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Inclusive education requires teachers to design instruction that benefits all students, regardless of their abilities, gender, or cultural background. Cooperative learning, a strategy that inherently fosters inclusivity, is one of the approaches that can enhance the implementation of inclusive education. Therefore, teachers need to be well-versed in this pedagogical approach. The extant literature on cooperative learning in inclusive education settings is limited. This study, therefore, examined cooperative learning as an instructional approach to improve the implementation of inclusive education. This qualitative study was conducted through semistructured interviews with four purposively selected teachers from four schools in South Africa. Lesson observations were conducted during teaching and learning, and documents were reviewed. Data were analysed through content analysis. The findings revealed that cooperative learning, in its essence, allowed students to actively help each other, share their domestic knowledge, and build connections. The implications of these findings for inclusive education are discussed. Keywords: Barriers; cooperative learning; inclusive learning; learners with disabilities, Introduction The concept of inclusive education is rooted in the ideas of social justice and democracy, as outlined in the Salamanca Statement and Framework for Action on Special Needs Education, [...]

This theoretical article aims to clarify the conceptualization of teachers' interventions in children's play in preschool. From the presentation and analysis of scientific literature and models on teachers' intervention in play, three dimensions were identified: types of intervention made by the teachers, the roles adopted by them, and the nature of the learning. These dimensions were then used to analyze four models of teachers' intervention in play, in addition to considering the person who controls the play between the adult and the child. By weaving links between these dimensions and models, three forms of teachers' interventions are identified and presented in an integrative theorical proposal: (1) open free play, (2) guided free play, and (3) directed 'play.' Each of these forms of teachers' interventions is clarified by emphasizing what characterizes and distinguishes them, which, according to us, might facilitate the interpretation of studies' results by introducing a common framework for comparing them. Likewise, this proposal leads preschool teachers to better situate and understand their interventions in play context. Keywords: Play, preschool education, kindergarten, teachers' interventions, teaching practices Cet article theorique vise a clarifier la conceptualisation de l'intervention enseignante dans le jeu a l'education prescolaire. La presentation et l'analyse d'ecrits et de modeles portant sur l'intervention enseignante dans le jeu ont permis de degager trois dimensions : les types d'interventions, les roles de l'enseignant[e] et la nature des apprentissages. Ces dimensions ont ensuite servi a l'analyse de quatre modeles de l'intervention enseignante dans le jeu, en plus de considerer qui, de l'adulte ou l'enfant, le controle. La mise en exergue de liens entre les dimensions de l'intervention enseignante et les modeles associes lors de l'analyse a conduit a l'elaboration d'une proposition theorique integratrice de l'intervention enseignante dans le jeu a l'education prescolaire. Trois formes d'accompagnement ressortent de cette proposition : 1) le jeu libre ouvert, 2) le jeu libre accompagne et 3) le <> dirige. Chacune d'elles est clarifiee en precisant ce qui la caracterise et la distingue, permettant consequemment de faciliter l'interpretation des resultats des etudes portant sur le jeu par la presence d'un cadre commun pour les comparer, en plus d'outiller les enseignant[e]s a l'education prescolaire pour qu'ils soient en mesure de mieux situer leurs interventions dans ce contexte. Mots-cles : jeu, education prescolaire, maternelle, interventions enseignantes, pratiques enseignantes, Introduction L'approche par le jeu est privilegiee dans les programmes d'education prescolaire (EP) de plusieurs pays, comme la Grece, la Chine ou la Nouvelle-Zelande (Pyle et al., 2017). C'est egalement [...]

In recent years, there have been significant changes in our environment for learning, requiring new approaches to instruction in educational settings/fora. We have moved to an increased use of multimodal [...]

Creating meaningful connections between our students and the texts we teach grows ever more challenging. In my 20 years teaching middle and high school English language arts (ELA), and now [...]

Background: Dyslipidemia, insulin resistance, hypertension, and abdominal obesity are important determinants of metabolic syndrome (MetS). Ample studies provide statistical data on the prevalence of MetS among the general public. Conversely, there is a paucity of data on the risk of MetS among different sedentary occupational groups. Objective: To assess the risk of MetS among female school teachers and to identify factors contributing to MetS. Methodology: The study was conducted among 256 female school teachers residing in Chennai city. A questionnaire was used to elicit information on the socio-demographic profile, diet pattern, physical fitness, and genetic history of lifestyle diseases. Anthropometric, biochemical, and clinical parameters were measured using standard methods. MetS was diagnosed using the harmonizing definition. Data analysis was done using Statistical Package for Social Sciences software. Results: Results evince that 39.45% of female school teachers were diagnosed with MetS, of which 26.56% had three components, 9.77% had four components, and 3.12% had all components of MetS. Abdominal obesity (99%) and low levels of high-density lipoprotein cholesterol (HDL-C) (96.04%) were the most predominant components. The least common component was diastolic hypertension (32.67%). MetS components were high among school teachers aged 36-45 years and 46-55 years. Age, fasting hyperglycemia, paternal history of hypertension, physical inactivity, eating out, and consumption of refined cereals significantly contributed to MetS (P < 0.05). Conclusion: Results highlight the need to identify high-risk individuals and promote a healthy lifestyle through various intervention programs. Keywords: Healthy lifestyle, metabolic syndrome, school teachers, sedentary occupation, Author(s): Sarah Jane Monica (corresponding author) [1]; Sheila John [1]; R Madhanagopal [2] INTRODUCTION Developing countries are experiencing rising epidemics of non-communicable diseases (NCDs). Nearly 63% of deaths occurred due [...]

Fourth-grade classrooms are marked by the increased focus and demand on students' comprehension. In many districts and states, educators are told to use the scripted curriculum and basal readers are [...]

Accurate air traffic flow prediction assists controllers formulate control strategies in advance and alleviate air traffic congestion, which is important to flight safety. While existing works have made significant efforts in exploring the high dynamics and heterogeneous interactions of historical air traffic flow, two key challenges still remain. (1) The transfer patterns of air traffic are intricate, subject to numerous constraints and limitations such as controllers, flight regulations, and other regulatory factors. Relying solely on mining historical traffic evolution patterns makes it difficult to accurately predict the constrained air traffic flow. (2) Weather conditions exert a substantial influence on air traffic, making it exceptionally difficult to simulate the impact of external factors (such as thunderstorms) on the evolution of air traffic flow patterns. To address these two challenges, we propose a Spatiotemporal Knowledge Distillation Network (ST-KDN) for air traffic flow prediction. Firstly, recognizing the inherent future insights embedded within flight plans, we develop a 'teacher-student' distillation model. This model leverages the prior knowledge of upstream-downstream migration patterns and future air traffic trends inherent in flight plans. Subsequently, to model the influence of external factors and predict air traffic flow disturbed by thunderstorm weather, we propose a student network based on the 'parallel-fusion' structure. Finally, employing a feature-based knowledge distillation approach to integrate prior knowledge from flight plans and extract meteorological features, our method can accurately capture complex and constrained spatiotemporal dependencies in air traffic and explicitly model the impact of weather on air traffic flow. Experimental results on real-world flight data demonstrate that our method can achieve better prediction performance than other state-of-the-art comparison methods, and the advantages of the proposed method are particularly prominent in modeling the complicated transfer pattern of air traffic and inferring nonrecurrent flow patterns., Author(s): Zhiqi Shen [1]; Kaiquan Cai (corresponding author) [1]; Quan Fang [2]; Xiaoyan Luo [3] 1. Introduction With the rapid development of civil aviation industry, the number of aircraft has [...]

This pilot study explores the perception of kindergarten children regarding their participation during storybook reading in class and their interest in reading, as a proof of concept of using this source of data in extended research. Six children participated in an online, semi-structured individual interview, which was analyzed qualitatively with a thematic analysis (Braun & Clarke, 2013). Results suggest that the children participate when the teacher asks a question to the class, rather than through their own initiative. The participants' testimonials reveal a certain tension between the children's participation and the class management provided by their teacher. Results suggest as well that the children's interest in reading does not necessarily translate into frequent autonomous reading habits in class, nor does it lead to being perceived as a reader. One child had a teacher who received professional development on interactive book reading, and the use of this approach was evident in this child's interview. The results justify further research on children's participation during storybook reading and their interest in reading using the perception of children, even as young as kindergarten age, as a source of data. The latter could also be useful for documenting the impact of interventions on reading practices. Verbatims from this study could be incorporated into professional development for teachers. Key words: interactive book reading, shared book reading, participation, interest in reading, children's perception, communication teacher-child Cette etude pilote explore la perception d'enfants de maternelle de leur participation lors de la lecture d'histoire en classe et de leur interet a la lecture, dans le but de demontrer la faisabilite d'utilisation de cette source de donnees dans le cadre d'etudes plus larges. La chercheuse a mene des entrevues individuelles semi-dirigees en visioconference aupres de six enfants et analyse qualitativement celles-ci avec une analyse thematique (Braun et Clarke, 2013). Les resultats indiquent que les enfants participent lorsque leur enseignante pose une question a la classe, plutot que de leur propre initiative. Les temoignages des participantes revelent une certaine tension entre la participation des enfants et la gestion de classe que leur enseignante doit assurer. Les resultats donnent egalement a penser que l'interet que portent les participant[e]s a la lecture ne se traduit pas necessairement en habitudes autonomes de lecture frequentes en classe ni en une perception d'etre un lecteur. Un des enfants avait une enseignante ayant recu de l'accompagnement professionnel sur la lecture interactive et l'utilisation de cette approche transparait clairement dans l'entrevue avec cet enfant. Les resultats justifient de poursuivre l'etude sur la participation des enfants lors de la lecture d'histoire en classe de maternelle et sur leur interet a la lecture en utilisant leur perception, aussi jeunes soient-ils, comme source de donnees. Cette derniere pourrait egalement etre utile pour explorer l'impact d'interventions portant sur des pratiques en lecture. Les verbatims tires de cette etude pourraient etre incorpores a des formations continues destinees aux enseignant[e]s. Mots-cles : lecture interactive, lecture partagee, participation, interet a la lecture, perception des enfants, communication enseignant-enfant, Introduction La classe de maternelle est un lieu privilegie pour offrir un bain langagier riche et stimulant qui favorise le developpement de meilleures habiletes langagieres (Carr et al., 2019). Les [...]

Preparing future teachers is a complex endeavor, yet there are tools that help prepare preservice teachers (PST). One tool is digital video (DV). DV provides opportunities for PST to see and hear themselves teach and make the needed corrections in their lessons and activities. This study examined the accounts of elementary education majors' experiences with DV self-analysis and how these related to noticing skills in their teaching elementary physical education lessons. The PST benefited from noticing themselves teach and that DV is an appropriate tool in the preparation of PST., The preparation of new physical education teachers is a complex endeavor that encompasses many and varied pedagogical elements often organized into three broad categories: instruction, management, and discipline. In turn, [...]