The self-report and think-aloud approaches are the two dominant methodologies to measure metacognition. This is problematic, since they generate respondent and confirmation biases, respectively. The Meta-Performance Test is an innovative battery, which evaluates metacognition based on the respondent's performance, mitigating the aforementioned biases. The Meta-Performance Test consists of two tests, the Meta-text, which evaluates metacognition in the domain of reading comprehension, and Meta-number, in the domain of arithmetic expressions solving. The main focus of this article is to present the development of the battery, in terms of its conceptual basis, development strategies and structure. Evidence of its content validity is also presented, through the evaluation of three experts in metacognition, two experts in Spanish language, two experts in mathematics and five students who represent the target population. The results of the judges' evaluations attested to the Meta-Performance Test content validity, and the target population declared that both the battery understanding and taking are adequate. Contributions and future research perspectives of the Meta-Performance Test in the field of metacognition are discussed.

The research aims were to examine the relationship among psychological resilience, patience, and happiness levels of physical education teachers employing in İzmir, Afyonkarahisar, and Muğla provinces in the Aegean Region and was to explain whether psychological resilience and patience levels predict happiness. The research was a descriptive study in the relational scanning model. The study participants consisted of 336 PE teachers, 182 (54.2%) were males, and 154 (45.8%) were females.. The data were obtained using the Brief Resilience Scale (BRS), Patience Scale and Oxford Happiness Questionnaire. In the analysis of data were used SPSS 25 statistical program. The analysis of the data descriptive statistics, correlation, and statistical regression methods were used. As a result of the research, it was determined that the psychological resilience, patience, and happiness levels were at medium levels according to the average score the PE teachers got from the scales. It was found that there is a moderate positive relationship between PE teachers' psychological resilience, patience, and happiness levels, and psychological resilience and patience levels are a significant predictor of happiness.

The aim of the research was to investigate the relation between middle school students' perceptions of school climate and school motivation, whether school climate perceptions have a significant power on school motivation as well as to see if those perceptions and motivation differ significantly depending on gender, grade level, and school location variables. The sample of the study consisted of 674 middle school students studying in two state schools, which were located in the central district and village in Kosk province in Aydin in Turkey. Data were collected by using School Climate Perceptions Scale and School Motivation Scale with three questioned personal information form. Results showed that there were significant medium-level correlations between school climate perceptions and school motivation of middle school students. While grade-level variables had significant differences in both school climate perceptions and school motivation of middle school students, the location did not create a difference. On the other hand, gender had a significant difference only with school motivation. Finally, the model tested student-teacher relation significantly predicted 18% of the school motivations of middle school students.

In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.

This study aimed at investigating the outcomes of the cooperation practices, which were utilized to enhance the quality of work-integrated learning at Nong Khai Technical College. The investigation covered the following three aspects: 1) the changes that had arisen from the development of specified indicators; 2) the learning that occurred, and 3) the body of knowledge, which had been obtained from the practice. A participatory action research methodology was adopted during two semesters. There were 19 teachers and 30 students involved in the project. The results of the study revealed three key features. Firstly, the post-practice evaluation in both the first and the second cycles was higher than in the pre-practice evaluation. Secondly, the researcher, research participants and the college learned from various issues of the practice. This learning included gaining an awareness of the importance of collaborative work, the importance of studying the theoretical perspective in order to enhance the existing knowledge and experiences, and the importance of planning, practice, observation, and reflection in comprehensive work. Finally, the knowledge gained was found to correlate with Kurt Lewin's Force-Field Analysis which consists of the following elements: 1) expected change, 2) driving factors for change, 3) resistance to change, and 4) overcoming resistance.

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.

The early phase is the decisive period for the teachers’ career. Intellectual styles (particularly thinking styles) play a vital role in teachers’ professional development. With the purpose of measuring thinking styles of teachers at the early phase, this study was designed to validate a revised inventory of thinking styles (TSI-R2) for pre-service and early career teachers. A sample of pre-service teachers (n = 248) were invited to join the pilot study and a sample of teachers with one year work experience (n = 252) participated in the main study. Exploratory factor analysis, confirmatory factor analysis and reliability analysis were performed. The results suggested that with slight modification, TSI-R2 was a reliable and valid instrument to measure thinking styles of pre-service teachers and early career teachers, which has some implications to enhancing teacher education and development.

This article introduces the concept of the carrying capacity of data (CCD), defined as an integrated, evaluative judgment of the credibility of specific data-based inferences, informed by quantitative and qualitative analyses, leavened by experience. The sequential process of evaluating the CCD is represented schematically by a framework that can guide data analysis and statistical inference, as well as pedagogy. Aspects of each phase are illustrated with examples. A key initial activity in empirical work is data scrutiny, comprising consideration of data provenance and characteristics, as well as data limitations in light of the context and purpose of the study.  Relevant auxiliary information can contribute to evaluating the CCD, as can sensitivity analyses conducted at the modeling stage. It is argued that early courses in statistical methods, and the textbooks they rely on, typically give little emphasis to, or omit entirely, discussion of the importance of data scrutiny in scientific research. This inattention and lack of guided, practical experience leaves students unprepared for the real world of empirical studies. Instructors should both cultivate in their students a true respect for data and engage them in authentic empirical research involving real data, rather than the context-free data to which they are usually exposed.

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.

This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice. Designing on visual phenomenology, this study was performed in the fall semester of the 2018-2019 academic year. Five different activities involving visual inquiries are presented to reveal the perceptions of the pre-service teachers on social justice. The research participants are 35 (13 male, 22 female) sophomore-level pre-service teachers. The data are obtained through course documents, reflective diaries and semi-structured interviews. The data are then analysed through content analysis; reliability and validity are ensured through triangulation. This study identifies four different themes: association, questioning, transformation and reflection. The findings show that the pre-service teachers questioned common issues related to social justice. It was observed in the activities performed in this study that the pre-service teachers identified the visual themes. They mentioned common social justice issues based on the things they experienced and their observations. These are such as women's rights, violence against women, children's rights, LGBT, animal rights, language and religion differences, income imbalance, racism, and discrimination. The issues they questioned were the direct expression of the individual experiences of the pre-service teachers through visuals.

The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic Social and Emotional Learning (CASEL) organization competencies at both the national and state level. Qualitative data was collected during a study conducted on at-risk Hispanic high school students who engaged in a mindfulness yoga program. Adolescents voluntarily participated in 12 weeks of mindfulness yoga (24 classes) and provided post essay responses to questions associated with the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Evidence aligned with SEL competencies after 24 mindfulness yoga sessions through implicit yoga instruction (absence of explicit direct instruction) were coded and reported accordingly. Overall, findings indicate consistencies with previous research on mindfulness yoga programs in the schools of the impactful benefits of healthy behaviors and mental wellness for adolescents at risk. Documented conclusions from this study showcase an increased positive impact on SEL categories of self-awareness, self-management, and decision making.

This study aims to determine the opinions of high school principals on their cultural intelligence levels, to determine the activities of these principals to increase their cultural intelligence levels, the advantages of their having a high level of cultural intelligence, the factors that prevent them from increasing their cultural intelligence levels, and their suggestions to increase their cultural intelligence levels. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research consisted of 40 school principals working in Mersin central districts in the 2020-2021 academic years. According to the study results; most of the participants stated that they had a high level of cultural intelligence while some participants stated that they had a low level of cultural intelligence. Regarding the activities to increase their level of cultural intelligence, principals stated that they did activities such as increasing their knowledge, going abroad, and developing social relations. The principals expressed three different opinions on the advantages of having a high level of cultural intelligence: organizational advantages, professional advantages, and individual advantages. It was determined that factors preventing principals from increasing their cultural intelligence levels were factors unrelated to principal and factors related to principal. The principals expressed two different opinions on what could be done to increase their cultural intelligence levels: The things to be done by the superiors and the things to be done the principal.

What are missing in the U.S. education policy of “college for all” are supporting data and indicators on K-16 education pathways, i.e, how well all students get ready and stay on track from kindergarten through college. This study creates synthetic national longitudinal education database that helps track and support students’ educational pathways by combining two nationally-representative U.S. sample datasets: Early Childhood Longitudinal Study- Kindergarten (ECLS-K; Kindergarten through 8th grade) and National Education Longitudinal Study (NELS; 8th grade through age 25). The merge of these national datasets, linked together via statistical matching and imputation techniques, can help bridge the gap between elementary and secondary/postsecondary education data/research silos. Using this synthetic K-16 education longitudinal database, this study applies machine learning data analytics in search of college readiness early indicators among kindergarten students. It shows the utilities and limitations of linking preexisting national datasets to impute education pathways and assess college readiness. It discusses implications for developing more holistic and equitable educational assessment system in support of K-16 education longitudinal database.

Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

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.

Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a “foreign body” into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.

During the pandemic of Coronavirus disease 2019 (COVID-19), English as a foreign language (EFL) students have to study and submit their assignments and quizzes through online systems using electronic files instead of hardcopies. This has created an opportunity for teachers to use computer tools to conduct preliminary assessment of the students’ writing performance and then give advice to them timely. Hence, this paper proposed some indicators which were essay readability scored by Flesch Reading Ease (FRE), length of essays, errors in writing and a method to assist the teachers in providing writing feedback to the students. The results showed a large difference in FRE, the number of words, sentences, paragraphs and errors. The K-means clustering findings were applied to classify groups of students based on writing proficiency indicators. The findings also revealed that the number of words and sentences in the essays indicated some deficiencies. The concept of paragraph should be reinforced while some specific errors such as misspelling, grammatical and typographical errors found need to be eliminated. This study showcased that the computer tools should be integrated to process the students’ essays so that the teachers can pinpoint the problems and make suggestions to their students in appropriate time. Lastly, the results can be served as the guidelines for the teachers to develop and adjust teaching materials pertinent to writing to enhance the writing performance of EFL learners.

Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students’ leadership efficacy development associated with such professional skills as self-awareness, global competence, ethical awareness, creativity, and teamwork skills. Responding to an online survey, 247 engineering undergraduates who were enrolled in an engineering leadership course participated in this study. Results of this study indicated that there are positive associations among the five professional skills (e.g., self-awareness, ethical awareness, global competency, creativity, and teamwork skills), and engineering leadership self-efficacy for engineering undergraduate students. The five professional skills (self-awareness, ethical awareness, global competency, creativity, and teamwork skills) predicted 54% of the overall variance of engineering leadership self-efficacy.

Open educational resources (OER) are an innovation coined to bridge the educational divide by providing free quality learning resources. Consequently, this study explored the perception of the Namibian open and distance learning institutions' perception of the use of OER as a pedagogical approach. The study focused on faculty members from the three public ODL institutions in Namibia. Integrated theories with a qualitative case study and interpretivist paradigm underpin this study. Qualitative methodologies were used to collect and analyse data. This study showed an inconsistency between the faculty members' perceptions and OER use within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified various challenges that impede OER adoption at the institutional level. Recommendations were formulated to address the identified challenges.