significance of this study sprung from the importance of enhancing teachers' level of school commitment and the strong intention to develop and improve the students' outcome. The school administrators school principals, teachers and students will benefit from the useful suggestions to ameliorate the teachers' conditions which lead to enhancement of teachers' level of commitment, hence the enhancement of educational level including the students' achievement. The finding of the study will provide a practical significance to serve as a guide to practice framework for understanding teacher's commitments towards their profession and the effects on the students learning. It can possibly contribute to the knowledge concerning school performance and elements that contribute to the student's quality education. [ABSTRACT FROM AUTHOR]

The current study investigated the relationship between research self-efficacy, perceived research training environment and research productivity among 174 doctoral students enrolled in counselling programmes in universities across the United States. Results indicated that students' research self-efficacy was positively correlated with their research productivity, and research training environment was also positively related to their research productivity. Moreover, students' perceived research training environment was found to moderate the relationship between research self-efficacy and research productivity. Implications for programme faculty and doctoral research training are discussed. [ABSTRACT FROM AUTHOR]

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 offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.

This study aims to determine the correlation between phonological ability and reading ability in children at risk of reading difficulties, utilizing quantitative methods with a correlation research design to obtain accurate data on the relationship between these two variables. The results indicated a strong and positive relationship between phonological ability (Variable 1) and reading ability (Variable 2), with a Kendall tau correlation coefficient of 0.527 and a significance value of 0.002. The findings emphasize that enhancing phonological skills in children at risk of reading difficulties can significantly improve their reading ability. Consequently, it is recommended to implement early phonological skill development training and to conduct further research with larger samples and more diverse methodologies to reinforce these findings. This study aligns with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and promotes lifelong learning opportunities for all.

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.

The psychological well-being condition of adolescents need to be considered. In this article, we explore the condition of psychological well-being whose aspects consist of autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance of adolescents through a psychological well-being scale submitted online. A total of 2,884 junior high school-aged adolescents from the Special Region of Yogyakarta filling the psychological well-being scale. We found that 6% of adolescents' psychological well-being was in the very low category, 22% was in the low category, 43% was in the medium category, 20% was in the high category, and 8% was in the very high category. This category can be a consideration for teachers that the psychological well-being of adolescents or students can be improved so that their academic performance can increase. Psychological well-being is something that must be strengthened because it is one of the Sustainable Development Goals (SDG) in Indonesia.

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.

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.

The aim of research is to find out how inclusive education is implemented at Sekolah Alam Bireuen (SABIR) based on Index for Inclusion. The research uses a qualitative approach with descriptive research type. The subjects of research were 5 teachers. Data collection techniques used questionnaire and interviews. The data analysis technique used in this research was descriptive data analysis with interactive model analysis from Miles and Huberman, namely data reduction, data presentation, and drawing conclusions which are then triangulated. The results of this study show that: 1) SABIR has attempted to create an inclusive learning environment for children with special needs even though the accessibility should be improved and teachers must be given training regarding to individual learning programs’ making ; 2) SABIR has made every effort to mobilize all available resources at the school in implementing inclusive education even though there is a shortage of special teachers. Quality education must be a concern for many parties.

Project Based Learning (PBL) is a student-oriented learning approach based on activities or projects. This study aims to describe the PBL learning model for students in vocational education courses for children with intellectual disabilities. This research focuses on vocational learning for students with modality-based intellectual disabilities; syntax implementation in the PBL model and lesson plans. The research method used is descriptive qualitative. The results showed that through PBL learning there was an increase in student competence in the following aspects: 1) Understanding of the concept of the PBL learning model; 2) the ability to analyze Competencies, especially the mapping of competency units from the Special Competency Standards for Persons with Disabilities in accordance with aspects of knowledge and skills in Competencies; 3) competency in compiling task analysis; 4) competence in understanding the modalities of students with intellectual disabilities. Therefore, the PBL learning model strategy needs to be continuously implemented to form good competence for students as prospective special education teachers.

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.

Abstract Background Mentorship training programs demand a paradigm shift from theory-driven to hands-on practical approach with prioritization of preparation of mentors and mentees for their roles through self-awareness and targeted professional development planning. There is a lack of evidence generated from the health professions education institutions of global south regarding effectiveness of workshops in fostering mentorship culture. Methods This mixed method study with convergent parallel design was conducted through a collaborative mentoring workshop; “Faculty Mentoring-Building stronger by digging deeper” by Aga khan University Medical College, Karachi and University of Lahore, Punjab, Pakistan. Objective of the research was to emphasize the importance of faculty mentoring program, roles and responsibilities of mentors and mentees and perception of the participants regarding the associated role of institutions. It aimed to educate faculty members to develop personal development plans for becoming effective mentors and mentees. The demographic data was collected before the workshop, during the workshop data was collected from SWOT analysis, followed by goal settings and the action plans made by participants at the end. Post workshop online feedback was acquired by a questionnaire to comprehend participants’ educational attainment. Association between quantitative findings was done through ANOVA, while the qualitative data was subjected to thematic analysis. Results Total of 37 faculty members participated in the hands-on workshop. All faculty equally perceived the workshop as satisfactory and reported that hands-on practice led to positive experience of setting clear goals and action plans in developing oneself both as mentor and mentee. Themes identified were; Faculty Mentorship Program, Personal development Plan of Mentors and Mentees and Building Positive Mentor-Mentee Relationships. Voluntary structured program, choice of more than one faculty mentor and portfolio development based on personal SWOT was recommended by participants for the success of formal mentoring programs. Conclusion Medical Faculty of Pakistani Universities at all career levels is interested in development of formal mentoring programs in their universities. Formal training for the same is also recommended by the participants. Institutions should cultivate a culture of mentorship that supports the professional growth and success of academics for cultivating the minds that are in turn shaping our future generations.

The study explored the use of academic benchmarking in the provision of quality education in Tanzania secondary schools. The study found that the ABM process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and adoption of best practices from benchmarked schools. The findings disclosed that the secondary education system in Tanzania uses academic benchmarking to inform decision-making. Further, the findings disclose that six types of academic benchmarking are utilised in Tanzanian secondary schools. The study concludes that the academic benchmarking process enhances the provision of quality education since it affects future performance and commitments to work on the goals, vision and mission of secondary schools. Furthermore, academic benchmarking helps to make comparisons and sustain school performance.

Traditional educational frameworks in Saudi Arabia have historically adopted a deficit-based approach to special education, potentially overlooking the benefits of neurodiversity. As global educational paradigms shift toward inclusive practices, examining the alignment of Saudi special education laws with neurodiversity principles becomes crucial. This content analysis study aimed to explore the existing literature on special education in Saudi Arabia to ascertain whether the laws and policies support or hinder the practice of neurodiversity, a concept that is gaining international recognition but remains nascent in Saudi Arabia. A systematic literature search was performed in Web of Science and Scopus, yielding 21 relevant studies after screening and application of inclusion criteria. A content analysis was conducted, focusing on the categorization of data relevant to special education laws and their implications for neurodiversity. The analysis identified seven key categories, including Implementation of Inclusive education and transition services, that reflect the current state of special education laws in relation to neurodiversity. A conceptual model was developed, illustrating the potential of special education laws to both support and impede neurodiversity in Saudi Arabia and potentially worldwide.

In South Africa, where gender and sexual violence remain prevalent, this study examines parents’ experiences of and involvement in gender and sexual prevention within a rural primary school setting. In the context of racialised inequalities, socio-economic marginalisation and gendered structures of power, the parents constitute black female caregivers who bear the burden of gendered poverty and are on the frontline in negotiating their children’s safety in school. Data collection involved 3 focus group discussions with 15 parents, all with children enrolled at the primary school. Employing a new feminist materialist analysis, the study addressed the interconnectedness of all matter within the gender and sexual violence assemblage. Findings revealed a continuum of violence from corridors to classrooms, with instances of sexual harassment, sexualised touching and grooming. Participants’ narratives highlighted the challenges they faced in navigating institutional responses. Despite these challenges, parents challenge deficit-based narratives and demand accountability from educational authorities. By amplifying the voices of black rural women, the study directs attention to the need to foster collaborative partnerships between parents and schools in advocating for gender transformation, justice and care. [ABSTRACT FROM AUTHOR]

The sustainable development goals (SDGs) or global goals have widely been stated in many countries and international associations in the world. The United Nations SDGs were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity. The 17 SDGs are integrated--they recognize that action in one area will affect outcomes in others, and that development must balance social, economic, and environmental sustainability. The author of this article desires to explore the concept of 'sustainability' from the literature review and revise the three pillars of the ASEAN Community to find out the connectivity of the 17 SDGs with the ASEAN's three pillars. Particularly, the author provided the Global Goal 4 - Quality Education in further detail. Then, this paper pointed out some findings through data collection from institutional document analysis and discussions. Findings indicated a clear imbalance between the human resources development and the training courses development of a university member in the system of Vietnam National University Ho Chi Minh (VNUHCM). The paper ends with some recommendations for enhancing the ASEAN connectivity and the educational sustainability for development at VNUHCM's university member. [ABSTRACT FROM AUTHOR]

Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high coding attitudes were associated with various factors, including student experience in computing lessons, teacher and parent support, perceptions of computer scientists, computing at home and gender. These findings have implications for classroom practice and curriculum design, highlighting the importance of addressing barriers and fostering positive coding attitudes among all students. The authors' findings highlight the need to reconsider the coding content within the computing curriculum in England, as certain groups of young people, including girls, will continue to be less well represented in this subject. [ABSTRACT FROM AUTHOR]

Outdoor environmental education aims to immerse students in environmental spaces and create opportunities for classroom learning to be applied in the field. However, students from Black, Indigenous, and People of Color (BIPOC) and low-income communities often have less access to these educational opportunities. This study examined the environmental education programs of nine community organizations in the San Francisco (SF) Bay Area. Through twenty-one interviews with program educators, we assessed two areas: (1) place-based learning being used as a connective tool for students and the community, and (2) ways in which access barriers to programming were addressed. Findings showed that community spaces, like gardens, brought students and the community together to reinforce the mission of place-based learning. Additionally, the findings contribute to the field of outdoor environmental education and place-based education by addressing how local organizations strategized to support equitable access through tactics like financial support and multilingual programming and materials. [ABSTRACT FROM AUTHOR]

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era. [ABSTRACT FROM AUTHOR]

Research from displacement contexts globally has shown that refugees actively collaborate to establish learning centres in order to address educational service gaps facing their communities, such as lack of access or low-quality education. However, much of the existing research focuses on refugee-led educational initiatives that lack national accreditation. Less is known about nationally accredited refugee-led education initiatives – independently established, funded, and managed solely by refugees, especially in refugee camps. With this study, I contribute to the understanding of this lesser-known phenomenon. I examine the conditions underlying the emergence of nationally accredited refugee-led schools in Kenya's Dadaab camps and what these schools do to improve education quality and their students' performance in national exams. I draw on six months of ethnographic research and virtual follow-ups between 2020 and 2022. In the context of the evolving localisation of humanitarian aid discourse, this study broadens insights into governance practices that yield effective service delivery, good quality education, and better results in national examinations. The case of the nationally accredited refugee-led schools in Dadaab camps teaches us that direct support to the state and refugees, rather than intermediary INGOs, can improve students' results in national exams and the quality of education overall. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University 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.)

Schools are significant settings for the development of young people, yet few studies have investigated the multiple facets of school climate and students' well‐being. This research aims to map the literature production in the two intertwined concepts: students' well‐being, and school climate. The study applied bibliometric analysis to map the research status of school climate and students' well‐being using metadata extracted from over a period of 33 years. The analysis presents a detailed overview of school climate and students' well‐being in terms of scientific production, citations, authorship, countries' production, and institutions' outputs. Results highlighted the recent developmental trends of publications on students' well‐being and school climate and outlined the precursors for triggering this combination. With reference to students' overall well‐being, analysing the results shows that research on school climate increased markedly in different parts of the world. However, when compared to Arab countries, rare studies were conducted. Context and implicationsRationale: Mapping the exponentially growing research on school climate and student well‐being can guide stakeholders in understanding research, gaps and priorities. Using bibliometric analysis here is necessary to evaluate the growing literature.Why the new findings matter: By elucidating exponential output, conceptual evolution and geographical imbalances, the analysis reveals a maturing yet decentralised field awaiting integration and high‐impact studies to inspire real‐world progress.Implications for practitioners, policy makers, and researchers: Findings guide strategic investments in rigorous intervention trials, student‐centred methodologies, cross‐national collaborative networks, and pathways translating evidence to school policies/practices. This analysis equips stakeholders to cultivate coordinated, culturally responsive research ecosystems providing actionable insights to create nurturing climates enabling all students to thrive. [ABSTRACT FROM AUTHOR]

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration 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: This study investigated active recess as an innovative approach to improving physical activity levels in European primary schools, addressing the need to counteract sedentary behaviour and enhance health in students. Method and Design: Using rapid reviewing, the article summarises empirical evidence from a variety of sources, including cross-sectional and intervention studies. Different approaches are investigated to determine their impact on physical activity during recess. Results: Different playground settings have distinct effects on physical activity, with grassland and designated zones in particular promoting moderate-to-vigorous physical activity. Gender inequalities in physical activity patterns suggest the need for gender-sensitive interventions. Playground marking and scheduled activities temporarily increase physical activity, whereas recess of more than 60 minutes dramatically enhances physically active participation. Conclusions: This study demonstrates the impact of active recess in facilitating children to engage in higher levels of physical activity. The findings have implications for school health policy decisions. [ABSTRACT FROM AUTHOR]

Developing creativity in socio-educational organizations facilitates progress towards sustainability, benefiting its professionals and users. The objective of this work is to analyze the creative climate in organizations that intervene with vulnerable groups to promote sustainability through Quality Education (SDG 4), Gender Equality (SDG 5), and Reduced Inequalities (SDG 10). A descriptive–correlational study was conducted with 203 professionals from associations, foundations, and social services councils. The CPPC-17 scale was applied, and the data were analyzed using descriptive statistics, nonparametric tests, and cluster analysis. The results showed that the professionals presented high levels of creative potential. The opportunity to participate in work groups and the freedom to perform tasks favored creativity in the organizations. The main obstacles to creativity were the lack of incentive to take risks and of rewards for creative ideas. The profile of professionals with high levels of creative climate was mainly composed of association workers and those trained in Education, Psychology, and Speech Therapy. Significant differences were obtained in variables related to the organization (e.g., typology) and in personal variables, such as the academic background of the trainers. These findings should be considered to improve the creative climate in these organizations with a view to providing quality, egalitarian, and equitable education. [ABSTRACT FROM AUTHOR]

University tutoring programs should aim to create a conducive environment for promoting pedagogical practices that align with the principles of Education for Sustainable Development (ESD). However, it has been observed that teachers often face difficulties when implementing ESD in tutoring sessions, such as lack of time, students' reluctance to share personal issues, and insufficient training and resources. This research is part of a larger project that aims to study university tutoring as a pedagogical tool to identify problems affecting students' learning processes and provide solutions to improve the quality of teaching. As participatory and dialogical models are most appropriate for promoting ESD, a well-developed tutoring model will contribute to the creation of useful pedagogical practices to guide and improve the status quo of students. Through an exploratory-descriptive study, this paper compares two university tutoring programs in Spain and Morocco to identify the most frequent issues hindering educational leadership and sustainable development, which can impact academic success. [ABSTRACT FROM AUTHOR]

Malang has become the city that reached the highest rate of early marriage in the Province of East Java. Many data had stated that Malang remained on the first rank for two years straight which is 2021 until 2022. This issue became the main cause of students dropping out of school and hampered in achieving higher education. Some of the factors that cause early marriage to remain unresolved are society's distorted perception of early marriage. Due to this issue, this study aimed to observe how (research output) can reduce the rate of early marriage especially in Malang. To acknowledge the problem, this study uses literature review and qualitative methods for data processing. Sources of this literature review are extracted from various journals that come from trusted sources. Based on the research results, it can be sensed that the influence of early marriage has a negative impact on educational attainment of adolescents especially on women. Due to high number of early marriages in Malang and the impact on educational attainment of female adolescents, this research resulting in social media campaign to educate adolescents about how early marriage impacts quality education. Therefore, it is hoped that this Instagram Platform Based Campaign will help to spread awareness among adolescents about how early marriage impacts their education and life goals. [ABSTRACT FROM AUTHOR]

Quality Education is the key to national growth and improvement. The success of educational institutions depends on both excellent education and student satisfaction. Student satisfaction with college teachers is an important indication of educational quality, indicating both the efficacy of teaching and the entire learning environment. Understanding the disparities in student satisfaction between Govt Aided and private colleges is critical for raising educational standards across various kinds of colleges. This research aims to analyse and compare student satisfaction with college teachers in both Govt and private institutions, with an emphasis on essential characteristics such as teaching quality, teacher-student interaction, and curricular relevance. A systematic questionnaire was used to gather data from a sample of 200 students from both government aided and private colleges. The research used both quantitative and qualitative analysis to determine satisfaction levels and the underlying causes behind these levels. The survey found that students at private colleges were more satisfied with teaching quality and teacher-student contact, while students in Govt -Aided institutions were satisfied with the curriculum's relevance but recognised a need for more interactive learning techniques. These results indicate that, although private colleges excel at creating a more engaging learning environment, Govt-Aided colleges might benefit from using more interactive teaching approaches. The study emphasises the need of focused changes in both areas to boost overall student satisfaction. [ABSTRACT FROM AUTHOR]

Education plays an important role in the development of the society and the country. The infrastructure of the schools should be properly maintained and enrolment of the students should be increased every year to minimize illiteracy. Economic prosperity can be achieved only through education. Improved health and education are prerequisites for long-term economic growth, and they also raise individual income because of the increase in deficiency. While basic education provides the groundwork for reading and writing for every person, children for socioeconomic growth, education contributes to the growth of an economy through the acquisition of training and skills and poverty alleviation by providing basic literacy. Its outcomes can be empowering, giving people the ability to take control of their lives and make better decisions, helping to establish a democratic society, raising earning potential and social mobility, and enhancing individual and family health and nutrition (especially for women). Additionally, there is a significantly higher social return on primary education. India's low educational standards, which are evident in the stark gender differences in enrollment, completion rates, labor market participation, and infrastructure deficiencies, have sparked legitimate concerns about how the country will be able to maintain its economic growth as it approaches the status of a global power. The main purpose of the research is to identify the factors that need improvement in the field of education in the schools and to suggest measures for better facilities for the students of government primary schools in district Dimapur. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 investigates parental views regarding the role of private educational institutions in promoting education in Tehsil Wari, District Dir Upper, Pakistan. The goal is to evaluate and quantify these institutions' contributions to the local education system. A quantitative study approach is used, by taking a sample size of 795 parents whose children are studying in these private schools. Data gathered from a random sample of 260 parents via systematic questionnaires and processed using SPSS-27, with results given in tabular form. The findings indicate that private educational institutions significantly contribute to ensuring quality education in Tehsil Wari. Most parents expressed satisfaction with the services provided by these private institutions, affirming their crucial role in supplementing public education and identifying areas for further improvement. The study recommends that private sector stakeholders should strengthen collaboration with parents by establishing parent-teacher councils and involving them in yearly action plans and other school activities. This could enhance the effectiveness of these institutions and improve the quality of education. This study provides new insights to highlight the impact of private educational institutions in Tehsil Wari, addressing a gap in the literature on the role these institutions play in enhancing educational quality and accessibility. The findings offer valuable implications for policymakers and suggest directions for further research. [ABSTRACT FROM AUTHOR]

We propose to recognize that the authors on the applicability of digital devices in Peruvian education usually leave important gaps in terms of specific strategies regarding the pedagogical situation. We use a qualitative approach on “discourse analysis”, at a descriptive and documentary level, and found regional and national conceptualizations related to an excessively theoretical disciplinary construction, which usually ignores educational contexts where the use of technological devices could become tools. We concluded about a predominance of a type of analysis that provides relatively little utility to the student/ teacher/educational context relationship, in times of paradigm changes. [ABSTRACT FROM AUTHOR]

Introduction: This study addresses the imperative in contemporary nursing education to prepare students for diverse healthcare settings by exploring nursing students' expectations and perceptions of preceptorship programs, emphasizing the role of evidence-based educational strategies. The research aims to bridge the existing literature gap and contribute valuable insights into strategically designing preceptorship programs aligned with nursing students' needs, preferences, and aspirations, ultimately enhancing precepting practices and relationships within nursing education. Methods: Employing a sequential explanatory mixed method, 140 nursing students, from various colleges in the United Arab Emirates (UAE) participated in the study. A structured questionnaire, encompassing demographic information, a need assessment survey, and a survey on expectations on preceptors was administered. A focus group discussion was conducted to identify perceived barriers to the utilization of preceptorship practices in nursing colleges. Data analysis involved descriptive statistics, the chi-square test, exploratory factor analysis, and content analysis of the focus group discussion. Results: The majority of participants expressed a high need for a preceptorship program, providing empirical evidence to support the development of a nurse educator preceptorship program in colleges and institutes. Preceptorship was identified as a significant contributor to career growth and achievement for nursing students, serving as a valuable tool to establish professional competency throughout their careers. Conclusion: There is a complex demand and high expectations for the core role of nurse educators as preceptors in the field of nursing education. This pioneering study sheds light on the need and perception of nursing students for a preceptorship program in the nursing curriculum. [ABSTRACT FROM AUTHOR]

In this article, the intra- and interdisciplinary integration of chemistry language teaching is discussed in order to achieve quality education in the teaching of chemistry. It was noted that quality education in the teaching of chemistry begins with intra-subject and interdisciplinary integration, quality teaching of subjects in the teaching of chemical language. The application of chemical language in education and the correct and purposeful use of modern teaching methods have a positive effect on the mastery of chemistry. [ABSTRACT FROM AUTHOR]

This research aims to centrally analyze the impact of state and federal public funding allocated to public state higher education institutions in Mexico on the performance of scientific research. Through the review of previous studies, international indicators, and government official data, a database of indicators was created for comparison and correlation. The findings presented highlight the importance of allocating adequate resources and contribute to the understanding of how funding can influence performance in scientific research, innovation, social impact, and, consequently, the continuous improvement of the quality of education in the universities under analysis. Finally, it provides recommendations to strengthen this link for the benefit of students and society. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to validate the Counseling Competencies Scale Revised (CCS-R). We used convenience sampling to recruit counselors and counselors-in-training (N = 156). Specifically, we had 130 female (83.3%) and 26 male (16.7%) participants, and the mean age was 33.16 (SD = 11.18), ranging from 20 to 62 years old. We used correlational analyses, ANOVA, and confirmatory factor analysis to understand the characteristics of the sample and assess the psychometrics of the CCS-R-K. Results showed the validity and reliability of the data, including the acceptable model fits and high alpha reliability coefficient values. We also found that the scores of the CCS-R-K were positively related to participants' years of clinical experience and educational levels. The CCS-R-K can be used as a measurement tool to objectively and comprehensively evaluate Korean counselors' competency in counselor education, contributing to cultivating counselors with the professional competencies required by our society. [ABSTRACT FROM AUTHOR]

Among others, the nineteenth century brought ideas about social progress, including these important for the emancipation of women, such as a model of education that guarantees girls and women economic stability, financial independence and the right to freedom of choice. Through the comparative perspective of the novels of two emblematic women writers, G. Sand in France and E. Orzeszkowa in Poland, we'd like to show how European literature is involved in the social cause of popularising the idea that knowledge is a basic condition of everyone's life. Our point of reference will be the novels André (1835) and Marta (1873) and their analysis. The female protagonists, faced with their lack of knowledge, distance themselves from professional life by choosing to marry. This alienation, underpinned by ignorance, takes on a symbolic dimension of the end of physical and spiritual life in the literary vision of French and Polish women writers. [ABSTRACT FROM AUTHOR]

Since the 2004 accession to the European Union (EU), Poland, like many other post-communist countries, have gone through a significant process of convergence to the EU institutions, laws and processes. In this process, the European values, policies and institutions have become an important reference point for the legitimacy of major national system reforms. In education, there have been a significant number of reforms aligned with 'European standards' as integration with the EU was seen as a priority for Poland's national interest. This paper is interested in the changing policy discourses that have been defining and legitimising Poland's education policy objectives, with a particular attention given to the idea of 'quality education' and the role of education. In this way, it is also interested in the processes of Europeanisation and de-Europeanisation – turning away from 'EU-isation' of policies. The emerging picture from the analysis illustrates the tensions between the neoliberal and populist policy discourses pursued by a variety of Polish governments, including significant policy shifts under the government of the Prawo i Sprawiedliwość (PiS) (Law and Justice) coalition. [ABSTRACT FROM AUTHOR]

The study validated an integrated framework of the academic analogue of the Psychological Momentum theory (PMT) in the context of Sophomore Slump phenomenon, based on the preliminary work of [9]. The sample of the study was 303 Second Year Computer Science, Mechanical, and Electronics Engineering Students under the STEM discipline at the Lovely Professional University, Phagwara, Punjab, India. The tools used for the study were the Academic Procrastination scale - short form by [33], the Engineering Self-Efficacy scale by [22], the Academic Inertia Scale by [9], and the Inspiration scale by [30]. Exploratory factor analysis and reliability analysis were conducted using SPSS Statistics software Ver 23.0 on 103 subjects of the data, and the remaining 200 sample size data was used for confirmatory factor analysis study to adapt the foreign tools in the Indian context, along with the validation of the integrative framework of the academic analogue of PMT on sophomore engineering students using structural equation modeling (SEM) through SPSS AMOS software Ver. 23.0. The overall hypothesized integrative framework of PMT in academic context for second-year engineering undergraduates under the sophomore slump phenomenon, displayed acceptable goodness of fit indices. Educational and psychometric implications of the study towards the promotion of sustainable development goal 4 of quality education under STEM discipline in India, are discussed. [ABSTRACT FROM AUTHOR]

The relationship between excellent music education and the Sustainable Development Goals (SDGs) is examined in this research paper. It explores how integrating music education into the SDG framework can foster holistic development and tackle various global challenges. Through an in-depth analysis of current practices, policies, and case studies, the paper illuminates the advantages of quality music education, identifies areas for improvement, and suggests strategies for enhancement. The results highlight the role that inclusive, equitable, high-quality music education plays in fostering cultural variety, social cohesion, and personal development as well as serving as a catalyst for sustainable development. [ABSTRACT FROM AUTHOR]

A robust finding in cognitive psychology is that training children's spatial abilities is an effective route to improving mathematics performance. Despite this finding, there is limited representation of spatial reasoning in school curricula. To bridge this gap between research and practice, we created the Spatial Reasoning Toolkit (SRT; Gifford et al., 2022). In Study 1, we provide quantitative data of practitioner knowledge of spatial reasoning (N = 94) and their intended use of the SRT (N = 74). One year after the toolkit was launched, we compare these samples to a sample of SRT users (N = 59). In Study 2, we present case studies from three different school settings of users of the SRT. Results demonstrate that practitioners judged the SRT to be very useful. As intended, practitioners used it mainly for professional learning and for planning, but confidence in their ability to define spatial reasoning was mixed. Three diverse case studies demonstrate flexibility in application of the SRT resources, exemplifying that every child is unique and might not conform to the 'typical' trajectory. Practitioner time was presented as a barrier; this limitation was somewhat overcome by presenting multiple resource types, but nevertheless highlighted the need to maximize accessibility when translating research to practice. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

Education plays a crucial role in shaping Malaysia's future development. However, access to higher education remains discriminatory, particularly for students from lower-income families, individuals with disabilities, and indigenous backgrounds, as they face challenges due to escalating living costs. The Malaysian government has initiated various education financial aid programmes to address this issue, encompassing scholarships, loans, and one-off aid. This initiative aligns with the broader goal of promoting inclusivity and ensuring all aspiring students have equal access to pursue their educational dreams. However, in many cases, some students apply for educational financial aid only to face rejection due to unmet requirements. Therefore, this paper proposes a responsive web-based system, namely EduFinBuddy, that will be able to identify the most suitable education financial aid based on student input. We begin the development process by extracting data from the targeted websites using a web scraping approach and storing it in a database. Then, we build the recommendation component using the cosine similarity algorithm to ensure accuracy based on the student's input. Thus, the student will simply get a list of educational financial aids according to their preference. The result shows that all the functionalities work well and can be implemented in any educational system of financial assistance to allow easier access to information for tertiary-level students in Malaysia. This initiative aligns with the broader goal of promoting inclusivity and ensuring all aspiring students have equal access to pursue their educational dreams. [ABSTRACT FROM AUTHOR]

Open educational resources (OER) gained traction in education with a focus on affordability and access to ensure students avoid undue hardship due to the high cost of textbooks. Now we must push beyond affordability and access to include equity. Equity ensures that content does not include unintentionally biased content, a lack of culturally relevant content, underrepresentation, exaggerated negative associations, and limited positive associations. Open Oregon Educational Resources centers equity in the Targeted Pathways project by including grant-funded equity consultants as a part of the leadership team. The DEI-focused roles of the equity consultants ensure inclusive and accurate content design to promote the value of differences between people. This article includes background on the Targeted Pathways project and explains how equity consultants challenge authors and leadership team members to engage differently by reflecting on personal agency and positionality, including equity strategies used to ensure the content developed will provide a student experience that it is inclusive and respectful of all individuals. [ABSTRACT FROM AUTHOR]

The objective of this study is to examine variables that affect students' satisfaction in postgraduate programmes using a case study of students at the African Centre of Excellence in Data Science (ACE-DS) at the University of Rwanda. It is important to study student satisfaction to understand how students feel about the quality of education, academic experiences, access to facilities, campus life, and extracurricular activities. A questionnaire was designed for the study, and data was collected from 81 students enrolled in master's and PhD programs at the African Centre of Excellence in Data Science. In this study, a chi-square test was conducted to select factors associated with students' satisfaction to be included in the model, and a multivariable logistic regression model was used for the analysis. The findings indicated that gender, level of study, programme of study, and the country of origin were not associated with student satisfaction. In contrast, curriculum relevance, accessing course materials, learning facilities, and the support from the ACE were statistically associated with students' satisfaction. Therefore, the logistic regression model solely took into account variables which are associated with students' satisfaction. This study uncovered the difficulties and opportunities affecting students' satisfaction, and the findings showed that accessing course materials and satisfaction with centre support were statistically significant, while curriculum relevance and satisfaction with learning facilities were not. The findings from this study inform higher learning institutions and decision makers about how to improve the caliber and efficiency of higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)