Online Psycho-Educational Intervention in Mathematical Learning Difficulties

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

Digital Reading Check-Ins: Supporting Independent Digital Reading

We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.

"Flexibility, Compassion, and Support" -- A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022

This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.

A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs

When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.

The effect of a global pandemic on students' social emotional competencies

The objective of this study was to determine the effect of COVID-19 on youth's social emotional competencies. Specifically, this study examined whether there was a significant difference in social emotional competency proficiency levels of self-management, social awareness, and emotion regulation as measured by the Panorama SEL Survey from October 2019 to October 2021 in fifth through twelfth grade students who attended a large, diverse suburban school district in Illinois. This study showed statistically significant differences in students' proficiency levels, which increased for self-management and decreased for social awareness and emotion regulation. Based on these results, school district leaders should consider investing funds to increase interventions and strategies for students regarding social awareness and emotion regulation. Future research should consider analyzing mindfulness interventions implemented as well as the different demographic subgroups with pre-pandemic and during-pandemic data. An extension study with additional years from the same cohort may also provide meaningful insights to school district leaders. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Special educators' use of culturally responsive family-professional partnership practices with refugee families

Refugee families who have children with disabilities encounter numerous systemic barriers that impact their opportunities to partner with schools and special educators. This study explored early childhood special education and elementary special education teachers use of culturally responsive family-professional partnership practices with refugee families and the impact of current events (e.g. political and immigration rhetoric and COVID-19) on special educators' partnerships with refugee families. Fourteen special educators who taught students in early childhood (n = 8) or elementary (n = 6) levels and worked with at least one student whose family was from a refugee background in the past five years completed an online questionnaire. Nine special educators also engaged in semi-structured interviews to obtain input on their experiences supporting refugee families before and during Individualized Education Program (IEP) meetings. First, the data highlighted contextual factors, such as teachers' understanding of families' backgrounds, teachers' perceptions of families' experiences in special education, and access to interpreters, that highlighted the need for family-professional partnerships. Second, teachers reported high rates of using family-professional partnership practices with refugee families but reported lower rates of helping refugee families gain skills and information to assist their child in their special education programming. Third, teachers shared strategies that they used before and during IEP meetings to engage and partner with refugee families. Fourth, teachers discussed how changes to immigration laws and rhetoric had minimal impact on their partnerships with refugee families, but there was significant impact on partnerships due to COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Parental perception of the relationship between stress responses and the changes in lifestyle habits of elementary school students during a temporary leave of absence for COVID-19

This study was conducted to investigate the relationship between stress responses and the lifestyle habit changes of elementary school students during a temporary leave of absence from school during measures to prevent the spread of COVID-19 infections. We surveyed 637 parents of elementary school students about their lifestyle habit changes and stress responses during their temporary leave and finally analyzed 510 subjects. Variance analysis, showed that there were significant differences in "irregular sleep," "disordered eating habits," and "increased use of games and smartphones," but the effect size was small. When the correlation was calculated, "disordered eating habits" was associated with all stress responses, and six lifestyle-related changes were associated with lethargy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining teachers 'attitudes and practices of special education in Kansas during COVID-19

Prior to COVID-19, elementary and secondary education teachers worked with an ever-changing education program developed to meet the educational needs of students with disabilities. COVID-19 has created an environment of uncertainty in teaching students with masks with special needs in either face to face, or remote learners or a hybrid of the two methodologies. The study measured the attitudes and practices of the elementary and secondary special education teachers toward teaching students with disabilities during COVID-19 in Kansas. The elementary or secondary special education teacher has a complex and tumultuous set of unknown undertakings toward adequate preparation to provide the legally stated goals in an Individual Education Program and inclusion required for the Least Restrictive Environment. The COVID-19 pandemic also presented special conditions that varied from the national leadership, state to state, and to the specific local district superintendents and local building principals. Ultimately, this study researched what attitudes and practices towards special education have special education teachers in Kansas been experiencing during COVID-19. Also, the study addressed what modalities were used to meet IEP goals during COVID-19. . This document examines the attitudes and practices that the special education teachers experienced during COVID. It quantifies the use of the three main methods of instruction for students with special needs during COVID: face-to-face, remote or a hybrid of the two methods. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exclusionary discipline: Urban elementary school teachers' perceptions of African American students' behaviors

School suspension and expulsion are not limited to middle and high school students;these exclusionary approaches to discipline begin in early childhood settings such as elementary schools. Most studies regarding exclusionary discipline have been conducted on the middle and high school level, but there are very limited studies regarding exclusionary discipline in early childhood or elementary school level. African American elementary school students are disproportionately represented in multiple school suspensions. Although the majority of school suspensions were not due to violent school crimes, but for discretionary offenses, zero tolerance policies have substantially contributed to students being suspended or expelled for trivial infractions. The purpose of this study was to use qualitative research to investigate New York City's public elementary school teachers' perceptions of African American students' behaviors, and how teachers would describe effective behavior intervention approaches for African American students. Data were collected through the use of interviews and journal prompts completed by teachers during the fall of 2021. Results from this study showed that African American students were perceived by the teacher participants as having similar behaviors to other children of various racial and ethnic groups, and needed effective behavior intervention approaches that addressed mental health counseling, extra-curricular and movement activities, preventative measures to discipline, and culturally responsive education. The results obtained from this study may inform educators and policymakers of social justice alternatives to exclusionary discipline. Further studies are needed to examine the "sit still culture" and the role of movement activities and kinesthetic learning modalities as behavioral intervention approaches to lessen disruptive behaviors and curb punitive exclusionary practices, as well as the effects of social justice alternatives to exclusionary discipline as a support system for black students post COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Anxiety in early adolescents during the Covid-19 pandemic: The role of intolerance of uncertainty and cognitive emotion regulation

Introduction: Anxiety is one of the most common psychological problems in children, with an increasing trend during the COVID-19 pandemic. This study examines the mediating role of intolerance of uncertainty and cognitive emotion-regulation strategies in the relationship between stress and anxiety symptoms of children and early adolescents during the COVID-19 pandemic. Methods: We conducted the study with 234 elementary school students (128 females) aged 11 to 15 years. The students completed the COVID-19 Stress Scale, Revised Child Anxiety and Depression Scale, Intolerance of Uncertainty Scale for Children, and the Cognitive Emotion Regulation Questionnaire. To determine whether stress affects anxiety symptoms both directly and indirectly through intolerance of uncertainty and cognitive emotion-regulation strategies, we performed a mediation analysis with gender as a covariate. Results: Our results confirmed cognitive emotion regulation and intolerance of uncertainty as important cognitive vulnerability factors for anxiety in children and adolescents. A stressful experience contributes directly to anxiety and indirectly through higher intolerance of uncertainty and less adaptive strategies. The results serve to further improve prevention and intervention programs for children and adolescents which focus on correcting maladaptive cognitive emotion-regulation strategies and increasing tolerance of uncertainty. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

COVID-19 salgını ile birlikte 2019-2020 akademik yılının bahar döneminden itibaren tüm öǧretim kademelerinde uzaktan eǧitime geçilmiştir. Milli Eǧitim Bakanlıǧı da öǧrencilere matematik öǧrenme fırsatları oluşturmak ve öǧretmenlere kaynak saǧlamak adına tüm sınıf düzeylerinde uzaktan eǧitimde kullanılmak üzere öǧretim etkinlikleri yayınlanmıştır. Íyi yapılandırılmış ve nitelikli öǧretim etkinlikleri öǧrencilerin matematiǧi öǧrenmesinde önemli bir rol oynamaktadır. Bu çalışmanın amacı da ilkokul matematik dersine yönelik yayınlanmış olan ilkokul matematik etkinliklerinin başta bilişsel istem düzeyi olmak üzere farklı açılardan incelenmesi ve niteliǧinin ortaya konmasıdır. Doküman analizi yöntemiyle yürütülen çalışmada 1-4. sınıf düzeyi matematik alanındaki 79 kritik kazanıma ait 85 etkinlik incelenmiştir. Analiz sonucunda etkinliklerin birçoǧunun düşük bilişsel istem düzeyinde olduǧu, bilişsel istem düzeylerinin dengeli bir daǧılım sergilemediǧi, ve bazı etkinliklerin matematiksel hatalar barındırdıǧı görülmüştür.Alternate :As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.

The lived experiences of elementary school teachers' implementation of social-emotional learning: transitions from in-person and remote settings

This qualitative study examined elementary school teachers' transitions from in-person to remote social-emotional learning during the COVID-19 pandemic in a northeastern US public school district. This study addressed the following central research question using Bandura's (1977) self-efficacy theory and CASEL's Framework (2021) for social and emotional learning: What were teachers' lived experiences while teaching social-emotional learning (SEL) during both remote and in-person instruction in elementary school throughout the Covid-19 pandemic? Eight teachers from one suburban elementary school shared their experiences meeting students' social-emotional needs during the pandemic. This study examined teacher perspectives on social-emotional learning in in-person and remote settings during the COVID-19 pandemic. Interview questions provided narrative inquiry study answers. According to interviews, teachers implemented social and emotional learning with uncertainty, anxiety, and fear. Teachers believed they could teach social and emotional learning remotely and in person despite the pandemic because of their perseverance, awareness, and social interactions. They did this by relying on their colleagues for support and encouragement, realizing the importance of their work with students, and allowing students to express their emotions and feelings while learning remotely and in person. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Concerts For Kids: Story Pirates dir. by Brendan O'Grady (review)

For the moment, however, there was palpable optimism and determination across the Lincoln Center campus, and the contribution of the Story Pirates to the Restart Stages programming offered a model for how all companies might navigate the months ahead as the Delta and Omicron variants continued to strain the performing arts industry. Tickets to the performance, won by lottery, were accompanied by COVID-19 liability waivers from Lincoln Center. Based on a story shared with the Story Pirates by a second-grader from New York named Michaela, it was called "I Love" and consisted of Michaela (played by Magula) telling the audience how she loves each member of her family, her pets, and a heart.

The impact of equity and accessibility to technology on student achievement during the COVID-19 pandemic

This causal comparative mixed-methods study details if students in Grades 4 and 5 from Title I schools, who had access to one-to-one devices in school prior to the COVID-19 pandemic had an academic advantage over students who did not have access to one-to-one devices. Specifically, Arizona state assessment scores from three elementary schools from District One, who had access to one-to-one devices, were compared to five elementary schools from District Two, who did not have access to one-to-one devices. Utilizing two independent t-tests, there was no statistically significant difference in mean scores between the two subgroups. Through a two-phased explanatory model, a survey was sent to participants who could detail the technological resources and skills that were available to students and teachers prior to the pandemic and which digital skills and resources were needed during remote learning. The survey results indicated that although technology and professional development were available to District One, they did not outperform their peers in District Two who did not have one-to-one devices. Although policy makers have made it a priority to increase access to technology and the internet, schools continue to lag in utilizing technology in meaningful ways. Further research from school and district leaders could provide beneficial details on how best to motivate teachers and students to utilize technology, how to best support the use of technology with professional development and proper infrastructures and understand the benefits of utilizing technology in meaningful ways. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Using Community of Inquire to explore teachers' responses to a reading-for-meaning course

Background: Although one of the most significant educational goals is to teach learners to comprehend written texts, the Global Education Monitoring Report (UNESCO 2021) identified that many children and adolescents have not acquired the minimum proficiency in reading even at the end of their secondary school career. South African literacy rates have remained with approximately 78% of Grade 4 learners unable to answer basic literal questions. Objectives: To explore teachers' responses to an 18 h online course on reading for meaning for Grade 4–7 teachers, using the Community of Inquire (CoI) framework. Method: An interpretive paradigm, using a qualitative approach and a case study design, was used for this 18 h online study which was conducted between February and March 2022. Ten teachers were purposively selected for this research article. Results: After inductively and deductively analysing the data collected from the post questionnaire survey and the online Telegram application comments, the teachers' responses to the three CoI presences are presented. Conclusion: When reflecting on the conceptualisation of using the CoI framework, the social presence dominated. The teaching presence became important when the teachers reflected on their teaching experiences. The cognitive presence then interacted with both the teaching and social presences as the teachers began to be more aware of their own changes in how they taught. Contribution: The study found that using the CoI framework was appropriate for understanding the teachers responses to an online course for reading-for-meaning.

Program evaluation of a school-based support group for Latinx immigrant children

Rates of migration continue to rise in the United States;between 1965 and 2015, new immigrants and their ancestors accounted for 55% of population growth. In Latin America, ongoing violence, extreme poverty, and political instability force many families to migrate north to the United States. Before, during, and after migration, immigrant children are at risk of being exposed to traumatic events which may lead to mental health issues and impact their school adjustment. Community-based programming, such as school-based support groups, may be particularly helpful in addressing these risk factors and fostering resilience. Support groups have been found helpful in improving school adjustment, which includes school achievement, engagement, and retention. However, there is a lack of high-quality, methodologically rigorous support group programming. In addition, few of these school-based support groups have been evaluated using a structured, systematic process like a program evaluation. To address this gap, the study partnered with a local elementary school to conduct a program evaluation of their pilot program, the Newcomer Support Group (NSG). The NSG is a school-based support group for Latinx immigrant elementary-aged children. The study aimed to explore the program evaluation experience for stakeholders and the NSG's impact on participating children. Results revealed that the program evaluation was, overall, collaborative and informative for stakeholders. However, the NSG did not have a significant impact on Latinx immigrant children's school adjustment. The study explores the results, contributions, and limitations (e.g., the COVID-19 pandemic) in more depth. It is critical that school systems offer targeted, supportive spaces for Latinx immigrant youth and that these programs be evaluated carefully to assess overall impact. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The First Encounters of Primary School Students and Parents in Blended English Classes

This study investigates what blended English learning, the first of its kind at their school, means to primary school students and their parents. It aims to demonstrate how they experience and perceive blended English classes, particularly during their first encounter, in order to conceptualise the most commonly perceived benefits and to challenge the existing theoretical framework, Social Presence Theory. This study was conducted to help shareholders, specifically in a primarylevel English language education context, to exclude or reduce the barriers and maximise the benefits. To this end, a cross-sectional survey design was adopted, and 147 students and 138 parents participated in this study. Data was collected through questionnaires and calculated using the SPSS program. The data showed that primary school students and parents were generally pleased with their blended English class experiences. They found blended English learning experiences to be valuable and enhance their learning, especially in critical periods such as the COVID-19 pandemic. However, the face-to-face format is perceived more positively because of the limitations and challenges of blended and online English classes in terms of interactions and social elements. Based on the results, some implications and suggestions for further research are provided.

Competence of the distance-learning portal 'Darsak' with Jordan's K-12 curriculum/university education

Curriculum development is the fundamental component of high-quality education, particularly in primary and secondary school education during Covid-19, which requires modern researchers' attention. Thus, the current research explores the impact of distance learning, student interest, and teachers' abilities on curriculum creation in Jordanian elementary and secondary schools. Additionally, the present study examines the moderating effect of institutional support on the relationship between remote learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. The researchers gathered primary data via surveys and evaluated it with smart-PLS. The findings established a positive correlation between distance learning, student interest, teachers' abilities, and curriculum development. The results also reveal that institutional support considerably modifies the relationship between distance learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. This research serves as a guide for legislators as they draught regulations governing curricular development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Improving elementary students social-emotional health through an after-school mentorship physical activity program

Children's poor social-emotional functioning has been an increasing concern prior to and amidst the COVID-19 pandemic. Childhood and adolescence are critical stages of life where they acquire key cognitive and social-emotional skills that shape their future mental health. When a student's social-emotional health suffers, so do their relationships, academics, and physical health. The theory of improvement hypothesized that students' social-emotional health can be improved via fostering trusting relationships, boosting self-esteem, and promoting healthy role models and positive adult-child relationships. To address the problem of practice, the primary investigator implemented a social-emotional learning (SEL)-infused, 8-week physical activity after-school program with a strong mentor/role model component. The following inquiry questions guided this dissertation in practice project: 1) How does students' social-emotional health change after participating the after-school social-emotional learning-infused physical activity program? And 2) What are faculty, staff, and parent perceptions of the impact of a social-emotional learninginfused physical activity program on third grade students? Measures included time sample observations during the program of n=7 at-risk students with behavioral or emotional challenges, field notes compiled by the primary investigator throughout the program, and focus groups with key stakeholders (i.e., n=8 teachers, n=8 parents, and n=12 mentors) conducted post-program. The patterns in changes of student behavior over time were reported as case-study narratives for each observed student. Focus group transcripts and field notes were coded using content analysis v method and analyzed for key categories and themes. Overall, students' time sample data showed positive improvements in social-emotional health as well as on-task behavior. Three themes were identified in the qualitative data, including: 1) Growing and thriving together: benefits of the afterschool program 2) Trial and error: reflecting on what went well and didn't go well in the program and 3) Onward and upward: Fine tuning the program for the future. This program demonstrated initial success for improvements in 3rd grade children's social-emotional health. Implications for practice include improved training for all stakeholders in social-emotional learning, inclusion of mentorship, and additional administrative buy-in, including logistical support and funding. Future research can investigate the effect on mentor and student overall mental health and academic achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)