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The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers’ explanations, conduct exercises, etc.

The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher’s PC. The teacher can easily grasp students’ status and whether or not students are following the teacher’s explanation.

Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences.

Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.

The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students.

The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school.

Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects.

The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery.

The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).

This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.

Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.

While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.

The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).

This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).

The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.

The author carried out this research using a small-scale action research (AR) study.

The findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.

This study’s key limitations were sample size, short-term study and potential teacher as researcher bias.

Recommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.

This research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.

Research has demonstrated that high percentages of undergraduate college students self-report they engage in academic procrastination which has significant adverse effects on academic progress with relative consistency. The present study was designed to help English as a foreign language (EFL) procrastinators study on a regular basis, and also to extend the learning of the high achievers. To do so, seventy English as a Foreign Language students in the study were classified by level of procrastination based on scores on the Procrastination Scale (Tuckman, 1991). Half of the students experienced the student-led seminars condition; the other half experienced the assignments condition. Although the student-led seminars condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 14% advantage for the student-led seminars condition among high procrastinators. There was almost no difference between student-led seminars and assignments conditions for medium and low procrastinators. In addition, the qualitative data revealed high levels of satisfaction among students in the experimental group regarding the seminars and the instructor, as well as the perceived amount of new information learned.

ﻟﻘد أﺛﺑﺗ ت اﻟ د ر ا ﺳ ﺎ ت اﻟ ﺳ ﺎﺑﻘﺔ ا ر ﺗﻔﺎ ع ﻧ ﺳ ﺑ ﺔ اﻟﺗ ﺳ وﯾ ف ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى ط ﻼ ب اﻟ ﺟ ﺎ ﻣﻌﺎ ت و ﺗﺄﺛﯾ ر ه اﻟ ﺳ ﻠﺑ ﻲ ﻋ ﻠ ﻰ ﺗﺣﺻ ﯾﻠ ﮭم ا ﻷﻛﺎدﯾ ﻣ ﻲ. ﻟذ ﻟ ك ﺗم ﺗﺻﻣﯾم ھذه اﻟدرا ﺳﺔ ﻟﻐر ض ﻣﺳﺎ ﻋدة اﻟﻣﺳوﻓﯾ ن أﻛﺎ د ﯾ ﻣ ﯾ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ وﻛ ذﻟ ك ﻟﺗﻌزﯾ ز ﻣ ﺳﺗ و ى اﻟ طﻼب ذو ي اﻟ ﺗ ﺣﺻ ﯾل ا ﻷﻛﺎدﯾﻣﻲ اﻟﻣرﺗﻔﻊ. وا ﺷﺗﻣﻠ ت ﻋ ﯾ ﻧ ﺔ ا ﻟ ﺑ ﺣ ث ﻋ ﻠ ﻰ ﺳ ﺑ ﻌ ﯾ ن ط ﺎ ﻟ ﺑ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ ﻓ ﻲ ا ﻟ ﻣ ر ﺣ ﻠ ﺔ ا ﻟ ﺟ ﺎ ﻣ ﻌ ﯾ ﺔ . وﺗ م ﺗﻘ ﺳﯾم اﻟ طﻼب ﺑﻧ ﺎ ء ﻋ ﻠ ﻰ ﻣﻘ ﯾﺎ س اﻟﺗ ﺳوﯾ ف ) Tuckman, 1991 ( اﻟ ﻰ ﺛﻼث ﻣ ﺳﺗ وﯾﺎ ت: ﻋﺎﻟ ﻲ، ﻣﺗ وﺳط، وﻣﻧ ﺧﻔ ض ، وﺗم ا ﺳﺗ ﺧدام اﻟﺣ ﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ اﻟ ﺗ ﻲ ﯾﻘ و دھ ﺎ اﻟط ﺎﻟ ب ﻣﻊ إ ﺣ د ى اﻟ ﺷ ﻌ ب اﻟ د ر ا ﺳ ﯾ ﺔ ) 30 طﺎ ﻟ ب(، وﺗم أ ﺳﺗ ﺧدام اﻟ وا ﺟﺑﺎ ت اﻟد را ﺳﯾﺔ ﻣﻊ طﻼب اﻟ ﺷﻌﺑﺔ اﻷﺧر ى. أظﮭر ت اﻟد را ﺳﺔ ﻓﺎﻋ ﻠﯾ ﺔ اﻟ ﺣ ﻠﻘﺎت اﻟ د ر ا ﺳ ﯾ ﺔ اﻟﺗ ﻲ ﯾﻘ ودھﺎ اﻟ ط ﺎﻟ ب ﻋ ﻠ ﻰ ا ﻷ دا ء ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى اﻟ ط ﻼب ﻓ ﻲ اﻟﻣﺟﻣوﻋﺔ اﻟ ﺗ ﺟ ر ﯾﺑﯾ ﺔ و ﺧ ﺻ و ﺻ ﺎً ﻟ د ى ا ﻟ ط ﻼ ب ذ و ا ﻟ ﻣ ﺳ ﺗ و ى ا ﻟ ﻌ ﺎ ﻟ ﻲ ﻣ ن ا ﻟ ﺗ ﺳ و ﯾ ف ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ) 14 %( . ﻛذﻟ ك أ ظﮭر ت اﻟدرا ﺳﺔ ر ﺿﺎ اﻟ طﻼب ﻋن اﻟ ﺣﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ و أ ﺳ ﺗﺎ ذ اﻟﻣﻘ ر ر و ﻛذﻟ ك ﻛﻣﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟﺟ دﯾدة اﻟ ﺗ ﻲ ﺗم ا ﻛﺗ ﺳ ﺎﺑ ﮭﺎ.

Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB) among teaching community. The present study is intended to examine the effect of role clarity, perceived cohesion and felt responsibility on altruism and conscientiousness among college teachers in Kerala.

A questionnaire-based survey was conducted among 354 college teachers, and the causal effect was examined using Partial Least Square-based structural equation modelling.

Validity and reliability of the model were established through measurement model evaluation. Explanatory power of the model was established. Cohesion and felt responsibility significantly predicted altruism, but the effect of role clarity on altruism was not significant. Effect of cohesion, felt responsibility and role clarity on conscientiousness was significant.

The study contributed to the existing theory on antecedents of OCB. The model has high levels of predictive accuracy – role clarity, cohesiveness and felt responsibility – capable of explaining the discretionary behaviour among college teachers.

The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences.

This qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals.

The paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership.

Due to the chosen research approaches and limited number of participants, the research results may lack generalizability.

This paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces.

The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic.

A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages.

Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers’ level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible.

The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students.

To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students.

Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards.

Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).