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Metacognitive strategies are learning strategies that involve planning, self-monitoring, and self-evaluation. Metacognition is characterised as a build that alludes to considering one’s reasoning or the human capacity to be aware of one’s mental processes. According to Flavell (1976) metacognitive learning is ‘one’s learning concerning one’s own particular intellectual procedures and items or anything identified with them, e.g., the learning-applicable properties of data or information’. The purpose of the study is to investigate to what extent the university English as a Foreign Language (EFL) learners employ metacognitive reading strategies in reading comprehension. Further, it aims to research the most used strategy of MARSI inventory subscale: reading performance in reading EFL. Statistical analysis has been calculated by using ANOVA, correlation, and metacognitive awareness reading strategy inventory (MARSI), which in fact is the self-report instrument. The study has identified that EFL students of Kosovo universities possess considerable amount of awareness over metacognitive strategies in reading comprehension.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

This chapter will provide an analysis of current educational conditions of Black males within our K-12 school system and the ongoing instructional implications for school leaders working to address literacy leadership and practice. It will provide insight and motivation for school leaders as they navigate political, social, and policy systems that surround the current educational climate and instructional expectations. Readers will engage in a reflective, collaborative, and constructive learning process related to how successful school leaders enhance teaching and learning on their school campuses for Black males and what behaviors are critical to supporting teachers and students through the process. Specifically at the elementary level where foundational decoding, fluency, and comprehension skills are developed and cultivated for early learners we must be intentional with all aspects of the learning process and our instructional pedagogy. This chapter will work to expand the body of knowledge surrounding Black males as we commit to deconstructing existing and reconstructing inclusive, equitable, and just learning environments. Implications for research, policy and practice, including recommendations to support ongoing formal and informal professional learning opportunities for educators to openly discuss their understanding of Black males, challenges they face, and strategies that they have found to be successful will be disclosed.

In the effort to procure solutions to emerging challenges faced in the construction industry, construction stakeholders implemented the use of several technologies in construction operations from the onset of project planning to completion. Cyber technology introduced into construction brought about the inclusion of wearable technology, mobile devices, apps, project management software, drones, 3D printers, robotics, etc. to enhance output as the industry tends towards that which is sustainable. This chapter identified benefits, barriers and other related cyber technology interactions within the scope of delivering projects that are of standard, budget and quality at the same time. The conclusion gave a summary of the whole chapter for further comprehension.

The facilitation of digital spaces, in lieu of urban material spaces, for social interaction through computer gaming and other play activities has become particularly important to children in the wake of the 2020–2021 Coronavirus pandemic, to combat the negative effects of physical lockdown restrictions. Pre-pandemic, autistic children living in urban areas may already experience exclusion from physical society and may consequently already be isolated from current imposed normative societal groupings due to their neuro-difference, sensory sensitivities to the surrounding environment, communication comprehension, and social understanding. However, an exploration into personally and independently chosen play activities by autistic youth has identified how such isolation can be overcome and positive social experiences created. A particular play practice, cosplay, and related companionable fandom activities are providing and creating digital spaces for autistic youth to be social. Character play is also enabling the use of limited physical spaces within urban contexts and as such combatting anxiety from sensory overstimulation. Thematic analysis of online content together with semi-structured interviews with autistic young people have indicated a positive connection between cosplay practice, increased social activity, and reduced levels of sensory overload, anxiety, and depression, with early findings suggesting transferrable elements that could inform more effective support for others with social, environmental, and communication challenges or restrictions.

The study focusses on the legal issues surrounding artificial intelligence (AI), which are being investigated and debated about several European Union initiatives to manage and regulate Information and Communication Technologies. The goal is to discuss the benefits and drawbacks of adopting AI technology and the ramifications for the articulations of law and politics in democratic constitutional countries. Thus, the study aims to identify socio-legal concerns and possible solutions to protect individuals’ interests. The exploratory study is based on statutes, rules, and committee reports. The study has used news pieces, reports issued by organisations and legal websites. The study revealed computer security vulnerabilities, unfairness, bias and discrimination, and legal personhood and intellectual property issues. Issues with privacy and data protection, liability for harm, and lack of accountability will all be discussed. The vulnerability framework is utilised in this chapter to strengthen comprehension of key areas of concern and to motivate risk and impact mitigation solutions to safeguard human welfare. Given the importance of AI’s effects on weak individuals and groups as well as their legal rights, this chapter contributes to the discourse, which is essential. The chapter advances the conversation while appreciating the legal work done in AI and the fact that this sector needs constant review and flexibility. As AI technology advances, new legal challenges, vulnerabilities, and implications for data privacy will inevitably arise, necessitating increased monitoring and research.

The purpose of this study was to explore how my gradually growing teacher knowledge has changed and shaped a new interpretation of the same interview data through those years of learning and teaching in different cultural contexts, and furthermore, to deeply understand how the shift of teacher identity impacts the comprehension of Schwab's (1973) commonplaces theories. Through the interview data, I shared students' and teachers' experiences in a new culture and lay alongside my own stories as an international student, a teacher, and a researcher. This research reveals the perceived future needs consist of teachers' higher English proficiency, more classes on professional communication skills courses, more opportunities for professional instructors' professional development, more ESL teacher assistance, scaffolded instruction within mainstream classes, and a better educational atmosphere. The investigation process itself was important but more important was whether or not the discussions and results provided useful information to the community. Having an overall outlook of commonplaces is as essential as the curriculum design. This dialectical shift caused me to investigate the balance among Schwab's commonplaces and the findings will contribute to the future developments in curriculum design as a researcher. Upon reflection, I utilized this research by investigating the equilibrium between the four common places and the current curriculum as well as comparing all the stakeholders' perspectives to the common places identified within the target curriculum.

The development of qualitative research methods addresses the need to explore, understand and interpret complex and subjective phenomena across various fields of study. These methods are guided by methodological frameworks, and data collection involves taking several precautions for observation or interviews. While these guidelines facilitate an emphasis on the objective aspects of discourse, accounting for subjectivity and emotions proves more challenging. However, these subjectivity and emotions are deemed as significant sources of information. In this chapter, we propose an innovative data collection method centred around creating collages and engaging in group discussions to decipher their meaning. Collage serves as a visual medium, and we recommend utilising semiotic analysis tools to comprehend its significance. To gain a more precise understanding of the value of collage as a data collection method, we studied a collage workshop organised by CREE. Through image analysis and exchanges, our findings reveal that collage acts as a physical medium that fosters exchanges, deepens ideas and restricts digressions. Additionally, collage allows for the expression and discussion of emotions linked to the image rather than the individual. The space of intersubjective reflexivity facilitated by collage enables a profound comprehension, critical assessment and augmentation of ideas and the interpretation of emotions without compromising the sensitivity of the author. This chapter’s main contribution is evidently manifested here.

Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction.