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Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

Technological advances and the COVID-19 pandemic have led to a significant paradigm shift in the field of education, especially in the field of distance education. In this period, although distance education offers a number of advantages to its users, it has also brought some difficulties. This sudden transition has had a profound impact on students, teachers, and institutions, leading to changes in teaching methods, assessment practices, and student engagement strategies. This study aims to investigate the problems that arise in the distance education process and to examine the effects of these problems on students in detail. A qualitative approach is considered ideal since it enables deeper understanding of experiences of university students during distance education. Convenience sampling was chosen because it provided easy access for the researchers and allowed the inclusion of participants who met the required criteria. The participants consisted of 37 people, 28 girls and 9 boys, who had experienced the distance education and were studying in the Psychological Counselling and Guidance programme in the second year of a state university located in the Aegean region of Türkiye. The data were collected through semi-structured interviews and analysed using content analysis and thematic analysis methods. According to the findings of the study, the problems encountered by the students in the distance education process were listed under the following main themes: technological problems, problems related to the monitoring and evaluation of the course, motivation problems, emotional and physical problems, communication problems, problems related to domestic and environmental factors, feeling of professional inadequacy. In addition, students' suggestions for solutions to these problems and their opinions about whether they prefer face-to-face or online education were also discussed. As a result, the study offers suggestions for educational institutions and educators to overcome the difficulties encountered in distance education and to make the experience a positive one.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

We used an adapted alternating treatments design to compare the effects of traditional and embedded discrete trial teaching (DTT) with adults with autism. Traditional DTT consisted of the instructor presenting a discriminative stimulus to start each trial ("Point to___"), implementing a prompt (i.e., manual guidance), and providing reinforcement (i.e., praise and token) for correct responding. Embedded DTT consisted of presenting this same trial structure within an ongoing activity (e.g., playing bean bag toss). The percentage of correct responses improved with the introduction of both types of DTT; however, for both participants, embedded DTT showed faster acquisition (i.e., fewer trials to criterion) but longer session durations than traditional DTT. Participants showed more positive affect during embedded DTT and chose it more often relative to traditional DTT. These results replicated and extended the results of Geiger et al. ("Behav Anal Pract" 5(2):49-59, 2012. 10.1007/bf03391823) and have implications for considering participant assent and interest in ABA-based instruction.

The promotion and tenure process is complicated and fraught with complicated criteria and guidance, secrecy in evaluations, and at times questionable outcomes. Moreover, higher education is experiencing a reduction and elimination of tenure tracks. Faculty members have numerous competing demands and struggle to find time to organize daunting materials for review. Inspired by communities of practice, promotion accountability groups were created to help faculty members navigate the process. The PAG demonstrates a 100% success rate, but most importantly demystifies information, reaffirms faculty contributions, and acknowledges the realities of navigating academia for minoritized faculty while confessing the complexity of the system.

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the "authenticity dilemma". Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue "Perspectives on Authentic Learning" through the lens of the authenticity dilemma.

Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors -- planning, support, and training -- on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance -- degree of planning and support perceived by the student -- and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.

Recital 33 GDPR has often been interpreted as referring to 'broad consent'. This version of informed consent was intended to allow data subjects to provide their consent for certain areas of research, or parts of research projects, conditional to the research being in line with 'recognised ethical standards'. In this article, we argue that broad consent is applicable in the emerging field of Computational Social Science (CSS), which lies at the intersection of data science and social science. However, the lack of recognised ethical standards specific to CSS poses a practical barrier to the use of broad consent in this field and other fields that lack recognised ethical standards. Upon examining existing research ethics standards in social science and data science, we argue that they are insufficient for CSS. We further contend that the fragmentation of European Union (EU) law and research ethics sources makes it challenging to establish universally recognised ethical standards for scientific research. As a result, CSS researchers and other researchers in emerging fields that lack recognised ethical standards are left without sufficient guidance on the use of broad consent as provided for in the GDPR. We conclude that responsible EU bodies should provide additional guidance to facilitate the use of broad consent in CSS research.

Background: Healthcare professionals (HCPs) have a responsibility to conduct assessments of decision-making capacity that comply with the Mental Capacity Act 2005 (MCA). Current best-practice guidance, such as the Mental Capacity Code of Practice and National Institute for Health and Care Excellence decision-making and mental capacity guidance, does not stipulate how to accomplish this in practice, for example, what questions should be asked, how options and information should be provided. In addition, HCPs struggle to assess the capacity of individuals with communication difficulties. Aims: This study was a service evaluation that aimed to objectively analyse, using Conversation Analysis (CA), how real-life capacity assessments were conducted in a hospital setting with patients with acquired brain injury (ABI)-related communication difficulties. A second aim was to establish the feasibility of using CA to advance knowledge of the conduct of capacity assessment. Methods & Procedures: Four naturally occurring capacity assessments were video-recorded. Recordings involved speech and language therapists, occupational therapists, neuropsychologists and patients with communication difficulties as a result of ABI. The methods and findings of CA were used to investigate the interactional behaviours of HCPs and patients during assessments of decision-making capacity. The analysis was informed by our knowledge of the MCA best practice guidance. Outcomes & Results: An overall structure of capacity assessment that enacted some of the best-practice MCA guidance was identified in one recording, consisting of six phases: (i) opening, (ii) preparation, (iii) option-listing, (iv) test, (v) decision, and (vi) close. The preparation phase consisted of two sub-components: information gathering and information giving. Variation from this structure was observed across the dataset, notably in the way in which options were (or were not) presented. Conclusions & Implications: CA is a feasible empirical method for exploring the structure and conduct of capacity assessments. CA identifies and provides ways of describing interactional behaviours that align with and diverge from best-practice MCA guidance. Future CA studies including a wider range of health and social care professionals and patients have the potential to inform evidence based training for HCPs who conduct assessments of decision-making capacity.

In natural science education, experiments often lead to the collection of raw data that need to be processed into results by doing calculations. Teaching students how to approach such calculations can be done using digital learning materials that provide guidance. The goal of this study was to investigate students' behaviour regarding the use of guidance while doing scientific multi-step calculations, and to relate this behaviour to learning. Sequential pattern mining was used to (i) identify students' behaviour patterns while doing calculations in an online learning environment, (ii) study the relation between use of guidance and success on first attempt at submitting a calculated value, (iii) study the relation between students' use of guidance and learning gain, and (iv) study the relation between students' use of guidance and prior knowledge. Data showed that all students frequently used the guidance provided in the learning task. Moreover, students who used the option to check their intermediate calculations and students who studied worked examples were more likely to successfully complete the calculation on their first attempt than students who did not use this guidance. Guidance in the form of hints was used frequently. However, using the hints did not result in more success at the first attempt. We did not find a relation between learning gain and use of guidance, but we did find a trend that students with a low prior knowledge used more guidance compared to students with a high prior knowledge. The results of this study imply that providing hints and intermediate calculations is of utmost importance for students to independently complete scientific multi-step calculations.

Inquiry includes a broad spectrum of approaches, depending on students' responsibility over the process and the extent of the teacher's guidance. While numerous studies have examined students' achievements and engagement across different types of inquiry-based environments, analyses of teachers' guidance during the process are lacking. Therefore, our overarching goal was to examine the interplay between characteristics of the inquiry-based environment and teacher's just-in-time support. Specifically, we examined the learning processes and achievements of middle-school students as they collaboratively engaged in either a "structured" or a "guided" inquiry-based task and were supported by their teacher. "Structuring" scaffolds were designed to support the structured inquiry task, while "problematizing" scaffolds were designed to support the guided inquiry task. Post-test scores indicated a similar significant increase in students' scientific understanding for both research conditions, despite significant differences in students' engagement in metacognitive processes during their scientific trials. Students from the guided inquiry group engaged in longer discussions and made more references to metacognitive processes, in comparison to students from the structured inquiry group. A low to moderate correlation between students' engagement in metacognitive processes and test-scores was identified. The teacher's regulation of students' discourse in the structured inquiry group was significantly greater than in the guided inquiry group, though the nature of regulation was similar. We propose that the teacher's regulation of students' metacognitive discourse outweighed the differences between students' learning processes in the two learning environments, resulting in similar achievements in the two conditions albeit differences in metacognitive engagement. Implications are discussed.

As an important resource in online learning, video lectures have attracted considerable research attention in the impact of teachers' nonverbal guidance behaviors on learning. However, few studies have focused on secondary education, and it remains unclear whether the interaction between different guidance frequencies and types leads to variations in the effectiveness of guidance. This study tested the mutual effects of instructor's guidance frequency and type on secondary school students' learning performance (retention scores, transfer scores) and affective experiences (cognitive load, learning experience, learning satisfaction). A total of 202 secondary school students were randomly assigned to watch one of the four video lectures, using a 2 (guidance frequency: low-frequency guidance, high-frequency guidance) × 2 (guidance type: gesture guidance, gesture + gaze guidance) between-groups design. The study was conducted in a multimedia classroom setting. The results showed that low-frequency guidance by instructors contributed to improved learning performance. Specifically, under low-frequency guidance conditions, gesture guidance was more effective in enhancing retention, while gesture + gaze guidance facilitated learners' transfer. Moreover, low-frequency gesture + gaze guidance by teachers resulted in better affective experiences for students, as evident in cognitive load, learning experience, and learning satisfaction. Therefore, it is recommended that instructors lecturing for secondary students adopt appropriate types of low-frequency guidance according to the level of learning difficulty to improve teaching effectiveness.

Background: During the COVID-19 pandemic, the United States' Centers for Disease Control and Prevention (CDC) created guidance documents that were too complex to be read and understood by the majority of adults with intellectual and developmental disabilities who often read at or below a third-grade reading level. This study explored the extent to which these adults could read and understand CDC documents simplified using Minimised Text Complexity Guidelines. Method: This study involved 20 participants, 18-48 years of age. Participants read texts and responded to multiple-choice items and open-ended questions to gather information about how they interacted with and understood the texts. Results: The results provide initial evidence that the Minimised Text Complexity Guidelines resulted in texts that participants could read and understand. Conclusion: Implications for increasing the accessibility of public health information so that it can be read and understood by adults with extremely low literacy skills are discussed.

This paper explores the potential of using Chat Generative PreTrained Transformer (ChatGPT), a powerful language model, as an innovative tool to enhance education in the classroom. Drawing from firsthand experience, this paper demonstrates how ChatGPT can be integrated into the teaching and learning process of statistics and data analytics classes. We provided concrete examples of how ChatGPT can be used to clarify concepts such as p-values and confidence intervals, facilitate data analytics by providing step-by-step guidance, and provide explanations for analytical outputs. The benefits of using ChatGPT help improve student engagement, foster critical thinking, and provide personalized assistance. However, the limitations of using ChatGPT, including its potential for bias in responses, should also be addressed.

This qualitative study looked at Wilhelm Schmid's concept of the Art of Living (AoL) in relation to the current New Zealand Curriculum (NZC) and Te Whariki. The methodology included a brief content analysis of both Te Whariki and the NZC in relation to relevant knowledge areas and skills for the development of an AoL, as well as interviews of three participants to provide empirical data. From the participant data, four key themes emerged: support from parents; need for practical aspects within the curriculum(s); post-secondary school guidance; and positive working experiences. The overall findings suggest that Te Whariki places a large emphasis on the relationships between kaiako, whanau and tamariki, relating to theme one. It was also found that the NZC could provide more opportunities for practical life skills to be included in the curriculum, as well as providing clearer instruction on how to implement effective careers education and other knowledge areas and thinking skills relevant for students to develop their own art of living.

Informal Digital Learning of English (IDLE) refers to individual's learning endeavor occurring in out-of-class environments in a naturalistic way independent from the requirements of a formal education program including assessment. Learners' IDLE experiences in English as a Foreign Language (EFL) contexts are quite important to understand their motives, and the potential ways to improve such practices for enhanced language practice. This study aims to present IDLE practices of higher education Turkish EFL learners in detail and investigate the motivations of EFL learners considering their actual endeavors with digital language learning sources. For this purpose, a total of 115 students from an English Preparatory Program at a university in Turkiye took part in the study. Within a quantitative research design, the data were collected through a questionnaire developed for the purposes of the study based on rigorous research on IDLE literature to identify EFL learners' IDLE practices, their motivations on using digital sources for language practice, potential difficulties regarding such practices, and the role of guidance. The results of descriptive statistics indicated that the majority of the participants spent their time on IDLE practices mostly for using social networking platforms, music and song platforms, translation sites, video sharing sites, and series and movies on specific network platforms. Findings also showed that teacher's guidance had great importance on the participants' IDLE practices and learners needed systematic guidance in the vast world of digital sources for effective language practice. What is more, some obstacles hindering EFL learners' IDLE practices were identified such as the expenses related to digital sources (e.g. membership fees, internet costs, etc.) which echoed the reality of the digital divide. The findings of the study are quite important in understanding the need to use digital sources for learners' informal learning practices. This study has certain implications and suggestions for language practitioners and teachers to foster IDLE practices. [This article was presented at the 5th International Open & Distance Learning Conference (IODL 2022).]

In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students' perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as "Having a good command of subject", "Good communication skills", "Guidance", "Close to my field of interest", "Openness to innovation", "Having the knowledge of method", "Entrepreneur", and "Experienced". The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.

The goal of this study is to identify and describe the application of cross-cultural advice and counseling utilizing traditional Dayak expressions as a means of promoting character transformation and reducing school-related conflict. This is qualitative descriptive ethnography. SMA Negeri 1 Halong, Halong District, is the research site. Research topic: Employing in-depth observation to collect data on using Dayak Meratus in guidance and counseling. Principals, guidance counselors, teachers, and students were interviewed. The strategy and process of cross-cultural guiding and counseling using traditional Dayak idioms were interviewed. This study used a student questionnaire to gauge their impressions of cross-cultural counseling guidance with Dayak Meratus traditional expressions. Document review confirms and completes data. Miles, Huberman, and Saldana analyzed the data. Study shows that using Dayak in counseling helps teachers and students communicate. A harmonious connection determines the success of cross-cultural guidance and counseling in developing character. Dayak traditional expressions are often used by Dayak parents to advise their children; when used by Guidance and Counseling teachers, it's easy to grasp and quickly creates self-awareness for Dayak students to improve their behavior/develop character. For students of various ethnic groups, traditional Dayak expressions provide passion and critical power to find out the meaning in depth, so they create a mindset and viewpoint about the meanings and purposes contained in traditional Dayak phrases. The use of Dayak expressions is slowly allowing Dayak kids, who were first closed and sensitive due to misunderstandings with newbie teachers, to become open and familiar. Misconceptions can be prevented by translating verbal and nonverbal communications.

In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students' work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future.

The article investigates four vulnerable learners and their histories of drug misuse in rural schools. The purpose of this study was to conduct a situational analysis with a view to understanding the current drug abuse situation in Zimbabwean rural schools and giving some recommendations on what needs to be done to lessen its effects. The study's mode of investigation was qualitative. As means of gathering data, focus groups and participatory research were used. The participatory research design employed by the study unearthed evidence that indicates that drug abuse has an adverse effect on a learner's cognitive optimal functioning both in the community and school contexts. The study's findings point to the necessity of teaching parents how to prioritise their responsibilities and liberate them from the mental poverty they currently experience, which is a societal construct that keeps them from finishing their work with their learners. The study further found out that the absence of guidance and counselling exposes learners to more drug abuse cases and culture, thus having a two-pronged impact on the optimal functioning of rural learners. The study makes some recommendations for how the school and the community should work together and coordinate their efforts to manage the experiences of vulnerable students in order to achieve cognitive optimal functioning for rural learners in Zimbabwe. [Note: The page range (155-175) shown on the PDF is incorrect. The correct page range is 155-174.]

This paper explores student reported informal peer-learning in a business degree cohort at a UK community college. Literature on conceptualisation and debate regarding peer-learning is examined along with established typologies with respect to equality, mutuality and structure. Following this a critical review of evidence-based studies is undertaken. Crucially we propose a framework of conceptual, functional and experiential themes of peer learning, linked to aspects of student diversity in such courses/institutions. This framework is applied in our questionnaire study investigating the perceptions of second- and third-year students about peer learning. The main findings are that the thematic directionally distinct peer-learning seems not to be prevalent but that across themes and settings some students are more generally engaged in peer-learning than others. The content-based theme of two-way peer-learning that is strongest is guidance in making sense of subject literature; the weakest is guidance on environment aspects of business, e.g. economics. The settings of strongest peer-learning are reported to be those of in-class activities plus group assessment work. The main teaching recommendation is therefore greater deployment of in-class activities that require collaborative learning and require peer learning. The main recommendations for further research include more open explorations of student peer engagement where students can specify significant in-class events and experiences.

Agriculture extension staffs are encouraged to attempt more efficient methods to enhance their competency through digital webinars or technical guidance, in Bahasa Bimbingan Teknis (Bimtek) programs. The research aims to explore factors influencing the intention and behavior of agricultural extension staff towards the Technical guidance online Ministry of Agriculture in Special Region Yogyakarta, Indonesia. This research included the Behavior Intention (BI) and Use Behavior (UB) models with significant construct. The research used the quantitative method and analyzed PLS-SEM. One hundred eighty extension staffs participated, chiefly 34-42 years old. All of the indicators passed the outer model assessment. The analysis results conclude that significant effects are Attitude to BI, Control Behavior to BI, Perceived Usefulness to BI, and Behavior Intention to UB. The perception of extension staffs about Technical guidance online can enhance their performance to continue using it in obtaining agricultural technology information, extension materials, information on agricultural policies, and the latest agricultural development programs. The insignificant constructs are Subjective Norm, Motivation, and Perceived Ease to Use. The validated research model explains 61% of the variance (R2 = 0.61) in Attitude, Perceived Usefulness, and Control Behaviour towards Behavior Intention (BI). Moreover, BI explains 8.9% of the variance (R2 = 0.089) in UB of Technical guidance online. This research found that BI and UB have Q2 values of 0.538 and 0.077. The practical implication could be applied as preliminary development planning studies to enhance the efficiency of Technical guidance online as Bank Data.