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Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.

In this paper, we discuss the topic of participation in the classroom and explore its implications for management development. We suggest that participation is triggered when there is motivation (interest in course content) and potential (resources) for it. The success of participation depends on the presence of a minimal interaction structure and results in higher levels of perceived learning and perceived class quality. The paper advances a process approach to organizational participation and highlights the necessity of a dialectical approach to organizational phenomena.

Making a classroom a space that can become a place of lively discussion and interaction is a goal of many instructors, but it can be challenging to assess the extent to which classroom engagement is resulting in meaningful participation. The use of an assessment tool called classroom mapping provides a way to trace and analyze students’ interaction, performance, and involvement in a class. It maps discussions and shows feedback on what is going on; including who is talking, for how long, what subjects and instructional strategies engage which students, and what kinds of connections are being made with the students and the instructors. This chapter considers the broader implications of using technology to elevate classroom mapping from formative assessment to potential learning analytic, with particular attention to the practical, pedagogical and ethical implications of recording and mapping how students engage in their classes.

Various types of short training programmes exist in Germany. This article aims to evaluate short training courses for welfare recipients and to detect which programme type works best with respect to different outcome indicators.

The author measures the impact of six short training programmes on the participants. She uses propensity score matching and large‐scale administrative data to find suitable comparison groups. She compares treatment to non‐participation as well as participation in different training types directly.

The results demonstrate that in‐firm training has large positive effects on individual employment prospects and stability. Furthermore, classroom skill training is more effective than other classroom types while application training is rather ineffective. Treating some of the application training participants with an alternative sub‐programme would improve the effectiveness.

The results show which training types work best. However, the results do not imply macro or cost‐benefit effects.

Several of the short training courses, mostly occupation‐specific sub‐programmes, are short and relatively inexpensive options to activate welfare recipients.

The paper analyses the effects of six short training programmes for welfare recipients that have not been analysed before. The sensitivity of the results is examined using a wide range of estimators and different outcomes.

In this chapter, we offer a thorough research compendium that bridges together theories and perspectives from various disciplines including adult and higher education, psychology and social psychology, sociology, and women's and gender studies in order to help instructors think about ways to expand on existing activities by incorporating mobile technologies in the learning process. Based on this review of literature, we discuss the importance of motivation, participation, community, voice, and learning in higher education and offer our Interdisciplinary Model for Student-Centered Classrooms as a guide for helping instructors who want to use mobile technologies in their own classes. In the second half of the chapter, we discuss suggestions for achieving this model through the use of mobile technologies, provide several opportunities for critical reflection of this model through problem-based scenarios to stimulate applications of our model, and consider the process of infusing mobile technologies into current pedagogical techniques. Overall, this chapter provides a theoretical basis and mandate for further research and implementation of mobile technologies as useful pedagogical tools in higher education capable of increasing student retention, engagement, and positive learning outcomes in higher education.

This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.

(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.

This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

This study aimed to explore the underlying reasons for student silence in EMI classrooms and identify the coping strategies employed by students and teachers.

Employing qualitative case study methods, in-depth semi-structured interviews and focus group discussions were conducted with both teachers and students. Thematic analysis was used for the findings.

Thematic analysis of the data revealed four primary reasons for student silence, and several effective coping strategies used by students and teachers to mitigate this challenge.

The findings provide a comprehensive understanding of the phenomenon of silence among Chinese undergraduate students in English as a medium of instruction classrooms and offer valuable insights to students and teachers to adapt and succeed in these challenging environments.

The originality of this study lies in the fact that this is among the few studies conducted on students from a foreign branch campus of an American university in China that explores the explores the phenomenon of silence of Chinese students in such universities.

This chapter provides a conceptual framework for inclusive education for learners with low-incidence disabilities grounded in the argument that increased access and participation in socially valued roles, activities, and settings are both the most fundamental goals of the inclusive education process and also the primary means in which these goals are achieved. By challenging traditional views of learning development as merely the acquisition of skills, the proposed framework largely considers the social contexts in which the development of new skills takes place. Through the presentation of three case illustrations, the authors describe ways in which the framework may be relevant to designing and evaluating programs of inclusive education that are responsive to the needs of diverse communities, including those in a variety of international contexts.

Previous research has demonstrated that students’ participation in class is an important factor in their learning; yet, significant barriers exist to all students’ participation during whole group discussions. These barriers include dynamics related to class size and available time as well as personal dimensions such as gender, age, and learning preferences. The emergence of new forms of social media can help break down those barriers by enabling collaborative construction of understanding. The present study examined whether the concurrent use of a shared learning document during class might provide a means of enhancing participation and learning. Because of the natural tendency of students’ attention to wander over time, the study examined whether providing a parallel learning and sharing space might serve to “focus distraction” in productive ways. During graduate and undergraduate courses in two different universities, the authors used a single Google document, open to every class member. Analysis of these collaborative documents and their use are described, along with student self-reports and videotapes. Data indicate that this approach created the type of participatory space we intended. Its use often broadened the numbers of students involved and increased the quality of spoken and virtual conversations as students negotiated meaning. When attention began to drift, the shared document created new opportunities for students to stay focused and explore course content through its use as an alternative back-channel. This approach also facilitated self-differentiation, as students determined which mix of available media best met their needs.

Teaching pre-service social studies students how to engage their future students in powerful classroom discussions is an important and challenging goal for teacher educators. This chapter presents a rationale for creating discussion-rich social studies courses, explains why it is so challenging for teacher education students to learn how to teach with discussion, and describes an approach involving videotaped discussions that helps meet those challenges.