Pictologics (PLS) is a language teaching method which relies on imaginative usage of pictures. The current paper reports the effects of applying this method on enhancing critical thinking ability of the Malaysian students. 69 students (32 boys & 37 girls) in two classes in a public primary school in Penang, Malaysia participated in this study. The experiment covered ten 1-hour sessions which were all audio-recorded and video-taped. The main objective was to engage the students in short conversations in English by using new words that they were learning via PLS. The following qualitative instruments were employed in this study: interviews with the teachers, focus group interviews with the students, a group interview with students’ parents, class check-list of the students’ behavior during the sessions, photos, and video footages. The findings reveal significant patterns of critical thinking among the students such as recognizing and criticizing assumptions, giving reasons to support a conclusion, incorporating isolated data into a wider framework, and using analogies to solve problems. The author strongly recommends application of adopted PLS techniques to be used either alone, or combined with the other conventional language teaching methods.

This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.

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.

Kelley’s Discrimination Index (DI) is a simple and robust, classical non-parametric short-cut to estimate the item discrimination power (IDP) in the practical educational settings. Unlike item–total correlation, DI can reach the ultimate values of +1 and ‒1, and it is stable against the outliers. Because of the computational easiness, DI is specifically suitable for the rough estimation where the sophisticated tools for item analysis such as IRT modelling are not available as is usual, for example, in the classroom testing. Unlike most of the other traditional indices for IDP, DI uses only the extreme cases of the ordered dataset in the estimation. One deficiency of DI is that it suits only for dichotomous datasets. This article generalizes DI to allow polytomous dataset and flexible cut-offs for selecting the extreme cases. A new algorithm based on the concept of the characteristic vector of the item is introduced to compute the generalized DI (GDI). A new visual method for item analysis, the cut-off curve, is introduced based on the procedure called exhaustive splitting.

The curriculum of an elementary school of Indonesian education currently emphasizes the affective aspects as a result of student learning for the sustainability of national development. This fact encourages teachers the responsibility to create and develop effective learning tools to foster tolerance, nationalism, be communicative and friendly, love peace, and social care. The objective of the study is to analyze the needs of students in elementary schools towards the development of educational comics to foster character development. This study uses qualitative approach. Participants were 120 fifth grade students. A questionnaire was used to collect the data of the study. The data were analyzed using an interactive model. The results of the study revealed that there was an interest of students in comic media as a teaching aid containing local wisdom values for character education. In the aspect of construction, comics are needed that are related to the ideal scope and size of the comics. In the aspect of content required comic material set in a national culture containing local wisdom, presentation of the story with the contents of an illustration of nationalism and social awareness. As for the design aspect and appearance, characterizations of cartoons are needed, involving a variety of colors, fonts of proportional size. The conclusion of this research is the development of educational comics media with local wisdom is needed to fulfill the needs of elementary school students as an effort to foster character.

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 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.

Motivation for school is an important concept which influences students’ academic, social and cultural development. Leadership behaviours to be displayed by school principals can be thought to affect the network of social relations in school and to support the climate of trust in school for students to develop positive attitudes towards the school. In this context, this paper aims to analyse the correlations between school principals’ social justice leadership behaviours, students’ trust in school principals and motivation for school. The study group was composed of 762 secondary school students from Altindag district of Ankara. The data were collected with social justice leadership scale, trust in the school principal scale and motivation for the school scale. The data were put to descriptive analysis, correlation analysis and multiple linear regression analysis. The findings demonstrated that students had moderate level of perceptions of school principals’ social justice leadership behaviours and trust in school principals and high level of motivation for school. Besides, significant correlations were also found between the variables. Additionally, it was found that social justice leadership predicted significantly trust in school principals and motivation for school. The findings showed that the social justice leadership behaviors of the school principal play a key role on students’ motivation and their trust in the principals.

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers’ altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers’ Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.

Time management for educational leaders has remained highly relevant to scholars, policymakers and practitioners. We analyzed survey responses from 98 public high school principals to examine the congruency between average total hours they worked per week against the sum total of the average hours worked per week in each of five distinct categories of leadership tasks. The observed congruence was 0.32, while Cohen’s kappa coefficient was 0.10. Female principals tended to underreport, and male principals tended to overreport, total work time. Principals with doctorate degrees exhibited higher congruence than those without, and overreporting was inversely related to highest degree. Principals in charge of large teaching staffs were more likely than their counterparts to be congruent and less likely to overreport total work time. Self-report appears to be an inaccurate method to measure time use among high school principals. If time use is a key component of the quality of principal leadership, more detailed and robust techniques for collecting time use data should be utilized in future studies.

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 teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.

This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.

The purpose of the study was to identify how the designed instructional model moderated the vocabulary-related anxieties in students when they communicated in the media internationally. The methodological approach used in the study was aimed at controlling and manipulating variables which were as follows: The level of vocabulary anxiety related to communication in the media, cultural intelligence, and English vocabulary level. The study relied on quantitative and qualitative methods to gather the experimental data and answer the research questions. Insufficient vocabulary was found to be one of the key factors of anxieties in students when they communicated in the media internationally. The major sub-factors of the vocabulary-related anxieties in the students when they communicated in the media internationally (as perceived by the respondents) were spontaneous interaction with the native speakers, guessing the meaning of the words from the context, and paraphrasing ideas using synonyms. The instructional-purpose use of the predesigned vocabulary lists, learning them using the Telegram bot, talking to the foreign speakers in the media, self-analysis, and analysis by peers were proven to be capable to moderate the vocabulary-related anxieties in students when they communicate in the media with the foreign speakers.

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

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 purpose of the study was to identify and categorise the criteria-specified instructional approaches to fostering undergraduates’ cross-cultural skills involving training them in foreign languages and to evaluate their effectiveness and feasibility. It was a systemic review of the effectiveness type. The descriptive content analysis was used as a methodology within the study to analyse the relevant short-listed sources. The triangular assessment method (TAM) was applied by instructors from Ukraine to rate each approach’s/programme/course’s potential effectiveness and/or feasibility for the context of higher education in Ukraine. This review identified potentially effective and feasible approaches/programmes/courses that can be converged to produce more efficient instructional models for fostering undergraduates’ cross-cultural skills. The selected approaches or courses or programmes could be categorised as technology-driven approaches, approaches based on classroom activities or using specific instruction models, psychological effect-driven approaches, and combined or converged approaches. The use of technology-driven approaches seems to be the emerging instructional trend specifically in training students’ cross-cultural skills.

The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students’ skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: a) PhET simulations-based model, b) the model based on automated delivery of the course using the Smart Sender platform and c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.

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.