The role of preschool teachers in supporting children’s language development is unquestionably substantial. To ensure the quality of preschool teachers’ performance in this specific task, various assessing instruments have been developed and justified in recent years. This study joins such efforts by investigating a new scale based on the “Framework for assessing preschool teacher competence in promoting children’s language development” proposed by a previous research. The scale’s psychometric properties are examined with a sample of 685 Vietnamese preschool teachers. The results supported the four-factor model suggested by the original authors and confirmed its reliability and validity. Finally, further usages of the scale are discussed.

We developed a Quantum Mechanics Conceptual Understanding Survey (QMCUS) in this study. The survey was conducted using a quantitative methodology. A multiple-choice survey of 35 questions was administered to 338 undergraduate students. Three experienced quantum mechanics instructors examined the validity of the survey. The reliability of our survey was measured using Cronbach's alpha, the Fergusson delta index, the discrimination index, and the point biserial correlation coefficient. These indices showed that the developed survey is reliable. The statistical analysis of the students' results using SPSS shows that the scores obtained by the students have a normal distribution, around the score of 7.14. The results of the t-test show that the students' scores are below the required threshold, which means that it is still difficult for the students to understand the concepts of quantum mechanics. The obtained results allow us to draw some conclusions. The students' difficulties in understanding the quantum concepts are due to the nature of these concepts; they are abstract and counterintuitive. In addition, the learners did not have frequent contact with the subatomic world, which led them to adopt misconceptions. Moreover, students find it difficult to imagine and conceptualize quantum concepts. Therefore, subatomic phenomena are still explained with classical paradigms. Another difficulty is the lack of prerequisites and the difficulties in using the mathematical formalism and its translation into Dirac notation.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher’s KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.

Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.

The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

The purpose of this study was to explore the factor structure of a measurement and to evaluate its internal reliability. Overall, 525 math-majoring elementary school teachers volunteered to participate in this study by answering online survey questions via Google Form. These samples were randomly partitioned into 262 participants for exploratory factor analysis (EFA) and 263 observations for confirmatory factor analysis (CFA). The EFA tended to largely prefer a four-factor solution, which was proven to explain over 68% of the variation in the data. Awareness, effectiveness, engagement, and opportunity were the provisional labels for these hidden variables. The CFA results verified and validated the four-factor model, with all test measures exceeding the specified thresholds, suggesting an acceptable and excellent fit. The results of this study, on the one hand, provide four key areas for realistic math teachers, educators, and policymakers to discuss as opposed to examining individual indicators, and on the other hand, they serve as a foundation for interested researchers to conduct additional analyses, such as multivariate linear regression or complement for cluster analysis.

Crises like COVID-19 affect organizations as well as employees' well-being. Leaders, in this sense, have a critical role to play in reducing the challenges and promoting a healthy workplace. With employees feeling overwhelmed and anxious to cope, leaders should provide the appropriate support and guidance. This quantitative study examined the relationship between different leadership styles, which are participative, directive, supportive, and Laissez-Faire, and teachers' well-being in the United Arab Emirates (UAE). The study adds insights into the UAE's public school context, where 101 teachers were surveyed following a snowball sampling technique. Findings revealed that Laissez-Faire and directive styles were the most dominant among the four leadership styles examined. In terms of the relationships between leadership styles and well-being, correlation and regression analyses were done through SPSS, and findings from the Generalized Linear Model analysis revealed that although the four styles correlated positively with well-being, the participative leadership style had the most decisive influence. The results showed that none of the demographics had any significant influence on well-being, and no differences in well-being in terms of demographics were reported.

Diagnostic tests are generally two or three-tier and based on classical test theory. In this research, the Four-Tier Diagnostic Test (FTDT) was developed based on modern test theory to determine understanding of physics levels: scientific conception (SC), lack of knowledge (LK), misconception (MSC), false negatives (FN), and false positives (FP). The goals of the FTDT are to (a) find FTDT constructs, (b) test the quality of the FTDT, and (c) describe students' conceptual understanding of physics. The development process was conducted in the planning, testing, and measurement phases. The FTDT consists of four-layer multiple-choice with 100 items tested on 700 high school students in Yogyakarta. According to the partial credit models (PCM), the student's responses are in the form of eight categories of polytomous data. The results of the study show that (a) FTDT is built on the aspects of translation, interpretation, extrapolation, and explanation, with each aspect consisting of 25 items with five anchor items; (b) FTDT is valid with an Aiken's V value in the range of 0.85-0.94, and the items fit PCM with Infit Mean Square (INFIT MNSQ) of 0.77-1.30, item difficulty index of 0.12-0.38, and the reliability coefficient of Cronbach's alpha FTDT is 0.9; (c) the percentage of conceptual understanding of physics from large to small is LK type 2 (LK2), FP, LK type 1 (LK1), FN, LK type 3 (LK3), SC, LK type 4 (LK4), and MSC. The percentage sequence of MSC based on the successive material is momentum, Newton's law, particle dynamics, harmonic motion, work, and energy. In addition, failure to understand the concept sequentially is due to Newton's law, particle dynamics, work and energy, momentum, and harmonic motion.

In recent years, there is a growing number of Vietnamese students applying to study abroad at a younger age. Instead of waiting until adulthood, many Vietnamese parents decide to send their offspring to study abroad early from high school. This study was conducted to analyze the factors affecting the intention of Vietnamese parents to send their children to study abroad. The dataset includes 350 responses, in which parents of middle and high school students having the intention and willingness to send their children to study abroad are respondents. The research results show that perceived value, perceived risk, and three variables of the theory of planned behavior (TPB) model affect the intention to send their children to study abroad with the ability of explanation 53.4%. In detail, Attitude (influenced by Success, Modern self, and Traditional self) has the most significant influence (30.9%) on the dependent variable. On that basis, some suggestions are proposed for international educational organizations and study-abroad counseling centers to help them give the right orientation to Vietnamese parents about studying-abroad. Besides, proposing some recommendations for domestic educational institutions, international educational institutions, and educational management agencies in Vietnam, in order to improve the quality of education and training, creating an ideal learning environment that meets international standards for students, and simultaneously attracting international students to Vietnam.

Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match “tailored” psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students’ needs, especially with migration backgrounds.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.

This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma college tutors, and a university lecturer from Tanzania. We developed 25 multiple-choice questions for interpreting kinematics graphs. The different steps in the development process used are selecting the topic, setting objectives, constructing questions, validating questions, and reliability testing. We carried out descriptive and inferential statistical analysis by using Statistical Package for Social Science (SPSS) version 22 followed by item analysis for pre-and post-piloting. Findings revealed normal distribution scores with a mean and standard deviation of 39.28±10.893 for pre-piloting and 40.16±8.08 for post-piloting. It also revealed no significant difference between pre-and post-piloting results with a p-value of 0.414.  In addition, correlation coefficients for test re-test reliability were .783 and .878 for single and average measures respectively. Moreover, item analysis in terms of difficulty index, discrimination index, and distractor efficiency agreed with the published standards. Based on these findings, the study recommends the use of developed and validated kinematics graphs concept inventory by physics educators in both research and classroom instructions in the Tanzanian context.