The aim of this study is to analyze and explain the mathematical connection process for students with a high mathematical ability to solve problems in terms of gender. Explorative descriptive research with a qualitative approach was used in this study. Data was collected through written tests and interviews conducted to a male and female student of class X Mathematics and Natural Sciences with high mathematical abilities. Data credibility is obtained through triangulation of methods and time. Furthermore, the data are analyzed with a flowchart which includes data reduction, data presentation, and conclusion drawing. The results showed that there were similarities and differences in the mathematical connection processes of male and female students. Similarities in the process of mathematical connections occur when making mathematical connections with other sciences and with everyday life in each of Polya's stages. In addition, the similarity of the connection process also occurs when connecting in mathematics during the re-checking stage. While the difference in the connection process in mathematics between male and female students is done at the stage of understanding the problem, solving strategies and implementing problem solving.

In our current society, Digital Competence is an essential and basic competence for teachers. The students need trained teachers who know how to use Information and communication technologies (ICTs) and develop them into pedagogy. However, some of them do not know how. This phenomena is called “The generational digital divide”, which occurs when teachers do not have sufficient digital or technological skills or do not adapt to them. This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.

This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan documentation. This study employed a mixed-method design, a type of sequential explanatory research with the structural equation modeling-partial least squares and descriptive tests used to quantitative and qualitatively analyze the data obtained. The result showed that: the relationship between the components is specified in the context of using themes to learn in the kindergarten; analysis of the relationships between the components is carried out separately, such as the relationship of all 7 (seven) components to 1 (one) pedagogical content knowledge component of kindergarten teachers; Orientation of teaching has the strongest relationship with Knowledge of Instructional Strategies for Teaching; Knowledge of assessment of early childhood education has the weakest relationship with knowledge of early childhood education subject matter; pedagogical content knowledge components for kindergarten teachers that are often found and associated with other components in a learning episode are orientation of teaching, knowledge of early childhood education curriculum, and knowledge of instructional strategies; there are pedagogical content knowledge component for kindergarten teacher that often found and connection with other component in a learning episode.

This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.

Every school should be able to equip students to have the ability to integrate the knowledge gained with real life in responding to global challenges. Assessment of learning outcomes in the form of cognitive and skill aspects must go hand in hand. This study aims to produce: (1) a critical thinking model integrated with the science process, (2) construct validity and reliability instruments that measure the integrated critical thinking skills of science process skills in high school chemistry learning. This assessment model uses the Design and Development approach which refers to the Ellis & Levy model, namely: (1) problem (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test result model, and (6) application model. The validity assessment consisted of 3 measurement and measurement experts, 2 chemistry education experts, and 2 treatments. The trial sample described 289 high school students in Sleman Regency. Proving the validity of the content using the Aiken formula gets a value of 0.923 in the good category. Internal instrument reliability is included in the reliable category with a value of 0.886 (> 0.7), while the Composite Reliability ranges from 0.88 to 0.90. Confirmatory factor analysis showed that the value of the Root Mean Square Error of Approximation (RMSEA) was 0.021 <0.08, the Chi-Square obtained from <2df testing was 38.29 <2 (34) and the Goodness of fit Index (GFI) was 0.97. > 0.90 or a model declared according to the data obtained in the field and can be used in extensive measurements.

Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.

Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the wide-scale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery—including parental involvement. This research determined the psychometric properties of the "Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.

The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher–student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education.

The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.

This study aims at exploring the professional identities of six ELT students through the lens of critical incidents. For the sake of this aim, six ELT students took part in this research at an Anatolian High School in 2018-2019 spring semester. The teaching practicum process was conducted from April to mid of May 2019, once a week over six-week practicum. The main data collection of this study was the Critical Incident Questionnaire (CIQ). Additionally, two questions were asked to the participants to evaluate their actual and designated professional identities. The first question was answered before the practicum and the second one was answered at the end of the practicum process. The results showed that some internal and external factors influenced their professional identity. Additionally, it was found that critical incidents could be used to spot the changes in the participants’ professional identity formation processes. Results of the study indicated that not only negative but also some positive critical incidents contributed to the participants’ professional identity formation. As a result of the encountered incidents that influenced their formation of identities, it was observed that the actual identities of four students changed from positive to negative at the end of the process. Correspondingly, the findings of this study put forward that how the participants explored their identity formation process through the critical incidents.

This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (n = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks.  All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.

Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.  

The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. The subject of this study was 22 students in Indonesia who experienced the impact of the COVID-19 pandemic. This research instrument uses semi-structured interview guidelines. Students perceive online learning during the COVID-19 pandemic as (1) ineffective learning activities; (2) unpleasant learning activities; (3) limit self-actualization in education; (4) helping to become an independent person in learning; and (5) fun learning activities. Higher Education should create innovative and creative online learning strategies. Thus, students have a high enthusiasm for online learning.

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.

This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.

This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.

Numeracy is one of the essential competencies that the objectives of teaching math to primary students should be towards. However, many research findings show that the problem of “innumeracy” frequently exists at primary schools. That means children still do not feel at home in the world of numbers and operations. Therefore, the paper aims to apply the realistic mathematics education (RME) approach to tackling the problem of innumeracy, in the case of teaching the multiplication of two natural numbers to primary students. We conducted a pedagogical experiment with 46 grade 2 students who have not studied the multiplication yet. The pedagogical experiment lasted in six lessons, included seven activities and nine worksheets which are designed according to fundamental principles of RME by researchers. This is mainly a qualitative study. Based on data obtained from classroom observations and students’ response on worksheets, under the perspective of RME, the article pointed out how mathematization processes took place throughout students' activities, their attitudes towards math learning, and their learning outcomes. The study results found that students were more interested in math learning and understood the concepts of multiplication of two natural numbers.

Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.