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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 attempted to develop and evaluate Reading Enhancement Worksheets in English for Grade 8 Students at San Jose National High School, in the Schools Division of Antipolo during the School Year 2023-2024.This further aimed to enhance the reading comprehension skills of Grade 8 students at San Jose National High School. Descriptive method of research using a researcher-made survey questionnaire as the main research instrument was employed in this paper. Fifteen (15) English teachers and fifteen (15) English Master Teachers were asked to assess the develop reading material. Based on the findings, The English teachers and Master Teachers evaluated the developed Reading Enhancement Worksheets in terms of all parts as Very Satisfactory showing no significant difference between the evaluations of the two groups of respondents. The respondents provided comments and suggestions to further enhance the developed learning material. [ABSTRACT FROM AUTHOR]

This study aimed to determine the management support of school administrators to the MAPEH program implementation and its relationship to the teachers' competency in selected public secondary schools of Pasig City during the school year 2023-2024 to serve as a basis for development of an action plan. The study used the descriptive-survey method of research as it was deemed most appropriate to use in determining the status of the MAPEH program in terms of its implementation as well as the status of the MAPEH teachers' competency. Based on the findings, the management support of school administrators to the MAPEH program implementation was to a high level. In addition, the MAPEH teachers' level of competency was assessed as very high by the two groups of respondents. Furthermore, there was a significant relationship between the level of management support to the MAPEH program implementation and the teachers' level of competency. There was a significant relationship between the level of management support to the MAPEH program implementation and the teachers' level of competency. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the physicochemical properties, acceptability, and marketability of "PEELNAPPLE" cookies, produced using 125 grams, 250 grams, and 375 grams of pineapple peel, banana peel, and pulp. Evaluations were conducted by students, Technology and Livelihood Education (TLE) teachers, and bakers in Antipolo City during the 2023-2024 school year. The study specifically addressed the production process, physicochemical analysis, acceptability levels, marketability, and respondent feedback. "PEELNAPPLE" cookies were produced through a method involving the drying, powdering, and blending of pineapple and banana peels and pulp with standard cookie ingredients. Physicochemical analysis indicated a pH of 5.40, a moisture content of 6.91%, potassium levels of 655 mg, and a negative result for Salmonella, demonstrating safety and consumer suitability. Acceptability was assessed using the Nine-point Hedonic Scale across appearance, aroma, taste, and texture. Findings indicated varying levels of acceptability: cookies with 125 grams were rated as "Very Much Acceptable," while those with 250 grams were rated as "Moderately Acceptable," and those with 375 grams ranged from "Moderately Acceptable" to "Slightly Acceptable." Significant differences were found in aroma, taste, appearance, and texture based on the amount of peels used. Marketability, assessed using the Five-point Likert Scale, was determined to be high for all proportions, with no significant differences across groups concerning production cost, supply availability, and consumer demand. Respondent suggestions included enhancing taste and aroma by adding vanilla, sugar, and chocolate chips, and promoting the cookies in local markets. Overall, "PEELNAPPLE" cookies were found to be a nutritious, appealing, and marketable product, well-received as a sustainable alternative for a broad consumer base. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate contextualized learning materials in Mathematics for Grade 7 Students of Dela Paz High School in the Division of Pasig City during the school year 2023-2024. The descriptive-survey method of research was used in the study, as it was most appropriate to use since the study concentrated with the development and evaluation of the contextualized learning materials in Mathematics 7. Based on the findings, there were five topics in Mathematics 7 that could be developed into contextualized learning materials based on the least mastered skills in the first quarter and second quarter examinations of school year 2022-2023. In addition, the two groups of respondents evaluated the material as Very Satisfactory in terms of content, format, presentation and organization and accuracy and up-to-datedness of information. Moreso, there was no significant difference in the evaluation of the two groups of respondents on the developed contextualized learning materials. Comments and suggestions were offered by the two group of respondents to further improve the developed contextualized learning materials in Mathematics 7. [ABSTRACT FROM AUTHOR]

This study aimed to develop and utilize Mobile-Assisted Learning Materials for Araling Panlipunan Grade 7 students at San Jose National High School, District II-A, Division Office of Antipolo City during the School Year 2023-2024. The researcher employed experimental research. Specifically, one-group pre and post-test designs. Validated test questionnaires by experts served as the primary data gathering instrument. Based on the identified least competencies were the basis for developing a mobile-assisted learning material. In addition, the material that could be developed was Mobile-Assisted Learning Materials with Kotobee Apps downloaded from the Play Store, the most recent e-book reading software accessible on the Software Store. As the score revealed from the data, it can be noted that during the pretest most of the students acquired scores of 16-20 on their test which is defined as a low mastery level since the competencies have not been taught by the teacher and the mobile-assisted have not been used. It can be noted that teaching using mobile-assisted learning materials has a better impact on student performance as most of the students acquired scores of 21-25 in their tests it can be inferred that there is an increase in their scores after they are exposed to the developed material which is the mobile-assisted learning materials. Enhancements may be considered in the developed mobile-assisted learning materials based on the results of test scores in the competency assessment. [ABSTRACT FROM AUTHOR]

This study aimed to determine the level of Technological, Pedagogical, And Content Knowledge (TPACK) practices among MAPEH teachers to describe the teacher utilization of technology, pedagogies, and content knowledge for school year 2023-2024 which led to the development of a proposed intervention program for MAPEH teachers. The research utilized a purposive sampling technique in getting the sample population among the different schools in the Division of Pasig City. This study utilized a non-experimental, quantitative research design. As regards the level of TPACK of MAPEH Teachers the School Administrators and MAPEH teachers themselves perceive that there is a small difference between the mean score of MAPEH teachers in the three areas as supported by the mean scores of 3.40 and School administrators with a grand mean score of 3.39 only and indicated no significant difference on the respondents' perceptions. In addition, there is No Significant Difference on the perceptions of the School Administrators and MAPEH Teachers as regards the challenges encountered by the MAPEH Teachers. Furthermore, there is No Significant Difference on their perceptions and the challenges experienced by the MAPEH Teachers. Lastly, it was found out that there is significant relationship between TPACK Competencies as to Content Knowledge and the Encountered Challenges Encountered. Based on the results of the study, The MAPEH Teachers' Intervention Program was crafted to enhance the TPACK to a very high level. [ABSTRACT FROM AUTHOR]

This study aimed to determine the extent of stakeholders' involvement in school programs as correlate to the performance of Barangka Elementary School, District I, Division of Marikina City during the school year 2022-2023. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument which was answered by the respondents through google forms and hard copy checklist. The respondents of the study were the internal stakeholders composed of one school head, three non- teaching personnel, 11 pupils or officers of the Supreme Pupil Government and 50 teachers and 65 external stakeholders composed of eight barangay officials as representatives of the local government unit, three representatives from the Non-Government Organizations, four representatives from the BES alumni officers, and 50 parents. It was found out that the extent of the stakeholders' involvement in the key school programs as perceived by the internal and external stakeholders was moderate. Likewise, the level of performance of Barangka Elementary School as perceived by the two groups of stakeholder respondents in terms of access was very high and moderate in terms of quality and governance from the internal and external stakeholders. Furthermore, there was a significant correlation between the extent of the internal and external stakeholders' involvement in the school programs and school performance. Based on the findings of the study, an intervention program "Stakeholders Engagement Program" was proposed and developed to improve and strengthen the stakeholder's involvement in school programs. [ABSTRACT FROM AUTHOR]

This study aimed to determine the challenges encountered by school managers in their e-leadership practices in relation to teacher's performance for school year 2022-2023 in all public secondary schools in District II of School Division Office of Quezon City, which served as the basis for an intervention program. Descriptive-correlational type was utilized in this study with survey questionnaire as the data gathering instrument. The respondents of the study were the 29 administrators and 29 teachers from all public secondary schools in District II of School Division Office of Quezon City. The extent of challenges encountered by school managers in their e-leadership practices in terms of school calendar activities, learning strategies, learning modalities and teacher's development obtained an over-all weighted mean of 1.96 with verbal interpretation of moderate extent while the extent of challenges encountered by school managers in their e-leadership practices as perceived by the teachers obtained an over-all weighted mean of 2.61 with verbal interpretation of high extent. Likewise, there was a significant difference in the perceptions of school managers and teacher respondents on the extent of challenges encountered by school managers in their e-leadership practice. Meanwhile, the level of the teacher's performance based on the result of the IPCRF for school year 2022- 2023 obtained an over-all weighted mean score of 4.70 with verbal interpretation of outstanding. Furthermore, was a weak relationship between the teachers' performance and the extent of challenges encountered by school managers as perceived by school managers themselves. [ABSTRACT FROM AUTHOR]

This research study aimed to seek answers through contextualized assessment tools for grade 9 students at Rizal High School during the school year 2023-2024. This study was undertaken during the fourth grading period of the school year 2022-2023 of batch A respondents and the first grading period of the school year 2023-2024 of batch B respondents. The assessment tool that was developed relative to the perceived needs of the grade 9 student respondents was 42-item contextualized questionnaire based on John Holland's Career Choice Theory (RIASEC). The evaluation of the experts on the contextualized assessment tool got a total grand mean of 3.78 which is interpreted as strongly agree in the following indicators: content, relevance, clarity and coherence. In addition, the prevailing trait of grade 9 student respondents in Batch A and B is on social aspect that accounts for 27.78% of the respondents and the lowest trait that reflects on the conducted survey is on enterprising that accounts for 5.83% of the student respondents. The prevailing TLE specialization based on the result of the contextualized questionnaire of grade 9 student respondents is cookery which has 46.67% for Batch A and B. Next to it is on dressmaking which got the percentage of 14.86%. On the other hand, the least TLE specialization fell on Electrical Installation and Maintenance (EIM) with 3.47% as least interesting TLE specialization to take. With a p-value of 0.00 and at the significance level of 0.05, the social trait, as the highest overall RIASEC trait result had an effect on the grade nine respondents' choice of TLE specialization after the administration of the contextualized assessment tool. Also, with a p-value of 0.00, at the significance level of 0.05, the relationship between the sex of student-respondents and the TLE specialization result of the contextualized assessment tool is statistically significant. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate digitized intervention material in British-American Literature for Grade 9 students at Rizal High School in Pasig City during the academic year 2022-2023. The respondents of the study were the fifteen (15) English Teachers and fifteen (15) English Experts of Rizal High School. The descriptive method of research was used with a survey questionnaire as data gathering instrument. Based on the findings, the English experts and English teacher-respondents evaluated the developed digitized intervention material in British-American Literature for English 9 as Very Satisfactory (VS) in terms of Content Quality, Instructional Quality, and Technical Quality. Likewise, there is no significant difference between the evaluations of the two groups of respondents on the developed digitized intervention material. Moreso, the readability level of the material indicated that the reading texts are suitable for the ninth grade. Comments and suggestions were provided by the respondents to further improve the digitized reading material. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pretest design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners' engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences. [ABSTRACT FROM AUTHOR]

This study explored the teachers' transition and strategy adjustment in integrating technological approaches to teaching. This study explored the lived experiences of the teachers' transition and strategy adjustment in integrating technological approaches to teaching in Cebu Province for the school year 2023 - 2024. The challenges and highlights of utilizing technology inside the classroom are the main concern of this study. To address this, this study used Heideggerian Phenomenology as the research design. 5 participants volunteered to be part of the study and qualified with the inclusion criteria. This study used the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. These are the steps in analyzing the data. 4 emerging themes surfaced in this study. These are the (1) Shift to Digital Education; (2) Setbacks Amidst Advancements; (3) Strive for Excellence; and (4) Standardized Triumph. These themes are a clear picture of how the teachers' experiences in transitioning into utilizing technological tools inside the classroom have shown and exemplified. With this, veteran teachers are having difficulty in using these technological tools as they lack exposure and skills in using them. It is highly recommended that veteran teachers be sent to relevant training and seminars especially pertaining to the utilization and maximizing the impact of technology inside the classroom. [ABSTRACT FROM AUTHOR]

This study aimed to determine the learning barriers and classroom behavior of Grade Six pupils in H. Bautista Elementary School, Division of Marikina City during the school year 2023-2024. When computed, the summary of the extent to which the pupil respondents experience learning barriers showed that the weighted means for the Emotional, Motivational and Personal Dimensions are 2.38, 2.76 and 2.51, respectively. With an overall weighted mean of 2.55 with verbal interpretation of Moderate. On the other hand, the level of classroom behavior of the pupil respondents as perceived by pupils has an Overall Weighted Mean of 2.96 with a Verbal Interpretation of Moderate. While the teachers' perception has 2.77 which is likewise Moderate. The result after the computation of the Grand Mean is 2.85 with a verbal interpretation of Moderate. Relatively, there is no significant difference between the assessment of the pupils and teacher respondents on the level of pupils' classroom behavior in terms of class participation. More so, 4. The null hypothesis is confirmed, indicating no significant relationship between the learning barriers and classroom behavior. However, there exists a moderate relationship in terms of the motivational factors for classroom behavior. Based on the study's results, an intervention program was deemed necessary and was subsequently proposed. [ABSTRACT FROM AUTHOR]

This research study aimed to develop and evaluate the effectiveness of using Electronic Strategic Intervention Materials (e-SIMs) toward enhancing students' academic performance in Physics for Grade 10 students at San Jose National High School, District II-A, Division of Antipolo City during the School Year 2023-2024. The study utilized a descriptive method, specifically quantitative research. The data gathering instrument used was the Learning Resource Management and Development System (LRMDS) Evaluation Tool for non-printed materials. Based on the findings, there is a fair level of agreement among the experts' 'validation of the eSIMs as shown by the Kappa coefficient of 0.221 This implies that the developed eSIMs for Grade 10 Physics has a high acceptability as regards to content, format, presentation and organization, and accuracy and up-to-datedness of information. In addition, the utilization of e-SIMs has a positive impact based on the result of the mean scores of the pretest 9.39 at beginning status and posttest,19.12. highly proficient level. Participants responded very favorably to the quality and complexity of the intervention, feeling that the materials appropriately conveyed key aspects of the intervention. Suggested improvements included the need to increase interactivity and the use of visual formats as a way to engage all students. [ABSTRACT FROM AUTHOR]

This study sought to determine the extent of resilience of 119 Grade V public-school teachers in Labangal District in the school year 2022-2023 as a basis for an intervention program. This study employed quantitative research utilizing a descriptive-survey research design. Slovin's Formula sampling design was utilized to get the desired sample of the respondents. Mean was used to analyze the data. Based on the findings of the study, among the three schools in Labangal District, the extent of teachers' resilience in terms of social skills and peer support was often manifested, which indicates a high level of teachers' resilience, while sometimes manifested in terms of spiritual influences, social skills and peer support, and personal competencies and persistence which indicate moderately high teachers' resilience. Nevertheless, teachers' resilience lies in their ability to adapt, overcome challenges, and inspire students to persevere in adversity, fostering a positive learning environment. [ABSTRACT FROM AUTHOR]

Listening and reading are receptive skills that are crucial components of language learning. This study aimed to determine the effectiveness of Computer-Assisted Language Learning software in enhancing the receptive skills of college students during the Academic Year 2022-2023. This study is anchored on the theory of constructivism and Input Processing Theory. The study utilized a descriptive research design. The study participants were two hundred twenty-nine (299) first-year college students of a private tertiary school in Bacolod City. The pre-test and post-test scores of the college students in a standardized language test were used to determine the effectiveness of CALL. The results show that, generally, there is a significant difference in the pre-test and post-test scores of the students in terms of their listening and reading skills. The findings of this study suggest that students' receptive skills, may have improved as a result of incorporating CALL (Computer-Assisted Language Learning) into their English classes. Hence, it is recommended that CALL be used to develop students' receptive skills. [ABSTRACT FROM AUTHOR]

This study developed and evaluated a digital learning material in 2D Animation for First Year Drafting Technology Students of the Marikina Polytechnic College for the academic year 2023-2024. The developed digital learning material in 2D Animation was evaluated by two (2) groups of respondents composed of fifteen (15) experts and fifteen (15) industry practitioners. A survey questionnaire was utilized to gather the data, and it covered the following variables: quality of content and technical aspects. The findings revealed that the two groups of respondents evaluated the developed digital learning material in 2D Animation as Highly Acceptable with respect to quality of content with a grand weighted mean of 3.83 and 3.69, respectively. In terms of technical aspects, it gained grand weighted means of 3.88 and 3.76, respectively. In addition, there was no significant difference between the evaluations of the two groups of respondents on the developed digital learning material in 2D Animation in terms of quality of content with a computed t value of 1.76, 1.12, 1.85, 0.98, 1.16, and 1.79, respectively. In terms of technical aspects, it gained a computed t value of 1.26, 1.37, 1.27, and 0.72, respectively. The insightful comments and suggestions provided by both groups of respondents hold significant potential for enhancing the quality and effectiveness of the developed digital learning material in 2D Animation. Furthermore, it was recommended that the School Administrators may encourage Instructors in other fields of specialization to explore on developing instructional materials that will help facilitate learning and improve the performance of their respective students. [ABSTRACT FROM AUTHOR]

This study determined the impact of the use of classroom technology among teachers to the academic performance of pupils in Select Elementary School for the school year 2023-2024. Specifically, this study answered the following: 1.) the profile of participants in terms of frequency use of these classroom technology: Computer and. Projector. 2.) the academic performance of pupils in terms of general average grades in the 2nd grading period. 3.) the relationship between the use of classroom technology and the academic performance of the participants. This study used a descriptive survey research design. The researcher examined the phenomenon through observations and through statistical analysis. Along with questionnaires that was given out to respondents, interview with the respondents and a few experts in this field were also conducted. The respondents of this study were the forty pupils enrolled in the school year 2023-2024. It was randomly selected from 169 learners in every grade level and their academic performance during the 2nd quarter period with the used of classroom technology of teachers. The data revealed that in terms of using computer, there were twenty eight (28) or seventy eight percent (78%) of the respondents answered that their teachers used computer most of the time. This indicated that the teachers of this respondents were most likely used the computer as part of their teaching. In contrast, nine (9) or twenty-five point five percent (22.5%) of the respondents answered that their teachers always use computers. Furthermore, three (3) or seven point five percent (7.5%) Seldom had used computers and no respondents answered on category of never. This study disclosed that the use of computer and projector greatly affected their academic performance. The classroom technologies used by teachers like; Computer and Projector greatly affect the Academic Performance of the pupils. Majority of the respondents obtained a Very Satisfactory grade, and only few obtained Outstanding, however, none got below 80% academic grade. Based on the findings, there was a significant relationship between the academic performance and the used of classroom technology such as computer and projector. Therefore, null hypothesis was rejected. [ABSTRACT FROM AUTHOR]

Compensatory education policies aim to reduce the impact of inequalities on students’ engagement and performance at school. Nevertheless, this context is composed of mostly disadvantaged children who live with adversity and poverty. These difficulties are likely to be very testing for teachers’ emotions. Since the 2000s, teachers’ emotional labor has been the subject of a significant number of studies. A number of them have focused on physical education (PE), based on the idea that this school subject is particularly challenging for teachers’ emotions. However, we do not know what happens when teachers fail to regulate their emotions. Based on a situational approach to emotional labor, the present study aimed to analyze critical incidents in which teachers’ emotional deviance can be seen (i.e. when the emotions felt and expressed are at odds with the display rules). The study was conducted in collaboration with 22 PE teachers working in ‘difficult’ context. At every break in the school year, each teacher wrote about one critical incident (110 in total) and accepted to take part in an interview at the end of the year. An inductive data analysis made it possible to identify six cases of emotional deviance (5.5%), represented, in the present article, by portrait vignettes based on creative nonfiction. Each of them presents an enacted form of emotional deviance: (1) Ranting and seeking revenge on a disruptive student; (2) Exhibiting impulsive verbal violence towards a disruptive student; (3) Violently excluding a disruptive student; (4) Withdrawing and disengaging from disruptive students; (5) Involving the class as witnesses to a student’s misbehavior; (6) Breaking the rule of secularism to promote a student’s engagement. Three main highlights are therefore discussed: (1) Altercation with students is the main inducer of emotional deviance; (2) Emotional deviance results from negative emotions of varying intensity; (3) Emotional deviance takes various enacted forms as a last resort. [ABSTRACT FROM AUTHOR]

This paper explores the geographies of migrant schooling in Athens following the 2015–2016 crisis, which left thousands of migrants stranded in the country. Drawing on a multi‐sited ethnography of everyday bordering (2017–2018), I examine the school as an ordinary bureaucratic institution and as a physical space in relation to the border. I discuss the processes that rendered the schooling of racialised children a problem to be managed and solved. These migrant schooling timescapes, I argue, were marked by contradictory state logics, and temporalities, and were shaped by context‐specific colonial and racialisation discourses. These tensions shaped the encounters between families on the move and the state throughout the academic year. The paper argues that the school became an everyday space of bordering, controlling membership and reproducing the families’ marginalisation. In this way, it contributes to the literature that highlights the role of ordinary institutions and temporal forms of governance conditioning migrant lives. [ABSTRACT FROM AUTHOR]

This study focused on the perception of the students on the video tutorials as a learning tool used in teaching Bread and Pastry production and its relationship with their baking performance. The descriptive-correlational research approach has been employed that uses video tutorials and survey questionnaires. The respondents are Grade 10 students in San Antonio National High School at San Antonio, Quezon during the school year 2023-2024. In identifying the respondents of the study, total enumeration of the population was considered, thus, no sampling technique was applied. The respondents generally perceived the video tutorials positively with favorable responses on objectives, content, instructions, audio and visual quality, and frequency of use. Similarly, their baking performances received positive feedback, particularly in presentation, taste and texture, time management, and food safety and hygiene. The study found out that the video tutorials in terms of its components such as objective, content, and instructions do not significantly related to students baking technical skills performance. Moreover, in significant relationship also exerted between students' baking performance and the video tutorial audio quality, visual quality and frequency of use. On the other hand, the students' average baking performance was associated with video tutorials visual quality and frequency of use. [ABSTRACT FROM AUTHOR]

ABSTRACT The advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts. [ABSTRACT FROM AUTHOR]

This study assessed the acceptance and satisfaction levels of Grade Six learners in Sierra Bullones District, Sierra Bullones, Bohol, during the School Year 2023-2024, focusing on video-based learning materials. The research aimed to craft an enhanced lesson guide based on the findings. Specifically, it aimed to evaluate the learners' acceptance of video-based materials and measure their satisfaction levels, while also exploring the correlations between perceived usefulness, perceived ease of use, behavioral intention to use, actual usage, and satisfaction. The study employed a descriptive-correlational method, using a quantitative descriptive survey and an adapted questionnaire based on previous studies. Data were collected from Grade 6 learners across five elementary schools in Zone 2 of Sierra Bullones, Bohol, using a structured ten-day data-gathering process. Analysis included weighted mean calculations and Pearson Product Moment Coefficient of Correlation to interpret the findings. Results indicated high levels of acceptance and satisfaction among learners with video-based learning materials, underscoring their perceived usefulness and ease of use. Significant positive correlations were found between these factors and satisfaction, highlighting the materials' impact on learning outcomes. The study's findings support the Technological Acceptance Model, emphasizing the importance of designing and implementing effective instructional materials to enhance educational practices and learner satisfaction. Recommendations include continual improvement of materials, educator training, further research on acceptance factors, and exploration of instructional design elements to optimize learner learning experiences. [ABSTRACT FROM AUTHOR]

A lack of access to a sequence of introductory to top-level curricula in rural schools has widened the achievement disparity between rural and urban students and influenced the number of college degree holders in rural areas. Recently, surging diversity and differentiation in income levels across nonurbanized areas can serve as determinants of the development of academically rigorous course pipelines in rural schools. This study examines differentiation in spatial access to the curriculum ladder for rigorous mathematics in three southern U.S. states during the 2017–18 school year: Alabama, Arkansas, and Mississippi. Policy variations in these states yield different effects on the sequence of rigorous mathematics courses in rural high schools. Given that the mathematics course pipeline reinforces college access, access to academically challenging courses likely outweighs the rural disadvantages of college readiness in non-urban students and the persistence of inequality in public education. [ABSTRACT FROM AUTHOR]

This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions. [ABSTRACT FROM AUTHOR]

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At The Open University, UK, students are offered the opportunity to re-submit the final assignment of a module they have failed but came close to passing. In order to improve pass and retention rates, enhanced support was offered to these students by the School of Languages and Applied Linguistics during the academic year 2017–18, helped by extra funding. The purpose of this paper is to report on this enhanced student support as a case study for the utility of others. A dedicated forum was set up on each module website with tutors engaged to moderate the forum between the results and the resubmission/resit date. Tutors were to produce documents to post and brief guidance webcasts, and the resultant upskilling and community sharing of good practice turned out to provide them with a significant professional development benefit. The intervention was tied in with SST (Student Support Team) activity. A comparison with previous and subsequent years of pass figures at the second chance indicates some success. [ABSTRACT FROM AUTHOR]

AbstractThe transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]

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

Contrary to expert readers, children learning to read have limited ability to preprocess letters in parafoveal vision. Parafoveal letters induce crowding cost: the features of neighboring letters interfere with target letter identification. We longitudinally studied the weight of parafoveal cost and benefit in two group of children (N = 42), during their first school year (Group 1) and at the end of second school year (Groupe 2). Using a novel digit-tracking method, a blurred text was presented and rendered unblurred by touching the screen, allowing the user to discover a window of visible text as the finger moved along it. We compared two conditions: (1) a large window, where crowding was enhanced by the presence of parafoveal information; (2) a small window, where crowding was suppressed by blurred parafoveal information. Finger kinematics were simultaneously recorded. We found that at the beginning of first-grade, digital fixations - brief slowing or stopping of the finger on a specific point - are significantly longer in the large compared to the small window condition, as parafoveal crowding increases text processing difficulty. This effect diminishes and disappears at the end of second-grade as reading performance improves. In the large window condition, longer digital saccades - rapid movements of the finger changing position - appear by the end of first grade suggesting that parafoveal exposure become more beneficial than harmful when children acquire basic reading skills. Our results show that in beginning readers, crowding has a cognitive cost that interfere with the speed of the learning reading process. Our findings are relevant to the field of education by showing that visual crowding in first grade should not be underestimated. [ABSTRACT FROM AUTHOR]

This prospective study aimed to investigate whether fear conditioning parameters measured at baseline could predict the development of emotional distress over a 6‐month period among 655 first‐year university students. Verbal and behavioral measures of acquisition, extinction, avoidance, and generalization were obtained through an online task at the start of the academic year. Emotional distress was evaluated 4 to 6 months later, with questionnaires assessing anxiety, stress, depression, and coping trajectories. Initial analyses explored the interplay of conditioning parameters at baseline, hypothesizing that the corresponding learning processes may mutually reinforce each other, contributing to distinct vulnerabilities for emotional distress. Although no distinct profiles based on conditioning processes were identified, the analyses did uncover correlations between increased acquisition and avoidance of conditioned threat stimuli and reduced extinction, avoidance of safe stimuli, and generalization. Subsequent main analyses related the processes and their interactions to the development of emotional distress. Findings suggest that acquiring fear toward conditioned safety and threat stimuli, as well as avoiding conditioned threat stimuli, may be predictive of higher levels of emotional distress. Analyses relating extinction and generalization to emotional distress revealed mostly nonsignificant findings, emphasizing the need for methodological scrutiny in identifying anxiety‐related learning indices. This research contributes to understanding individual differences in the development of emotional distress and informs future investigations into learning processes and their implications for mental health. [ABSTRACT FROM AUTHOR]

This study was purposely conducted in the four (4) public elementary schools in Lanao del Norte Division specifically in the Municipality of Kauswagan for school year 2020-2021 to the selected elementary teachers' assessment on the sufficiency and effectiveness of Most Essentials Learning Competencies (MELCs). Specifically, it sought to identify the demographic profile of the teachers (respondents) to correlate with their perceptions of the utilization, sufficiency, and effectiveness of MELCs. Seventy-three (73) respondents were utilized in this study. Data from the respondents were gathered through an authentic questionnaire patterned from the Department of Education (DepEd). The data were treated using weighted mean, frequency, and percentage, weighted mean and standard deviation, and point biserial correlation. Descriptive and correlation design was used to describe the demographic profile of the respondents and to determine the relationship between respondents' demographics and the utilization, sufficiency, and effectiveness of MELCs. A major finding of this study showed that the respondents found out that MELCs were both sufficient and effective. There was no significant relationship between the demographic profile and the sufficiency of Most Essentials Learning Competencies (MELCs) hence, it was not rejected. It was recommended in this study that teachers should attend seminars, training, and workshops regularly to keep abreast with the latest trends in teaching techniques. [ABSTRACT FROM AUTHOR]

The main objective of this study was to determine the correlation between digital modular distance learning practices and Science performance among Grade 8 learners of Marcela T. Mabanta National High School during the school year 2021-2022. A descriptive-correlational research design was employed. Out of the 262 grade 8 learners, 100 of this population were the respondents of the study which was composed of 48 males and 52 females. This study used a researcher-made questionnaire as a tool. Frequency, ratio and percentages, weighted mean, mean percentage score, and Pearson Product Moment Correlation were used in the analysis of data. The consolidated results of the study elaborated that the learner-respondents achieved a satisfactory Science performance in this pandemic school year. The study revealed that there was a significant relationship between the learners' digital modular distance learning practices (in terms of performance/autonomous learning, coordination, and organization which yielded 0.000 levels of significance) and Science performance. A proposed intervention program for learners, parents, and teachers on digital modular distance learning practices was crafted for implementation. [ABSTRACT FROM AUTHOR]

This study made use of a survey questionnaire to find out the relationship between the listening skills and academic performance of entrepreneurial students. The respondents were 80 students who were officially enrolled in school year 2022-2023 in Davao de Oro State College. Using the questionnaire on the listening skills adapted from HURIER Listening tool and Pearson r correlation coefficient as the statistical tool, it was found out that students' listening skills was rated in the outstanding level and the academic performance of the students were categorized as satisfactory level. The results also showed that there was no significant relationship between the academic performance and listening skills in receiving, understanding, remembering, evaluating and responding. There was no significant correlation found in this study, so more research is needed to ascertain whether additional elements may have an impact on students' listening abilities in general and academic performance in particular. [ABSTRACT FROM AUTHOR]

To analyze the prevalence and influencing factors of myopia among children and adolescents in Hangzhou city, and provide ideas for the formulation of myopia prevention and control measures. A cross-sectional school-based study using stratified cluster random sampling method was used to select 31,880 students from 113 schools in Hangzhou city. Myopia screening and questionnaires on the influencing factors of poor visual acuity were carried out. Univariate and multivariate logistic regression were used to screen possible risk factors of myopia. The overall prevalence of myopia was found to be 55.3% (17,630/31,880), with the myopia rates observed among students in kindergarten, primary school, junior high school, and senior high school, at 5.8%, 34.9%, 74.2%, and 85.0%, respectively. As the academic year progresses, there has been an observable increase in the prevalence of myopia (χ2 = 8676.748, P<0.001), low myopia (χ2 = 5444.040, P<0.001) and high myopia (χ2 = 2171.073, P<0.001) among students, with the difference between the three groups being statistically significant. The myopia prevalence in girls is higher than that in boys (χ2 = 119.917, P<0.001); the prevalence of myopia in urban students is higher than that in suburban students (χ2 = 4.603, P = 0.032). The time spent on homework after school, the correctness of reading and writing postures, the duration of exposure to electronic screens, and the use of lighting in an appropriate manner all have an impact on the development of myopia (all P<0.05). The overall prevalence of myopia and high myopia in schools in eastern China, is notably high. The prevalence of myopia and high myopia increases with grade or age. Myopia is associated with increased age, parental myopia, extended periods of homework after school, poor reading and writing posture, prolonged exposure to electronic screens and inappropriate lighting. In light of the findings of the present survey, it is recommended that a comprehensive prevention and control intervention model for myopia in children and adolescents based on society-hospital-school-family-individual students with a view to preventing and controlling myopia. [ABSTRACT FROM AUTHOR]

In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health‐related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross‐organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow‐up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years. [ABSTRACT FROM AUTHOR]

This study investigates the impact of age simulation suits on nursing students’ empathy, attitudes, and willingness to care for older adults. An experimental trial with a mixed-method design was conducted during the spring semester of the 2023–2024 academic year, involving 43 third-year nursing students. The intervention group (n = 23) wore age simulation suits, while the control group (n = 20) wore placebo clothing. Pre- and post-testt assessments measured empathy, attitudes toward older adults, and willingness to work with them. Content analysis was performed on the intervention group’s experiences. Results indicated a significant increase in the intervention group’s willingness to work with older adults after the simulation (Z = –3.232, p < .001; Hedges’ g: 0.819). However, no significant changes were observed in empathy or attitude scores (p > .05), and the control group showed no significant changes in any measured variables (p > .05). Content analysis revealed four key themes related to students’ feelings: (i) isolation and dependency, (ii) physical challenges and limitations, (iii) emotional responses and empathy, and (iv) changes in behavior and perception. Additionally, four main themes regarding new learnings were identified: (i) understanding and empathy, (ii) patience and communication, (iii) practical challenges and adaptation, and (iv) long-term impact and reflection. Two themes emerged on how nursing students can best approach older adults in their future practice: (i) enhancing care through empathy and training and (ii) promoting safety and well-being through preventive measures. [ABSTRACT FROM AUTHOR]

This study aimed to produce COCUCYNNE Fettuccine Pasta and analyze its physicochemical contents, acceptability, and marketability level during the school year of 2023-2024 at Barangay Tumana, Marikina City. Experimental method of research was used, utilizing survey questionnaire as the data gathering instrument which involved 30 pasta lovers, 30 pasta sellers, and 30 pasta makers as respondents. This study also used the 9 - point Hedonic rating scale for the acceptability and 5-point Likert scale for the marketability of the product. The data revealed that Hundredgram of produced COCUCYNNE Fettuccine Pasta with 50% of taro root, turmeric, and lemongrass powder contain 4.07 milligrams of iron, 65.7 grams of total carbohydrates, a pH level of 6.05, and a moisture content of 14.6 grams. In addition, the three groups of respondents. The pasta lovers, pasta sellers, and pasta makers respondents evaluated the acceptability of the produced COCUCYNNE Fettuccine Pasta with 25%, 50%, and 75% proportions in terms of appearance, aroma, taste, and texture as Very Acceptable Level as evidence by grand weighted means of 8.25, 7.81, and 8.30, respectively. Comments and suggestions were given by the three groups of respondents for further improvement of the product which led to no significant difference on their evaluations. The respondents rated the marketability of product in different proportion proportions of taro root, turmeric, and lemongrass powder as Very High Level as manifested by their overall weighted mean of 4.77, 4.67 and 4.88, respectively resulting to were no significant differences in the evaluations of the groups of respondents on the level of marketability of the product. The respondents suggested that adding cornstarch and baking soda will improve the produced COCUCYNNE Fettuccine Pasta to make its texture more elastic when boiled. They also commented that improving its color will make it more palatable by using natural coloring from dried pigmented plants. [ABSTRACT FROM AUTHOR]

Introduction: The National Medical Commission (NMC) introduced a one-month "Foundation Course (FC)" at the commencement of medical school to promote better adaptation to the new competence-based medical education curriculum starting from the academic year 2019. The effectiveness of the program was studied in previous researches conducted over one month, and it was found to be effective. However, the effectiveness with which students could implement the acquired basic knowledge and skills in subsequent years of study has not been reported. Aim: To explore the effectiveness of various modules and their competencies in the FC immediately at the end of the program and to assess the usefulness of the acquired competencies in subsequent academic years. Materials and Methods: A post-test quasi-experimental study was conducted at SRM Medical College Hospital and Research Institute, Kattangulathur, South India, within the education department over a period of three academic years. A total of 450 student participants from the academic years 2019 to 2022 were involved in two stages. A total of 36 competencies were evaluated across the six prescribed modules by the NMC. A five-point Likert scale was used for the evaluation. Feedback questionnaires were administered immediately at the end of the program and again at the completion of the academic year. Analysis was conducted using the non parametric "Wilcoxon signed-rank test" to determine the usefulness of the program in subsequent years by comparing immediate feedback with responses after one year. Results: The mean scores for various competencies ranged between 3.5 and 4.5 out of 5, indicating that the overall competencies in the FC were very effective. The Wilcoxon signed-rank test showed a p-value of <0.0001, indicating high significance regarding the effectiveness of usage in subsequent years. Out of the 36 competencies, 16 were most frequently used by the students in the following year, 12 were moderately used, and 8 were least used. Conclusion: The evaluation of the NMC-mandated FC program, in terms of overall immediate performance and its effectiveness in subsequent years, yielded very promising results. [ABSTRACT FROM AUTHOR]

Objective: Children perceived by peers as someone who is fun reap interpersonal rewards, but little is known about what makes someone fun or how being fun leads to social success. The present study is designed to identify what qualities makes someone fun and how being fun leads to social success. Method: Two studies of children in primary and middle school are reported. Participants in the present investigation attended a public‐school representative of Florida school children in terms of ethnicity and income. In the first study, 351 (179 girls, 172 boys) students (8–11 years old) completed surveys twice (M = 8.5 weeks apart) during an academic year, describing the qualities of "someone who is fun." Results: At both time points, kindness and humor were rated as more important than buffoonery. In the second study, 394 (210 girls, 184 boys) students (8–13 years old) completed peer nomination surveys thrice (M = 8.5 weeks apart) during an academic year. Replicating previous findings, being fun predicted increases in social status (i.e., likeability and popularity). Conclusions: Unique to this study, full longitudinal mediation analyses indicated that being perceived as fun early in the school year predicted friend gain from the beginning to the middle of the school year, which, in turn, predicted increases in perceived likeability and popularity from the middle to the end of the school year. The findings were unique to being fun. Kindness and humor did not predict friend gain. [ABSTRACT FROM AUTHOR]

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n = 177). Middle school students in the intervention condition scored statistically significantly higher than students in the typical practice condition on measures of EasyCBM CCSS Comprehension (partial η2 effect size [ES] = 0.10 [moderate]), EasyCBM Passage Reading Fluency (PRF) rate (ES = 0.18 [large]), EasyCBM PRF reading accuracy (ES= 0.08 [moderate]), WRMT-3 Oral Reading Fluency (ES = 0.13 [approaching large]), and WRMT-3 Passage Comprehension (ES = 0.25 [large]). Moderate grade level growth in measures of oral reading fluency led to extensive growth of reading comprehension skills. The eyewatering cost estimates to accelerate reading remediation per middle school student ($800 to $3,800 per student) and the paucity of research-proven interventions require innovating ways to combine and leverage the benefits of technology and intensive, effective curriculum instruction. The data show that Readable English is a strong reading program able to close reading gaps and grow students to grade level reading proficiency. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the reading profiles of primary school students in terms of various variables. The sample group of the study, which was conducted using the general survey model, consisted of 537 primary school students attending state and private schools affiliated with the Ministry of National Education in Kırşehir Province during the 2023-2024 academic year. A Personal Information Form prepared by the researcher was used to determine the personal characteristics of the students participating in the study. The Personal Information Form included questions regarding the students' gender, grade level, parents' education level, and the type of school they attended. The research data were obtained using the "Reading Profile Scale." The research results showed that the reading profiles of male and female students differed based on the gender variable, and there was a significant difference in reading profiles according to grade level. However, parents' graduation status did not show a significant difference. Additionally, the results indicated that students' perceptions of their reading profiles significantly differed based on the type of school attended. [ABSTRACT FROM AUTHOR]

Background The 21st -century is a paradigm shift of learning in which the curriculum developed at this time requires educational institutions to change their instructional approach. This study aimed to assess the level of satisfaction with integrated E-learning among staff members & medical students at Zagazig University during academic year 2023-2024. Methods: A cross-sectional study was performed on 264 staff members & 248 undergraduate medical students of Faculty of Medicine, Zagazig University. The level of satisfaction with integrated e-learning among staff members and medical students was assessed using self-administered Arabic semi-structured questionnaire which involved questions about demographic data, level of satisfaction with integrated e-learning and drawbacks present in this new approach application. Results: About 53% of staff members were found to be satisfied with integrated e-learning, however the remaining were not satisfied at all. As regarding students, 78.6% of them were found to be satisfied with integrated e-learning, however the remaining were not satisfied at all. A highly significant relation was revealed between overall satisfaction about integrated e-learning and the age of staff. Satisfaction was noticed to be higher among younger age staff compared to older ones (p<0.001). However, there was no significant relation between overall satisfaction and other baseline characteristics. According to students, a significant relation was revealed between overall satisfaction about integrated e-learning and the age of students. Satisfaction was noticed to be higher among third year students compared to others (p<0.001). Conclusions: The level of satisfaction with the integrated e-learning was higher among medical students compared to staff members. There was no relation between overall satisfaction and baseline data of both students and staff members except the age of the later ones. The negative feedback among those who were dissatisfied needs to work on improving the educational system, put their needs in concern as a priority and working on the infrastructure. [ABSTRACT FROM AUTHOR]

Background Despite many benefits of end-of-life (EOL) planning, only 1 in 3 adults has EOL documentation, with low rates in resident primary care clinics as well. Objective To increase clinic completion of life-sustaining treatment (LST) notes and advance directives (AD) for veterans at highest risk for death. Methods The setting was a Veterans Affairs (VA) internal medicine primary care clinic. All clinic residents in the 2021-2022 academic year and all clinic patients identified through a VA risk-stratification tool as highest risk for death were included. Baseline AD and LST completion rates were determined through manual chart review. Our interventions included 2 hours of teaching to increase resident knowledge of EOL planning and a systematic process improvement to complete EOL planning appointments. Outcomes assessed included anonymous resident pre- and post-surveys of self-assessed knowledge and comfort with EOL conversations, as well as rates of LST and AD completion determined through serial chart review. Results In the 2021-2022 academic year, 22 residents (100%) and 54 patients were included. Post-intervention surveys (n=22, 100%) showed improved self-assessed knowledge of EOL concepts and comfort with patient discussions (median Likert increase 3 to 4). The number of residents who completed an EOL planning visit increased from 9 of 22 (41%) to 15 (68%). LST completion increased from 9 of 54 (17%) to 29 (54%), and AD completion increased from 18 of 54 (33%) to 33 (61%). Conclusions A brief teaching intervention to prepare residents for comprehensive EOL visits combined with process improvement to offer EOL planning visits improved self-reported knowledge and comfort and completion of EOL visits. [ABSTRACT FROM AUTHOR]

ABSTRACT This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teachers partnered with a university‐based physics education program to redesign the network's coherent instructional infrastructure. The program provided curricular materials aligned with the Next Generation Science Standards, facilitated professional learning sessions, and assisted with instructional coaching before and during the 2018–2019 school year. Researchers collected ethnographic field notes and artifacts during professional learning sessions, partnership meetings, and bi‐weekly lesson observations of case teachers. They also conducted interviews with teachers and students. An organizational sensemaking lens was used to analyze data and informed the production of ethnographic case profiles, vignettes, and cross‐case comparisons. Findings included the constraints and affordances of a coherent instructional infrastructure for facilitating teacher sensemaking. Hybridized instructional practices also emerged across case teachers' classrooms as products of facilitated sensemaking. Implications for supporting teachers in fitting novel instructional approaches to their organizational contexts are discussed. This paper is part of the special issue on Teacher Learning and Organizational Contexts. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory multiple-case study was (1) to develop an understanding of how charter management organizations (CMOs) operating schools in New York City (NYC) during the 2021–2022 academic year developed, promoted, and sustained arts programming, and (2) to explore the role of the network-level arts director. Given the desire to understand network-level arts support provided by CMOs in detail and in the context of how that support functions contemporarily and in the real world, an exploratory multiple-case study method with an embedded design was situated as the preferred mode of inquiry. Within the research design, the quintain – or phenomenon studied across cases – was the support provided by CMOs at the network level to arts education programming at the school level. The embedded units of analysis for each case included a brief questionnaire completed by the network-level arts director, a semi-structured interview with the network-level arts director, and the documentation publicly available about arts education within the CMO (e.g. how the CMO's website positioned arts education offerings within the network). Data was collected during March–May 2022 in NYC. The first theme from the cross-case analysis involved the strategic vision-setting and on-the-ground implementation, which highlighted the potential disconnects that could occur between what was supposed to be happening within arts education (in the vision) and what was actually happening within arts education (on the ground) regardless of whether arts were considered "core" or "noncore" in a given network. The importance of the balance between autonomy and prescription provided to teachers and expansion, capacity-building, and vertical alignment also emerged as themes. In addition to shedding light on network-level practices and policies that support arts programming in schools and network-level arts directors' roles within this support, several specific implications are provided for theory, practice, and future research alike. [ABSTRACT FROM AUTHOR]

This article seeks to determine whether there are differences in persistence between students with and without scholarships and analyse the factors associated with the persistence of students with scholarships. The cohort of students with scholarships for access to the University of Barcelona in the academic year 2011-2012 were analysed. This cohort consisted of 2613 students, and is the last one that can be analysed to establish the persistence of students with incomerelated scholarships, as it was affected by the 2013 scholarship reform. Bivariate techniques showed that students with scholarships have greater persistence than students without scholarships. In addition, the binary logistic regression model indicated that the academic variables were the ones that contributed to explaining persistence, as they played a stronger role in students with scholarships. Ensuring equal educational opportunities thus remains a challenge for university policy. [ABSTRACT FROM AUTHOR]

This study focuses on the relationship between teacher–text–child interactions during shared picturebook reading and its effect on children's narrative comprehension. Using a micro-analytic approach, we studied nine large-group bookreading sessions of one experienced teacher and her classroom of 17 preschoolers from low-income backgrounds over a school year. We coded the bookreading interactions according to the level of analytic rigor demanded by the questions the teacher asked (literal, simple inferential, complex inferential), the children's responses to these questions (incorrect, adequate, correct), and the teacher's follow-up responses (evaluative, elaborative), including additional follow-up questions and prompts elicited by the children's responses. We examined whether picturebook difficulty (low, medium, high) was related to the demand level of the teacher's questions and the children's responses. We also examined whether children's participation in these interactions was associated with children's narrative comprehension, which was tested at the beginning and end of the school year. Overall, the teacher consistently asked a higher proportion of inferential (80%) than literal questions (20%). Medium-difficulty level books elicited more complex inferential questions than easier or harder books. Children correctly answered such questions from medium-difficulty books more often than easy or difficult ones. Increases in children's narrative comprehension from pretest to posttests were related to the children's frequency of active participation and the accuracy of their responses. These results have implications for how picturebook choice and type of discussion can promote narrative comprehension among preschoolers from low-income backgrounds. [ABSTRACT FROM AUTHOR]

• We observed math and literacy activities in 101 preschool or kindergarten classrooms. • Math (and literacy) comprised 5% (and 45%) of the time in U.S. preschool classrooms. • Math and literacy comprised 26% and 42% of time in U.S. kindergarten classrooms. • In both grades, most math instruction was teacher-led, but especially in preschool. • Time in math did not vary by auspice, but math content and time in literacy did. To provide a landscape of mathematics activities children experience in U.S. preschool and kindergarten classrooms, we observed time children spent in mathematics activities (and — as a contrast — literacy) in 101 geographically diverse early childhood classrooms in seven U.S. states. We also observed what mathematics content, grouping strategies, and management formats teachers engaged during classroom mathematics activities. Each observation lasted approximately 2 hours; collectively these observations focused on 930 children observed one to three times during the 2018/2019 or 2019/2020 school year. Averaging across individuals' data within classrooms, we found that mathematics and literacy activities comprised 5% and 45% of time observed in preschool classrooms, respectively; and 25% and 42% of time observed in kindergarten classrooms, respectively. At both grades, when mathematics activities occurred, they were proportionally more often teacher-led rather than child-led. These findings raise concerns about the paucity of mathematics and over-reliance on developmentally inappropriate teacher-managed mathematics instruction in early childhood classrooms, especially preschools. Amount of time in math did not vary by preschool auspice, but time in literacy and the proportion of math time devoted to specific math content did: In Head Start classrooms we observed lowest percentage of time in literacy (and the highest percentage of time in non-instruction) compared to all other auspices. Across auspices, numeracy was the predominant math content area overall, but especially in Head Start classrooms. Thus, some aspects of early mathematics may differ with program auspice, suggesting that recommendations to increase and improve early mathematics activities may need to consider auspice characteristics. [ABSTRACT FROM AUTHOR]