Assessment for Learning (AfL) may be conceptualized as minute-to-minute, day-by-day interactions between learners and teachers with the improvement of learning as the principal focus. This paper traces the development of an AfL measurement instrument (scale) that can be used for research purposes prior to, during and following professional development in the area. Rasch measurement procedures were applied to data drawn from a convenience sample of 594 teachers from 44 elementary schools in Ireland to create a scale consisting of 20 items distributed across four key AfL assessment strategies: learning intentions and success criteria, questioning and classroom discussion, feedback, and peer-and self-assessment.  This scale, the Assessment for Learning Measurement instrument (AfLMi), has good psychometric properties and is interpretable in a way that makes it potentially useful during system wide improvement initiatives focused on AfL.

Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants’ perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers’ representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to 1) the teacher’s daily tasks; 2) the teacher's professional development; 3) the teacher's professional identity and professional ideal; 4) the institutional and collegial context; and 5) the teacher's responsibility toward students. We discuss these categories and their implications for further research. 

This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students’ engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: “What is known about preservice/initial teacher education for child protection?”  Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O’Malley’s six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance.

By using multi-level modeling, this study explores the impact of students’ perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student’s perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students’ SES and attending public school in urban areas were found to be significantly related to students’ math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

The aim of this study is to identify parental involvement types and determine what type of parental involvement the parents of middle school children prefer. Moreover, it is aimed to examine the parental involvement types with regard to the parents' gender, their educational background and the socio-economic status of the school. The population of the study comprises the parents of the six grade students study in  29 middle schools during 2018-2019 academic year in Denizli province in Turkey. The sample of the study consists of 243 volunteer parents in three different schools with low, medium and high socio-economic level based on their residential area according to the information obtained from the National Education Directorate. According to the data obtained from the scale, it was seen that parents were more likely to use parenting, learning at home and decision-making as parent involvement types; on the other hand they used 'collaborating with community' the least. Parental involvement types did not differ significantly according to gender. Whether parents are female or male did not affect the types of participation. This may be related to parents' trust in school. It may be stated that the school, which had a higher social status, met the expectations of parents and did not require active participation. Parental involvement types varied significantly depending on the parents' educational background.

This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place.

Universities are more than institutions only conducting research and educating students in today’s world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the “third mission,” one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world’s leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey’s future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

The study's goal was to examine the correlation between the computer programming self-efficacy and computational thinking skills of gifted and talented students. The capacity of the computer programming self-efficacy of gifted and talented students to predict their computational thinking skills were also examined. The relational screening model has been implemented in the research. The participants of the study were composed of 106 secondary school gifted and talented students studying the Individual Ability Recognition Program (IAR) at the Science and Art Center in the city center. Typical case sampling was applied for the student identification of the participants, 46 are female and 60 are male. Gifted and talented students' computational thinking skills were assessed using the "Computational Thinking Skills Scale” and the computer programming self-efficacy was measured by using the "Computer Programming Self-Efficacy Scale". Data were analysed by Pearson correlation analysis and simple linear regression analysis in statistical software SPSS 22. Research results found that there was a positive and high correlation between the computer programming self-efficacy and computational thinking skills. The gifted and talented students' computer programming self-efficacy demonstrated 31.5% of the total variance in computational thinking skills. This finding supports the claim which is present in the literature that self-efficacy in computer programming is the affective aspect of computational thinking skills. To predict computational thinking skills, it may be recommended to build multiple models for cognitive and affective skills of gifted and talented students.

This paper sought to investigate the mathematics teachers’ reflection on the role of Productive Pedagogies’ framework in festering effective classroom instruction. Two research objectives were used to discuss the reflection of the four mathematic teachers. A qualitative case study was adopted as the design of the study. Classroom observations, Research Journal and Reflective Interviews were organised to collect data for the study, while the narratives approach to data analysis was used to analyse the data collected. From the study, the mathematics teachers were able to gradually adjust to the new framework through effective reflective meetings with their colleagues and with the support of the researcher. They (mathematics teachers) reflected that, the framework helps them developed confidence, positive attitude and interest to their teaching practice. It helped fostered effective collaboration and created an atmosphere of trust between the mathematics teachers and their students. The study also suggested that the pedagogy influence the mathematics teachers to provide and received feedback from their colleagues and from their students. They were also of the view that there was a gradual shift from the traditional teacher centred instruction they are more conversant with to a more student-centred pedagogy. The implication of the study suggests the need to adopt the Productive Pedagogies framework into the Nigerian mathematics classroom to improve mathematics teacher’s classroom instruction.

The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.

This article proposes that the reader be nourished by avant-garde elements for new educational practices in the teaching and learning of mathematics. The writing is based on an investigation that was carried out with high school students from Puerto Rico. From a qualitative paradigm with a research design in action, it was explored how students in higher grades resolve situations within their environment. Emphasis was placed on how they analyze through situations in context, and how they build knowledge through the search for a possible solution to the problem through the Project Based Learning strategy. The emphasis in treatment was for students to experience a transdisciplinary environment. Their impressions from the study were the revealing focus of how students learn when they are presented with a situation in their environment, taking roles themselves, solving them it through a project. As part of the project they used their knowledge of science and mathematics to solve the situation. Similarly, they learned mathematical concepts that are part of the Trigonometry course and that are measured in the academic achievement tests called PR Goals, previously known as Puerto Rican Academic Achievement Tests (PPAA).

This article examined the role of Lesson Study in a center school located in the southeastern United States through an analysis of a narrative by the school principal. This methodology allowed a level of reflexivity across the research team, who appreciated hearing about the powerful first-hand enactment of the initiative. The paper begins with an analysis of Lesson Study, particularly in special education, and the key tenets of Lesson Study followed by a narrative account of the principal. Subsequent to her story, we explored lessons learned in relation to implementing a system change in a school, namely Lesson Study. We learned that a deeper understanding of school culture, sustaining professional development, and collaborative practice, were significant factors enabling the principal and teachers at the center school to embrace, plan, and implement a successful Lesson Study for learners with significant disabilities. In addition, we learned that Lesson Study plays an important role in teacher and student engagement in teaching and learning at the center school and supports teachers to design lessons that are efficacious in meeting the individual needs and higher expectations of students.

This study aimed to investigate whether Thai high school students’ perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students’ had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students’ reading ability.

Citizenship is an act of being the ideal member of a society that “maintains and adapts to the culture of this society”, besides having a legal status with the duties and rights that the state imposes on the individual. This study aims to determine the citizenship perceptions of primary school teacher candidates and their ideal citizenship narratives.  The study was carried out according to the mixed research design. Three different measurement tools were used in the research and content analysis method was used for the analysis of data. According to the findings of the study, it was concluded that teacher candidates' perceptions of citizenship and ideal citizenship are similar. Accordingly, it was determined that they participated in the items related to traditional citizenship in the scales, and their perceptions of active/social citizenship were relatively low. It was also determined that all of the teacher candidates mentioned the courses they took during the university process in the differentiation of their ideal citizenship perceptions, and the ideal citizenship narratives were built on traditional citizenship as well as the perceptions of citizenship of the pre-service teachers.

Humans have had to immigrate from one country to another throughout the history because of economic problems, warfare, safety, etc. Warfare and migration definitely bring about traumatic incidents for all humanity. However, they are much more destructive for children. The current study aims to review the warfare-and-migration-themed drawings of the Syrian and Palestinian children living in Turkey as refugees in comparison to the Turkish children’s drawings. A case study design was employed as a qualitative methodology. 19 Syrian, 6 Palestinian and 25 Turkish children aged between 6-10 years studying in various primary schools in City of Istanbul made up the study sample. Children were asked to draw pictures of warfare and migration, observed and interviewed for data collection. Content analysis was used to determine the themes present in the qualitative data. The themes identified in the drawings were discussed referring to the literature and recommendations were made.

Adversity Quotient is a person's response to overcoming obstacles or problems. Barriers experienced, and the ability to overcome these obstacles vary in each person. This study was a literature review study focusing on adversity quotient in the field of education. This study reviewed several manuscripts that concentrated on research design, type of participants, and the critical role of adversity quotient in the field of education. A total of 18 articles were analyzed by exploring and reviewing manuscripts from trusted database journals, namely Scopus, Science Direct, and ERIC. This review explored three aspects of educational adversity quotient publications, including 1) the type of research design used in research related to adversity quotient in the field of education, 2) the types of participants chosen in research related to adversity quotient, and 3) the role of adversity quotient in education. Based on the results of manuscript reviews, adversity quotient research shows a great influence in the field of education. Research on adversity quotient shows that 1) descriptive and experimental research is the most commonly used design; 2) research participants in adversity quotient research are dominated by students, especially university students; 3) the role of adversity quotient is much shown in learning outcomes in the field of skills.

Satellite remote sensing has been largely adopted in all kinds of environmental applications as it has proved to be an excellent tool for research and decision-making purposes. It has also been recognized as an important educational tool in the past years. However, it has been insufficiently incorporated in school practice, especially at the elementary level. This article describes the use of remotes sensing as a tool to present science topics in the elementary classroom. A phenomenon-based approach was adopted to introduce the Urban Heat Island Effect (UHI) to eighty-one second and third-grade students. The students’ experiences in their learning environment were collected with the use of a questionnaire developed for that purpose. The pedagogical approach encouraged the students’ critical thinking and individual observations to try to explain the phenomenon working with the other students and the adults in the class- room. The phenomenon-based approach, along with the powerful visualizations of the remotely sensed data kept the students motivated and active. Seventy-one percent of the students reported that this was an engaging activity, and seventy-eight percent said that they would like to participate in similar activities in the future. The rest of the responses were neutral. None of the students were previously familiar with remote sensing or the UHI. This experience showed that it is critical to have adequate and appropriate resources readily available, as well as efficient facilitation in order to tackle this pedagogical approach. The activity was organized for Earth Observation Day (EOD), 2016, in the framework of a West Virginia View funded project. EOD is a STEM (Science, Technology, Engineering, and Mathematics) educational outreach event that occurs yearly and during which scientists, all of whom are experts in remote sensing and related geospatial technologies, are available to support teachers in their respective states.