Journal articles: 'Academic achievement. Motivation in education. Language and education High school seniors High school teachers' – Grafiati (2024)

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While much has been written about how principals motivate their teachers, there is a surprising paucity of research on what motivates principals themselves. Because a principal significantly impacts the academic achievement of students and because principal turnover disproportionately impacts low-income schools, it is imperative that we find a way to keep principals feeling motivated. We examined what principals say provides them motivation to succeed and found that praise—from students, supervisors, and parents—is very meaningful to them.

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This research was conducted to examine students’ perceptions of their teachers’ dominant characteristics - the feedback they provide, how feedback is related to students’ achievements and learning motivation level, and how all of these relate to classroom climate. It was conducted with 2,599 elementary school, junior high and high school students. Data were collected by means of structured questionnaires. The results were significant: learners attribute much importance to the feedback they give their teachers and they evaluate them positively regarding pedagogy and didactics. In addition, learners reported an average or slightly above average score for the general classroom climate. Girls reported more positive perceptions than boys at all age levels. Elementary school students reported more positive perceptions than junior high and high school students. Mathematics was more highly rated than other disciplines. Female teachers were preferred to male teachers and younger teachers to older teachers. Positive teacher evaluations resulted in a higher motivation level and improvement in learning achievements, as well as a positive perception of classroom climate, but teacher feedback and motivation were found to be the most important factors in predicting learning achievement.

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Teaching self-determination skills to students with disabilities can improve both behavior and academic achievement while having a lasting impact on life outcomes. Specifically, goal setting is a highly useful and transferrable life skill that can enhance motivation, increase access to curriculum, and promote independence while improving academics and behavior. Unfortunately, students with disabilities are often not provided with adequate instruction to learn and practice goal-setting skills in school. To that end, this article presents a step-by-step guide for teachers to explicitly teach high school students with disabilities how to self-set goals to improve their behavior and academic achievement.

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Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.

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Theoretical approaches and empirical research suggest a decline in the levels of motivational variables and self-esteem among students during the school career. However, precise statements about the magnitude of the change remain elusive. Conducting a meta-analysis of 107 independent longitudinal studies with 912 effect sizes, we found an overall decrease of Glass’s Δ = −.108 over an average duration of 1.654 years. Change significantly differed by construct with the largest decreases in intrinsic motivation, math and language academic self-concepts, mastery achievement goals, and performance-approach achievement goals. There were no significant mean-level changes in self-esteem, general academic self-concept, academic self-efficacy, and performance avoidance achievement goals. School stage and transition to middle school or high school were not significantly associated with the change. Findings generalized over academic domain and questionnaire used for all constructs except for academic self-concept. The decline was larger in Europe than in North America or Asia.

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Newspaper headlines from across the United States reflect the turmoil in public education today, with some states protesting federal requirements for testing, some states lowering proficiency requirements, other states raising proficiency requirements, and even kindergarten and preschool children facing higher academic expectations. These headlines, reflecting the accountability pressures of higher standards and high-stakes tests, are having predictable effects upon educators in schools. My home state of Hawaii is no exception. “Teachers say they're the ones being left behind,” stated a headline in the Honolulu Advertiser, while the line below read, “Morale low, frustration high among many” (DePledge, 2004).

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Motivation plays a critical role in engaging students to study mathematics and in improving their mathematics performance. The relationship between motivation and mathematics achievement has been discussed in the literature; however, research gaps exist in terms of empirical testing of the key aspects in the context of mathematics education in Vietnam. Therefore, the aim of this study is to address the research gaps by empirically examining the relationship between mathematics motivation and mathematics achievement among high school graduate students in Vietnam. This study adopted the academic motivation toward mathematics scale (AMTMS) for its questionnaire survey and data collection. Six hundred and eighty responses were received from high school graduate students. The data were subjected to structural equation modelling analysis. The current study generated several key findings. Amotivation has been proven to negatively affect mathematics achievement. However, introjected regulation, identified regulation and intrinsic motivation positively affect mathematics achievement. The findings emerging from the current study provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam. The study discusses some strategies, such as how to foster mastery orientation and the application of effective technology, to improve mathematics achievement.

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Changes in goal orientations and self-concept in Greek language and physical education classes during the first months of junior high school in Greece were studied. Participants, 572 students in their first year of junior high school, responded to questionnaires assessing (a) goal orientations and satisfaction in physical education and Greek language classes, (b) multidimensional self-concept, (c) attitudes toward school and teachers, and (d) life satisfaction. The measures were collected in three sessions: at the beginning of the school year, 6 wk. later, and 14 wk. later. The third measurement followed the students' grades for the first term. Students showed significant decreases in mastery and social-approval goal orientations in both physical education and Greek language classes. They also showed negative attitudes toward teachers, perceptions of physical ability, and relationships with parents. Most differences emerged between Weeks 6 and 14. The learning environment and the assessment system in Greek junior high school seem to play an important role in the decrease of students' motivation and perceived competence.

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The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance

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The subject of the research in this article is the innovative methods of teaching a foreign language. The author considers innovative activity as a process of mutual influence, the strength of which depends on both the ability to use various innovative methods and techniques in teaching, and the spiritual wealth of the personality of the teacher. This article deals with the problem of finding new methods and ways to increase motivation for teaching foreign languages. One of these forms is new pedagogical technologies, the introduction of which facilitates effective language learning. The article defines the concepts of "Pedagogical technology" and "Smart education", which can provide a high level of education that meets the challenges and opportunities of today's world. The author emphasizes that it is not enough for a new generation of teachers to be competent in their field of knowledge, it is necessary for the educational process to use methodological innovations that are currently associated with the use of interactive teaching methods. The author considers several interactive methods, the implementation of which will contribute to the achievement of the goal - improving the efficiency of the educational process, achieving high efficiency for all students.

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AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

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The study aimed to measure the correlation between the motivation to learn English as a foreign language and the achievement level in students in the first semester of the Bachelor’s degree in Primary Education at a higher education school “Escuela Normal Oficial de Irapuato” (ENOI). These future teachers of basic education are of interest due to the high impact they have on the education of future generations in Mexico. The present study comprised a quantitative non-experimental correlational research. Gardner´s attitude/motivation test battery (Gardner, 1985) was used to measure motivation and the Oxford on-line Placement Test scored the students’ English level achievement. The motivation results show the high motivation intensity these future teachers have to acquire English as a foreign language, both for integrative and instrumental reasons; the average is 5.79 points out of 7. The English achievement results showed that 67% of incoming students barely reached an A1 which is less than 20 points out of 120, even though, it did not include a speaking section which has been reported as one of the most difficult abilities. The Spearman’s rank correlation was calculated at 0.2430 using the results before mentioned. Based on these grounded findings, the authors propose focusing on specific learning areas that can better prepare these futures teachers to take advantage of their own students’ crucial period.

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Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities, and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. The authors address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike in prior research, the authors compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

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Adolescence is one of the most critical and decisive period in the life of every person. People determine their own destiny by passing education in this period. One of the problems that plague the students in this period is reduced motivation especially achievement motivation and academic achievement.In general, domestic and foreign researches have demonstrated that reality therapy is an effective method in a wide range of different areas such as: increasing public health (Ebadian, 2006), increasing self-esteem (Moradi, 2007), self-concept and decision-making (Lorense, 2004) as well as identity crisis (Calantari Hormuz, 2005) and reduced anxiety (Shafiabadi et al., 2004) so it is expected to be effective in achievement motivation and academic achievement.This theory has been employed by counselors and teachers who were going to use Glaser basic ideas in the field of reality therapy in schools. Outcomes of lack of achievement motivation and academic achievement are the problems we attempted to resolve in this study.For years I was looking for the answer to this question that why students with the same IQ some have higher achievement motivation while some fall behind in school. Is there any solution to help students who encounter paradox (Students who want to have academic achievement, but they are not able to adhere to the implementation of educational programs). I didn't find any functional and successful solution for academic achievement of students with medium or high learning level who fall behind in school; however, scientific and technical training schools offer a variety of learning styles. This research aimed to study the effectiveness of reality therapy on increased achievement motivation and academic achievement of male middle school students in Sib & Suran County. This is a quasi-experimental and applied research.

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Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students’ academic performance, leading to underachievement. This qualitative study aimed at exploration of gifted students’ adjustment to university and issues they face within this process. We use the lenses provided by self-determination theory to further interpret the role of both internal and external motivation forces contributing to gifted students’ adjustment and achievement in higher education settings. It was identified that the gifted school and university learning environments, as well as the influence of key people (parents, peers, and teachers) played a crucial role in facilitating or impeding gifted school graduates’ sense of self-determination and consequently their adjustment and achievement. This study offers interesting insights for the understanding of gifted (under)achievement in a context where giftedness is predominantly conceived as high intelligence and academic achievement, gifted students are identified via performance-based measures, specialized schools are the preferred means for gifted education, and young people’s talents are considered invaluable for the development of the national economy and the society.

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The learning motivation and learning attitude are both one’s invisible factors, which can have an impact on the achievements of English learners directly or indirectly. According to the attribution theory, a proper way of attribution will play an active role in arousing the students’ motivation of learning English and forming a better attitude towards learning. This research aims to analyze the correlation among the junior high students’ motivation, attitudes towards learning English and achievements from the perspective of attribution theory. Through the questionnaire, classroom observation and the interview, the researcher mainly investigates the correlation among the English learning motivation, attitudes and achievements of the 112 junior high students of the two classes in Xinxiang, Henan province of China. Furthermore, the researcher also conducts an interview with three teachers in order to have a good knowledge of the correlation among the learning motivation, attitudes and the achievements. It has been found: (1)There is a positive correlation among the achievements, the motivation and attitudes towards learning English of junior high students. (2)There are four main factors which have a significant influence on the learning motivation and attitudes towards English learning of junior high students: school circ*mstances, classroom atmosphere, teachers and home environment. (3)In order to enhance the academic achievements of the junior high students, the strategies to motivate the students to learn English and improve their attitudes should be put forward and paid more attention to from the aspects of the school, the class, teachers and their parents.

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Education is not about what you learn inside the classroom rather it is about how you apply the knowledge that you gain in your everyday life situation. The way the teacher trains and educates a student is one of the greatest factors of one’s knowledge. With the sudden rise of controversies about equality at school, its effects on the students can merely be notified as the matter itself captures the interests of people these days. Society focuses mostly on how it affects the students’ study behavior – be it by interpersonal and intrapersonal communication; and its impact on the class as a whole. However, researches only concentrate on one party – the students’ perspective. The research investigated the awareness of teachers regarding the concept of bias. Researchers featured the teachers of Lorma Colleges Special Science High School as the respondents. The research was also intended to find factors and their effects on the teacher’s professionalism and effective instruction. Positive student-teacher relationships are characterized by open communication, as well as emotional and academic support that exist between students and teachers. In shaping successful classroom interaction, learning, and achievement, it is important to determine the degree of similarity between student’s and teacher’s personalities.

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AbstractIt seems important to consider students’ attitudes towards physical education (PE), and the way they learn sports. The present study examines students’ perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.

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The study aims to analyze the selection of outstanding teachers to the determination ranking on professional and intellectual managerial performances. A qualitative research was used where 91 teachers were selected based on the level of education from kindergarten to secondary school and vocational education. The results showed there are three data categories of professional and managerial performances of teachers, namely, high, medium and low. The three categories of data describe the various factors that affect the ability of the management professional and intellectual teachers among the demands of interpersonal of the profession, carrying out the task of teaching a high quality produces professional development, encouragement and motivation from leaders in the school, and a special confidence in the development of professional, as well as using the four dimensions (the assessment of emotion-self, appraisal of emotions of others, use of emotion, and emotion regulation) in improving the performance of teachers and the determination of the personal goals of the teacher in the academic achievement.

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The implementation of the Timor-Leste curriculum 2011 for the multimedia technology subject at Public High School in Baucau sub-district needs to be evaluated for maintaining the consistency of the curriculum objective achievements. This research aims to know the teachers’ readiness in implementing the Timor-Leste curriculum 2011. The aspects considered are official language competence, academic qualification, pedagogical competence, and professional competence. This research is a survey analysis using 7 respondents of multimedia technology teachers. The result of the research shows that the teachers at Public High School 01 and 02 in Baucau Sub-district are in the "high” category because the percentage of achievement from the four aspects is 91.71 % until 85%. The teachers’ readiness should be evaluated as the guidance or resource to increase the teachers' competence from the aspect of academic competence, teachers' qualifications, pedagogical competence, and professional competence to give the qualified output of the education.

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The purpose of this research is to make a detailed examination of the school culture and its effects on the academic achievement of students. In this research that has been carried out within the framework of the qualitative research approach, the answers have been sought to be found to the questions “What is school culture?”, “What are the effects of school culture on academic achievement?” and “What should be done at school to create a strong and positive culture?”. The study group of this research consists of 12 students determined using a maximum variation sampling technique which is one of the purposeful sampling techniques and studying at a high school within the scope of the Ministry of National Education. Data were collected by a semistructured interview method. The data collected were analyzed by a descriptive analysis technique. The participant students have expressed that the school culture means the behaviors at school, the background and successes of school, circle of friends, school uniforms and social activities.Moreover, the students have stated that the school culture has effects on the achievement of students in terms of motivation (will to study), sense of competition and their development in all respects. Lastly, the participants have offered some suggestions like the number of social activities should be increased; laboratories should be used actively and improvements should be made at the library in terms of number and contents of books; relations, attitudes and behaviors between teachers and students should be regulated and school trips should be organized concerning the creation of a strong and positive culture at school. In line with the findings, the researchers have concluded that school culture has a positive and strong effect on the academic achievement of students. Therefore, suggestions that would improve the school culture should be put into practice.

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Students engagement is a very important variable to support students' academic achievement and success. Previous studies showed that the students who disengage will show a lazy behavior and will mislead them to dismiss their classes and even lead them to stop getting to school.This research aims to give an understanding to all professionals around the students', such as their parents, teachers, and peers about the importance of stimulating the students' motivation so that they will engage in some particular school activities. The specific purpose of this study is to examine the correlation between the social support and students engagement at school mediated by achievement motivation.This research is a correlational research. The dependent variable (y) is students engagement measured by the school engagement index. While the Independent Variable (x) is a social support measured by using child and adolescents social support (CASS). Veriable mediation is an achievement motivation measured by Achievement Motive Scale. Data were analyzed by using the path analysis method. Participants were 120 students of senior high school number 3 Palopo selected by using the proportional sampling technique.The results showed that there was a significant positive correlation among social support, achievement motivation, and students engagement. While achievement achievement motivation can not be functioned as the mediator on the relationship of social support and student engagement, it is shown from the direct correlation which is greater than the indirect one. The results of this study contribute to the education sector in particular to minimize the students’ disengagement.

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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

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In this article, Maria Estela Zarate and Ronald Gallimore identify factors that predicted college enrollment for Latino and Latina students. Using data from a 15-year study of randomly recruited Latino and Latina youth (primarily second-generation Mexican Americans), they found that different factors were associated with their college enrollment. For Latinos, academic achievement (as measured by standardized tests), parental factors, and language proficiency consistently predicted their college enrollment. In contrast, for Latinas, teacher-rated classroom performance and pursuit of college counseling in high school were consistently significant predictors for college enrollment. These findings contrast with dominant college-attainment models and pose questions about how school agents might influence educational outcomes for Latinas. While their quantitative analyses exposed gender differences in factors that led to college enrollment, the authors conclude that future research should use a qualitative approach to explore how and why gender differences exist. Zarate and Gallimore speculate that nonacademic factors, such as interaction with parents and teachers, may explain the absence of a consistent predictive power of test scores for Latina college enrollment.

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Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu.

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Novelty has recently been suggested as a potential basic psychological need within self-determination theory. Taking into account the lack of research on this new construct, the purpose of this study was to show the role of novelty satisfaction in physical education, analyzing its relations with some outcomes that are relevant for academic achievement. Secondary school students completed measures of basic psychological need satisfaction (autonomy, competence, and relatedness), novelty satisfaction, the three types of intrinsic motivation (to know, to accomplish, and to experience stimulation), and different outcomes (vitality, dispositional flow, and satisfaction) for physical education. Confirmatory factor analysis showed a high correlation between autonomy and novelty satisfaction. The problem of discriminant validity was solved by removing an item from the original version of the Novelty Need Satisfaction Scale due to its overlap with the autonomy construct. This modification contributed to improving the psychometric properties of this scale. Structural equation modeling showed that satisfaction of the need for competence was the strongest predictor of intrinsic motivation to accomplish and to experience stimulation, whereas novelty satisfaction was the strongest predictor of intrinsic motivation to know. Positive direct and indirect effects from novelty satisfaction were found on vitality, dispositional flow, and satisfaction with physical education classes. These results suggest the importance of teachers developing strategies to provide novelty support, with the aim of achieving multiple positive outcomes in physical education.

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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. 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Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

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Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The <em>Goal Achievement Tendencies Questionnaire </em>(AGTQ) and the <em>Sydney Attribution Scale </em>(SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (<em>M </em>= 13.81, <em>SD </em>= 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.

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The article substantiates the urgency of the problem of preparation of future teachers to use AR technology in the language and literature field of primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with younger students are considered. The specifics of interactive alphabets, coloring books, art books of Ukrainian and foreign writers, toys with AR-applications, which are appropriate to use in working with younger students, are characterized. A method of diagnostic research of the level of readiness of future teachers to use AR in the language and literature field of primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. One has confirmed the insufficiency of its formation in future teachers in the field of primary education, inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process, the need to develop and implement a holistic system of formation of the studied readiness of future teachers in terms of higher pedagogical education. A model of forming the readiness of future teachers to use AR in the language and literature field of primary education has been developed. The main tasks are defined as follows: to form teachers' motivation, understanding of the importance of using augmented reality technology in professional activities, to expand and deepen students' knowledge about the specifics of AR, the variety of educational tools with AR applications, to promote the mastery of techniques for working with teaching aids with AR, ways to organize junior high school students when working with AR applications. The model contains the following stages: cognitive (research of scientific sources, analysis of curricula and work programs of academic disciplines of pedagogical institutes, study of the current state of readiness of future teachers to use AR in professional activities), activity (development of the semantic module "Fundamentals of AR application in the linguistic and literary field of primary education"), creative (development of master classes, trainings, webinars, quests on the problem of application of augmented reality technology in the linguistic and literary field of primary education).

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Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance), using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the gains made by the students of non-Board certified peer teachers. Teachers identified through the assessments of the National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement, one of the many outcomes of education for which teachers are responsible. This study does not address whether other, cheaper, or better alternatives to the National Boards exist, as some critics suggest. On the other hand, the results of this study provide support for the policies in many states that honor and provide extra remuneration for National Board Certified Teachers.

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Purpose – The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. Design/methodology/approach – The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events). Findings – The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences. Research limitations/implications – Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implications – The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implications – This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions. Originality/value – This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.

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The number of productive age of Indonesian population will reach the highest rate in the year 2035. Thisachievement actually begins in 2010. Since it is something new after this nation got its freedom, the government makes a lot of effort to make sure that the large number of productive age population is in line with its high quality as well. The linearity of quantity and quality is then called by the demographic bonus (bonus demografi) which the national development enables to take advantage of it. However, if the condition both the quantity and the quality of the population is upside down between one to another itpossibly becomes disastrous demographic (bencana demografi) (Kemendikbud, 2013: 7). Many efforts have been carried out to pursue the demographic bonus. One of them is through the national education together with its management which emphasizes on pupils’ integrated multi-intelligence. Education and management are like two sides of coin. It brings many issues. One of them is about humane education management issue. Most of educators and experts pay a little attention tothe humane education management in the teaching and learning activities (KBM, for short) in this country since they think it naturally goes on. At State Islamic Senior high School (MAN,for short) 2 Brebes is one for instance. Becoming the only state Islamic State Senior High School in southern District of Brebes, MAN 2 Brebes experiences quite good progress in the last five (5) years due to the academic and non-academic achievement. This paper describes the humane education management implemented by educators in MAN 2 Brebes. The type of research used in this paper is a qualitative case study approach. The research location is at MAN 2 Brebes. The subjects of the study consisted of Principal, Vice-Principals, Teachers, students and also Administration Staff. The Data Collection technique in this research is taken through interview, observation, documentation, and questionnaire. The data validation test is done by triangulation and data collection techniques. The data analysis was performed with data reduction, display and conclusion. The result showed that humane education management that is carried out humanly in MAN 2 Brebes treats the learners humanely rather than the reverse such as bullying done by teachers or among students, theft, and other crime. Humane education management conducted in MAN 2 Brebes has a number of purposes. Among others are: 1). giving motivation for students, 2). initiating to self-concept, 3). Developing and improving creativity, 4). leading to positive curiosity, 5). reducing anxiety, and 6). escaping from being a stranger at madrasa.

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The article focuses on the tools and methods of cross-disciplinary integration as a part of the professional education of primary schools teachers. According to the Federal Standards of High Education, primary school teachers must be able to ensure students’ progress in nine or ten subjects, which requires expertise in several non-closely connected subject areas. Currently each of these areas is studied separately, while reasonable integration would allow for more systematic knowledge. University lecturers and professors normally prefer to merge the subject areas with the methods of teaching these subjects, but rarely use the existing tools for exploring connections between science and humanities. Cross-disciplinary tasks are the most effective tool of such exploration. Hence, in this article the authors provide the defi nition of the cross-disciplinary tasks, its goals and purposes, methodological requirements for such tasks, and analyse their own experience of implementation such tasks in a university setting. The article provides examples of cross-disciplinary tasks the authors used in their Russian language and Mathematics courses, taught in 2018-2019 academic year in Ushinsky Yaroslavl State Pedagogic University. The tasks are applicable while studying the following topics – Theory of Sets, Theory of Combinations, Mathematical Logics, Algebra, as well as Phonetics, Phonology and Calligraphy. The authors found that the implementation of the tasks increased students’ motivation and helped establish connection between the two disciplines, while also enhancing the understanding of both subject areas. Based in these results, authors propose using such tasks as a form of the fi nal examination for the academic module «Subject Areas and Methods of Teaching» at higher education institutions offering degrees in Primary Education degrees.

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Purpose Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is increasing. Opponents have argued that Ethnic Studies does not challenge students academically and prepare them for high stakes testing (Planas, 2012; Sanchez, 2007). Conversely, research continues to show ways Ethnic Studies contribute to students’ academic achievement, especially for students from marginalized and vulnerable communities (Cabrera et al., 2014; Halagao, 2010; Tintiangco-Cubales et al., 2015). This study aims to demonstrate the possibilities and potential of Ethnic Studies-framed tools for English and Language arts teachers. This moment concerning Ethnic Studies in schools illuminates an important opportunity to demonstrate how Ethnic Studies-framed tools positively affect learning mainstream school content, namely, English and Language Arts. The authors consider the following point: To what extent can Ethnic Studies-framed tools affect approaches for learning English, writing and reading while simultaneously being responsive to a community’s needs? The authors maintain the importance of such tools that exist in how they support the development of community responsive literacies (CRLs). Design/methodology/approach This paper examines CRLs through the Ethnic Studies Praxis Story Plot (ESPSP). The authors begin by exploring the development of the ESPSP, first used in Pin@y Educational Partnerships (PEP), an innovative K-college Ethnic Studies teaching pipeline. Next, the authors examine each coordinate of the ESPSP, examining their purpose, theoretical underpinnings and ways the ESPSP offers nuanced approaches for learning literacies. Findings The authors then discuss how CRLs emerged to support PEP teachers and students’ reading and writing skills using the ESPSP. Originality/value Finally, the authors learn from students’ experiences with the ESPSP and offer implications for English and Language Arts teachers in the pursuit of teaching and serving students in more socially just and community responsive ways.

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Purpose The purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circ*mstance of the socio-economic circ*mstance of the school. Design/methodology/approach In total, 22 Government schools from a single school district in Australia participated in the study, after having been involved in a system sponsored “teaching improvement program”. A survey, consisting of 30 seven-point Likert-style scale items, was administered to all teachers and school leaders in the school district. The survey was designed to rate levels of staff perceived alignment, capability and engagement to the programme as it was implemented by the Head in each school. The information regarding each school’s ICSEA value, funding per student and student learning performance, was obtained from the database provided by the relevant authority (ACARA). All statistical analysis was completed using SPSS Version 22. Findings The findings of this study indicate that high levels of organisational readiness, as defined by the alignment, capability and engagement (ACE) approach, are associated with effective teaching and improvement in student outcomes. In turn, the authors interpret this to mean that the internal organisation of a school has important effects on student achievement that are independent to external factors such as school funding or even the socio-educational positioning of the school. Research limitations/implications The findings of this study indicate that high levels of organisational readiness, as defined by the ACE approach, are associated with effective teaching and improvement in student outcomes. The implications are that the ACE provides a framework for what the school leader needs to focus on when whole of school teaching improvement is the goal. The study did not investigate what the school leader did in each school to ready their staff. Practical implications These findings indicate the importance of leadership in a school and provide an insight into what the school leader needs to focus on when whole of school teaching improvement is the intended goal. This focus can thus be understood as the leader working to ensure all staff members are ACE to the improvement agenda. Social implications The improvement of educational outcomes is a global goal of governments. In this respect, Organisation for Economic Cooperation and Development (OECD) school systems in particular have linked education system performance and international competitiveness in ways that place pressure on the “black box” of individual schools. Reports, such as the Programme for International Student Assessment and local testing regimes testify that governments and communities are interested in the academic performance of students within and across schooling systems. The benefits of high performing schools contribute to the standard of living of citizens and the well-being of a society more generally. This paper investigates propositions that focus the work of the school leader to achieving such inherent goals. Originality/value The paper introduces the concept of school readiness. The premise is considered important to the current research because it represents the ability of schools to participate in reform agendas that are characteristic of government policy positions. The “school readiness” approach lies outside the education literature, motivated by the idea that the literature on turning around failing organisations in sectors outside of education provides clear guidelines for reforming schools. The implications for turnaround leadership are particularly encouraging and important particular organisational factors, in common with sectors outside of education, are of significant importance in enhancing teacher motivation, teacher learning and consequential improvements in student outcomes. This paper seeks to add empirical evidence in support of these approaches by adopting what the authors refer as organisational “readiness” for reform developed by Schiemann (2014).

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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.

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Purpose – Earlier research on “Hole-in-the-Wall (HiWEL)” conclusively indicated groups of children pick up computer literacy on their own and are adept at performing basic functions such as cut, copy, paste, surf the internet to answer high-end questions. Research also indicates that children self-organize themselves to figure out things which they find difficult and thus learning is a continuous process for them. The studies have also indicated that HiWEL pedagogy is child centric and is at the discretion of the child. Children organize themselves and become self-regulated learners. However, so far no study has been undertaken to determine whether children accessing Hole-in-the-Wall learning stations (HiWEL LSs) can improve in mathematics and English. The intent of the present study is to examine whether groups of children are able to pick up mathematics and English on their own using the learning station. The paper aims to discuss these issues. Design/methodology/approach – In order to study the impact of HiWEL LS on mathematics and English, the authors took two groups; experimental group and control group from six states. Experimental group – 31 children from each site (except for two sites, where experimental group consisted of 30 children) were randomly selected to be a part of the study. 16 children from class 6th and 15 children from class 7th were identified. For this study, the experimental group consisted of a total of 277 children from nine locations. Mathematics and English tests were administered at two time points, pre and post within a gap of six months of installing the learning station. Control group – children that formed the control group were selected from nearby villages with similar socioeconomic background as the experimental group. A total of 135 children (15 children per location) were selected for this study. This group did not have access to HiWEL LS or to any other computers. These children were also tested on the same two tests at two time points, pre and post within a gap of six months. Findings – Children exposed and using HiWEL LSs pick up academic English and mathematics on their own for grade 6th and 7th. These are government school going children. Qualitatively, the teachers and parents feel that they too have seen the benefits in the academic achievement of these children. Research limitations/implications – The study was done for a six-month period across seven sites. This study should be replicated over across entire India and a bigger sample should be taken for results to be conclusive. Practical implications – The actual quantity of schooling that underprivileged children experience and the quality of teaching they receive are extremely insufficient. This seems to be true of both the educationally more advanced states and the educationally backward states. These findings suggest a new pedagogy for enabling children to improve their academic performance which in turn leads to improvement in school performance. Thus, for the current educational system, it is important to have alternatives. Originality/value – So far, no study has been undertaken to determine whether children accessing HiWEL LSs can improve in mathematics and English. The intent of the present study is to examine whether groups of children are able to pick up mathematics and English on their own using the learning station. And, the findings have been positive.

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The article raises the issue regarding the possibilities of using musical noise instruments in the process of mass art education. The relevance of the topic is predetermined by these facts: a) insufficient attention of representatives of musical education to the use of musical noise instruments; b) the growing importance of this type of instrument in academic and popular music; c) increasing interest of modern youth in instrumental music making; b) the low degree of development of the theory and methodology of playing musical noise instruments. The goal of the work is to consider the phenomenon of musical noise instruments from the education viewpoint as well as to determine their pedagogical potential. The content of the article. Based on the analysis of special literature, the classification concept “musical noise instruments” has been specified. Their mechanical, acoustic, plastic, cultural and educational properties have been characterised. The features of musical noise instruments that determine the possibility and expediency of their use in the practice of musical education have been determined. The results of the study. It is proposed to understand “musical noise instruments” as acoustic mechanical devices that allow creating more or less plastic broadband and colour noises. It has been established that musical noise instruments have an important educational value, which can be explained by a number of factors: a) these instruments belong to the oldest sound generation devices in the history of mankind, familiarity with them serves to expand cultural knowledge and gnostic motivation for art education; b) mastery of them opens the way for developing traditions of the native national art and the wealth of other national cultures; c) musical noise instruments primarily serve to reproduce the musical rhythm in all its expressiveness and structural complexity; involvement of schoolchildren in playing music with musical noise instruments promotes the development of their musical and rhythmic abilities, perceptions and skills; d) since the role of musical noise instruments today has significantly increased in the practice of classical, jazz and popular music, the acquaintance of students with these instruments should be considered as one of the ways to master the poetics and artistic language of modern music in its various style and genre manifestations; e) musical noise instruments have a high potential in attracting preschool children and primary school pupils to active ensemble music playing. Modern pedagogy of higher education should study and develop the didactic capabilities of musical noise instruments in training future teachers of musical art: the formation of their sense of rhythm, texture, architectonics, timbre palette, intonational expressiveness; arranging skills, expanding musical and cultural experience. These tasks require an appropriate technique, the development of which is the author’s further task.

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The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably hom*ogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm

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الملخص: العربية من المواد المقررة في مدارس أو معاهد إسلامية في بلد تايلاند، مثل مؤسسة سانتيتام الإسلامية بناكون سي تامارات بجنوب تايلاند. ولدى التعليم سبعة عناصر مثاليا تصنعه؛ المعلم والتلاميذ ومصدر التعليم ومنهج التعليم وطريقة التعليم ووسائل التعليم والتقويم. إن تحقيق التعليم المثالي متعلق بتحقيق عناصر التعليم بأكملها، لا سيما لتعليم اللغة العربية. فيهدف هذا البحث وصف العناصر السبعة لتعليم اللغة العربية في المرحلة المتوسطة "الثالثة" بمؤسسة سانتيتام الإسلامية بناكون سي تامارات تايلاند. المنهج المستخدم لهذا البحث هو المنهج الوصفي الكيفي. والنتائج المكتسبة من هذا البحث هي: أن (1) كفاءة معلمي اللغة العربية فيها ما زالت ناقصة، إما من ناحية استحقاق الأكاديمية أو الكفاءة الفيداغوغية من ناحية تطوير عملية التعليم وتخطيطها. وكفاءتهم المهنية جيدة، لأنهم تعلموا العربية سنوات في معاهد وخبرتهم في تعليم اللغة العربية كثيرة، وكفائتهم الشخصية والاجتماعية جيدة، (2) معظم التلاميذ قد تخرجوا في مدارس إسلامية. ولا تزال كفاءتهم للغة العربية ناقصة بشكل عام لأنهم لم يجيدوا المهارات الأساسية لتعليم العربية ، (3) مصدر التعليم الأساسي هو الكتاب المقرر، (4) منهج التعليم للعربية فيها غير واضح، (5) طريقة التعليم المستخدمة غالبا فيها طريقة المحاضرة والقواعد والترجمة والاستجواب والمناقشة، (6) قد يستخدم معلمو العربية فيها وسائل التعليم وقد لا يستخدمونها، (7) يقام التقويم للغة العربية مرتين في الفصل الدراسي، وكذلك يقام التقويم أثناء المادة أو في أخيرها والشيء الذي يقاس بشكل أفضل هو القواعد والمفردات.الكلمات المفتاحية: تعليم اللغة العربية; عناصر التعليم; تايلاند.Abstract: Arabic is one of the subjects in Islamic schools or boarding schools in the country of Thailand, such as the Santitam Islamic Foundation in Nakhon Si Thammarat Southest Thailand. Education has seven ideal components: teachers, pupils, source of education, curriculum, method, media and evaluation. The achievement of ideal education is related to the achievement of the entire educational component, especially to the teaching of Arabic. The aim of this research is to describe seven components of Arabic language learning in third grade of Islamic Junior High School of Muslim Santitham Foundation School Nakhon Si Thammarat Thailand. The methodology used for this research is qualitative descriptive. The results obtained from this research are: (1) competence of Arabic teachers at that grade is still lacking in terms of academic qualifications or pedagogical competencies in terms of the development of learning process and lesson plan. However, professional competence is good, because they have studied Arabic in boarding schools for years. In addition, the experience of teaching their Arabic is also quite long, their personal and social competencies are good, (2) the majority of students at that level are graduates of Islamic schools. Generally, their Arabic language skills are still lacking caused of they don’t have any basic skills to learning Arabic, (3) the source of basic education is the text book, (4) the Arabic curriculum is unclear, (5) the teaching methods commonly used are lecture methods, grammar-translation, question and answer, and discussion, (6) teachers sometimes use media in learning Arabic and sometimes they do not use it, and (7) evaluation is done twice in one semester, and also evaluates in the middle or at the end of the Arabic learning process. The aspects emphasized in evaluation are grammar and vocabulary mastery, not language skills.Keywords: Arabic teaching, Teaching components, Thailand.Abstrak: Bahasa Arab adalah salah satu mata pelajaran di sekolah-sekolah Islam atau pesantren di Thailand, seperti Yayasan Muslim Santitam di Nakhon Si Thammarat, Thailand Selatan. Pendidikan memiliki tujuh komponen ideal: guru, murid, sumber belajar, kurikulum, metode, media dan evaluasi. Pencapaian pendidikan ideal terkait dengan pencapaian seluruh komponen pendidikan, terutama pengajaran bahasa Arab. Tujuan dari penelitian ini adalah untuk mendeskripsikan tujuh komponen pembelajaran bahasa Arab di kelas tiga MTs Yayasan Muslim Santitham, Nakhon Si Thammarat. Metodologi yang digunakan untuk penelitian ini adalah deskriptif kualitatif. Hasil yang diperoleh dari penelitian ini adalah: (1) kompetensi guru bahasa Arab di kelas tersebut masih kurang dalam hal kualifikasi akademik atau kompetensi pedagogis pada bagian rencana dan pengembangan proses pembelajaran. Namun, kompetensi profesional baik, karena mereka telah belajar bahasa Arab di pesantren selama bertahun-tahun. Selain itu, pengalaman mengajar bahasa Arab mereka juga cukup lama, kompetensi kepribadian dan sosial mereka baik, (2) mayoritas siswa di tingkat itu adalah lulusan sekolah Islam. Secara umum, keterampilan bahasa Arab mereka masih kurang karena mereka tidak memiliki keterampilan dasar untuk belajar bahasa Arab, (3) sumber pendidikan dasar adalah buku teks, (4) kurikulum bahasa Arab tidak jelas, (5) metode yang biasa digunakan adalah metode ceramah, terjemah-tata bahasa, tanya jawab, dan diskusi, (6) guru terkadang menggunakan media dalam belajar bahasa Arab dan terkadang mereka tidak menggunakannya, dan (7) evaluasi dilakukan dua kali dalam satu semester, dan juga mengevaluasi di tengah atau di akhir proses pembelajaran. Aspek yang ditekankan dalam evaluasi adalah penguasaan tata bahasa dan kosa kata, bukan keterampilan bahasa.Kata Kunci: Pembelajaran bahasa Arab, Komponen pembelajaran, Thailand.

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Koderi* Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University of Lampung Indonesia Achmad Maulana Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University of Lampung Indonesia Dwi Prasetyo Science & Engineering Faculty Nusa Cenada University of Kupang Indonesia *Corresponding author’s Email: koderi@radenintan.ac.id Author’s Biography (optional) Name : Dr. Koderi, S.Ag,. M.Pd For elementary school, he went to Sekolah Dasar Negeri 3 Ponco*kresno Indonesia and finished in 1985, while for secondary school he took it at Madrasah Tsanawiyah Negeri Pringsewu Indonesia and Madrasah Aliyah Negeri 2 Tanjung Karang Indonesia accomplished in 1988 and 1993 respectively. He got his Bachelor’s degree from IAIN Raden Intan Bandar Lampung in 1998 concentrating in Arabic education, his Master’s degree from Lampung University in 2008 majoring in Instructional Technology, and his Doctorate degree from Universitas Negeri Jakarta Indonesia in 2018 with similar concentration. He has been a lecturer since 2003 as well as an assessor of teacher sertification (PLPG) program since 2010 both at Tarbiyah and Teacher Training Faculty of Raden Intan State Islamic University of Lampung. Peer-review under responsibility of 3rd Asia International Multidisciplanry Conference 2019 editorial board (http://www.utm.my/asia/our-team/) © 2019 Published by Readers Insight Publisher, lat 306 Savoy Residencia, Block 3 F11/1,44000 Islamabad. Pakistan, info@readersinsight.net This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). _________________________________________________________ Research Highlights The study is dealing with the product implementation of mobile learning media for Arabic lesson by utilizing android communication tool with offline operational system. This is to explore the effectiveness of mobile learning media towards students’ Arabic lesson achievement. Data collection was carried out using pre-test and post-test with multiple choice test instrument. To analyze the data, the paired samples t-test was employed and it was obtained that the value of tcritical= 14.342 while the value of ttable = 2.086 at a significant level of α = 0.05. This means that tcritical = 14.342 > ttable = 2.086. Thus, H0 is rejected and H1 is accepted. As such, it can be concluded that the implementation of mobile learning media for Arabic lesson is highly effective to improve students’ achievement at Madrasah Aliyah (Islamic senior high school) in Lampung, Indonesia. Research Objectives This study is aimed at finding out the effectiveness of mobile learning media towards students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The findings are expected to theoretically and practically bring benefits to researchers, teachers, students and readers in terms of 1) contributing mobile learning media for a more effective Arabic lesson, 2) providing an independent learning source for students in line with technology advancement, 3) assisting teachers to create effective, efficient and innovative instruction, 4) being researchers’ valuable experience to contribute to education by optimizing the instructional media for Arabic lesson in the era of industry revolution 4.0. Instructional media is a communication tool to make the learning process more effective (Yetri, Koderi, Amirudin, S Latifah, 2019). The benefits of using mobile learning in general are: 1) more affordable than buying PCs and laptops, 2) more diverse and varied in delivering the learning material, 3) encouraging the teachers to carry out continuous learning because students always have their smartphones on them, 4) lowering the cost of the learning process because it does not have to be conducted in class, 5) having a better potential in providing experiential learning, 6) increasing literacy, 7) increasing the number of participants in education, and 8) having more communication features because they are able to send text, audio, and audio-visuals between mobile phones (Mehdipour, 2013). Materials and Methods The study belongs to implementation research (Experimental Research). The independent variable is mobile learning media, while the dependent one is students’ achievement of Arabic lesson at Madrasah Aliyah in Lampung, Indonesia. The sample, a group of 35 students in class IX IPA as the experimental class, was taken using purposive random sampling technique. The study was conducted at Madrasah Aliyah Negeri 2 Bandar Lampung for 5 sessions in the odd semester of 2018/2019 academic year. Data were collected using test, observation, documentation and interview. Before implemented, the instruments had been validated by the experts of content and language to assure the content and construct validity. Data analysis was executed by comparing the scores of pre-test and post-test using the paired samples t-test. Prior to the use of t-test analysis, the normality test and hom*ogeneity test were carried out as a prerequisite for conducting the t-test analysis. The normality test is a prerequisite test to find out whether the data used in the study is normally distributed or not so that it can be used to test the hypothesis. The normality testing technique of this study was the Liliefors test. The hom*ogeneity test used in this study was the F-test. The results of the normality and hom*ogeneity tests calculation showed that the data of pre-test and post-test was normally distributed and hom*ogeneous. Results The implementation of mobile learning media for Arabic lesson at Madrasah Aliyah in Lampung, Indonesia shows high effectiveness to improve students’ achievement. It is in agreement with a previous study conducted by Halawani (2008) entitled “Arabic Sign Language Translation System (ArSL-TS) on Mobile Devices”, and its result is: “we proposed the ArSL-TS for the text translating into sign language animations on mobile devices. Since ArSL-TS is intended for mobile deaf users (Arab people), we based it on a standard Arabic sign language and provide animation and instant feedback about the meaning of the arabic text”. Another study entitled “E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students” which found out that the overall achievement of university level students improved with the implementation of a cost-free cooperative e-learning approach (Hassan and f*ck, 2012). The relevant previous studies indicate that mobile learning instructional model affected positively upon the Arabic lesson achievement. In fact, with proper design mobile learning media may facilitate effective learning as students may find it easy to 1) attain expected competency, 2) explore knowledge and skills, 3) have longer retention of the learning materials, and 4) apply the lesson into practice (Koderi, 2014). Findings This research findings include 1) mobile learning media for Arabic lesson is characterized by the interesting and practical auditory visualization as well as variative questions for assessment; 2) mobile learning everywhere which means that students and teacher may use it anywhere and any time; 3) mobile learning friendly meaning that close relationship between teacher and students appear as they use the media together; 4) students can be concentrated to study by focusing on their personal small smartphonr screen; and 5) process of instruction will run more comfortably as with the use of mobile phone learning may take place more rapidly, and time of learning is adjustable to the activities and times of day. Acknowledgement The study was a collaboration of lecturer and student of Tarbiyah and Teacher Training Faculty at Raden Intan State Islamic University of Lampung Indonesia, and the lecturer of Science & Engineering Faculty at Nusa Cenada University of Kupang Indonesia with a shared fund scheme. References Halawani, S., 2008. Arabic Sign Language Translation System On Mobile Devices. IJCSNS Int. J. Comput. Sci. Netw. Secur. 8, 251–256. Hassan, M.A., f*ck, F.S., 2012. E-learning modules supported by cooperative learning : Impact on Arabic language achievement among Qatar University students 1–16. Koderi, 2014. Pembelajaran Bahasa Arab Berbasis Media iPAD. Al-Bayan 6, 1–18. Yetri, Koderi, Amirudin, S Latifah, M.D.A., 2019. The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking The Effectiveness of Physics Demonstration Kit : The Effect on The Science Process Skills Through Students ’ Critical Thinking. IOP Conf. Ser. J. Phys. Conf. 1155, 1–5. https://doi.org/10.1088/1742-6596/1155/1/012061 Yousef Mehdipour, 2, H.Z., 2013. Mobile Learning for Education: Benefits and Challenges. Int. J. Comput. Eng. Res. 3, 93–101. https://doi.org/10.1080/87567555.2011.604802

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Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298

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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, 2(1), 22. https://doi.org/10.12928/eltej.v2i1.1043 Altinyelken, H.K. (2015). Evolution of Curriculum Systems to Improve Learning Outcomes and Reduce Disparities in School Achievement, in Background paper prepared for the Education for All Global Monitoring Report 2015. Andrian, D. (2018). International Journal of Instruction. 11(4), 921–934. Andrian, D., Kartowagiran, B., & Hadi, S. (2018). The instrument development to evaluate local curriculum in Indonesia. International Journal of Instruction, 11(4), 921–934. https://doi.org/10.12973/iji.2018.11458a Aslan, Ö. M. (2018). From an Academician’ s Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool. 7(1), 97–110. https://doi.org/10.5430/jct.v7n1p97 Bakhtiar, A. M., & Nugroho, A. S. (2016). Curriculum Development of Environmental Education Based on Local Wisdom at Elementary School. International Journal of Learning, Teaching and Educational Research, 3(3), 20–28. Barbarin, O. A., & Wasik, B. H. (2009). Handbook of child development and early education. Guilford Press. Baron-gutty, A. (2018). Provision in Thai basic education”. March. Bodrova, E. (2008). Make-believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777 Bohling-philippi, V., Crim, C., Cutter-mackenzie, A., Edwards, C., Desjean-perrotta, B., Finch, K., Brien, L. O., & Wilson, R. (2015). International Journal of Early Childhood. 3(1), 1–103. Brooker, L., Blaise, M., & Edwards, s. (2014). The SAGE handbook of play and learning in early childhood. Sage. Broström, S. (2015). Science in Early Childhood Education. Journal of Education and Human Development, 4(2(1)). https://doi.org/10.15640/jehd.v4n2_1a12 Childhood, E., Needs, T., & Han, H. S. (2017). Implementing Multicultural Education for Young Children in South Korea: Implementing Multicultural Education for Young Children in South Korea: Early Childhood Teachers’ Needs 1 ). March. Dabbagh, N & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Pearson Education, Inc. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Daryanto. (2014). Pendekatan Pembelajaran Saintifik. Gava Media. Dick, C. & C. (2009). The Sistematic Design of Instruction. Upper Saddle River. Elde Mølstad, C., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344. https://doi.org/10.1177/1474904116639311 Eurydice. (2018). Steering Documents and Types of Activities. Farid, MN. (2012). Peranan Muatan Lokal Materi Batik Tulis Lasem Sebagai Bentuk Pelestarian Budaya Lokal. Jurnal Komunitas, 4(1), 90–121. Fisnani, Y., Utanto, Y., Ahmadi, F., Tengah, J., Technology, E., Semarang, U. N., Education, P. T., Semarang, U. N., & Info, A. (2020). The Development of E-Module for Batik Local Content in Pekalongan Elementary. 9(23), 40–47. Fitriani, R. (2018). The Effect of Scientific Approach Applied on Scientific Literacy to Student Competency at Class VIII Junior High School 12 Padang. International Journal of Progressive Sciences and Technologies (IJPSAT), 7(1), 97–105. Fleer, M. (2015). Pedagogical positioning in play-teachers being inside and outside of children’s imaginary play. Early Child Development and Care, 185(11–12), 1801–1814. https://doi.org/10.1080/ 03004430.2015.1028393 Hakk, İ. (2011). Curriculum Reform and Teacher Autonomy in Turkey: The Case of the HistoryTeachi̇ng. International Journal of Instruction, 4(2), 113–128. Haridza, R., & Irving, K. E. (2017). The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study. 9(February), 95–110. Hatch, J. A. (2012). From theory to curriculum: Developmental theory and its relationship to curriculum and instruction in early childhood education. In & D. W. N. File, J. Mueller (Ed.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 42–53). Hos, R., & Kaplan-wolff, B. (2020). On and Off Script: A Teacher’ s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization On and Off Script: A Teacher’ s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization. Journal of Curriculum and Teaching, 9(1), 40–54. https://doi.org/10.5430/jct.v9n1p40 Hosnan, M. (2014). Pendekatan saintifk dan kontekstual dalam pembelajaran abad 21. Ghalia Indonesia. Hussain, A., Dogar, A. H., Azeem, M., & Shakoor, A. (2011). Evaluation of Curriculum Development Process. 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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. 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IntroductionAccording to modern scholars (N. Maslova, B. Astafiev), one of the important reasons for the global planetary crisis, including modern educational system in particular, is violation of the conformity of nature principles in the process of perception and cognition of the world, which is conditioned by the advantages of the development of logical and rational thinking and insufficient development of figurative, spiritual-intuitive thinking in the contemporary school of all levels.The modern system of education at all levels (school, higher education, postgraduate studies, and doctorate) is aimed primarily at the development of mechanisms of the left hemisphere that are rational, logical thinking, and analytical perception of reality.Such a one-way orientation leads to inhibition of right-sided processes, does not contribute to the development of creativity, disclosure and activation of the spiritual and intuitive capabilities of the individual, as well as to alienation of individual from the World, loss of personal sense of integrity, unity with the World; that is, to the disharmony of individual with his/her own nature and environment.Personal development of an individual in modern conditions takes the form of "hom*o technicus" ("technical person"), "hom*o informaticus" (“informational and technogenic person”), "Нomо соnsumens" (“person who consumes”), "Reified man" ("material surplus person"), "Nomo Festivus" ("person who has fun") (Butenko, 2017). As a result, a person with a technocratic, rational thinking, pragmatic and consumer attitude towards the world is brought up, and as a consequence, harmony in the "man-man", "man-nature", "man-society", "man-universe" systems, and correspondingly, the equilibrium in the integrated information-energy system interaction "Man – Society – Earth –Universe" are violated.Approach In contemporary education of all levels, high ontological and existential goals are not set, and not enough attention is paid to the spiritual and mental health of the individual, in particular to problems of spiritual self-knowledge, self-development, self-regulation and self-realization, thus leading to the formation of consumer psychology, dominance of pragmatic values, loss of spirituality, upbringing of a human – destroyer, a soulless person, but not a creator.One of the ways out from the planetary global crisis in the area of a contemporary education in particular, is the noosphereization of education, the imperative task of which is formation of the noospheric individual, actualization of his/her spiritual and intuitive potential, training of the noosphere integral harmonious bioadequate environmentally healthy mindset, which is based on a conscious total ownership of logical (left cerebral hemisphere) and creative, spiritual-intuitive (right cerebral hemisphere) thinking that, due to correspondence with both huamn nature and the laws of the cosmoplanetary world, will provide the individual with possibilities to adequately and fully (at the information and energy levels) perceive and recognize the surrounding world, and to interact with it on a spiritual basis.Results and Discussion The problem of intuition always remains relevant throughout the history of mankind. Among the scholars of the late XX century - beginning of the XXI century the problem of intuition and harmonization of the activity of the left and right hemispheres of the brain has been studied by such researchers as G. Kurmyshev, N. Maslova, Osho Bhagwan Sri Rajneesh, I. Smokvina and others. Modern psychophysiological science explains the nature of intuitive thinking and cognition: the human mind combines the ability to integrate and develop both intellectual and intuitive knowledge that modern scientists associate with the activity of the left and right cerebral hemispheres. According to psychological science, the two hemispheres of the brain cognize and reflect the surrounding world differently and, thereafter transform information in their own ways. The left hemisphere "sees" objects as discrete, separated; it is responsible for logic and intellect, verbal thinking, application of sign information (reading, counting, language), and is characterized by the ability for logical, rational, mathematical, and scientific thinking. The right hemisphere binds objects into a single whole; it is responsible for emotions, creative thinking, intuition (unconscious processes). Thanks to the right hemisphere, a holistic image of the world is formed, and the left hemisphere gradually collects the model of the world from separate, but carefully studied details. "Left- hemisphered" thinking is associated with the ability for consistent, step-by-step cognition, which has respectively analytical rather than synthetic character. "Right- hemisphered" thinking is linked to the ability for integral, voluminous and complete cognition, space spatial immediate perception of the world in all of its information-energy interrelations and interactions.Logic and intuition, rational and intuitive paths – are different aspects of the unified process of cognition, and if the intellect can be regarded as the earthly beginning in humans, then intuition – is a spiritual primary source, a phenomenon of nonlinear, unearthly thinking, the logic of the Higher Being, the logic of the Almighty. As was very wittily pointed out by Osho Bhagwan Shree Rajneesh, logic – the way our mind cognizes our reality, intuition – is how the spirit passes through the experience of reality (Maslova, 2006). Therefore, logic and intuition are two mutually conditioned mechanisms of scientific cognition that supplement and do not exist in isolation from one another. If the function of intuition in this interaction lies in creative discoveries, inventions, awareness of the true essence of things and phenomena, then the task of the scientific method, acting as an assistant of intuition, is to endeavor to comprehend new ideas, explain them from the point of view of earth science at the logical level, and "adapt" to our reality.Given this, rational and intuitive paths must complement, enrich and explain each other, interact in sync, in synthesis.Intuition is an organic component of the spiritual and psychic nature of the individual. Therefore, the problem of the development of intuition and harmonization of the discourse-logical and spiritual-intuitive components of thinking is extremely important at all levels of contemporary education. This is especially true for student youth, since students are the future spiritual and creative potential of the country, and therefore it is extremely important to reveal and develop their spiritual and intuitive abilities, to harmonize their mental-spiritual sphere, which promotes spiritual self-healing of both the individual and the environment, and harmonization of relations in the world. In the context of the modern information and energy paradigm, intuition is considered as a special mental state of a highly spiritual person, in which he/she deliberately initiates informational and energetic contact with any object of the Universe, in the physical or subtle world, "connects" to its information field, "reads out", "decrypts" and analyzes necessary information. This information-energy interaction is perceived by the individual as the process of connection, merging with the object being studied, which enables instant cognition of its true essence (Smokvina, 2013). As the analysis of the literature on the research problem testifies, if the activity mechanisms of the left hemisphere of the brain are relatively studied in modern science, the problems of the individual’s intuitive updating potential and harmonization of the activity of logical and intuitive cognitive processes are being investigated.According to many scholars, the ability for intuition is inborn in every human; however, unfortunately, in most people it is in a latent state. And only due to intense conscious work of the individual regarding their own spiritual self–cognition and self–perfection, one can discover and develop personal spiritual and intuitive abilities.According to the results of our theoretical study the general conditions contributing to the disclosure and development of intuition are as follows: (Tyurina, 2017) • Ability to cope with one’s own passions, emotions, feelings, thoughts, and achievement of the state of internal silence, voicelessness;• Formed self-motivation for spiritual self–cognition and self–perfection;• Achievement by the individual of the corresponding spiritual level: the higher the spirituality of the human, the more clearly his/her ability is expressed to obtain a higher spiritual knowledge: information and energy interaction, contact with higher levels of psychic reality;• Conscious desire, willingness of the individual to use intuitive cognition that helps overcome information-power resistance, the barrier that exists between a subject and an object, helps create harmony, assonance, interaction with the object being studied;• Intuitive human confidence: deep inner belief in personal intuitive capabilities and ability for intuitive cognition and self-cognition;• Humanistic orientation of the individual and his/her internal psychological properties such as: altruism, active love for all living beings on the Earth, empathy, ability to express compassion, care, and self-consecration, conscious desire to live in harmony with oneself and the world;• Nonjudgmental practice, which consists of the ability of a person to abandon assessments, classifications, analysis, which creates favorable conditions for immersion into the information space around us, makes it possible to connect to the information-energy field (biofield) of the object being studied;• Sense of inner unity with the world, awareness of oneself as a part of mankind, of the Earth, of the Universe, and a feeling of deep responsibility for the world and for ourselves in the world;• Striving for personal self-realization for the benefit of the cosmoplanetary world.In our opinion, the ways of actualization of intuition and harmonization of the activity of logical and intuitive components of the process of cognition should be attributed to the following (Tyurina, 2018):• Concentration, concentration of human consciousness of the subject being studied, deep and thorough knowledge of it.Psychological mood, deep concentration, focus of human consciousness on the subject of research lead to intuitive penetration into its essence, comprehension of the subject of study as if "from within." An intuitive act of cognition is the result of a huge concentration of all human efforts on a particular problem, deep and thorough knowledge of it, mobilization of all its potencies. In particular, for almost 20 years, D. Mandeleev worked continuously on the systematization of chemical elements, and only after that he "saw" his periodic system of elements in his dream. At academician M. Shchetynin school students spend 21 days (6 lessons daily) studying only one academic discipline for the purpose of deep penetration into its essence - information-energy merger, connection with the subject being studied, into a single whole, that is, achieving an intuitive level of comprehension.• Spiritual practices (prayer, meditation).Prayer and meditation are effective ways of spiritualizing a person, awakening and activating his/her intuitive potential. Through prayer, meditation a person learns to adjust to nature and Cosmos, eternity and infinity, the World Harmony, reaches consonance with the World, and permeates its inner essential depth with the heart.It is believed that it is prayer that promotes the spiritual purification of both the human soul and the surrounding world. During a heart-warming prayer a human comes to enlightenment and spiritual enlightenment, intuitive enlightenment.In the process of prayer, meditation, the right and left hemispheres of the brain begin to work synchronously, which makes the brain function in resonance with the Field of Consciousness or the Field of Information - Noosphere.• Spiritual processing of the corresponding religious, spiritual and philosophical sources, fine arts, classical music, information-energy interaction which raises the spiritual level of an individual, awakens his/her intuitive abilities.Spiritual literature is an important way of discovering and developing intuition and harmonizing the activity of intuitive and logical components of thinking, since information and energy interaction with spiritual literature contributes to individual’s spiritual growth, disclosure and development of intuition, and harmonization of personal intuitional and intellectual sphere.It should be noted that various forms of art, in particular, visual and musical, play a special role in the process of disclosure and development, intuition, harmonization of the logical and figurative, spiritual and intuitive perception of reality.The spiritual potential of art is, first of all, that in itself, creating spiritual values, spiritualizes a person, and interprets personality as a phenomenon of a global planetary-cosmic nature. True art has an ecumenical, cosmic dimension. The best masterpieces of world art transfer the idea of unity of humans with the world, their harmonious interaction.The creativity of great artists contributes to the disclosure and development of the personality's spirituality, the heart's perception of the world, the cultivation of the Cosmic Worldview, and directs the person to high ideals.Musical art is one of the most important means of revealing and developing intuition, harmonizing its spiritual and intuitive basis.The results of research by modern scholars show that classical, spiritual music activates the spiritual-intuitive sphere, harmonizes the person, gives a sense of joy and rest, and helps to restore spiritual and mental balance.It has been scientifically proven that classical musical compositions based on the perfection of harmony and rhythm, especially the works of J. Bach, L. Beethoven, J. Brahms, A. Vivaldi, G. Handel, F. List, F. Mendelssohn, A. Mozart, S. Rakhmaninov, O. Scriabin, P. Tchaikovsky, F. Chopin, F. Schubert, R. Schumann and others have a positive effect on the individual on the spiritual, mental and physiological levels, since classical music relates mainly to the natural rhythms of the human body. This music causes not only positive emotions, but also represents a powerful energy force that inspires humans and the world: makes a person more perfect and the world more beautiful.Consequently, fine arts, classical music, contribute to the disclosure and development of the spiritual and intuitive potential of the individual, to harmonization of his/her intuitive-intellectual sphere; they help the person to grow spiritually and be filled with high spiritual energy, accordingly, to change, and improve the natural and social environment.- Bioadequate REAL-methodology of noosphere education (N. Maslova), in which stages of relaxation (accumulation of information, work of the right creative hemisphere in a state of rest), alternating with stages of activity (training of the left hemisphere: logic, analysis, synthesis of information) are presented. As a result, the work of the left and right cerebral hemispheres is synchronized, which promotes harmonization of consciousness, carries a beneficial influence on the spiritual, mental, social and physical health of the student's personality.The fundamental characteristics of the bioadequate method of noospheric education are:1. Health preserving - does not violate the nature of perception, processing and preservation of information.2. Corrective - restores the natural genetic sequence of work with the information and health of the student and the teacher.3. Developing - improves the body's reserves.4. Harmonizing - integrates all systems of the body and personality (Vernadsky, 2002).According to studies of the neuropathologist I. Smokvinova, PhD, bioadequate methods of noosphere education, taking into account the physiological and informational and energy resources of the individual, contribute to the harmonization of the work of the left and right cerebral hemispheres, awaken higher feelings, recharge with life energy, teach the ability to direct vitality to the realization of one’s own higher potential, which also has a beneficial effect on the spiritual, mental and physical health of the individual. Moreover, due to the application of a bioadequate technique, psychological and physiological stress is eliminated, and a positive emotional mood is created that heals the body and the student's psychics (Osho, 2000). According to N. Maslova, holistic thinking contributes to the acquisition of basic energy, biologically adequate to livelihoods programs (Kurmyshev, 2013).Many independent groups of scientists (teachers, psychologists, physicians, biologists) have proved that noosphere education, harmonizing the left and right hemispheres thinking, has a healing effect on the body of both the student and the teacher, contributes to the development of natural creativity.Practical valueResults of our study can be used in lectures and practical classes with students in medical psychology, psychology of creativity, social, general, pedagogical psychology, pedagogy (sections of didactics, spiritual and moral education), sociology, philosophy, etc.ConclusionsThus, the actualization of the spiritual and intuitive potential of the individual and the harmonization of the activity of the left and right cerebral hemispheres stimulates the disclosure of spiritual and creative abilities of the individual, fills the individual with spiritual energy, and the person becomes a source of spiritualization of himself/herself and the world, thus contributing to the spiritual and psychological improvement of society, humanity, and civilization in general, since at the information-energy level, "Man - Society - Earth - Universe" this is the only cosmoplanetary organism, all parts of which are mutually interconnected, interact and stipulate with one another. We consider that it is important in the future to develop appropriate special disciplines for all the sections of modern school and keep working in the direction of developing and incorporating into the content of the curricula, relevant pedagogical technologies aimed at the disclosure and development of the intuitive-mental sphere of the individual

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The knowledge gained from this study will contribute to the field of migrant education and could encourage policymakers and educators to implement education programmes to both meet the needs and enable the success of migrant children. This multi-case study examined five factors—family, individual, school/teacher, peer group, and community/culture—that influenced the academic achievement of migrant children. The key participants were six migrant children in Grade 6 in two Royal Thai Government schools in Mae Sot, Tak Province, Thailand, three class teachers, and six caregivers. Data were collected through semi-structured interviews and observations. Creswell’s five steps of qualitative data analysis was used: organising and preparing data, reading through all data, coding the data, interrelating the themes, and interpreting the meaning of themes. The seven themes were as follows: (1) the value of education; (2) parents/guardians as important agents to support their children’s education; (3) individual characteristics contributing to good grades; (4) the impact of peer relationships; (5) healthy relationships with school and teachers; (6) the power of the community; and (7) gratitude as a motivation for a high level of education.

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Research shows the strong correlation between expectations and student achievement across different disciplines. However, little research has been conducted regarding the role of discipline specific classroom expectations in student academic achievement. This multiple instrumental case study discusses expectations in two rural Spanish high school classrooms in which teachers produce d the highest achieving students. The data was collected through classroom observations, one-on-one audiotaped interviews with teachers and exploration of instructional materials. The study provides insights about the role of expectations in foreign language classrooms and offers examples of foreign language pedagogical practices that reflect high expectations. The study concludes that expectations shape the learning process in Spanish high school classrooms and contribute to high student achievement. Foreign language educators, faculty of teacher preparation programs, employees of professional development institutes, administrators and state teacher education policy makers will benefit from findings of the study by receiving a better understanding of the role of expectations in the foreign language classroom.

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07–508Amengual-Pizarro, Marian (U Balearic Islands, Spain), How to respond to the demands set by the communicative approach? New challenges second-language (L2) teachers face in the classroom. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 63–73.07–509Compton, Lily K. L. (Iowa State U, USA; lilycompton@yahoo.com), The impact of content and context on International Teaching Assistants' willingness to communicate in the language classroom. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 20pp.07–510Goto Butler, Yuko (U Pennsylvania, USA), Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 7–40.07–511Hillyard, Lindsey, Randi Reppen (Northern Arizona U, USA; randi.reppen@nau.edu) & Camilla Vásquez, Bringing the outside world into an intensive English programme. ELT Journal (Oxford University Press) 61.2 (2007), 126–134.07–512Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–513Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–514Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–515Lee, Yo-An (DePaul U, Chicago, USA; ylee19@depaul.edu), Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics (Elsevier) 39.1 (2007), 180–206.07–516Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.6 (2006), 639–656.07–517McCrostie, James, Investigating the accuracy of teachers' word frequency intuitions. RELC Journal (Sage) 38.1 (2007), 53–66.07–518McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu) & Wanpen Chaikitmongkol, Teachers' and learners' reactions to a task-based EFL course in Thailand. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 107–132.07–519Md Yunus, Melor (U Bristol, UK; Melor.Md-Yunus@bristol.ac.uk), Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL (Cambridge University Press) 19.1 (2007), 79–95.07–520Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–521O'Brien, Anne & Volker Hegelheimer (Iowa State U, USA; aobryan@iastate.edu), Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL (Cambridge University Press) 19.2 (2007), 162–180.07–522O'Dowd, Robert (U León, Spain; dfmrod@unileon.es), Evaluating the outcomes of online intercultural exchange. ELT Journal (Oxford University Press) 61.2 (2007), 144–152.07–523Raby, Françoise (U Stendhal de Grenoble, France; Francoise.Raby@libertysurf.fr), A triangular approach to motivation in Computer Assisted Autonomous Language Learning (CAALL). ReCALL (Cambridge University Press) 19.2 (2007), 181–201.07–524Sakui, Keiko (Kobe Shoin Women's U, Japan), Classroom management in Japanese EFL classrooms. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 41–58.07–525Savignon, Sandra J. (Pennsylvania State U, USA), Beyond communicative language teaching: what's ahead?Journal of Pragmatics (Elsevier) 39.1 (2007), 207–220.07–526Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–527Stockwell, Glenn (Waseda U, Japan; gstock@waseda.jp), A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL (Cambridge University Press) 19.2 (2007), 105–120.07–528Tan, Zhi (Guangdong U Foreign Studies, China; tanzhi@mail.gdufs.edu.cn), Questioning in Chinese university EL classrooms: What lies beyond it?RELC Journal (Sage) 38.1 (2007), 87–103.07–529Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 63–79.07–530Varghese, Manka M. (U Washington, USA; mankav@u.washington.edu) & Bill Johnston, Evangelical Christians and English language teaching. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 5–31.07–531Zacharias, Nugrahenny (Satya Wacana Christian U, Indonesia; ntz_abac@yahoo.com), Teacher and student attitudes toward teacher feedback. RELC Journal (Sage) 38.1 (2007), 38–52.07–532Zeng, Zhen (New York U, USA; zz290@nyu.edu) & Elizabeth Murphy, Tensions in the language learning experiences and beliefs of Chinese teachers of English as a Foreign Language. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 19 pp.

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Dear Colleagues; It is a great honour for us to welcome you as Editor of Cypriot Journal of Educational Sciences, which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences, which has eight articles with authors from various countries. The aim of this issue is to give the researchers an opportunity to share their academic studies. A total number of forty-five (45) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of twenty one (21) high quality research papers were selected and accepted for publication. First of all, I would like to thank all authors who have contributed to this issue . The focuses of the articles are varied. Investigating the Relationship Between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation, Alper Bayazıt, Servet Bayram, Gonca Kızılkaya Cumaoğlu. Problem-based learning in secondary school: Status and prospects, Haris KH. Abushkin, Anna A. Kharitonova, Nikolay N. Khvastunov, Maksim V. Gorshunov. , Shadreck Mandina, Eshiwet Dube. Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language, Guzel M. Nurullina, Alexandr F. Muraviyov, Anastasiya A. Martyanova, Iskander E. Yarmakeev. Can the storytelling strategy improve students story writing skills? An empirical study, Fatma Mohammed Alkaaf. Using wiki in the design of bilingual online course, Andrew V. Danilov, Rinata R. Zaripova, Nnamdi Anyameluhor. The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan, Mohammad Ahmad Alkhateeb. Improving educational process quality in the lessons of natural and mathematical cycle by means of stem-training, Svetlana D. Chernyavskikh, Maxim A. Velichko, Irina B. Kostina, Yulia P. Gladkikh, Lyudmila V. Krasovskaya, Olga N. Satler. Classroom Management Problems Pre-Service Teachers Encounter In Elt, Kübra Keser. The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills, Sinem Dincol Ozgur. Subjectivity functions in reflexive and intercultural process of linguistic development, Irina Kondrateva, Diana Sabirova, Nailya Plotnikova. Primary School Students’ Mathematics Motivation and Anxieties, Yasemin Deringöl. Relationship between nomophobia and fear of missing out among Turkish university students, Nazire Burcin Hamutoglu, Deniz Mertkan Gezgin, Gozde Sezen-Gultekin, Orhan Gemikonakli. Discovering Learning Style with Active Music Education Practices, Kıvanç Aycan. Augmented reality in education researches (2012–2017): A content analysis, Mustafa Fidan, Meriç Tuncel. Meta-analysis of school leadership effects on student achievement in USA and Turkey, Sengul Uysal, Yılmaz Sarıer. Killing more than two birds with one stone: Teaching topical vocabulary through idioms, Anastasia S. Syunina, Iskander E. Yarmakeev, Tatiana S. Pimenova, Albina R. Abdrafikova. Examining self-regulation skills of elementary school students, Oktay Kızkapan, Oktay Bektaş, Aslı Saylan. Comparative analysis of musical-enlightenment concepts of L. Bernstein and D. Kabalevsky in Russian music education, Anastasia V. Mishina, Zilia M. Yavgildina, Rufina Ildarovna Samigullina, Tamara Yu. Melnik. Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran, Shahram Alipour. Humour as a pedagogical tool in the teaching of English and German equivocal words, Alfonso Corbacho Sánchez, Luis Javier Conejero Magro. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume 13 Issue 4. I would like to present many thanks to all the contributors who helped to publish this issue. Best Regards, Prof. Dr. Huseyin Uzunboylu Editor in Chief

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.