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INTRODUCTION Despite the equal educational opportunity doctrine's enduring salience, what the doctrine means in practice remains contested (Peterson & Woessmann, 2007; Salomone, 1986). Good faith contestations aside, however, few dispute [...], Comparing changes to school districts' mean math achievement from 2019 to 2022 across 5,696 public school districts and 39 states provides critical information on how historic student achievement losses attributable to disruptions imposed by the COVID-19 pandemic distributed. Core findings emphasize that while increased student access to in-person schooling during the 2020-2021 school year systematically corresponds with smaller student math achievement losses, per pupil spending variation does not. Student achievement losses were larger in school districts with comparatively higher percentages of URM, IDEA-eligible, and low-income students, as well as in larger districts and districts that experienced enrollment turbulence. Student achievement decay's uneven distribution raises equal educational opportunity concerns that are as troubling as they are obvious.

Research in teaching has generally supported the relationship between teachers' beliefs and attitudes to their instructional decision-making. This understanding calls for the field of teacher education to expand its research into the relationships between preservice teachers' beliefs and instructional practices. In this article, we examine preservice teachers' ideas regarding student- centeredness and self-efficacy and their instructional practice, looking for evidence of significant relationships between the three concepts. Results demonstrate that preservice teachers' beliefs about student-centeredness mediate their self-efficacy and have an impact on instructional practice. Implications for teacher education are considered., Introduction In recent years, the pressure on teacher preparation programs to demonstrate that teaching candidates develop the capacity for practicing effective teacher-student interactions that will promote their students' learning has [...]

Author(s): Xiao Yu [sup.1] , Yinghe Chen [sup.2] , Weiyi Xie [sup.3] , Xiujie Yang [sup.4] Author Affiliations: (1) grid.66741.32, 0000 0001 1456 856X, Department of Psychology, School of Humanities [...], In this longitudinal study, 64 kindergartners (mean age at T1 = 4.69 ± 0.33 years; 34 girls) were tested on visual perception skills (T2 and T3) and mathematics performance (T1 to T3) with 6-month intervals between the three testing waves. Cross-lagged path analysis showed a bidirectional relationship between visual perception and mathematics performance from T2 to T3. Specifically, children&apos;s visual perception at T2 significantly predicted their mathematics performance at T3 (B = 0.30, SE = 0.14, p = 0.03, [beta] = 0.19). Children&apos;s mathematics performance at T1 accounted for unique variance in visual perception at T2 (B = 0.79, SE = 0.11, p < 0.001, [beta] = 0.68) and visual perception at T3 (B = 0.27, SE = 0.12, p = 0.02, [beta] = 0.32). Their mathematics performance at T2 also significantly predicted visual perception at T3 (B = 0.21, SE = 0.10, p = 0.04, [beta] = 0.28). Totally, they explained 61% of the variance in mathematics performance and 39% of the variance in visual perception at T3. The results highlight the developmental courses as well as the reciprocal facilitations between visual perception and mathematics performance in the kindergarten period.

In the past few years, there have been major initiatives to increase diversity, equity, and inclusion (DEI) in science and in the workforce. Yet the root causes of inequities are [...]

Author(s): Qiong Liu [sup.1] , Xiujun Du [sup.1] , Haoyu Lu [sup.2] Author Affiliations: (1) Foreign Language Department, Guangzhou Huashang College, , 511300, Guangzhou, China (2) grid.411407.7, 0000 0004 1760 [...], Given the extremely preeminent role of students&apos; learning engagement (LE) in their academic success, investigating the predictors of LE for EFL learners seems critical. Prior research has demonstrated that the external environmental factors (e.g., teacher support) and the internal motivational factors (e.g., self-efficacy, achievement goal orientation) were related to LE, yet the internal mechanism is still under-explored. Therefore, this study attempted to explore the associations between teacher support and LE and the possible underlying mechanism through which teacher support influences LE with individual motivational variables of self-efficacy and achievement goal orientation the mediators for EFL learners in China. A sample of 466 Chinese college EFL learners participated in the study. Results indicated that (1) both academic support and emotional support significantly predicted LE; (2) academic support predicted LE through the separate mediation of self-efficacy, mastery goals and performance-approach goals; whereas emotional support only predicted LE through mastery goals; (3) academic support, but not emotional support, predicted LE through the chain mediation of self-efficacy and mastery goals, self-efficacy and performance-approach goals. These results elucidated the mechanism of different teacher support on LE and provided some implications for promoting EFL learners&apos; engagement.

El objetivo principal de este estudio es examinar el impacto potencial de la ansiedad ante los exámenes en el rendimiento académico en la L2. La muestra consistió en ochenta y cinco estudiantes de diez centros de enseñanza secundaria públicos de Mallorca. Los datos se recogieron utilizando la versión española de la Escala de Ansiedad Cognitiva. Los resultados indican que los participantes sufren niveles moderados y altos de ansiedad ante los exámenes, independientemente de su nivel académico de inglés. Se señala, además, un efecto significativo de la percepción del dominio del inglés de los participantes, tanto en el constructo de ansiedad general ante los exámenes como en la ansiedad específica ante los exámenes relacionados con una prueba de inglés estandarizada (EBAU), lo que sugiere que la autopercepción del dominio lingüístico es un mejor predictor de la ansiedad ante los exámenes que las calificaciones académicas reales. Asimismo, se encontró una relación significativa entre el género y la ansiedad ante los exámenes de inglés estandarizados, lo cual indica que las mujeres tienden a percibir ciertas situaciones evaluativas como personalmente más amenazantes que los hombres. Por el contrario, el entorno escolar (urbano versus suburbano) no mostró relación directa con la ansiedad ante los exámenes. Palabras clave: ansiedad cognitiva ante los exámenes; rendimiento académico; inglés como L2; estudiantes españoles de secundaria superior; exámenes de gran impacto The main purpose of this study is to examine the potential impact of self-reported test anxiety on L2 academic achievement. The study sample consisted of eighty-five students from ten different state secondary schools in Majorca. Data were collected using the Spanish version of the Cognitive Test Anxiety Scale (CTAS). The results show that participants suffer from moderate to high test self-reported anxiety levels, regardless of actual academic English proficiency. The findings reveal a significant effect of participants' self-reported English proficiency on both general test anxiety, and test anxiety directly related to a high-stakes English test (the Spanish University Entrance Examination, SUEE), suggesting that self-perception of proficiency is a stronger predictor of test anxiety than actual academic grades. Additionally, a significant relationship between gender and self-reported test anxiety on the high-stakes English test was found, which indicates that female students tend to perceive certain exam situations as more personally threatening than males. In contrast, school setting (urban versus suburban) was not directly related to test anxiety. Keywords: cognitive test anxiety; academic achievement; English as an L2; Spanish upper secondary students; high-stakes tests, Examining Feelings of Anxiety Experienced by Secondary Students in L2 Evaluative Situations I. Introduction Among the various types of anxiety related to L2 classroom environments, test anxiety has steadily gained [...]

Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175-188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48-63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention., Author(s): Andrea N. Zuniga [sup.1], Catia Cividini-Motta [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, [...]