Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the interdisciplinary approach in performance-based assessment (IAPA) before and during Coronavirus disease (COVID-19) as a basis for proposing improvements for its implementation in the “new normal”. 30 senior high school science teachers and school leaders from 5 private and 5 public schools in Metro Manila, Philippines, participated in this study. The participants assessed the management of existing policies, guidelines, and procedures on the IAPA’s implementation using a survey questionnaire and identified its strengths and weaknesses using an interview guide. The researchers developed the instruments used for data collection but subjected to experts’ validation and reliability test. Results reveal that the management of IAPA was effective and that it benefits students and teachers in many ways. However, it has also weaknesses, which are associated with the role of school leaders in the implementation of the policies, guidelines, and/or procedures, especially during the new normal education setting. The study provides suggestions for improving IAPA implementation in the new normal covering both the face-to-face and online learning modalities

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online instruction. During the COVID-19 pandemic, ten teachers and ten parents from the United Arab Emirates (UAE) school system were interviewed to reveal their challenges in managing online teaching and learning. According to the findings, both teachers and parents encountered several problems. Teachers faced challenges such as the need to adapt their teaching strategies and techniques to the new situation, the need for technical support to facilitate the teaching-learning process, the lack of students’ in-class participation and genuine motivation, and the nature and format of the teaching platform, and the fact that they need to have a high level of experience in using technology to serve their students well and engage them in interactive classroom activities. Parents reported several challenges, including lack of experience with the online learning platform, unwillingness to work with teachers to use the online learning platform effectively, lack of experience in properly preparing their children to participate in active online instruction, and multiple children attending different classes at the same time. These challenges place a great burden on parents who must support their children in the younger grades.

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.

This study aims to analyze the characteristics of social skills, digital literacy disposition, and mathematical literacy abilities of 49 students; to analyze the theoretical model of the direct and indirect influence of digital literacy skills and social skills on mathematical literacy skills. The number of samples is 49 of the 12th-grade students at state high school #1 Southern Konawe. The research instruments consisted of a mathematical literacy ability test, a social skills questionnaire, and a digital literacy disposition questionnaire. The data were analyzed by descriptive statistics and structural equational models (SEM) with a Smart PLS 3.0 application. The results showed that students' mathematical literacy skills tended to be better on content and context indicators but they are weak on competency and process indicators. Students' social skills tend to be better on indicators of peer-relationship skills and self-management skills, but are also weak on indicators of academic skills and compliance skills. Mastery of the digital literacy disposition tends to be better on the internet searching, content evaluation, and information sharing indicators but is still weak on knowledge assembly. Furthermore, it was found that (a) social skills have a direct effect on digital literacy disposition but do not directly affect mathematical literacy skills; (b) the digital literacy disposition has a direct effect on mathematical literacy skills.

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.

COVID-19 affected all education stakeholders and led to school closures at the beginning of the spread of the pandemic. During the pandemic, principals had to manage their schools and faced many problems during the closure. Although there are numerous studies on school principals' challenges and difficulties during the COVID-19 pandemic, no systematic review study analyzes research about the principals' challenges and problems in the current literature. The purpose of this study is to provide a systematic review of the challenges and problems of principals during the COVID-19 pandemic from 2020 to 2022. The researcher analyzed 395 articles indexed in the ERIC and SCOPUS databases between 2020-2022. The results were analyzed using content analysis. The research results showed that 26 articles were suitable according to the analysis criteria. The results revealed that, in general, researchers focused on understanding principals' experiences regarding their challenges and problems during the pandemic. The results also showed that most articles were published in 2021, and most studies were conducted in The United States of America and Turkey. The results also show that qualitative studies are higher than quantitative. In addition, we found that the biggest challenges are inadequate equipment and lack of access to the internet and online resources during the pandemic. At the same time, the most common problems were identified as the adaptation of online teaching and inadequate infrastructure. The results from this research contribute to the body of the existing literature through a systematic review of the challenges and problems of principals during a pandemic and identifying the research gaps revealed from the analyzed studies.

Development research demands a improvement in the implementation of learning by developing products based on learning needs. The products of this development are teacher book and student book based on the realistic mathematic education (RME) approach for package A in statistics material. Validity testing in this study includes instrument validation, self-evaluation, expert validation, one-to-one evaluation. Aiken's V and Intraclass Correlation Coefficient (ICC) are used to determine the validity and reliability of the product. The result of research shows that the instruments and prototype are valid and feasible. Then, the ICC obtained moderate stability, it also categorize reliable. In terms of context and hypothetical learning trajectory (HLT) developed, the products should be revised to achieve meaningful learning.

This study explores a socially relevant problem related to teachers' conceptions of hate speech from a gender perspective present in the discourse of teaching history and social science educational practices. The methodology was used within the paradigm with a case study design, as a generalization was not intended. The sample consisted of 80 professors of history and social sciences. A quantitative questionnaire was used to determine the conceptions of the participants. The main findings include the constraints placed by programs and curricula on the presence of hate speech, student interventions in classes, and strategies implemented by participating teachers to position counter-narratives to hate in their practice. The conclusions include the importance teachers place on analyzing the prevalence of hate speech in their practice, both by students and the media, and its impact on teaching. In addition, the results offer some educational insights and perspectives for positioning hate speech as a transformative social justice perspective.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students’ perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff.

The vast technological development affects every layer of people’s daily life, including Education. However, Indonesia’s tertiary education status quo has not exhibited any rapid development in information technology-based learning media. This study aimed to develop and identify the effectiveness of Basic Pedagogy Material online learning material in improving students’ outcomes in pedagogy. It applied R & D design with a waterfall development model on second-semester students in Universitas Negeri Semarang, Indonesia, during the educational year of 2020/2021. The data collected through interviews, observation, questionnaire, scale, and test were analyzed using independent t-test and n-gain. The findings indicated a significant difference between the average score before and after students used the Basic Pedagogy Materials mobile learning application during the learning process. Therefore, the mobile learning application developed effectively improves students' learning outcomes in pedagogy subjects effectively.

Scientific literacy is a critical competency for people to take an essential role in science, technology, and social advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL. Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the medium category. It was concluded that flipped classroom makes the PjBL take place more efficiently and effectively. Further studies can be carried out to determine how students use the learning materials, how teachers design the PjBL strategy in an online platform, their effect on scientific literacy, and how to combine PjBL with other approaches.

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.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

The aim of this study was to investigate how the use of the technologized model of critical thinking development affected the self-study process of students of higher educational institutions (HEIs). The research methodology was based on a combination of qualitative and quantitative empirical methods, as well as a descriptive approach to data analysis. The study involved a quasi-experimental model supposed to influence the variables under study. The technology-based educational model of autonomous learning with a focus on the critical thinking development in students of HEIs consisted of the following processes, such as: communication, analysis, synthesis, problem-solving, evaluation, and reflection. The Watson Glaser Test was adapted to monitor the level of students’ critical thinking. The average score on the final control of students’ knowledge was used to monitor the experimental group students’ performance. By monitoring the development of students’ critical thinking and the dynamics of their performance in the course of training, where 90% of the time students studied independently, it was established that the use of a technological educational model had a positive effect on the critical thinking of students of HEIs, and as a result, the effectiveness of their self-study.

Teachers play an important role in helping students improve their learning and achieve the intended curriculum outcomes. Therefore, it is essential to look at teachers’ knowledge, understanding, and perceptions of any educational innovation. The present study aims to examine knowledge, understanding and perceptions of Rwandan science teachers with respect to the competence-based curriculum (CBC) introduced in 2015. The 2015 curriculum framework included features like the rationale for its adoption, the concept of competence, different competences to be developed by learners upon CBC implementation, principles guiding CBC implementation, and cross-cutting issues to be addressed by CBC implementation. This research is a multiple case study that adopted a qualitative approach with interpretivism paradigm. Twelve science teachers from three secondary schools, selected based on their differing teaching experience, participated in the study. Data were collected through semi-structured face-to-face interviews. The data were transcribed and qualitatively analyzed using content analysis. The findings revealed some satisfactory knowledge, understanding and perceptions of science teachers. Further, knowledge and understanding gaps as well as negative perceptions of CBC were identified. Towards the effective and efficient implementation of the CBC, this research suggests appropriate training and establishment of the school community of practices for improving teachers’ experience of the CBC.

Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.