This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.

The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.

This study aimed to investigate the mediation role of coping with stress between psychological capital and teacher well-being based on positive psychology, conservation resource, and broaden-and-build theories. Participants in this study were 836 teachers from three clustered, ethnically diverse public universities. Our findings showed that, in line with previous studies, the psychological capital (PsyCap), coping with stress (CWS), and teacher well-being (TWB) dimensions showed the best fit in our data. PsyCap was related positively to TWB (total and dimensions), CWS, coping through withdrawal, and negative coping with acceptance and change. The indirect effect of PsyCap on TWB through coping with stress was fully mediated. PsyCap also positively and directly affected TWB and CWS. Coping through acceptance and change were fully mediated by PsyCap and TWB dimensions, while coping through withdrawal was not. PsyCap directly and positively affected coping with stress (acceptance and change) and negatively affected coping through withdrawal. Future theoretical and practical implications are discussed.

Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.

This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.

Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach’s alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.

While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.

The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.

Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.

The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.

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.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.