This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.

This bibliometric study aims to map the value education model research to provide direction for future research, especially in education and teaching. It is essential because value is the core of education. After all, in addition to opening the window of knowledge, education also has a role in transferring values for internalizing them in the education model. Therefore, conducting studies related to the concept and model of value education is essential for an educator. The focus of this study is to examine the bibliography related to the value education model based on the Scopus database in the period 2011-2020. This research took four stages; first: using Publish or Perish application to search articles from Scopus database. Second, performing filter by setting bibliographic criteria to be analyzed. Third, checking and completing articles' metadata through the EndNote reference manager application. Fourth, perform bibliometric analysis through the VOSviewer application. Through these four stages, seven analyses were explored; the trend of publications related to the value education model, analysis of the keywords used, collaboration of authors, citation patterns, institutions, and countries that were contributors to the study of the value education model, and abstract analysis. The results of this exploration conclude that there is a tendency for academics to pay less attention to the value education model when viewed from the number of publications related to the topic. The contribution of this research can be expected to provide direction for other researchers in conducting research and development related to educational models.

In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.

Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.

This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.

This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.

Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.

Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students’ cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI – cohesiveness, competitiveness, satisfaction, and friction – to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students’ classroom environment within Vietnam’s educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.

Evolution is one of the most difficult and controversial topics. Scientific knowledge of evolution should belong to general knowledge of people, it should be the part of their natural science knowledge or biological education because it is the basis for accepting or refusing of other important topics such as genetical modification, global climatic change and others. Our aim was to analyse the inclusion of evolution in the teaching process in Slovakia in the subjects of history and biology and the associated potential threats to the formation of misconceptions. We measured the level of knowledge and understanding of evolution and evolutionary processes among high school graduates (N = 200). In doing so, we hypothesized that graduating high school students who have received evolutionary education achieve higher levels of both knowledge and understanding of evolutionary processes compared to those who have not received such education. We hypothesized that interest in science and acceptance of evolution would also positively influence levels of knowledge about evolutionary phenomena and understanding of evolutionary processes. Having used research, we claimed the impact of interest in natural science. We suggest to include the evolution as a main topic of biology into education through exploration- oriented teaching.

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.

This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

This research investigated the correlations among problem-solving, coping styles, and stress levels of parents of children with autism spectrum disorder, attention deficit hyperactivity disorder, and typical development. We used a correlational survey model design and collected the data with the Problem-Solving Inventory (PSI), the Ways of Coping Questionnaire (WCQ), and the Parent Stress Scale (PSS). The study group consisted of 350 parents. The research findings revealed that stress levels were negatively correlated with functional coping strategies and problem-solving. We found no significant difference between parents of children with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and typical development in terms of problem-solving approaches. Considering the relationships between the parents in terms of WCQ scores, there was no statistically significant difference in the subscales of self-confidence approach, submissiveness, optimistic approach, and seeking social support. Only the subscale of helplessness differed statistically based on the disability. Regarding the correlations between the groups in terms of stress levels, we found that the typical developmental group had lower PSS scores than the Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder groups. We believe that preventive support programs for stress management can make significant contributions to efficient coping methods and problem-solving.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

The purpose of the study was to determine whether emphasising the managerial domain of the preservice preschool teachers’ curriculum is capable to improve their management and leadership skills. This study used the mixed-method methodology that combined the exploratory design and the experimental design. It included three basic phases such as feasibility assessment of making changes to the curriculum, intervention, and controlled observation, followed by the analytical phase. It was proved that the university curriculum upgraded the training approach by using the guided interim directorship. This change addressed the Professional Standard requirements for the preschool heads as well as job requirements. The intervention produced a positive shift in students’ skills of micromanagement, long-term planning, communicating vision, emotional control, and mentoring. There was a shift from the basic level of management skills before the intervention to the intermediate level of the skills after the intervention. The number of students with a superior level of skills increased by 11.54% as well. The students’ comments concerning the integration of the managerial component into the curriculum were complimentary. The observers’ reports suggested that they appreciated the students' work which was the outcome of the updated curriculum.

This study aimed to describe the differences in students' creative thinking skills in a problem-based learning model with scaffolding in the biochemistry course. This study was designed using a quantitative explanatory research design with a sample of 113 students of the Jambi University Chemistry Education Study Program. In this study, the researcher used the experimental class and control class. The sampling technique used is total sampling and purposive sampling. The research data was taken by observation, test, and interview methods. The quantitative data analysis used was the ANOVA test and continued with the Post-Hoc Scheffe’s test. The findings of this study indicate that the results of the ANOVA test indicate a significant difference in the average creative thinking results in terms of psychomotor aspects with the acquisition of significance scores of 0.000. In addition, the results of this study indicate that class A students have higher creative thinking skills than class B and class C. This is because class A students use a problem-based learning model integrated with scaffolding in their learning.

Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.