Roberta V Nata – författare

In the opening chapter of Progress in Education. Volume 51, the authors present a meta-analysis indicating that the prevalence of addiction to new technologies among Iranian youths are increasing, focusing on the epidemiology of internet addiction. The results of this study may be used by developing countries to acquaint parents, policy makers, administrators of high schools and universities, the Ministry of Education, the Ministry of Higher Education, and all educational and cultural planners. The authors maintain that the spread of new communicational technologies has had both positive and negative effects on our lives.Next, this collection addresses the degree to which First-Time in College (FTIC) community college students and non-FTIC community college students differed in their quality of on-campus and off-campus relationships. Inferential statistical analyses of responses to a national survey revealed the presence of statistically significant differences between these two groups of students in all dependent variables. Implications and recommendations for future research are provided.The following study is an attempt to investigate the relationship between foreign language motivation and anxiety among third and fourth year students attending the secondary vocational-technical Complex of Catering and Hotel Industry Schools in Wisla, Poland. The research and discourse also take into consideration such essential factors as English language proficiency, grades and frequency of extracurricular contact with English.The authors later suggest that geology plays an important and essential role in education from an economic point of view, in the relationship between science and society and, therefore, should be present in the school syllabus. In geology teaching, learning can become more complex outside its natural environment, thus fieldwork practical activities are suggested by the curricular guidelines of different geoscience disciplinary areas and their advantages are highlighted in the literature.Focusing on several Russian undergraduate and graduate classes of different national origins, one chapter discusses the issue of college students' search for internationalized and diversified self-improvement in higher education. In addition, the discussion also ties in some general practices of English in Russian academia in comparison with the similar cases in USA, South Korea and China.A multiyear empirical investigation is presented which analyzed the degree to which economic status was related to the postsecondary enrollment of Texas public high school graduates at Texas 2-year public colleges and at 4-year public universities. Specifically analyzed were the enrollment percentages of students in poverty and students who were not poor for three academic years for Texas public high school graduates.Reflection is proposed as a skill that must be taught to preservice teachers in their education programs, and it should not be assumed that preservice teachers know how to reflect on their teaching or that they see the value in reflection. Thus, a study explores how preservice teachers perceive the value of reflection with vlogs in their reflective communication skills.In the final study, this book examines the effectiveness of conducting an in-class assessment of interpersonal functioning in a graduate psychology class for masters-level counseling psychology students. Results indicate that conducting an in-class interpersonal assessment increased students' knowledge of interpersonal theory and interpersonal methods of assessment. These findings have implications for the teaching of interpersonal assessment as well as for the practice of clinical assessment in group settings.

Progress in Education. Volume 52 opens with an analysis of the Alps in the context of introducing innovative approaches for sustainable mobility. Alpine areas receive millions of visits by tourists traveling by car each year, exceeding the carrying capacity of these areas and thus decreasing the quality of the visitor experience. The authors aim to improve the development of sustainable tourism and gain a competitive advantage within the tourism market.This collection goes on to argue that successful schooling encompasses much more than just academic performance. Students attend school to appreciate and acquire other achievement-related attributes, such as subjective well-being experiences, proactive engagement, and the seeking of mastery in different disciplinary areas. The authors contend that this line of inquiry may yield a number of educational significance for teachers, school administrators, and stakeholders to consider.Next, this collection examines recent developments in the dynamics and complexity of cultural identities between the state and politics in Hong Kong that have shaped values and music education in light of the twentieth anniversary of the handover to China and the construction of values education through school music education. It is argued that preparations for values education might pose a challenge to how musical meanings and non-musical meanings should be delineated and delivered in the school curriculum.The widespread and debilitating effects of mathematics anxiety are experienced at all educational levels and in most countries around the world. Thus, the authors set out to illuminate this problem for educators and suggest ways to reduce mathematics anxiety among their students.Given the increase in dynamic environments associated with educational reform, it is important to reassess whether transformational leadership remains the most effective approach to change in educational settings, and if not, whether alternative approaches might be considered. From this perspective, an integrative literature review explores recent evidence to examine the effects of transformational leadership in educational reform settings.

Progress in Education. Volume 53 explores the different factors involved in flexible study options and delivery modes in higher education from a student's and service provider's perspective. The authors also investigate the available literature in order to explore the fine line between offering students a variety of study options to suit their specific needs, circumstances and learning styles, versus exploiting the tertiary education system through commercialization and implementing a pure business model that considers students as clients or service users rather than knowledge seekers. Following this, the compilation delves into the potential impact of profiling on students' learning experiences and well-being at school. The authors contend that achieving a particular type of profiling may assist in the enhancement of academic experiences, and this theorization has important educational and psychological implications. The performance of Spanish secondary schools whose 15-year-old students were assessed in mathematical competencies by the OECD (PISA program) in 2003 and 2012 is evaluated, and research reveals that Spanish schools decreased in efficiency over time. Persistent technical inefficiency was a larger problem than residual technical inefficiency when evaluating the educational performance of Spanish secondary schools over time. The results are worrisome because the average socio-economic status of the families increased significantly in this period. The next study was conducted with the goal of determining how flipped teaching and learning classrooms affects university students' perceptions of teachers' professional development. The results show that there are significant differences in some dimensions of TPACK for two university instructors, and the research implications and limitations of this study are detailed along with suggestions. One study aims to examine the types of conclusion of argumentative discussions between parents and children during mealtime. The findings of this study show that the most frequent types of conclusions are dialectical, i.e., one of the two parties accept or refuse the standpoint of the other party, reaching in this way the concluding stage of their argumentative discussions. Later, a case study is detailed which examines student perceptions of a fully online community learning environment within an undergraduate course at a Canadian university. The authors use a theoretical model based on elements of engaging online learning environments, and the results indicate that successful design of flipped classroom models requires full student participation in Authentic and Alternative Assessment, Problem-Based Learning, Online Learning Communities and Critical Reflection of self and peers. The authors analyze inverse modeling problems in the context of teacher training courses. Two different inverse modeling problems are proposed to prospective teachers, who are asked to reformulate them in order to be used in secondary school courses. These type of problems have been the core subject of several preceding papers and have been studied as they relate to engineering undergraduates. The concluding chapter reviews literature on the philosophical concept of bullying strategies. The authors analyze the significant usage of anti-bullying strategies as prominent strategies in teaching, as informed by conceptual and theoretical frameworks of cognitive and metacognitive theories.

Four contributing factors are essential for student learning: metacognition, educationally sound curricular design, instructional delivery characterized by interactive lecturing and active learning, and formative and summative assessments of learning. In this collection, the authors open with the proposition that all teachers must ensure students develop their metacognitive skills, reflect deeply about thinking, and learn how to apply concepts, while continually encouraging students to question their understanding and ask questions to gain clarity. Next, the authors attempt to advance the argument that effective pedagogy of school mathematics requires teachers' deep knowledge of the subject matter, appreciation of historical perspectives, awareness of the current worldwide teaching standards, and integration of using concrete problems with fostering growth mindset as the psychological foundation of productive thinking. A study is presented which was conducted in two provinces of Gauteng and KwaZulu Natal in South Africa in two male correctional centres. The authors report on some of the strategies used at the two facilities to overcome educational challenges concerning the teaching and learning of offenders. The chapter recommends that these centres should address their infrastructural challenges while incorporating computer-based learning as part of their curriculum practices. In another study, this compilation examines how explicit instruction on text structure and the use of authentic texts as writing models helped a class of second graders learn to write sequential text. Sequential text is categorized as one text structure used by authors writing informational text. Students as young as second grade are expected to know the sequence text structure and to provide textual evidence within their sequential text. Following this, students' perceptions, practices and performance were examined while using a LMS (Moodle) in a blended learning environment. This is a case study based on the log files of 335 students who attended an academic course on ICT Integration in Education for over three years. Learning design was conducted during the course based on problem-solving in blended learning environments. Another study aims to compare primary school students' attitudes towards inclusion in relation to the direct contact or lack thereof with classmates who are physically impaired. The results suggest that coexistence with persons with functional diversity in the school environment, and especially in physical education, could improve attitudes towards inclusion. In the quest to promote the development of the "e;whole person,"e; some schools have introduced modifications to educational processes to foster the wellbeing of their students under a new umbrella term known as "e;positive education"e;. This collection proposes that instead of targeting generic outcomes of wellbeing, measures should be based on school-specific wellbeing constructs, such as provided by the PROSPER (Positivity, Relationships, Outcomes, Strength, Purpose, Engagement, and Resilience) framework. The study for the final chapter was conducted with a case study approach in two active learning classrooms as the investigated case units. Nine teachers and three persons from the service staff focus group were interviewed, and answers from the semi-structured interviews were analysed by use of the qualitative data analysis tool Atlas.ti.

Progress in Education. Volume 55 opens with an examination of current issues in education that may impede progress in the field. A variety of external threats are analyzed, including k-12 and university funding and ideological threats in the form of political forces that may attempt to dictate k-12 curriculum. The research underpinning the following chapter is derived from the authors' personal involvement as teacher-educators in leading a Collaborative Action Research project in a New Zealand suburban Christian school. The overarching research question was, "e;How might the Collaborative Action Research process affect teachers' professional practice and student learning?"e;The authors explore the concept of optimal best practice situated within the context of secondary school mathematics learning. In particular, they provide a complex methodological conceptualization for the understanding of optimal best practice, which takes into account cognitive load imposition. As new computer and web-based tools present an opportunity to motivate students and improve educational guidance services, this collection describes an online guidance project for secondary school students. The results of this project seem promising for improving the quality of guidance and students' decision-making processes regarding their academic futures. The relationship between individuals' possession of cultural capital and their musical preferences has been extensively examined in Western society; however, little attention has been given to it in contemporary Chinese contexts. As such, the next study focuses on junior secondary school students' preferred musical listening styles, and their perception of how their cultural capital has shaped their musical preferences in contemporary Hong Kong society. Many contemporary classrooms are currently designed to be flexible and open. Such designs reflect those that were trialed in classrooms during the mid-1960s to the late 70s when the open plan classroom became popular. The authors explore this initial open plan movement in the 60s and 70s, investigating some of the changes that influence classrooms today. Following this, the authors illustrate how element interactivity gives rise to different types of cognitive load (intrinsic, extraneous, and germane) when middle school students solve a complex science problem. Analyzing learning tasks in terms of element interactivity assesses their suitability for targeted students, thus lowering the chances of cognitive overload. The final chapter is directed at scholars thinking of undertaking a research project, particularly at post-graduate level, and discusses the concepts of objectivity and subjectivity in educational research. The authors suggest that true objectivity is challenging due to researchers' familiarity with the subject matter, however research may still be valid providing researchers accept and acknowledge that this plays its part in their interpretation of the findings.

In the opening chapter of Progress in Education. Volume 56, the authors set out to stimulate thought on teaching practices, also on how these can be innovated by using (but not only) current technologies, and on the conditions necessary for their effective delivering. Some general features useful for teaching and learning processes are outlined. One of the important findings this collection emphasizes is the significance of student teachers being challenged to acquire the skills of goal setting and reflection through the promotion of self-regulatory practices. These practices include setting proximal goals and adopting appropriate strategies. One included study aims to establish the role played by members of the school management team in curricula execution and administration, exposing that members have diverse interpretations about their functions as administrators of the curriculum. In another study, the authors show that a high proportion of teachers in Norway have an effect on the development of a health promoting curriculum and students’ social environment, as well as on the relationship between teachers and students. The authors go on to explore whether important differences exist between males and females in elementary school level in terms of their beliefs. Participants were 2,263 elementary aged students from New Zealand. Next, this compilation reveals the potential of socio-educational design in the spiritual and moral formation of future teachers. This socio-cultural design includes four areas: diagnostic, educational, correctional and developmental, psychological counseling. It shows the necessity of using the traditions of Orthodox culture and pedagogy in preparing students. The results of a body location map constructed by Finnish researcher Nummenmaa are analyzed according to the theory of chaos and thermodynamics. The behaviors displayed by the experimental group used to construct this map were transformed into a time series that contain the learning dynamics: weak, medium and chaotic. This chapter provides a context for better understanding technology integration in literacy instruction by examining those programs and strategies that have yielded the greatest results for elementary teachers. An examination of the potential shortcomings and issues is also provided as a way to help teachers navigate some of the potential pitfalls to ensure all critical classroom elements or factors receive attention during the integration process. Following this, the synthesis of research in the education of care for the architectural preservation of the Slovenian countryside, both by pupils and in-service teachers of fine art education, is presented. Some proposals for the application of research findings and insights for further research are suggested. Drawing on the author’s ethnographic research, the subsequent chapter considers issues of race and inclusion within the creative culture of the live and recorded arts training industry in the United Kingdom, and asking whether higher education institutions and drama Conservatoires perpetuate the racialisation of actor training. The closing study focuses on the author’s pedagogic journey of decolonising the creative arts curriculum across a fifteen-year teaching career in the English further and higher education sectors. Drawing on practice-based examples of decolonising teaching, the author considers the dynamics of decolonisation processes in white liberal teaching spaces.

Progress in Education. Volume 57 opens with a study wherein the aim is to investigate long-term effects on motor skills and scholastic performance of increased physical education and adapted motor skills training according to the Motor skills Development as Ground for Learning (MUGI) model. Additionally, the author sets out to describe the implementation and societal gains of the Swedish Bunkeflo Project–A Healthy Way of Living. The authors offer a theoretical and practical approach regarding gamification in physical education. For this, the different types of gamification are analyzed, particularly focusing on the origin of gamification in the field of business. The original method of distance learning by exam is discussed, principally the way students can revise their exam papers many times in order to increase their grades, suggesting that didactic encouragement included in the feedback has a motivating function. The following study presents an exercise designed to support the understanding of green roofs as urban ecosystems through a conceptual model, acting as a facilitator for communication across different disciplines. This study shows how conceptual modelling may promote a better-integrated solution for socio-ecological problems. Also presented in this compilation are the results of research concerning tutoring technology for physical education in special needs children. Technologies are employed for correcting motion and psycho-functional and physical capabilities, as well as for the diagnosis and monitoring of psycho-functional conditions. In the 21st century, technological innovations have become increasingly important as we face the benefits and challenges of globalization and a knowledge-based economy. To succeed in this new information-based society, the authors propose that all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels beyond what was considered acceptable in the past. In closing, the authors present arguments supporting how academic development enhances teaching and learning in rural universities. Scholars argue that staff development helps enhance the learners’ performance, in addition to improving the university teaching and learning environment.

In this compilation, the authors present the results of a research project that investigates how understanding the relationship between culture, employment and education can help Tanzania’s young people to secure jobs, survive in the creative workforce and have a prosperous future. The authors define “situation specificity”, showing that the previous discussions have been overly simplistic. It is suggested that situation specificity is important in at least three ways: practice and theory-practice transfer, methodological issues including generalization and biases, and dispositions as goals of educational intervention. Next, it is proposed that an ethnomathematics curriculum helps students to demonstrate effective mathematical processes as they reason, solve problems, communicate ideas, choose appropriate representations through the development of mathematical practices, and recognize its connections with STEM disciplines. The authors’ work, in relation to STEM, is based on the Trivium Curriculum for Mathematics and Ethnomodelling, which provides communicative, analytical, and technological tools as well as the development of emic, etic, and dialogic approaches that are necessary for the development of the school curricula. The penultimate chapter provides an overview of the role of higher education institutions in graduates'' entrepreneurship knowledge acquisition in Tanzania. Unemployment problems faced by recent graduates in the country are highlighted and linked to the diffusion of entrepreneurship into non-business academic programs. In the closing chapter, the authors argue the need for a paradigm shift from the current domain focused curriculum (or semi-functional curriculum) to one that is really functional for acquiring of relevant knowledge and skills. Education should take place within authentic contextual learning environments, where complexity may be unpacked gradually through continuous exposure and habituation of expected responses.

The purpose of the opening chapter is to highlight the significance of ensuring effective classroom management and learner discipline practices by teachers in schools. Lack of classroom management and learner discipline practices presents a global challenge. The authors in the following chapter reflect on their experiences of using action learning in academic development initiatives, and draw on various others’ accounts in order to explore the potential and the challenges of this particular approach to continuing professional learning in the higher education context. The authors go on to discuss how poverty experienced in childhood is not without consequences for both the current and future educational, professional and social functioning of the young generation, generating an extremely difficult transition of a young person into adult life. Following this, an attempt is made to provide useful insights and contribute to sketching a student’s profile within multicultural contexts, based on the teachers’ views. It is aimed at identifying teachers’ views on intercultural attitudes and intercultural communicative and cooperative skills that a student has to develop, in order to cooperate and interact effectively in a multilingual context. In the next chapter, the authors present an analysis of the transformation process which the system of education in Slovakia has undergone during the period of the last three decades, and present the results of research aimed at a school leader’s competence profile. One study analyzes official documents and interviews of authorities and former teachers in the Italian Immigration Region in Southern Brazil, focusing on the period of the Nationalization Campaign of the Vargas Government (1937-1945), when teaching in Portuguese became mandatory. The main objectives of the penultimate chapter are twofold: (1) to discuss the design, implementation, and outcomes of an NSF-funded Research Experience for Undergraduates (xREU) summer program in a four-year private university located in the northeast of US; and (2) to provide practical recommendations for educators and researchers for designing experiential learning opportunities in STEM areas. The closing chapter evaluates recent research that has explored the nature of the theoretical concept of optimal functioning, which emphasizes the importance of personal resolute, inner strength, and the maximization of a person’s development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student’s effort expenditure, positive outlook, and determination to strive for educational success.

The research examined in the opening chapter of Progress in Education. Volume 60 aims at uncovering and examining pre-service teachers’ concepts of teaching activity relating to student coeducation and educational practice in school classrooms. The authors describe the problems faced by schools system-wide use of evidence-based teaching approaches with evidence-based teaching practice, followed by a technology-based theory to practice design solution for building the capacity of practicing teachers with teacher led and cooperative instruction. The effect of a two-way immersion school project on the second language proficiency and mathematics competences of 10-12-year-old children is investigated with an intent to open new avenues for teachers, researchers and policy makers, by encouraging new immersion projects based on local conditions. Next, this compilation focuses on the particularity of communication as a key factor in creating, developing and improving interpersonal relationships between parents and their pre-school age children. Some thoughts, comments and suggestions on this topic based on the literature and on the author''s educational / academic experience, consists the content of this chapter in a brief way for a vast field of study. Currently, mental wellbeing among healthcare students and practicing professionals is a major worldwide concern. Studies have described alarmingly high levels of anxiety and stress among students of dentistry, nursing and medicine. As such, the authors discuss the two main stressors for mature students while in higher education. Drawing on empirical research using Interpretative Phenomenological Analysis as the predimoninant method of enquiry, the authors focus our attention on two important aspects of the student transitional journey: student experiences as they move from secondary school to a branch campus medical school in the Middle East, as well as the medical graduates’ challenges as they move from a Middle Eastern-based university delivering a Western curriculum to begin practice as junior doctors. The penultimate chapter demonstrates the importance of school, rehabilitation and mental health counselor education programs in the United States and Georgia. With a significant number of the United States population having substance abuse problems, all counselors will encounter clients struggling with substance abuse. Therefore, counselor education programs should requite knowledge or skill development in this area. The final chapter looks at the root causes of problems with the current education system in Western societies, using Australia as an example, and how the systemic core of the issues arising are stem from the system being stuck in an historic paradigm.

The study presented in the opening chapter of Progress in Education. Volume 61 examines Common Core State Standards teacher preparation through professional development opportunities for elementary school teachers in rural areas of the South Eastern Region of the United States. The study posits the question, "Were teachers in the rural South properly and equitably prepared to teach both the English Language Arts and Math Common Core Standards?" The following chapter focuses on the use of the computational thinking process for problem solving and, in particular, for case-based reasoning and mathematical modelling. The former is a method of solving problems based on the solutions of previously solved analogous problems, while the latter deals with the mathematical formulation and solution of problems connected to real word, science and technology applications. Next, some learning activity patterns are identified from a thorough qualitative study of students’ behaviors recorded in a major Massive Open Online Courses platform. Then, two recently developed learning-based models for modeling students’ learning behaviors which are motivated by such observations are described. The authors go on to study the inclusive approach to the conducting-choral training of future teachers of musical art. It considers the essence of the concept of "inclusiveness". The inclusive approach to conducting-choral training involves both the use of the traditional teaching principles and the specific principles we have developed. In academic fields, both teachers and students are likely to suffer technology anxiety. As such, one chapter focuses on the main factors behind this type of anxiety according to the currently available literature on computer anxiety: age, gender and experience. The process of choosing a university degree involves uncertainties for the students referred to their personal abilities, interests, and social and professional expectations. The main objective of the penultimate chapter is determining whether their expectations of a particular university degree differ significantly according to gender. Flipped classrooms have been considered to be a form of innovative teaching and learning in university education for a few years. The purpose of the final study is to explore how flipped classrooms with learning communities affected university students’ self-regulated learning and teachers’ professional development.

In the opening chapter of Progress in Education. Volume 62, two classroom practices are presented and applied within a different group of students using two pedagogical methodologies, with the goal of allowing students to acquire new vocabulary and communicative skills using a foreign language. Following this, Singapore’s educational context is described in detail, and 19 noteworthy studies on school classroom environments in Singapore are reviewed. The authors also explore the structure and processes that underlie learning as a Community of Practice in a nonformal education program for parents of young children. This compilation assesses the way in which activities aimed at equalizing the educational opportunities of pauperized children require a modern teacher to constantly improve and deepen their competencies. Procedures are presented for applying the dynamics assessment model (learning potential in Spain) to preschool children with Down syndrome. A comprehensive review of research from various parts of the world that examines the practical uses and benefits of blogging is provided, in the context of teaching diverse academic disciplines and fields of expertise. The authors draw evidence from a qualitative study to describe how undergraduate co-operative education students in multidisciplinary, private blogging communities reflected on their experiences by contributing to their blogs. The concluding chapter presents the Google applications that certification seekers will be responsible for understanding, as well as the types of questions to expect and, ultimately, how to incorporate these skills into the K-12 classroom.

In this compilation, the authors address how school staff can support excessively anxious adolescents. It is important that teachers are equipped with the knowledge to identify anxiety disorders in students given their increasing prevalence. An approach is presented with the goal of facilitating educational transformation for indigenous languages through research, with Afrikology as a compass for the agenda of decolonising the language of teaching and learning in an open distance and e-learning setting. Progress in Education. Volume 63 also sets out to develop an understanding of Taiwanese English language teachers’ levels of intercultural sensitivity and their willingness to teach interculturally, as the English language is used as the medium of communication in a wide variety of international and intercultural settings. The general and developmental characteristics of students with visual impairment are described, and information regarding the educational processes of students with visual impairment is presented. A study is included which examines how to best support English learners as they develop as writers of opinion papers though a multiple case study in a 4th grade English as a second language classroom. The authors discuss the empirical results of novel tools in the context of writing in order to better understand the relationship between technology and writing instruction. The educational and psychological importance of fables for child development is highlighted, underlining how they, if used appropriately, can become valuable and effective didactic tools. Lastly, the authors highlight the typical challenges and deficiencies in information literacy knowledge, as well as skills that are recognized among undergraduate students. Opportunities to improve the information literacy of undergraduate students (particularly in cognitive levels) are also discussed.

In this compilation, the authors examine Australian and Malaysian pre-service teachers’ cognitive processes in solving linear equations from a cognitive load perspective. Emphasis is placed on bridging the gap between the advancement of African indigenous languages and foreign languages as languages of teaching and learning. The key training elements required for a renewed profile of the teacher’s professional identity, which transcends the old art and craft of teaching, are explored in an effort to address new professional competencies. Some truly engaging lessons for a STEM lab on a budget are described, guaranteed to engage students and impress colleagues. A new model is developed to explore how flipped classrooms affect university students’ self-regulated learning and teachers’ technological pedagogical and content knowledge. A theoretical vocational guidance perspective in international formal educational contexts with updated references is also developed. Research from various specialties and topics of string instruction are evaluated in relation to beginning string instruction by comparing the resultant data. The authors provide an analysis of special education data from the United States and from the United Kingdom to examine national trends and provide a research baseline for benchmarking. provides an analysis of special education data from the United States and from the United Kingdom (England) to examine national trends and to provide a research baseline for benchmarking. Folowing this, the applicative implications of Freire''s pedagogical thought and the teaching practices it may suggest are highlighted. The closing study focuses on the way in which an education that is properly funded and considers students’ special needs can decrease the student dropout rate as well as social poverty.

Progress in Education. Volume 65 opens with an experimental study examining whether the language mindset of English as a Foreign Language pre-service teachers significantly relates to their task-oriented state-anxiety, changes in epigenetic activity, and task performance on a translation task. Following this, the authors review published research studies focusing on the use of Facebook, Instagram, and Twitter by students and teachers in higher education. This compilation also examines intellectual maturity, taking into account the specific features of interaction between teaching staff and learners in conditions of anthropological crisis. The authors analyse the new research models in education sciences born from the emergence of information and communication technologies, with the objective of determining the structures presenting in the last decade. The phenomenon of Massive Open Online Course courses is described, seeking to objectively determine what their advantages and disadvantages are, as well as how to improve their implementation. The concluding chapter reports on the results of a pilot study introducing a chatbot to assist with the development of learning communities at a small, largely international London university.

This compilation deals with a variety of topics related to education, ranging from the challenge of reintegration in Ukraine to biological influences on behavior and learning. Chapter One describes the mental health issues that children can face in the school environment related to depression and suicide and discusses how schools can improve suicide prevention efforts. The second chapter outlines the innovative teaching method of flipped classes wherein class lectures become home activities and homework becomes an in-class activity and presents the results of a study focused on this style of teaching. Following this, Chapter Three focuses on Ukraine, where conflict with Russia has impacted many aspects of civic life, including public education. The fourth chapter explains how the booking platform Airbnb impacts the social fabric of Berlin and how this social change can be taught in schools. Chapter Five explores Massive Open Online Courses (MOOCs) in India and proposes improvements for these courses. The sixth chapter discusses solutions to continue effective teaching during the pandemic, and the seventh chapter examines how cortisol can impact a student’s performance from a biochemical point of view. The final chapter aims to establish how best to integrate psychology education into the pre-registration nurse training curriculum to enhance clinical practice.

This edited volume includes ten chapters, each of which provides a unique perspective on specific topics in the field of education. Chapter One constitutes a literature review on how crucial occupational factors affect the way teachers tend to approach and respond to their daily school duties. Chapter Two aims to gain an understanding of special education teachers’ instructional perspectives and their instructional practices when providing comprehension instruction for students with autism spectrum disorder. Chapter Three highlights the evolution of the Portuguese scientific system over recent decades. Chapter Four focuses on the use of music as an educational modality to help children with language and learning problems. Chapter Five presents a technological ecosystem for classroom management that offers electronically mediated classroom support with engaging activities and learning strategies. Chapter Six describes an intervention program that was developed to raise awareness of cyberbullying and help children acquire effective coping strategies. Chapter Seven examines how using e-learning technology with graphical music representations can lead to increased confidence levels in students who have no prior music training. Chapter Eight analyzes student behaviors collected from three different learning management systems used in distance learning. Chapter Nine describes various types of nursing curricula with a special focus on the role of conceptual frameworks in shaping curricula. Finally, Chapter Ten provides an overview of the historical development of pedagogical approaches in nursing education.

This edited volume includes ten chapters, each of which provides a unique perspective on specific topics in the field of education. Chapter One demonstrate how gender subtexts are both communicated and resisted, are relevant for postsecondary systems facing sustained inequity despite anti-discrimination policies. Chapter Two concludes that online music lessons can be of benefit for an enhanced sense of well-being during a global pandemic. Chapter Three findings suggest that direct instruction, modeling, physicalizing the meaning of words and unscripted verbal interactions were key to boosting the speaking skills of K-2 ELLs. Chapter Four aims at developing recommendations for promoting the innovation policy of universities in Georgia and other developing countries. Chapter Five highlight the importance of an early intervention programme applied to children with language difficulties in order to improve their academic, social and behavioral difficulties early in life (i.e., while they are in kindergarten), and to improve therefore school success later in their life. Chapter Six focusses on Science Education and Sustainability Science and based on an exploratory qualitative methodology, offers an overview of the main reference theories and a case analysis. Chapter Seven discuss both undergraduate and graduate programs in Business Administration from which general management specialists graduate. Lastly, Chapter Eight study modern information systems, within the field of taxation, and an analysis of the advantages and disadvantages, alongside theoretical educational courses in higher educational establishments, appears germane.

This volume includes seven chapters that describe various advancements in the field of education. Chapter One is a glossary of specific terms in the field of information literacy. Chapter Two includes research on how the COVID-19 pandemic impacts Polish children’s education. Chapter Three seeks to demonstrate how concepts of information literacy in higher education have evolved in parallel with the publication of theoretical frameworks, defined from guiding documents. Chapter Four explores integrated STEM activities for the teaching of scientific and technological content at different educational stages. Chapter Five investigates the potential of “serious games” in cybersecurity education. Chapter Six analyzes the developmental characteristics of Chinese name writing products among kindergarten children in Hong Kong. Lastly, Chapter Seven presents a case study on the relationship between the perceptual-visual-motor skills and the speed and legibility of handwriting in schoolchildren with mixed dyslexia.

This volume presents some of the latest research conducted in the field of education. Chapter One evaluates the efficacy of a sequence developed to teach the concept of the mole, which is important in stoichiometry, to eleventh-grade students. Chapter Two offers lesson ideas for the S.T.E.A.M. teacher that can be completed with students virtually using items that can be found at home or acquired for a minimal cost. Chapter Three includes research on how academic staff development had been implemented in response to reforms in Vietnamese higher education. Chapter Four characterizes the latency time to produce handwriting of high frequency words in students with dyslexia. Lastly, Chapter Five reports on a study that focuses on classroom teachers and their bilingual skills in preparation for the challenge of teaching in Spanish and English.

This volume includes six chapters showcasing recent developments in education research. Chapter One introduces the constructs of dyspraxia, developmental coordination disorders and motor difficulties, and describes the historical background of the "e;clumsy child"e; syndrome and what schools can do to prevent bullying. Chapter Two provides an overview of the historical developments surrounding education of children with learning disabilities and emphasizes the need to update current mainstream teaching methods. Chapter Three discusses children with reading difficulties, such as dyslexia, in the Persian language. Chapter Four deals with issues related to school management, including insufficient funding and lack of professional training, in Slovakia. Chapter Five includes a study that investigates whether teaching metacomprehension and reading strategies can improve third-grade students' reading comprehension and differential effects as a function of gender and socioeconomic status. Lastly, Chapter Six illustrates an innovative way of presenting conditional probability and Bayes' rule through George Polya's (1954) plausible reasoning pattern and syllogisms, promoting statistical novices' knowledge to a larger degree by emphasizing the underlying logic and rationale behind the mathematical formulas.

This volume includes eight chapters describing recent progress in the field of education research. Chapter One explores contemporary Chinese animation and analyzes the current educational aims behind these productions. Chapter Two deals with the needs of special education students in Ukraine. Chapter Three investigates means by which to help students reach their full potential with respect to course enrollment decisions and students' motivation to read. Chapter Four examines preservice elementary teachers' depiction of what a diverse classroom looks like to them, what individual assets they bring, and challenges they predict will arise during teaching. Chapter Five presents a literature review with an overview of the speech-language pathologist (SLP) profession for preservice teachers, as well as how and why teachers and SLPs collaborate together in schools, followed by a review of the literature focused on diversity, equity, and inclusion in preservice teacher and SLP preparation programs. Chapter Six explores the role of case studies in changing teacher candidates' attitudes toward parent involvement across four geographically dispersed universities. Chapter Seven determines how a collaborative curriculum and teaching in a flipped classroom affects the development of university science co-instructors' technological pedagogical and content knowledge. Finally, Chapter Eight includes the author's personal opinion on the purpose of education, the current status of the Bhutanese education system, and the way forward.

Chapter One describes the education of students in the field of biomedical engineering in connection with communication training. This article is based on the author’s 46 years of research and education experience related to cross-cultural exchange and interdisciplinary fields. This article contains case studies related to the experience at COVID-19 from 2020 to 2021. In Chapter Two, the role of leather engineering education and training to meet the specific challenges the leather industry faces and the methodologies and pedagogical models to solve these issues are discussed, with a select few successful case studies drawn from different countries. Chapter Three engages in rethinking what can be considered as a narrative and how a multimodal perspective on narration can increase understanding of self-expression in individuals with limited verbal resources, such as minimally verbal children on the autism spectrum. The article further discusses how minimally verbal children on the autism spectrum can be supported to express their thoughts through digital storytelling. In Chapter Four, the mental health of children and young people are examined, especially those from lower socio-economic groups, which have been negatively impacted by the recent lockdowns and closure of schools and colleges. Given this picture of radical disadvantage, it is suggested that plans for general educational, and particularly, vocational reconstruction need to address these inequalities in terms of funding and curriculum development. In addition, this chapter addresses a new model of post-school vocational and education and training (VET), which seeks to address the problems of climate change and, in this respect, any blueprinting for future development which needs to embrace the requirements for a new green industrial revolution to reduce carbon emissions and halt global warming. Chapter Five provides a South African perspective of technical and vocational education in technical and vocational education and training colleges (TVET). Next, the authors describe the requirements of a doctoral degree, the demands of writing a dissertation, the challenges of finding a job, and recommendations to focus, save time, prioritize, and get motivated during these facets of life. Chapter Seven focuses on overcoming students’ alternative conceptions in redox reactions using IITF (Insight, Interaction, Task and Forum) instruction. The last chapter explores how a blended online flipped class model affects university students’ self-regulated learning (SRL) and teachers’ technological pedagogical and content knowledge (TPACK).

This book explores the latest developments in education research.

This book explores the latest developments in education research.

This book focuses on the latest developments in education research.

This volume contains nine chapters that detail progress in education. Chapter One discusses reframing the pedagogy. Chapter Two examines the vital role that school leaders have in influencing student accomplishment while examining the many facets of principal leadership and how they affect academic results. Chapter Three explores the contribution of a new route into teaching that offers prospective teachers the opportunity to train to teach part-time or via an employment-based route. Chapter Four inspects effective teaching methods for behavioural economics, an interdisciplinary field that integrates insights from psychology, sociology, neuroscience, and economics. Chapter Five discusses cooperative learning and its relation to transactive communication in education. Chapter Six examines the perceptions of school administrators (principals and assistant principals) and teachers regarding the management of parental involvement. Chapter Seven aims to shed light on parental involvement while describing situations from teachers’ work and drawing conclusions about the processes that teachers, pupils, and parents underwent during the pandemic. Chapter Eight ascribes the person-environmental theory to better understand and evaluate the likely challenges and benefits of integrating technology as a pedagogy within the South African higher education framework. Lastly, Chapter Nine addresses the extent to which poverty influenced the English I End-of-Course exam performance of Emergent Bilingual students.

This volume contains nine chapters that detail progress in education. Chapter One discusses teachers’ experiences working with traumatized students. Chapter Two presents models for classroom management. Highlighted in Chapter Three are four missing links in language teaching approaches methodologies as a result due to globalization are highlighted. Chapter Four investigates the degree to which there were differences were present in the percentages of students who completed dual-credit courses based as a function of on their ethnicity/race and economic status. Chapter Five reveals the results of a study conducted to determine the degree to which differences were present in the distribution of Social Work Services dollars spent per student at the elementary, middle, and high school levels in Texas. Chapter Six investigates the impact of flipped classrooms with learning communities on both novice and experienced university instructors’ Technological Pedagogical Content Knowledge (TPACK). During two 5-year spans in Texas, Chapter Seven studies the breakdown of student demographic characteristics and teacher demographic characteristics by ethnicity/race, student economic status, and teacher gender in Texas during two, 5-year spans. Chapter Eight determines if using the Sail App to practice speaking Japanese with native speakers will enhance their speaking and listening ability. Lastly, Chapter Nine discusses virtually teaching motivational interviewing to kinesiology students.

This volume consists of eight chapters that detail progress in education. Chapter one introduces the issues that contribute to feelings of unpreparedness in classroom management for novice teachers and reinforces the need for evidence-based classroom management training. The authors in chapter two articulate the main elements of a model of fully online learning communities (FOLC)and suggest strategies for implementing these collaborative workspaces across education and employment sectors. Chapter three discusses the impact of mentorship in the medical community and suggests a need for a transformative and inclusive pathway that is free from bias and discrimination for all medical professionals. Chapter four examines the connections between digital learning and experiential learning. Chapter five investigates traditional assessment and evaluation strategies, arguing cohesively that old strategies do not fit a new world order. The authors of chapter six aim to identify OAE success factors and select a suitable digital platform to maintain education quality. Chapter seven explores the nuances of professional identity among students specializing in economics, information technology (IT), and psychology. Chapter eight investigates the problems of anthropology in pedagogical education, i.e., the inherent nature of teacher training in interdisciplinary and digital educational environments.