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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]

This study developed an Instructional Package for Teaching the Fundamentals of Classical Ballet. This study followed the Research and Development (R&D) Design in developing the instructional package for teaching the fundamentals of classical ballet. The quasi-experimental research design was also used to determine the effectiveness of the development of the instructional package in teaching the fundamentals of ballet. The study was conducted in Tupi National High School during the Third Quarter of School Year 2018-2019. The instructional package was evaluated in terms of its content, instructional quality, and technical quality. After it was evaluated, the instructional package was implemented to determine its effectiveness. Five and two information technology experts evaluated the instructional video using the evaluation tool. Two classes were utilized and designated as the control group and the experimental group to determine the effectiveness of the instructional package. The evaluation results of the instructional package revealed its excellent content, instructional, and technical quality. The study's findings also revealed that the instructional package is an effective tool for teaching the fundamentals of classical ballet. The results indicated that the instructional package is a more effective tool. It is recommended that teachers use the instructional package to teach the fundamentals of classical ballet because it enhances students' learning performance. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of acceptability and marketability of GUOKCA (Guyabano, Okra, Camote Tops) ice cream of selected students and faculty of Francisco P. Felix Memorial National High School during the School Year 2023-2024. experimental method of research was used, utilizing survey questionnaire as the data gathering instrument. This study also used the 9 - point Hedonic rating scale for the acceptability and 5-point Likert scale for the marketability of the GUOKCA Ice Cream. There were thirty (30) Teenagers, thirty (30) Young Adults, and thirty (30) Adult respondents which included students and faculty members evaluated the acceptability and marketability of this research. The data revealed that the three groups of respondents, namely teenagers, young adults, and adult respondents evaluated the appearance, aroma, taste and texture of GUOKCA Ice Cream with 45ml, 90ml, and 120ml proportions as Very Acceptable. In addition, there were no significant differences on the evaluation of the three groups of respondents on the level of acceptability of GUOKCA Ice Cream. On the other hand, the level of marketability as evaluated by respondents obtained a rating of Very High Potential utilizing the 45ml, 90ml, and 120ml proportions in terms of supply availability, production cost, and consumer demand resulting to no significant difference on their evaluations. Furthermore, the results of physicochemical analysis from the produced GUOKCA ice cream contains 7.08 for sugar, 68.7 moisture, and less than 3* for Vitamins C with a pH Level of 5.01 at 23.5°C. Comments and suggestions were given by the three groups of respondents for further improvement of the product. [ABSTRACT FROM AUTHOR]

Intermediate learners are struggling to understand and analyze the material in their classes. There was a significant decline of 2.25% in learners' GWA (Grade Weighted Average) after the implementation of modular remote learning, indicating a notable decline in their academic performance. In order to address the existing disparities, it is suggested that the materials be streamlined and supplemented by video lectures and audio recordings, online discussions, local training sessions, and home visits. With that, this study was crafted to enhance the mathematics performance of intermediate learners in San Miguel Dao I Elementary School through Worksheets, Audio and Video Conferencing, YouTube links, and Self-Assessment (Project WAYS). A quantitative research design was used in this study which used quasi-experimental research design. The research took place at San Miguel Dao I Elementary School. The study's participants were intermediate learners (Grades 4, 5, and 6) for the school year 2022-2023. A pretest and posttest were used to collect data. After establishing research communication with respective DepEd officials, the researcher personally facilitated the examination. This covered the third quarter of school year 2022-2023. The data was analyzed using a paired t-test in Microsoft Excel Data Analysis Tool Pack. Before the implementation of Project WAYS, intermediate learners performed poorly in mathematics which shows that learners did not meet the expectations. Meanwhile after the implementation of Project WAYS, intermediate learners still performed poorly in mathematics which shows that learners still did not meet the expectations. However, if these results will be compared to the pretest before the implementation of Project WAYS, a better performance of intermediate learners can be traced. Additionally, the study has identified a significant difference between the pretest and posttest results paving the way to reject the null hypothesis and showing proof that Project WAYS is effective in enhancing the mathematical academic performance of intermediate learners in San Miguel Dao I Elementary School. The findings paved the way to provide more support mechanisms for the enhancement of academic performance of learners for it was backed-up with the results that learning accompanied with suitable support mechanisms would ensure wholesome accomplishments in the part of the learners. [ABSTRACT FROM AUTHOR]

The flipped classroom enables teachers to accommodate the different needs of their students. With in-class activities, learning gaps and strengths can be addressed individually, allowing a more personalized approach to teaching. This research assessed the potential influence of the Flipped Classroom utilization towards the mathematics achievement in Rational Functions competencies of the Grade 11 Computer Systems Servicing and General Academic Strand students of Talisay City National High School in Talisay City Division for the school year 2023-2024. A descriptivecorrelational research design was utilized in this study using a survey questionnaire and achievement test. There were 134 respondents in the sample, and it was selected using simple random sampling from the population of the students at Talisay City National High School. The data were statistically analyzed through percentage, frequency counts, weighted mean, and Pearson-r correlational test for significant relationships. The findings revealed that the level of acceptability in terms of the pedagogical aspect of the utilization of the flipped classroom significantly influences the student's academic achievement in Mathematics. The researcher highly recommends that the Flipped Classroom Utilization Enhancement Plan be implemented and could serve as a supplementary strategy in addressing the students' varied learning needs, particularly in mathematics. [ABSTRACT FROM AUTHOR]

This study measured the level of self-confidence in English of 36 first-year English majors of Kabankalan Catholic College who were officially enrolled for the Academic Year 2022-2023. The participants' self-confidence in English was classified into five macro skills namely reading, writing, listening, speaking, and viewing skills. Their selfconfidence in the five skills was correlated to their performance in Purposive Communication course. Descriptivecorrelational design was used to determine the association between the two variables. An adopted and compiled standardized questionnaires from different sources were administered. Mean, standard deviation, t-test, and Pearson correlation coefficient were utilized for data analyses. The results revealed that males garnered higher mean results in the level of self confidence in English in terms of listening, reading, writing, and speaking skills while females excelled in viewing skills. This finding implies that males are more confident in English compared to females. In terms of school of origin when taken as a whole, viewing skills got the highest mean while writing skills got the lowest mean for both private and public schools which implies that viewing skill is dominant due to digitalization and wide impact of media. Significant differences also vary in the five macro skills. A significant relationship was found between the students' self-confidence in English in terms of reading skills and their performance in Purposive Communication. Thus, the study suggests that language programs may be implemented to help enhance the students' English skills so they can fully excel in their academics and in the use of English language. [ABSTRACT FROM AUTHOR]

This paper discussed the evaluation of the implementation of Project POD-LAC Session at Simona National High School, Taytay Sub-office, during the School Year 2023-2024. A descriptive research method was employed utilizing a researcher-made questionnaire checklist sent through Google Forms for data gathering. Twenty-six (26) teachers at the school served as the respondents whose performance was analyzed and who evaluated the program's implementation. Based on the research findings, there is a significant increase in the performance rating of the teachers after being engaged in Project POD-LAC Sessions, as reflected in their IPCRF rating for the previous and current school year. In addition, the teachers evaluated the program that is relevant to its objective, mechanism, monitoring, and evaluation as Much Agree as they believe that it has goal congruent to the guidelines, effective process or procedures, and established way of monitoring and evaluation each session and the outputs. They also suggested to include demonstration teaching in the LAC Session and utilized Google Drive for their outputs. [ABSTRACT FROM AUTHOR]

Background: School-based water, sanitation and hygiene (WASH) may improve the health and attendance of schoolchildren, particularly post-menarcheal girls, but existing evidence is mixed. We examined the impact of an urban school-based WASH programme (Project WISE) on child health and attendance. Methods: The WISE cluster-randomised trial, conducted in 60 public primary schools in Addis Ababa, Ethiopia over one academic year, enrolled 2–4 randomly selected classes per school (~ 100 pupils) from grades 2 to 8 (aged 7–16) in an 'open cohort'. Schools were assigned 1:1 by stratified randomisation to receive the intervention during the 2021/2022 or the 2022/2023 academic year (waitlist control). The intervention included improvements to drinking water storage, filtration and access, handwashing stations and behaviour change promotion. Planned sanitation improvements were not realised. At four unannounced classroom visits post-intervention (March–June 2022), enumerators recorded primary outcomes of roll-call absence, and pupil-reported respiratory illness and diarrhoea in the past 7 days among pupils present. Analysis was by intention-to-treat. Results: Of 83 eligible schools, 60 were randomly selected and assigned. In total, 6229 eligible pupils were enrolled (median per school 101.5; IQR 94–112), 5987 enrolled at study initiation (23rd November–22nd December 2021) and the remaining 242 during follow-up. Data were available on roll-call absence for 6166 pupils (99.0%), and pupil-reported illness for 6145 pupils (98.6%). We observed a 16% relative reduction in odds of pupil-reported respiratory illness in the past 7 days during follow-up in intervention vs. control schools (aOR 0.84; 95% CI 0.71–1.00; p = 0.046). There was no evidence of effect on pupil-reported diarrhoea in the past 7 days (aOR 1.15; 95% CI 0.84–1.59; p = 0.39) nor roll-call absence (aOR 1.07; 95% 0.83–1.38; p = 0.59). There was a small increase in menstrual care self-efficacy (aMD 3.32 on 0–100 scale; 95% CI 0.05–6.59), and no evidence of effects on other secondary outcomes. Conclusions: This large-scale intervention to improve school WASH conditions city-wide had a borderline impact on pupil-reported respiratory illness but no effect on diarrhoeal disease nor pupil absence. Future research should establish relationships between WASH-related illness, absence and other educational outcomes. Trial registration: ClinicalTrials.gov, number NCT05024890. [ABSTRACT FROM AUTHOR]

Stringed instruments are known to be flexible regarding intonation. This suppleness is arguably at the root of the many discussions concerning tuning and intonation that have taken place in the past. Historical authors have, depending on the era, advocated for the use of just intonation, as well as tempered and Pythagorean, thus deepening the controversy regarding this issue. Similarly, contemporary studies on intonation in the realm of stringed instruments have reached a variety of conclusions, despite observing an apparent adherence to the Pythagorean system and, to a lesser extent, equal temperament. Given this discussion, this paper explored to what extent performances of 53 violin students conform to equal temperament (ET), as well as to what extent alignment or misalignment to ET is a product of chance. In addition, we asked whether the direction of an interval has an impact on its size, as well as whether there is any association between the sizes of different ascending and descending intervals. We also asked whether the academic year of participants had any impact of the size of intervals. Results suggest that the intonation of participants does not match ET, and that differences in interval size regarding ET occur for reasons other than chance; namely, in the case of ascending and descending minor seconds, descending major seconds, descending augmented seconds, ascending and descending minor thirds, descending major thirds, and descending diminished fourths. Furthermore, results not only show that interval direction may have an impact on interval size, but also that there is association between sizes of different intervals. The academic year of participants seemed to have an impact on ascending minor thirds. [ABSTRACT FROM AUTHOR]

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes. [ABSTRACT FROM AUTHOR]

Parents engage in a variety of behaviors that have important impacts on children's psychosocial functioning, including their ability to effectively regulate emotions. Parental support includes behaviors that convey warmth, love, and acceptance, whereas parental psychological control includes shaming, guilt induction, and love withdrawal. Although the unique effects of these parenting behaviors are most often examined in the literature, it is possible that they may interact with one another to influence child outcomes. The goal of the present study was to examine whether parental psychological control moderated the effect of parental support on children's emotion (dys)regulation over a 6-month period. Participants included 284 third- through fifth-grade students (51.8% boys; 51.1% Hispanic/Latinx) as well as their homeroom teachers. Children completed self-report measures of parental support, psychological control, and emotion (dys)regulation during the fall and spring semesters of an academic year. Teachers also completed measures of emotion (dys)regulation at each time point. Results indicated that parental psychological control moderated the association between parental support and self-reported emotion regulation over time. Specifically, parental support predicted increases in emotion regulation over time among youth reporting lower levels of psychological control; at higher levels, however, parental support was not associated with emotion regulation. Furthermore, psychological control uniquely predicted increases in child-reported emotion dysregulation, whereas parental support predicted decreases in teacher-reported emotion dysregulation. Findings from this study suggest that psychological control may serve as an important target for future parenting interventions. [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.)

Building routines around place-based learning allows students to apply their scientific understanding to nature and form a connection with their local environment and the species in it over the course of a school year. Each Friday, in what are referred to as "Fieldwork Fridays," Coppens brings her students outside to apply what they learned that week in class to the environment around them. This can range from using measuring skills to estimate the heights of trees, to looking for animal prints in the snow to better understand the concept of trace fossils, to thinking of an experimental design in nature. Tips for implementation are included, and some of the benefits and challenges of this approach to hands-on, nature-based learning are addressed. [ABSTRACT FROM AUTHOR]

Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how achievement is measured across the school year. In this study, we empirically investigated a plausible critique of summer learning loss research, namely that students do not put forth their best effort on the fall test compared with the spring test. While we cannot conclude based on our findings that students do in fact lose ground during the summer, we did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the psychometric properties of the Self-Assessment Survey (SAS) 4.0, an updated measure assessing implementation fidelity of positive behavioral interventions and supports (PBIS). A total of 627 school personnel from 33 schools in six U.S. states completed the SAS 4.0 during the 2021–2022 school year. We evaluated data demonstrating the measure's reliability (internal consistency, interrater reliability between PBIS team and non-team members), internal structure, and convergent validity for assessing implementation of Tier 1, 2, and 3 systems. We found strong internal consistency (overall and across subscales) and evidence regarding the internal structure as a four-factor measure. In addition, we found the SAS 4.0 (overall score and subscales) to be statistically significantly correlated with another widely used and empirically evaluated PBIS fidelity measure, the Tiered Fidelity Inventory (TFI). We found a statistically significant correlation between the SAS 4.0 and the SAS 3.0 for the Schoolwide Systems subscale but not other subscales. We discuss limitations given the current sample and describe implications for how PBIS teams can use the measure for school improvement and decision making. [ABSTRACT FROM AUTHOR]

Copyright of Intercontinental Journal of Sport Management / Revista Intercontinental de Gestão Desportiva is the property of Revista Intercontinental de Gestao Desportiva 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.)

Highlights Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5‐year longitudinal study, we investigated the development of reading skills in 327 Italian‐speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1–5) and examined the impact of early cognitive factors (phonological awareness‐PA, verbal short‐term memory‐vSTM, and non‐verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non‐verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2‐Intercept = 61.8%; R2‐Slope = 12.9%, and reading accuracy: R2‐Intercept = 40.1%; R2‐Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs. To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors. Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling. These findings highlight the importance of supporting reading development as early as the end of Grade 1. [ABSTRACT FROM AUTHOR]

AbstractThe relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments.The current study uses teacher audio recordings to examine the role of classroom mathematics instruction in the growth of adaptive early mathematical skills.Kindergarten children (N = 98, M(age) = 5.55 years, 53% male) were followed across the school year.Findings suggested children with the lowest levels of adaptive mathematics skills grew the most across the school year, suggesting that basic skills continue to be the focus in early elementary years. Further, no aspects of mathematics instruction predicted growth in children’s addition or counting skills.These results highlight the need for more robust and ecologically valid measurement in assessing classroom mathematics instruction in future research. [ABSTRACT FROM AUTHOR]

In response to the pressing need for innovative educational approaches, this research investigates the implementation of SIMULE to evaluate its impact on the conceptual understanding and procedural fluency of Grade 7 students. This study focused on utilizing SIMULE as an instructional resource in improving the conceptual understanding and procedural fluency of Grade 7 students at Lambayong National High School, School Year 2023 – 2024. A total of 89 students were the respondents of the study. Respondents were selected through purposive sampling and grouped using simple random sampling. This study employed a quasi-experimental design. The data were gathered using the researcher-made pretest and posttest. Mean and standard deviation determined the student’s concept fluency level and procedural understanding. T-test was used to determine the significant difference between the two groups' pretest and posttest scores and the mean gain scores. The study revealed that both groups had little mastery of the topics before the conduct of the study. In the posttest, both groups improved their conceptual understanding and procedural fluency. It revealed that using SIMULE and conventional teaching can help students improve their conceptual understanding and procedural fluency. However, students exposed to SIMULE performed better than those exposed to traditional teaching. Further, the learning gains were significantly higher in favor of the students exposed to SIMULE. Thus, the study recommended using SIMULE as an intervention material to improve students’ conceptual understanding and procedural fluency. [ABSTRACT FROM AUTHOR]

The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented. [ABSTRACT FROM AUTHOR]

This study on core behavioral competencies, teaching capability, and performance is related to different literature and studies. The core behavioral competencies of a teacher include self-management, professionalism and ethics, result focus, teamwork, service orientation and innovations. On the other hand, capability assessment focused on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting and plus factor. Finally, the Department of Education has its electronic version of self-assessment tool for Result-based Management System (RPMS). This provided an overall picture of the teachers’ strengths and needs which will be used in the planning for the next school year. The data reflected the performance of the teachers used as one of the bases for promotion and designation. This study set out to determine the level of teachers ' demographic profile, which showed result that there were more female teachers than male teachers in public schools. It simply implied that female teachers made up a larger part of educators despite the equal opportunity for both genders in the said profession, and largely because female teachers were pursuing teaching at far greater costs than male teachers do. This explained the fallacy that entailed education where Gender norms traverse a relatively female-dominated profession. Also, a significant high result has shown in the level of core behavioral competencies of the teachers that exhibited the greatest number of indicators in Professionalism and Ethics, followed by Self-Management, Teamwork, Results Focus, and Service Orientation. On the other perspective, teachers achieved a low result in Innovation. In selfmanagement, it indicated that female teachers have significantly greater levels of self-management than their male colleagues. In DepEd Schools Division of Himamaylan City, teachers were required to have this performance review every end of the school year by rating their performances based on criteria set forth by the DepEd. With this, teachers were accomplishing this Individual performance, Commitment and Review Form (IPCRF) together with the Electronic Self- Assessment Tool (ESAT) as basis of their performances in schools. The institutional improvement plan has been crafted to help improve the rating performance of the teachers in the identified districts. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of acceptability and marketability of Kamias, Pili and Langka (KaPilingka) bar cookies in 30 grams, 60 grams and 90 grams proportions as evaluated by sellers, consumers and pasalubong store owners during the school year 2023 – 2024. The study employed an experimental research method which aimed to determine the acceptability and marketability of KaPiliNgka bar cookies in three different proportions. The statistical treatment used in this study are the weighted mean, analysis of variance and the Tukey pairwise comparison. Based on the findings, the three groups of respondents evaluated the level of acceptability of KaPiliNgka bar cookies in 30g, 60g, and 90g proportion as Very Acceptable. In addition, for 30g and 60g proportions, there were significant differences on the evaluation of the respondents on the level of acceptability of KaPiliNgka, while there were no significant differences on 90g proportion. Meanwhile, as regards the level of marketability of the product, the respondents evaluated the 30g, 60g, and 90g proportions as Highly Marketable. Moreover, there were significant difference on the evaluation on the level of marketability of the product in 30g and 60g proportions, while there were no significant differences in term of 90g proportion. The Consumer, Sellers and Pasalubong Store Owner respondents gave comments and suggestions for the improvement of the KaPiliNgka Bar Cookies. [ABSTRACT FROM AUTHOR]

Introduction: There is a great deal of research on the awareness of students and professionals regarding oral cancer. The aim of this study was to find out students' opinions in their final years of dental school training who have clinic time about the importance of correct mucosal examination of the oral cavity. Materials and Methods: A cross‐sectional study was carried out and a questionnaire was designed and distributed to fourth‐ and fifth‐year dental students. The questionnaire included demographic aspects of the participants and five closed questions related to the importance given to the exploration of the soft tissues during patient visits, the importance of the university training received, their interest in continuing education on this subject, their role as dentists in early diagnosis and whether they consider themselves prepared to diagnose oral cancer. Results: A total of 214 undergraduate dental students participated in the study, 24.3% fourth year and 75.7% fifth year. Moreover, 97.7% of the students considered soft tissue examination to be important or very important, 90.2% of the students surveyed considered the university training received to be important or very important and 66.4% of the students considered that the most qualified professional to diagnose an oral lesion is the dentist. Conclusion: In this study, most of the students felt that graduate training in oral cancer is important, as well as soft tissue examination. In addition, the majority considered that the professional most indicated to diagnose oral lesions is the dentist. However, a very small percentage felt prepared to diagnose oral cancer themselves. [ABSTRACT FROM AUTHOR]

During the last two decades, universities around the world have increased the adoption of English-medium instruction (EMI) as a way to enhance internationalisation and global competitiveness. EMI adoption presents a wide range of opportunities, but it also presents some challenges, being one of them the potential impact on students' academic performance. This paper analyses the impact of EMI on the academic performance of the students in a Spanish university. The objective is to extend previous research, that shows contradictory conclusions. In the first part of the paper, using a multiple linear regression model to control key covariates, we have compared the performance of 229 EMI vs 635 Non-EMI students, corresponding to cohorts 2013–2014 to 2017–2018, considering the average grade in the 10 subjects of the first course. In the second part, we focus on the 2017–2018 cohort (49 EMI vs 116 Non-EMI students), carrying out a longitudinal study of its behaviour during two academic years in four different subjects. The results show that there are no statistically significant differences in academic performance between EMI and non-EMI students, ie language of instruction does not play a relevant role in academic performance. [ABSTRACT FROM AUTHOR]

Examine how school-based COVID-19 prevention strategy implementation varied over time, including by local characteristics. School administrators (n = 335) from a nationally representative sample of K-12 public schools completed four surveys assessing COVID-19 prevention strategies at two-month intervals between October 2021 and June 2022. We calculated weighted prevalence estimates by survey wave. Generalized estimating equations (GEE) were used to model longitudinal changes in strategy implementation, accounting for school and county covariates. Opening doors/windows, daily cleaning, and diagnostic testing were reported by ≥ 50 % of schools at each survey wave. Several strategies were consistently implemented across the 2021–2022 school year (i.e., daily cleaning, opening doors and windows, diagnostic testing) while other strategies increased initially and then declined (i.e., contact tracing, screening testing, on-campus vaccination) or declined consistently throughout the school year (i.e., mask requirement, classroom distancing, quarantine). Although longitudinal changes in strategy implementation did not vary by school characteristics, strategy implementation varied by urban-rural classification and school level throughout the school year. Strategies that were consistently implemented throughout the school year were also reported by a majority of schools, speaking toward their feasibility for school-based infection control and prevention and potential utility in future public health emergencies. [ABSTRACT FROM AUTHOR]

This study aims to identify teachers' perceptions of the concepts of 'refugee or refugee people' through a metaphorical study. The study uses descriptive research employing metaphors to determine teachers' perceptions of these concepts. Study participants were 320 teachers who worked in different parts of Turkey during the 2023–2024 academic year. The results showed that most teachers feel sorry for refugees, while many hold angry feelings towards refugee people. Positive perceptions were rare. Based on teachers' developed metaphors towards people who are refugees, these four categories emerged: anger, pity, diversity, and definition. [ABSTRACT FROM AUTHOR]

• Parents' and teen children's time use patterns change when the school year starts/ends • Teenagers sleep 1+ extra hours and have 2+ extra hours of free time when school is out • 70% of teens' extra free time over the summer break is spent with screens • Mothers spend less time in sleep, free time, and exercise during the school year • Effects of the school year on mothers' time allocations are mostly larger than on fathers' We demonstrate how mothers, fathers, and 15–17-year-old students alter their schedules around the K-12 academic year. Using regression discontinuity methods, combined with school start and end dates, we show that mothers are more affected by the school year than are fathers. During the school year, mothers sleep less, spend more time caring for others, and have less time for eating, free time, and exercise. Fathers experience fewer and mostly smaller changes. Teenagers reduce education time by 5.5 hours per day on weekdays during the summer, substituting that time with 2+ hours of free time and 1+ hours of sleep. [ABSTRACT FROM AUTHOR]

Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the 'Realising Opportunities' programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18‐year‐old students who took part in the programme—which is delivered by a consortium of selective universities—between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014–2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university. [ABSTRACT FROM AUTHOR]

Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included post-lesson personal reflections, a researcher journal, and transcripts from meetings with a critical friend. Qualitative data was also collected from students (n = 19) over a shorter timeframe of six months, and took the form of student work samples, along with transcripts from focus group interviews (n = 2, with eight total participants). Findings show that the enactment of student voice pedagogies requires significant scaffolding for both the teacher and their students. The teacher needs to learn how to listen to, nurture, and act on their students' voices, while students require assistance in developing their capacity to share their voices. Thus, the enactment of student voice pedagogies takes time, and necessitates a period of trial and error, to ensure the educator is providing authentic student voice opportunities in their practice. This study adds an additional layer to student voice research by providing a teacher's perspective of learning how to enact student voice pedagogies in PE. Furthermore, the findings add to the limited research into the use of student voice pedagogies at primary level. [ABSTRACT FROM AUTHOR]

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

During the 2020/2021 academic year, I conducted a mixed quantitative and qualitative analysis of the drivers of student engagement in the School of Politics and International Relations at Queen Mary University of London. My main finding was that students vary widely in their ability to manage the competing demands on their time. Those who are able to avoid scheduling conflicts between taught classes and off-campus commitments engage at higher rates and achieve better marks. Those who struggle – whether due to under-developed time management skills, a lack of confidence in asking for assistance, or both – miss out on vital learning opportunities, and their attainment suffers. While there is little a department can do about the broader socio-economic forces that require students to take on significant responsibilities beyond the classroom, my findings suggest there are things we can do to improve engagement among those who struggle. I conclude by recommending actions to help students resolve clashing commitments, to build their confidence in and ability to seek support from staff, and to develop positive peer networks. [ABSTRACT FROM AUTHOR]

Digital technology has long been ubiquitous in many communities within Australia and internationally, thereby requiring suitable digital proficiencies. While a majority of Australian children experience digital literacies as part of their everyday lives, limitations in access disadvantage others. In educational settings, there is a clear need for teachers to incorporate the digital literacies of learners while also working towards addressing inequities by providing rich literacy experiences that bring together print and digital forms of texts. Well-established understandings about the importance of literacy development early in a child's life support teachers of the first years of school to teach essential digital literacies. In Australian schools, teachers are mandated by a range of documents, including the Australian Curriculum, that provide content for teachers to teach. Situated within a frame of New Literacies theories, this paper reports findings from analyses of the ways these mandated documents may support teachers in the first years of school to design learning experiences that respond to learners' needs in producing digital texts. We then determine implications for teachers' responsiveness to these documents. With the recent release of the Australian Curriculum version 9.0, we argue for the pedagogical knowledge that teachers require to implement digital text production experiences within the mandates of the curriculum and, consequently, the professional learning they need for realising the potential of all children's digital capabilities in their classrooms. [ABSTRACT FROM AUTHOR]

The article presents the discussion on providing practical guidance for early-career teachers preparing for the school year. Topics include emphasizing organization, classroom management, and community-building strategies; and creating a back-to-school checklist for syllabi and materials, tips for building rapport and managing classrooms effectively, and strategies for planning engaging activities for the first days of school to foster a positive learning environment.

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 aimed to explain the mediating role of academic engagement in the relationship between goal orientation, academic burnout, and academic procrastination among high school students. Methods and Materials: The research method was descriptive and correlational. The statistical population included all female high school students in Ardakan County during the 2020-2021 academic year. A sample of 294 students was selected using convenience sampling based on the Morgan table. The instruments used in this study were the Solomon and Rothblum Academic Procrastination Questionnaire (1984), the Breso et al. Academic Burnout Questionnaire (1997), the Elliot and McGregor Goal Orientation Questionnaire (2001), and the Fredricks et al. Academic Engagement Questionnaire (2004). Findings: The results showed a positive and significant relationship between academic engagement and the variables of mastery-approach and performanceapproach. There was an inverse and significant relationship between academic engagement and the variables of mastery-avoidance and performance-avoidance. Academic engagement had an inverse and significant relationship with academic procrastination and academic burnout. The indirect relationships of masteryapproach and performance-approach variables through academic engagement with academic procrastination and academic burnout were inverse and significant. The indirect relationships of mastery-avoidance and performance-avoidance variables through academic engagement with academic procrastination and academic burnout were positive and significant (p < .05). Conclusion: Based on the findings of this study, it can be concluded that academic engagement influences goal orientation, academic procrastination, and academic burnout. It is suggested that planners, officials, and counselors in the education system take the necessary actions to foster academic engagement. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to predict adolescents' cognitive emotion regulation strategies based on the mothers' maladaptive early schemas and their parenting styles. Methods and Materials This descriptive correlational study involved a randomly selected cluster sample of 406 high school students (comprising 200 girls and 206 boys) from Tabriz. Data were collected using three scales: Young's Schema Questionnaire-Short Form (YSQ-SF), the short form of the Persian version of the Cognitive Emotion Regulation Questionnaire for adults (CERQ-P), and the Family as a Social Context Scale by Skinner. The collected data were analyzed using correlational statistics and structural equation modeling. Findings: The results confirmed the role of mothers' maladaptive early schemas and their parenting styles in the formation and application of their children's cognitive emotion regulation strategies. Conclusion: The findings of this study indicated that when parents' schemas are adjusted, it leads to the selection of effective parenting methods, which in turn increases adolescents' use of positive cognitive emotion regulation strategies. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to examine the causal pattern of cognitive emotion regulation and impulsiveness with the mediating role of executive functions, working memory, and stress coping strategies in female students with conduct disorder. Methods and Materials: This study can be examined from two perspectives: from the perspective of implementation method, it falls under descriptive research of a predictive correlational type, and from the perspective of purpose, it is considered applied research. The statistical population of this study included all first-year high school female students in the city of Kermanshah in the academic year 2022-2023, from which 200 individuals were selected as the sample. A simple random sampling method was used. In the data collection domain, both library and field methods were employed. In the field section, for collecting the necessary research information, the following questionnaires were used: Behavioral Problems of Quay and Peterson (2013), Emotion Regulation of Gross and John (2003), Impulsiveness of Barratt (1995), Behavioral Rating Inventory of Executive Functions of Gioia et al. (2000), Working Memory of Daneman and Carpenter (1980), and Coping Strategies of Moos and Billings (1981). Subsequently, SPSS22 and PLS statistical software were used for data analysis. Findings: The study results indicated that cognitive emotion regulation affects the impulsiveness of female students with conduct disorder. Executive function affects the impulsiveness of female students with conduct disorder. Working memory affects the impulsiveness of female students with conduct disorder. Stress coping strategies affect the impulsiveness of female students with conduct disorder. Conclusion: The results showed that cognitive emotion regulation affects the impulsiveness of female students with conduct disorder with the mediation of executive function. Cognitive emotion regulation affects the impulsiveness of female students with conduct disorder with the mediation of working memory. Additionally, the results indicated that cognitive emotion regulation affects the impulsiveness of with the mediation of stress coping strategies. [ABSTRACT FROM AUTHOR]

Objective: Although most young individuals transition from adolescence successfully and without encountering significant issues, there can be challenges and obstacles during this period that prevent the full utilization of one's abilities and potential. The present study aimed to model anxiety sensitivity based on early maladaptive schemas and cognitive emotion regulation strategies with the mediating role of parenting styles. Methods and Materials: This research is of a correlational type. The sample included 100 mothers of first-grade students from the city of Shiraz during the 2018-2019 academic year, selected through multi-stage cluster sampling. The sample size, based on Kline's (2010) criterion, was determined by selecting five individuals per item, resulting in a selection of 570 participants. Data were collected using the Taylor and Cox Revised Anxiety Sensitivity Index, the short form of Young's Early Maladaptive Schemas Questionnaire, the Garnefski and Kraaij Cognitive Emotion Regulation Questionnaire, and Diana Baumrind's Parenting Styles Questionnaire. To obtain preliminary information on the measured variables, statistical indices such as mean and standard deviation, as well as the correlation matrix of the variables, were calculated. SPSS and Amos software were used to analyze the data and examine the proposed research model. Findings: The results of the study indicated that parenting styles played a mediating role in the relationship between exogenous variables (maladaptive schemas, maladaptive emotion regulation strategies, and adaptive emotion regulation strategies) and anxiety sensitivity. Conclusion: Given the impact of maladaptive schemas on psychological disorders, it is recommended that schema therapy workshops be held for all patients suffering from depression and anxiety. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education 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 Traditional Medical Complementary Therapies is the property of Turkiye Klinikleri 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.)

Using a model of inputs–environment–process–outcomes, our focus is the students' point of view on writing the master's thesis in accounting. We analyze the factors that influence the complexity of a thesis and the satisfaction of students with it. We used the answers received on two matched questionnaires distributed during the second semester of the academic year 2021–2022. The results of the path analysis show that planning and involvement in research and university support can increase the effectiveness of students' time management and improve satisfaction with the research outcome. Resource use increases the thesis complexity, too. The paper comprises a couple of implications: first, the quality of the thesis depends to a great extent on the initial planning phase, indicating that university support is crucial during preliminary work; second, university management must ensure the existence of necessary resources, which are a complex mix of supervision, collaboration, guidelines, and scientific sources. [ABSTRACT FROM AUTHOR]

This study investigated the impact of Technology, Entertainment, and Design (TED) Talk videos on students’ presentation performance within the higher education context. Employing a quantitative approach, the study involved 14 first-year students enrolled in a “bachelor in English language” program at “Fan S. Noli” University, Korça, Albania. The research, conducted during the academic year 2022-2023 in “text analysis 1 and 2” modules, explores how the sequential exposure to TED Talk videos influences students’ presentation skills. After watching the initial TED Talk video, students prepared and delivered one presentation, assessed using a rubric. Subsequently, students viewed 10 more TED Talk videos, with two presentations following these viewings. The study’s analysis was facilitated using the statistical package for the social sciences (SPSS) version 20 software program. The Friedman and the Wilcoxon signed-rank tests were used to determine whether there are statistically significant differences among the groups in the repeated-measure design. The findings demonstrate that TED Talk videos play a significant role in enhancing students’ presentation skills. This research contributes to the ongoing discourse on multimedia-enhanced pedagogy and the efficacy of integrating TED Talk as an educational resource, with SPSS version 20 aiding in the quantitative analysis of the obtained data. [ABSTRACT FROM AUTHOR]

the study aimed to gauge the effect of the collaborative video-based flipped learning strategy on the achievement of tenth-grade female students of Arabic grammar in the Ramtha Education Directorate during the first semester of the 2022/2023 academic year. A 60-question test in Arabic grammar was developed and distributed over three cognitive levels: knowledge, comprehension, and application. The study sample consisted of 60 tenth-grade female students chosen through the available sampling method and divided equally into a control and experimental group (n=30). The former group was taught traditionally and the latter group was taught using the video-based flipped learning strategy. The results showed a statistically significant difference at (α =0.05) between the means of the study sample's performance in both groups at each cognitive level whether separately or collectively attributed to the flipped learning strategy. The study recommended adopting this strategy in teaching Arabic grammar in particular and language skills in general. [ABSTRACT FROM AUTHOR]

This study investigated the effect of employing Cornell note-taking strategies to improve new students' performance in listening comprehension at Albaha University in the Faculty of Science and Arts, Al Mandaq. The study's population consisted of 40 first-year male students enrolled in the preparatory year program for various science subjects, including Physics, Chemistry, Biology, and Mathematics, in the academic year 2021–2022. These students were enrolled in a listening course, making them suitable candidates for the study. They were divided equally into two groups: the control group and the experimental group. The experimental group underwent a training program using Cornell note-taking strategies, while the control group received no training and just completed the course as normal. The data was obtained and framed using a descriptive qualitative method. To collect the data, a pre-test and post-test were designed to measure the students’ performance before and after the training program. The data was then analyzed using the SPSS program. The findings revealed clear progress in the performance of the experimental group compared to the control group. The poor performance of the control group was attributed to their lack of knowledge about note-taking strategies and their insufficient practice of and feedback on Cornell note-taking strategies. [ABSTRACT FROM AUTHOR]

Psychological distress (PD) is considered as an indicator of students' psychological well-being status in epidemiological studies. The study objectives were to systematically review articles to estimate the pooled prevalence of PD among Health Sciences undergraduate and to assess the effect of study characteristics on the pooled PD prevalence. The protocol was developed using the Joanna Briggs Institute (JBI) and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Different information sources included PUBMED, EMBASE, OVID, EBESCO (ERIC, CINIHAL, and PsycInfo), ISI, and Scopus were searched to identify peer-reviewed English-language studies published before September 2020 reporting different PD types including stress, burnout, anxiety, and depression among Health Sciences students. For each search term, related synonymous was used. In addition, study characteristics' variables included academic years, regions, specialties, study years, gender, and PD types were specified. Prevalence estimates were pooled using random-effect meta-analysis and for studies characteristics effects the subgroup analysis and Meta regression were used with significance threshold of P < 0.05. Literature search identified 28 high-quality-cross-sectional studies on PD with a total sample size of 11,761 Health Sciences students of both genders, from all study years, Saudi regions (except Northern), and Health Sciences colleges. Overall pooled PD prevalence was 51.0% [(CI 95% (44.0–58.0)]. Pooled prevalence estimates were significantly affected by gender and PD types (P > 0.05). This systematic review and meta-analysis revealed a high prevalence of PD among Health Sciences undergraduate students. A significant association was found among gender, and PD types with the pooled prevalence. Protocol registration King Abdullah International Medical Research Center (KAIMRC Registration Number: SP/493/R) and International Prospective Register of Systematic Review (PROSPERO Registration Number: CRD42020223514). [ABSTRACT FROM AUTHOR]

This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3–6 years who received regular preschool and Montessori education during the 2021–2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3–6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3–6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 study aimed to determine the effectiveness of "MasterRadio" as a tool in increasing the proficiency level on basic operations among grade three pupils of J.M. Reliquias Elementary School in the District of Hinoba-an 1, for School Year 2022-2023. The researcher used a combination of single-subject experimental research design. It utilized weighted mean and mean percentage score in its treatment and computation of statistical data. Pre- and postassessment scheme were also employed. The researcher made use of the Enhanced Regional Unified Numeracy Test (E-RUNT), as a standardized tool to determine the proficiency level of the pupils. The following were the salient findings of the study: 1) the Grade III pre-assessment results revealed "Nearly Proficient" with an MPS of 67.9; 2) after the 10-week implementation of the intervention MasteRadio, the post- assessment results yielded an MPS of 91.88 or "Highly Proficient"; 3) an increase of 23.98 in the post-assessment strongly indicated that the intervention "MasteRadio" was effective in increasing the grade III learners' numeracy skill; 4) as to the remarkable experiences during and after the implementation of the "MasteRadio", pupils found this intervention as an enjoyable activity in mastering basic operations; and 5) parents, were able to become motivated in facilitating and supervising their children in their learning. Thus, enabling them to realize the significant role they play in their children's education and future. [ABSTRACT FROM AUTHOR]