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The perceptions of early elementary disabled students of their classroom learning environments were studied through multiple data collection methods. These perceptions were compared with observations of students in their learning environments (triangulated). Twelve disabled students from six classrooms were interviewed and observed, and they completed an adapted version of the My Class Inventory-Short Form (B. Fraser, G. Anderson, and H. Walberg, 1982), which measured their perspectives from a personal point of view. The students' personal perceptions of their classrooms as measured by interview and survey responses were consistent in direction on most dimensions, but the survey was more effective in eliciting students' opinions. There were, however, many inconsistencies between students' perceptions of their learning environments and researchers' observations. Two students, for example, were highly satisfied with their classrooms, yet observers thought that the teacher neglected the academic well-being of students, was unprepared to teach, and was sometimes verbally abusive. In two classrooms, observers thought that the learning environment was positive, but students did not think so. Findings suggest that there is a need to include a qualitative or observational component in measuring the learning environments of students with disabilities. Appendixes contain the survey instrument, the interview question guide, and tables of interview and survey and observation results. (Contains 2 tables and 27 references.) (SLD)

The perceptions of early elementary disabled students of their classroom learning environments were studied through multiple data collection methods. These perceptions were compared with observations of students in their learning environments (triangulated). Twelve disabled students from six classrooms were interviewed and observed, and they completed an adapted version of the My Class Inventory-Short Form (B. Fraser, G. Anderson, and H. Walberg, 1982), which measured their perspectives from a personal point of view. The students' personal perceptions of their classrooms as measured by interview and survey responses were consistent in direction on most dimensions, but the survey was more effective in eliciting students' opinions. There were, however, many inconsistencies between students' perceptions of their learning environments and researchers' observations. Two students, for example, were highly satisfied with their classrooms, yet observers thought that the teacher neglected the academic well-being of students, was unprepared to teach, and was sometimes verbally abusive. In two classrooms, observers thought that the learning environment was positive, but students did not think so. Findings suggest that there is a need to include a qualitative or observational component in measuring the learning environments of students with disabilities. Appendixes contain the survey instrument, the interview question guide, and tables of interview and survey and observation results. (Contains 2 tables and 27 references.) (SLD)

The perceptions of early elementary disabled students of their classroom learning environments were studied through multiple data collection methods. These perceptions were compared with observations of students in their learning environments (triangulated). Twelve disabled students from six classrooms were interviewed and observed, and they completed an adapted version of the My Class Inventory-Short Form (B. Fraser, G. Anderson, and H. Walberg, 1982), which measured their perspectives from a personal point of view. The students' personal perceptions of their classrooms as measured by interview and survey responses were consistent in direction on most dimensions, but the survey was more effective in eliciting students' opinions. There were, however, many inconsistencies between students' perceptions of their learning environments and researchers' observations. Two students, for example, were highly satisfied with their classrooms, yet observers thought that the teacher neglected the academic well-being of students, was unprepared to teach, and was sometimes verbally abusive. In two classrooms, observers thought that the learning environment was positive, but students did not think so. Findings suggest that there is a need to include a qualitative or observational component in measuring the learning environments of students with disabilities. Appendixes contain the survey instrument, the interview question guide, and tables of interview and survey and observation results. (Contains 2 tables and 27 references.) (SLD)

As part of its mission to remove the barriers to lifelong learning, CAEL (Council for Adult and Experiential Learning) launched WorkforceChicago2.0 in 2001 to help influence the culture and policies of the private sector regarding employee learning and development. One of the key goals of this initiative is creating a "voice" for the private sector regarding the importance of lifelong learning. Over the past two years, the program's director, Michelle Sanford, has conducted one-on-one interviews with five CEOs (chief executive officers) from prominent businesses involved with WorkforceChicago2.0. In these interviews, which have been published in the program's quarterly e-newsletter Smartwork, the CEOs have shared their unique perspectives on some of the issues facing the workforce, both now and in the future. Though each interview has had a distinctive focus or theme, in revisiting the discussions, there are a few topics that each leader has touched on: (1) The business imperative of investing in the workforce; (2) The importance of developing leadership at all levels; (3) The need for collaboration with higher education; and (4) The pervasive effect of technology on the learning and development landscape. This article explores these topics and, using the CEOs' own words, portrays their unique perspectives from the tops of their industries.

As evidence-based practices are continuously created to support children, it is the responsibility of research scientists to consider including children, teachers, and parents as co-contributors in the creation of child development practices (Shonkoff, 2012). Evidence-based practices such as Dialogic Reading have been uplifted by the scientific community for nearly 30 years, but studies have found that parents are not implementing this technique in the home. Hence, prompting the need for additional exploration into the methods parents use to teach their children how to read and if these techniques are steeped in evidence-based practices. The purpose of this study is to understand parent’s perspectives of factors impacting literacy and learning for children between the ages of 2-5 through four key areas 1) perceived building blocks and barriers to literacy attainment, 2) government and school impact, 3) responsive parenting (Cognitive Sensitivity) during shared reading experiences and 4) the prominence of evidenced-based reading strategies in the home. Semi-structured interviews with 21 parents of diverse ethnic and socio-economic backgrounds living in England with children between the ages of 2-5 will be conducted from 2021-2022. We are hopeful that these findings will ultimately assist in our understanding of how parents elect to facilitate reading within the home in early childhood and mitigate the influence of system wide factors with the intention of enhancing their child’s educational experiences.

As evidence-based practices are continuously created to support children, it is the responsibility of research scientists to consider including children, teachers, and parents as co-contributors in the creation of child development practices (Shonkoff, 2012). Evidence-based practices such as Dialogic Reading have been uplifted by the scientific community for nearly 30 years, but studies have found that parents are not implementing this technique in the home. Hence, prompting the need for additional exploration into the methods parents use to teach their children how to read and if these techniques are steeped in evidence-based practices. The purpose of this study is to understand parent’s perspectives of factors impacting literacy and learning for children between the ages of 2-5 through four key areas 1) perceived building blocks and barriers to literacy attainment, 2) government and school impact, 3) responsive parenting (Cognitive Sensitivity) during shared reading experiences and 4) the prominence of evidenced-based reading strategies in the home. Semi-structured interviews with 21 parents of diverse ethnic and socio-economic backgrounds living in England with children between the ages of 2-5 will be conducted from 2021-2022. We are hopeful that these findings will ultimately assist in our understanding of how parents elect to facilitate reading within the home in early childhood and mitigate the influence of system wide factors with the intention of enhancing their child’s educational experiences.

Book Source: Digital Library of India Item 2015.154950 dc.contributor.author: U.s. Department Of Education dc.contributor.other: U.s. Department Of Education dc.date.accessioned: 2015-07-06T19:43:44Z dc.date.available: 2015-07-06T19:43:44Z dc.date.copyrightexpirydate: 0000-00-00 dc.date.digitalpublicationdate: 2004-11-03 dc.identifier: CMU dc.identifier.barcode: 1990050020799 dc.identifier.origpath: /data/upload/0020/804 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/154950 dc.description.scanningcentre: AKCE, Universal Digital Library dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 64 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Akce Universal Digital Library dc.publisher: U.s. Department Of Education dc.rights: Out_of_copyright dc.source.library: Cmu dc.subject.classification: Education dc.title: Presonal Perspectives On Learning To Read And Write dc.rights.holder: U.s. Department Of Education

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. The changes in everyday teaching brought by Distance Learning were felt worldwide. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world. This will allow for a value-free comparison of how the COVID-19 pandemic has been addressed in education in different parts of the world and what impacts it has had, is having or may have in the future.

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

Studies have shown negative trends in mental health outcomes among youth across the country. Harmful public rhetoric, pervasive stigma, and a lack of understanding of mental health further compound these issues and can isolate young people in their greatest moments of need. At this event, Congresswoman Speier and special guests focus on solutions and available resources. We are fortunate to live in a community that cares deeply about our kids and values the inclusion of youth voices in decision-making. Advocates and professionals are working hard to address young people’s social and emotional needs and turn these negative trends around. To better understand the drivers of poor mental health and to ensure our programs and policies are meeting their goals, we must first listen to, and learn from, the young people who are living the experience. The presentation includes thoughts and Q&A from the following panelists: • Vivian Valdez, Senior at Hillsdale High School • Fennel Schubert, Freshman at City College • April Torres, Manager of Mental Health Services at San Mateo Union High School District • Michelle Levine, Principal and Former Director of Counseling at St. Ignatius College Preparatory • Dr. Shashank V. Joshi, MD, Child and Adolescent Psychiatrist and Professor at Stanford University

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

The COVID-19 pandemic accelerated the shift to online education, significantly impacting students and teachers in Guwahati, Assam. This study examines the perceptions of both groups regarding online teaching-learning, focusing on its effectiveness, challenges, and opportunities. A survey of 200 students and 70 teachers revealed mixed responses. While students appreciated the flexibility and digital literacy improvements, they faced infrastructure limitations (60% reported poor internet access) and engagement issues (55% struggled with distractions). Teachers found online teaching challenging, with 65% experiencing difficulties in using digital tools and 70% struggling to maintain student engagement. Key challenges included internet connectivity issues, lack of proper training, and reduced student interaction. The study highlights the necessity of a structured hybrid education model integrating online and offline learning for a balanced approach. Improved infrastructure, teacher training, and student support programs are essential for enhancing the effectiveness of digital education.

Noting the importance of including parents in school change, this descriptive study investigates parents' beliefs about teaching and learning high school English. Twenty-five parents of high school students enrolled in an untracked interdisciplinary English course were interviewed. Participants were shown photographs of different classrooms and asked to comment on the most conducive learning environment. Subjects were also asked what should be included in the English curriculum and what they considered to be the best learning strategies for students. Data revealed that, in general, parents' perspectives are complex and idiosyncratic. Parents believed that reading and writing should form the core of the high school English program and that students would learn best if actively involved in the learning process. Subjects held opposing views about the inclusion of certain curricula (such as the classics), the value of English as an interdisciplinary course, and whether students could learn best in a heterogeneously- or homogeneously-grouped class. Other differences pertained to inclusion of certain authors, such as Shakespeare, use of various teaching methods, and whether curriculum and methods should be differentiated to suit the needs and interests of specific students. The basis by which parents explained their preferences and the criteria they used to evaluate practices were also assessed. Parents' opposition to some innovative classroom practices was often due to their misunderstanding of a practice or its implementation, rather than because it conflicted with their basic beliefs about teaching and learning. The results of the study suggest that educators need to include parents more directly in the change process and view them as potential learners rather than critics. (BAC)

These Proceedings are a written record of the research presented at the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) held in Chicago, Illinois, November 14-17, 2013. The theme of the conference is Broadening Perspectives on Mathematics Thinking and Learning. The Proceedings include papers from 1 plenary talk, 2 panel presentations, 68 research reports, 121 brief research reports, 208 posters, and 14 working groups. Chapters include:(1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Math Processes; (6) Statistics and Probability; (7) Student Learning and Related Factors; (8) Teacher Education and Knowledge; (9) Teaching and Classroom Practice; (10) Technology; (11) Theory and Research Methods; and (12) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]

The qualitative and quantitative objective of this scoping review is to identify medical students’ perspectives on the use of digital problem-based learning in medical education, and by a qualitative analysis of the perspectives improve the design options for future medical educational DPBL interventions.

The qualitative and quantitative objective of this scoping review is to identify medical students’ perspectives on the use of digital problem-based learning in medical education, and by a qualitative analysis of the perspectives improve the design options for future medical educational DPBL interventions.

Since their emergence in the 1990's, the support vector machine and the AdaBoost algorithm have spawned a wave of research in statistical machine learning. Much of this new research falls into one of two broad categories: kernel methods and ensemble methods. In this expository article, I discuss the main ideas behind these two types of methods, namely how to transform linear algorithms into nonlinear ones by using kernel functions, and how to make predictions with an ensemble or a collection of models rather than a single model. I also share my personal perspectives on how these ideas have influenced and shaped my own research. In particular, I present two recent algorithms that I have invented with my collaborators: LAGO, a fast kernel algorithm for unbalanced classification and rare target detection; and Darwinian evolution in parallel universes, an ensemble method for variable selection.

Though factors contributing to difficulty in learning school subjects including Mathematics were extensively studied, nature and characteristics of mathematics, possibly, one among the foremost causes for difficulty in learning it has not received required attention. To bring attention to the difficulties arising out of the nature of mathematics teaching-learning, this study identifies and compares the level of difficulty of major school subjects perceived by students. The study categorizes the characteristics of subjects that contribute to student perception of difficulty. Then it compares Mathematics with other school subjects on these perceived reasons. Questionnaire survey on a sample comprising of 300, 8th standard students randomly selected from schools of Kerala is employed. Findings indicate that as to mathematics, most of these identified factors are highly causative to difficulty compared to other subjects. The study implies reducing the difficulties in learning Mathematics through remedial measures that consider special nature of that subject.

The central message of this report is while current and recent high school students today generally respect their teachers and give their high schools favorable marks, most see a big missing piece in their education -- a lack of social and emotional skills development -- and most recent students feel unprepared for life after high school. Students, like teachers and administrators, see the benefits of attending schools that emphasize social and emotional learning (SEL), especially in terms of improving relationships, reducing bullying, and preparing them for postsecondary education, work, and life. Such schools are broadly appealing to students across backgrounds and from different types of schools. Encouragingly, students in schools with a strong commitment to social and emotional development report having better learning environments, feeling respected more, feeling safer, doing better academically, getting along well with others better, being better prepared for life, and being more likely to serve and give back to their communities than those students not in such schools. These and other findings are the result of a nationally representative survey of current (age 14-19) and recent (age 16-22) high school students, including in-depth interviews with students in schools with and without a strong focus on social and emotional learning. Listening to the perspectives of students completes a compelling picture that has included nationally representative surveys of pre-kindergarten through twelfth grade teachers and principals to assess the role and value of social and emotional learning in America's schools. The survey findings have three major themes: (1) Students and young adults from strong SEL schools report a more positive social climate and learning environment, doing better academically, and being better prepared for life than those in weak SEL schools; (2) Schools that emphasize social and emotional skill development are broadly appealing to students across background, race, ethnicity, income, geography, and type of school attended and students see the benefits of such schools, but fewer than half believe their high schools are doing a good job of helping them develop SEL skills; and Students -- particularly some of the most vulnerable -- cite social and emotional problems as significant barriers to learning, doing their best, and fulfilling their potential. Throughout the report, perspectives of current and recent high school students are shared, providing a clearer picture of how they view their high schools, what their challenges are, and how their schools could be improved to unleash more of their potential. Findings related to the perspectives of students from different backgrounds are also presented in an effort to promote an equitable approach to understanding students' experiences in high school. Finally, what research says about the integration of social, emotional, and academic development is highlighted and recommendations are provided on how to advance the strategic and systemic use of youth voice and SEL in schools to promote student success in school, work and civic life. [This report was written with Jennifer L. DePaoli, Matthew N. Atwell, John M. Bridgeland & Timothy P. Shriver.]

This study sought the perspectives of South African lecturers on the impact of COVID-19 on teaching and learning. In this study, 28 university teachers in three South African provinces were interviewed using a qualitative research method and phenomenological case study design. Utilizing a series of verified interviews, qualitative data were gathered. Thematic analysis was used to analyze the data that were gathered. According to the study's findings, faculty members in the field of education viewed COVID-19's plan to allow them to work from home as a bad development since it left them psychologically spent and had a detrimental impact on their ability to teach and learn. Additionally, the study participants claimed that the distractions brought on by household duties caused working from home to impair their academic output. In conclusion, COVID-19 had a detrimental influence on efficient teaching and learning in South African universities. In order to prevent a repeat of this unfavorable effect of COVID-19 in the future, it was advised that a suitable online learning platform be set up.

This book outlines the process and outcomes of the EUROTECNET Self-Learning Competency research project that was launched in 1989. (EUROTECNET is a program designed to promote educational responses that will enable the European Community to create technological innovations in the workplace.) Part I, Technological Change and the Need for a Self-Learning Workforce, has six chapters: "EUROTECNET Enquiry on Self-Learning Competency and Technological Change"; "The Enquiry Process: A Cooperative Self-Learning Experience"; "Technological Revolution Entails a Knowledge and a Learning Revolution"; "Profile of the Self-Learning Knowledge Worker"; "Organisations for Self-Learning: Training Institutes and Enterprises"; and "Taking Steps towards a European Self-Learning Community" (Caspar). Eight chapters comprise part II, Issues Surrounding the New Learning Paradigm: "The Self-Learning Gamble: An Examination of the Issues Involved" (Carre); "Self-Learning Competency: Approaches and Experiences in the Federal Republic of Germany" (Bahr); "Developing Skilled Learners: The Experience of ICI and Shell in the United Kingdom" (Pearn, Downs); "New Starting Points for European Vocational Training" (Feldmann et al.); "The Need for Self-Learning Organisations as Part of an Overall Business/Management Strategy" (Pedler); "The Utilization of Information Technology: A Management Perspective on a Learning Issue" (Docherty); "The Self-Qualifying Organisation: A Necessity for the Future of Europe" (Talpaert); and "Vocational Training Requirements within a Company Context: A Trade Union View Point" (Steinleitner). In conclusion, "Facing up to the Challenge" urges action to convert the self-learning model into a reality. The book contains a list of the names and addresses of contributors to the book. (Contains 125 references.) (KC)

Mastery learning is described as a system for providing a unit-by-unit sequence, and arranging that each unit be successfully mastered by each student before they begin the next unit. This process requires mastery tests to control the rate of student progress. The proper setting of score levels to represent mastery is a difficult task. The claim is made that, although group-based mastery learning may often delay the progress of the faster students at first, eventually the general result tends to be more efficient for learning for all students as compared to other group instructional processes. Bibliographical references are appended. (Author/CTM)

Mastery learning is described as a system for providing a unit-by-unit sequence, and arranging that each unit be successfully mastered by each student before they begin the next unit. This process requires mastery tests to control the rate of student progress. The proper setting of score levels to represent mastery is a difficult task. The claim is made that, although group-based mastery learning may often delay the progress of the faster students at first, eventually the general result tends to be more efficient for learning for all students as compared to other group instructional processes. Bibliographical references are appended. (Author/CTM)

The outbreak of COVID-19 prompted a worldwide transition to online education in academic institutions, which had a profound effect on both instructors and learners. This study aims to investigate the perspectives and experiences of students who have undergone emergency remote learning at the University of Technology and Applied Sciences (UTAS) in the Nizwa branch. The study explored students’ experiences in four areas: i) the impact of online learning on academic performance, learning skills, communication, health, and motivation; ii) students’ preferences; iii) the challenges they faced; and iv) the suggestions they have for enhancing the online learning environment. An online survey was conducted with 447 students, and the data collected were analyzed both quantitatively and qualitatively. This study shows that online learning has impacted students’ academic performance, communication, health, and motivation. The findings revealed that students preferred live online lectures and exams but were dissatisfied with the online learning system overall. Content analysis revealed that the most significant challenges faced by students were technical issues, study-related concerns, and learning difficulties. These findings highlight the necessity of enhancing the infrastructure, fostering communication, and implementing effective teaching methods to create a more engaging and productive online learning environment.

The outbreak of COVID-19 prompted a worldwide transition to online education in academic institutions, which had a profound effect on both instructors and learners. This study aims to investigate the perspectives and experiences of students who have undergone emergency remote learning at the University of Technology and Applied Sciences (UTAS) in the Nizwa branch. The study explored students’ experiences in four areas: i) the impact of online learning on academic performance, learning skills, communication, health, and motivation; ii) students’ preferences; iii) the challenges they faced; and iv) the suggestions they have for enhancing the online learning environment. An online survey was conducted with 447 students, and the data collected were analyzed both quantitatively and qualitatively. This study shows that online learning has impacted students’ academic performance, communication, health, and motivation. The findings revealed that students preferred live online lectures and exams but were dissatisfied with the online learning system overall. Content analysis revealed that the most significant challenges faced by students were technical issues, study-related concerns, and learning difficulties. These findings highlight the necessity of enhancing the infrastructure, fostering communication, and implementing effective teaching methods to create a more engaging and productive online learning environment.

This study is an analysis of the challenges of leaders in schools to improve learning systems, trying to do an analysis of the six aspects of analysis during the study. The main contribution of this research is related to how to deal with challenges in improving learning systems in schools that have so far faced challenges and obstacles, and these need to be analyzed and solutions. This study uses a qualitative method with a case study model, because this researcher is a case that must be disclosed and found a solution, looking at the gap between quality, performance and leadership in several schools that are the object of research and this research lasted for several years. four months (18 weeks), the time is indeed quite short, but researchers try to use this time effectively to produce something useful. In this case involving eight school leaders, as participants, the results of the application of the six aspects of indicators were able to improve teacher performance and from changes in the learning system as well. can be significantly improved as evidenced by the results of evaluating student learning, this research does indeed need to be deepened comprehensively. The author measures the success rate of these indicators by using a cluster system (individually intervening) individually either for the principal or when assessing students, so the writer can see the improvement. 

This study is an analysis of the challenges of leaders in schools to improve learning systems, trying to do an analysis of the six aspects of analysis during the study. The main contribution of this research is related to how to deal with challenges in improving learning systems in schools that have so far faced challenges and obstacles, and these need to be analyzed and solutions. This study uses a qualitative method with a case study model, because this researcher is a case that must be disclosed and found a solution, looking at the gap between quality, performance and leadership in several schools that are the object of research and this research lasted for several years. four months (18 weeks), the time is indeed quite short, but researchers try to use this time effectively to produce something useful. In this case involving eight school leaders, as participants, the results of the application of the six aspects of indicators were able to improve teacher performance and from changes in the learning system as well. can be significantly improved as evidenced by the results of evaluating student learning, this research does indeed need to be deepened comprehensively. The author measures the success rate of these indicators by using a cluster system (individually intervening) individually either for the principal or when assessing students, so the writer can see the improvement. 

This open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning--Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K. Parthasarathy); "Impact of Culture on Learning and Development Process of Adult Workers in Stone Quarries" (G. Sundharavadivel, T. Thiripurasundari); "Selection of Beneficiaries through Participatory Process" (Fr. Premkumar); "The Role of Educated in Eradicating Illiteracy among Rural Masses" (V. Seeni Natarajan); "Experience of an Instructor in the Successful Conduct of a Nonformal Education Centre" (V.B. Padmanabhan); "Toward Justice, Peace and a Sustainable Future" (Peter G. Malvicini); "Adolescence Reproductive Health Education" (N. Nagarajan); "Learning Together--Involving Parents in Children's Learning" (Thomas Uzhuvath); "Role of Adult Education in Promoting Environmental Awareness" (Bhasakar A Yerroju); "From Where Do Forces and Values of Transformation Emerge in Adult Education?" (P.K. Michael Tharakan); "A Paradigm Shift in Continuing Education" (B. Vijayakumar); "Learning Process and Styles for Human Development (Best Practices in Learning)" (Grace Annie Mathews); "Action Research in Educational Settings" (Sonny Jose, Prakash Pillai R.); "Eradication of Poverty through People's Participatory Approach" (D. Venkateswarlu); "Learning through Community Colleges" (G. Arun Senthil Ram); "Refugee Resettlement Lifelong Learning/Nashville Davidson County USA" (Jyotsna Paruchuri); "Naming and Character Modeling in Indigenous Swazi Culture" (S.M. Nxumalo); "Learning to Unlearn" (P. Devanesan); "Science and Technology Education as a Catalyst for Sustainable Development" (Sheeba M.N.); and "Liter@cy and Information Technology at the Dawn of a New Millennium" (Thierry Karsenti, Mohamed Hrimech). Some papers include substantial bibliographies. (MN)

Environmental art education is growing in popularity in college and university programs as the arts begin to play a more prominent role in environmental and sustainability education. As this emerging field of study is an interdisciplinary endeavor that draws from the more established fields of visual art education and environmental education, environmental art education offers a means to increase the pool of potential learners to those in the arts and sciences, as well as diversify learning to ensure that it is memorable and authentic. This article describes two different approaches to the design of courses in this emerging field from the perspectives of both science and art educators, in hopes of providing direction on the development of curricula and pedagogy in environmental art education to other educators.

This article reports on the findings of phase two of a larger study, which examines pre-service teacher experiences engaging with a synchronous (live-time) platform as a part of their training. While phase one focused on pre-service experiences "e-learning" with this synchronous platform (Woodcock, Sisco, & Eady, 2015), phase two focuses on their experiences "e-teaching" with the platform. During phase two, fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competency (Woodcock, Sisco, & Eady, 2015), developed during phase one based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview and survey data were collected about students' experiences using the platform, and analyzed via thematic content analysis. Quantitative survey data were also collected and analyzed via basic statistical analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from implementing MALL successfully. To better understand the barriers to using MALL, this pilot study investigated the perspectives of 21 L2 English teachers at secondary schools and colleges in Quebec (Canada). An online questionnaire, requiring 15-30 minutes to complete, consisted of six-point Likert scales, short answers, multiple-choice questions, and probed teachers' current practices, willingness to engage with different tools, and factors influencing their implementation (e.g. time restraints, lack of training). Results suggest that while most language teachers appear to be open to engaging their students in MALL, limitations and concerns regarding distractions, cheating, school policy, class disruption, and time pressures remain. [For the complete volume, see ED578177.]