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

Guided by the analytical framework in the current literature, whereby ten nature of science (NOS) aspects were targeted, this study aims at assessing the extent to which the three physics textbooks for Cycle 4 of Fundamental Schools in Burundi represent the NOS aspects. The quantitative embedded research design which combines the qualitative and quantitative to both the representations of text and images were applied to collect and analyses data. Three physics textbooks used in this study as textbooks I, II and III (grade 7 textbook, grade 8 textbook and grade 9 textbook) were purposively selected. 65 physics lessons were analyzed in three steps including exploring representations of NOS aspects, representations of NOS teaching approaches and accuracy and completeness of NOS aspects. Data were collected using a guide document analysis and a rubric of NOS scoring and were analysed descriptively. The findings found a considerable deficit of NOS aspects in the physics textbooks. The findings also revealed the critical situation where the few lessons poorly represent the NOS aspects and the majority of them do not include the aspects of NOS. Furthermore, this study suggests the in-charge of quality assurance to evaluate and deliberate on the accuracy and completeness of physics textbooks for Cycle 4 of Fundamental Education in Burundi.

Mathematics teachers’ instructional strategies lack in-depth knowledge of algebraic systems and hold misconceptions about solving two algebraic equations simultaneously. This study aimed to gain an in-depth analysis of teachers’ knowledge and perceptions about the promotion of conceptual learning and effective teaching of algebraic equations. The main question was, ‘How do junior secondary school mathematics teachers manifest their pedagogical practices when teaching algebraic equations? This article reports on a qualitative, underpinned by the knowledge quartet model study, that sought to explore how junior secondary school teachers’ pedagogical practices manifested in the teaching of algebraic equations. Data were collected from observations, semi-structured interviews, and document analysis of two mathematics teachers purposely selected from two schools. The collected data were analysed using a statistical analysis software called Atlas-ti. (Version 8) and triangulated through thematic analysis. The study revealed that teachers’ choices of representations, examples, and tasks used did not expose learners to hands-on activities that promote understanding and making connections from the underlying algebraic equation concepts. The study proposed Penta-Knowledge Collaborative Planning and Reflective Teaching and Learning Models to enable teachers to collaborate with their peers from the planning stage to lesson delivery reflecting on good practices and strategies for teaching algebraic equations.

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.

Several supporting factors are alleged to influence the performance of teachers. This study aimed to describe the relationship between each research variable and teachers’ performance, either directly or indirectly. This research was conducted through surveys and quantitative approaches that included correlational research types. The research subjects were Hindu religion teachers in 119 state junior high schools, consisting of 517 teachers. The sample of 256 people was determined using the Krejcie and Morgan formula and the Warwick and Lininger formula. The samples from each sub-population were determined with the proportional random sampling technique, and the personal sampling of sample members was determined with the use of lottery techniques. The data were collected using a five-point Likert scale model questionnaire with high validity and reliability. The data analysis technique used in this study was structural equation modelling. The conceptual model met the standards of comprehensive goodness-of-fit requirements. The results of the study show that the average levels of Hindu principals’ leadership, the emotional intelligence of teachers, supervision of school superintendents, school culture, teachers’ work motivation, and the performance of Hindu religion teachers are in the high category. In addition, the hypothesis testing results show there is a significant direct and indirect relationship between the variables in the state junior high school.

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.

Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.

The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).

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.

This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.

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.

The primary objective of this study is to require the experts’ unanimous agreement on the e-learning antecedents and usage behavior towards e-learning performance. This study used the Fuzzy Delphi Method (FDM) to gather answers and feedback using a 7-point Likert scale. The survey (items) was reviewed and approved by eight panel members or experts. It was analyzed using Fuzzy Delphi Logic (FUDELO 1.0) software. The data were evaluated using triangular fuzzy numbering and the position (ranking) of each variable was established through defuzzification. The findings revealed that all of the items received high levels of expert agreement, significantly greater α-cut defuzzification values >.5, the overall value of the threshold (d) is less than .2 and had to comply with the overall percentage of percent consensus, which must be greater than 75%. All 45 recommended items were retained adequately and acceptable for a large-scale survey in this study. Finally, each item was prioritized (ranked) based on the defuzzification value, and then some additional items were added, as recommended by experts.

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.

Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.

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.

The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.

Teaching a subject in a vocational high school (VHS) requires specialized instructional design strategies. Recently, instructional VHS used a computer-based platform to teach theory and practice. The computer will assist teachers in creating instructional media. This study aims to design augmented reality-based virtual laboratory media for electro-pneumatic practicum learning in order to ease teachers and students to learn the pneumatic practice. It is specially designed for practical learning purposes. The method used in this research is research and development. The assessment results from Instructional design experts 4.5, material experts 4.5, media experts 4.4, and language experts 4.8. Based on the assessment of experts, this augmented reality-based virtual laboratory media is feasible to use. Next, the results of this study are a prototype of students' pneumatic practice tools installed on mobile phones consisting of eight worksheets. In the designed augmented reality media, 1) 3-dimensional pneumatics can be rotated in all directions so that students understand. 2) Pneumatic job sheet, where on the augmented reality media designed for the simulation circuit, there is an explanation of the components and how they work, and a simulation through markers.