Individuals’ engagement with reading and maintaining it depends on personal motivations. Having a multidimensional structure, reading motivation is affected by intrinsic factors. Studies on reading motivation can make a significant contribution to identifying students’ intrinsic motivation profiles closely, encouraging them to read, and increasing their reading engagement. The present study aimed to determine the individual and socioeconomic variables predicting middle school students’ intrinsic reading motivations. Employing the predictive correlational design, the study was carried out with 459 students attending six different public schools in the city of Sanliurfa. The participants were determined by stratified purposeful sampling method. The study data were collected by the Intrinsic Reading Motivation Scale and the Personal Information Form. According to the hierarchical regression analysis results, all the models constructed in the study were significant. All of the variables explained the intrinsic reading motivation with a 22% variance explanation percentage. As a result, it can be said that the change observed in intrinsic reading motivation variance mostly stemmed from reading engagement (ΔR²=.12), family (ΔR²=.07), demographic characteristics (ΔR²=.03), and school (ΔR²=.01), respectively. It can be stated that the predictors of the intrinsic reading motivation determined in this study should be taken into consideration by educators.

Science literacy, which is included in Programme for International Student Assessment (PISA) as an assessment area, is an important research and discussion area of science education literature with all its dimensions. In this study, the clustering results of the students from 34 Organization for Economic Cooperation and Development (OECD) countries participating in the PISA 2015 test and sampled by systematic sampling method are obtained by K-Means Clustering and Two-Step Cluster Analysis using the factor scores and PISA science literacy average scores. It is thought that the study is of great importance in terms of dividing individuals into clusters according to science instruction methods and the mean of plausible values and having an idea about how each cluster is defined. As a result of the K-means cluster analysis, it was determined that the input variable with the highest level of importance in the formation of the first and third clusters in which the students with the highest scores were included was teacher-directed science instruction, and after this variable, the input variable with the highest level of importance was the perceived feedback from science teachers. Within the scope of the Two-Step Clustering Analysis, it was determined that teacher-directed science instruction has the most importance in terms of the decomposition of clusters, followed by adaptive instruction in science lessons in terms of importance level.

Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain.  As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.

For United States of America (USA) and other developed countries, science achievement gaps begin to emerge in elementary and primary school. Such gaps between USA student groups typically are connected to socio-economic status (SES) and issues such as students still learning the English language. Through an experimental design, this National Science Foundation funded study explores how integrating the arts into science, technology, engineering, and mathematics (STEM) curriculum and leading with a more STEAM-first approach (e.g., curriculum which integrates science, technology, engineering, arts, and mathematics) might provide more equitable science learning opportunities for elementary or primary grade level students. More specifically, the project’s research efforts seek to also examine how integrating the arts into science instruction might help emerging bilingual (EB) students who are simultaneously learning the English language and science. Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified. As the title of this study suggest, sometimes finding nothing is something.

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.

Traditional houses are part of the culture of every country. Indonesia is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the Using house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of Using house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the Using house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale – Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students’ metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms.

This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world.  

The purpose of this study was to compile and statistically analyze the results of research studies that examined students' problem-solving skills in worksheets. The research method used was a meta-analysis. The study search was conducted from 2013 to 2022 in Google Scholar and the Garuda portal databases. The search yielded 40 studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. From the extracted results, 45 comparisons of data were examined. Microsoft Excel was used to calculate the effect size of the problem-solving worksheet. This study yielded a value of 1.281 for the entire study, indicating that the worksheet had a significant and positive impact on students' problem-solving skills. The results indicate the need to develop worksheets to improve students' problem-solving skills.

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.

Writing is a complex activity. If a child’s preparation for writing, which begins to develop in the preschool years, is poor, this can inhibit writing and cause problems. Because children are expected to know how to hold a pencil correctly, how to sit correctly while writing, and how to prepare and adjust the writing surface without planning, this study seeks to determine how first graders are prepared for writing in terms of selected biomechanical and ergonomic factors at the beginning of the school year. The goal was to determine whether there are any differences between students according to sex and handedness and if there is any connection between basic pre-writing skills and the ergonomic suitability of furniture (table and chair size). An empirical study was conducted involving 246 first graders from randomly selected public primary schools in Ljubljana, Slovenia, and fifteen of their female teachers. The results of the research showed that inadequate furniture size affects how students sit and that there are statistically significant differences between the positions of the writing surface for right-handers and left-handers. The research did not show a correlation between posture and pencil grip, but it is very likely that it would have been demonstrated in a larger sample. No sex differences were found between pencil grip, writing surface position, and posture; no connection between handedness, pencil grip, and posture; no connection between pencil grip, poor posture, and writing surface position; and no connection between posture and ergonomically appropriate school desks and chairs.

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.

Since the 1990s, there has been a global trend in the search for quality in school systems that have materialized in the educational policies of the most developed countries. This article analyzes the treatment given to the concept of quality in the educational reforms approved in the last fifty years in Spain. The objectives of this study were: (a) to analyze the presence and recurrence of the term ‘quality’ in each of the laws and (b) to identify the factors associated with quality in these laws. To respond to these objectives, a bibliographic study was carried out using a content analysis approach to the texts of the different laws, as well as a review of the existing literature on the subject in question. It was, therefore, an eminently qualitative research approach. Among the findings found, it is worth highlighting the high presence of the term ‘quality’ in the legislative texts analyzed since the beginning of the new millennium, as well as a continuity in the educational reforms of evaluation policies of the educational system in coherence with the demands produced by supranational organizations at a global level.

This paper explores the potential of Eye Movement Miscue Analysis (EMMA) as a method to evaluate the complexity of picturebooks as reading material for primary school children. While EMMA has been applied to examine reading processes and strategies, this paper reports on the first study using EMMA to examine classroom picturebook complexity and its implications for developing readers. This research found EMMA method revealed specific nuances for understanding children’s reading practices in response to the complexity of the text at hand. Drawing together an internationally established reading teaching resource, the text complexity guide (Pinnell & Fountas, 2007) with miscue analysis reading assessment and eye movement technology, this research sought to gain insights into potential areas of complexity or challenge in picturebooks commonly available in Australian school libraries and classrooms. The method shared here examines text complexity ratings, children’s reading performance, and eye movements, as they read in natural classroom settings. Analysis of children’s reading miscues revealed that readers encountered challenges not anticipated through the use of the text complexity guide. Argued in this paper is that EMMA methodologies could extend understandings about text complexity beyond established frameworks and hence guide future assessments.