The integration of generative artificial intelligence (GenAI) in higher education has opened new avenues for enhancing academic writing through student-chatbot interactions. While initial research has explored this potential, deeper insights into the nature of these interactions are needed. This study characterizes graduate students' interactions with AI chatbots for academic writing, focusing on the types of assistance they sought and their communication style and tone patterns. To achieve this, individual online sessions were conducted with 43 graduate students, and their chatbot interactions were analyzed using qualitative and quantitative methods. The analysis identified seven distinct types of assistance sought by students. The most frequent requests involved content generation and expansion, followed by source integration and verification, and then concept clarification and definitions. Students also sought chatbot support for writing consultation, text refinement and formatting, and, less frequently, rephrasing and modifying content and translation assistance. The most frequent communication style was "requesting," marked by direct appeals for assistance, followed by "questioning" and "declarative" styles. In terms of communication tone, "neutral" and "praising" appeals dominated the interactions, reflecting engagement and appreciation for chatbot responses, while "reprimanding" tones were relatively low. These findings highlight the need for tailored chatbot interventions that encourage students to seek AI assistance for a broader and more in-depth range of writing tasks.

Public schools failing to meet accountability standards have been shut down, taken over by charter organizations, or undergone reconstitution. This article challenges deficit views of students as passive and complacent in a schooling context dictated by accountability sanctions. Drawing from counterpublic theory, it describes a case study that illustrates the emergence of a student counterpublic at an urban high school under the threat of reconstitution. Interviews with four former students who were at the center of this emergence demonstrate how they and their peers acted within a realm of non-deliberative power and created their own spaces for deliberation and collective action. The results offer an example of how students can be partners in shaping reform through democratic action rather than simply being objects of reform.

The academic discipline of kinesiology is relatively new (1960s) and is devoted to the study of human movement. The knowledge base and subject of study continues to develop and now includes inquiry regarding the impact of physical activity on health, society, and quality of life. The purpose of this course content evaluation was to identify kinesiology students’ views on the addition of public health content in the curriculum. A lecture addressing the background history of public health, with supported reading, was given to forty students enrolled in an upper level Bachelor of Kinesiology-health course. Students were advised of the inclusion of this topic on the final exam and that their responses would be used to inform future direction of the course material. Students were asked to provide their opinion, through a written response to the question: Does public health belong in the Faculty of Kinesiology? A content analysis was employed and seven themes were identified from students...

Neoliberalism, after decades of reform, continues to steer educational policies around the world. As private enterprise encroaches public education, schools are held accountable, tangled up in an internationally competitive culture of achieving benchmarks that meet technically managed standards. Not only is it academic performance that is audited but also codes of behavioral conduct.
As behaviour remains one of the most dominant discourses of schooling, it is discipline policies that are critiqued in this book, framed by tracing genealogical, historical, and political patterns of discipline practices in schooling from 16th century Europe through to 21st century Australia. Two in-depth, ethnographic case studies conducted in Western Australia (when the author was both teacher and researcher), are shared as theoretical tools to provide insights into how behavior management and discipline policies are enacted within the field of institutional secondary schooling.
As an alternative to the "Neoliberal" School, it is instead the voices, interpretations, and experiences of young people themselves, together with the voice of the author as narrator and theory-maker that speak back to neoliberal behaviour and discipline policies. These voices provide hope and a vision to reimagine educational narratives and pedagogical directions that are more inclusive, democratic and sustainable into the future.

Government primary schools in Ethiopia offer an example of resource optimisation for the purpose of improving conditions and learning. Through positions of distributed leadership, students share responsibility for the learning and conduct of their peers. Their elected representatives are involved in school-level decision-making through the Parent Student Teacher Association, and all students participate in gim gima (public evaluation sessions) in which they report cases of misconduct amongst staff and students. Drawing on an ethnographic case study of Ketema Primary School, this paper explores these modalities of student participation. In illustrating how a school in a low-income country capitalises on its human resources while providing students with practical experiences of leadership, the paper offers insights on pedagogies for sustainable development.

Recent policies in Ethiopia put students at the heart of school improvement through structures for peer leadership and school-level consultation, evaluation, and decisionmaking. This article draws on an ethnographic study of a government school in Tigray, Ethiopia to explore how the participation and influence of students is achieved and mediated by structures and processes in school. Three key contexts of student participation are explored: positions of peer leadership (monitor, 'one-to-five' network leader), public evaluation sessions (gim gima), and the Parent Student Teacher Association (PSTA). Recommendations are made for sharing and strengthening democratic practices and for future research.

In Ethiopia, as elsewhere in sub-Saharan Africa (SSA), there are efforts to broaden local stakeholder participation in structures and processes of school leadership. Despite advocacy from the World Bank, amongst others, research in SSA questions the extent to which such reforms reflect genuine democratisation. This study applies theories of power to the participation of local stakeholders (management, teachers, students and parents) based on ethnographic fieldwork conducted at a government primary school in Tigray. The study finds that management agendas dominate consultative and decision-making forums; however, these spaces also enable students and others to share their views on conduct within the school community, which serves an important accountability function.

Research on the integration of Science education and English learning as well as on the Language focus of Science education is highly relevant, for scientific literacy and language proficiency. Because of the additional language, CLIL represents a possible educational approach for researchers to "weigh" the importance of a language-aware teaching , here, of Science. The main purpose of our study is to understand what "orientations" for teacher practices in integrating Science with English emerge from participants in a CLIL-type experience, in order to improve the learning of both Science and English . The present work shows the relationship of students with the "integration project" approach, as well as advantages/disadvantages they identify in learning a subject with/in a foreign language. Case study on "English Plus" (EP) project -a CLIL-type and bottom-up teacher initiative -implemented in one state Portuguese middle school, integrating the use/learning of English with History (Simões et al., 2013) and Science . Participant students had, weekly, 45' of theoretical specific subject with English (co-teaching), 45' of "normally run" subject (single-teaching) and 45' of English on socio-cultural subject-related topics: A. 2010/2013, EP in History (I), high school students in 2015 -2016 (1, Humanities; (1, Humanities; 4, Economics; 6, Science); B. 2014/2016, EP in Science (II), middle school students at first and second year in EP (7 th and 8 th grades). Data collected (in Portuguese) through semi-structured questionnaire (2015) to B. students (N = 96): Q18.1 and Q20/Q21; interview (2016) to A. students (N = 11): Q1 and Q4. Qualitative content analysis of open-ended and transcribed answers.

The philosophy of art work in postmodernist view is structuralist, and based on this issue, art cannot be considered as narrator because art as narrator based on structure, is dead art. According to structuralist view, Gilles Deleuze violates any representation in the visual arts. Therefore, by examining Deleuze's point of view, while identifying its lack of representation and explanation in photomontage, also explains the function of concepts in this field. The function of concepts in non-representation is only in the failure of the organizational structure and the creation of non-narrative works. The main question is what role does the concepts play in the lack of philosophical representation in photomontage? It has been assumed that concepts have a movement-oriented and creative role with the principle of being in photomontage. In conclusion, Deleuze, by violating narrative and being in the art of photography, considers photomontage to be a creative movement in fluidity that takes up time and space. The research method is done through library.

•Students and parents are only to a limited extent included in SSE. •The inclusion of student and parent voice in SSE differs across countries. •Including students and parents in SSE depends on resources and training at school. •External regulation and external support is critical for including parents in SSE.

This practitioner brief is the first in a series highlighting concrete strategies that educational leaders can use to increase equity in education, by building supportive learning environments that meet all students' social and emotional needs. This introductory brief starts by laying out the aspects of a student's social and emotional well-being that are the most strongly related to school engagement. It then describes how environmental and structural factors facing particular groups of students lead to disparities in these aspects of social and emotional well-being that affect learning. The discussion then turns to three levels of change that are needed to address this inequity: making equity-focused structural and policy changes, enhancing staff capabilities, and enriching the social and emotional support available to students. Subsequent briefs will flesh out specific relevant issues, providing evidence for various strategies and implementation advice from educators who are using them. How a particular district proceeds will depend on its circumstance and resources, but this brief and future ones should help educators striving to make their systems more equitable. Recent research in neuroscience offers important insights into why social and emotional development and well-being are so crucial to learning. The research shows that all learning involves three brain networks: a network that supports attention, focus, maintaining goals, and controlling impulses; a network that supports self-reflection, understanding others' feelings and motives, conceptual understanding, and creativity; and a network that supports the ability to weigh the importance, urgency, and emotional relevance of a task. All children have these three networks, and the way those networks develop, "cross-talk," and balance each other affects how children behave and learn. The networks are continuously shaped by a person's environment, opportunities, and relationships well into adulthood. In particular, they develop in response to the quality of children's physical environments, their emo-

The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from a public Southeastern university. Using social design theory and distributed leadership theory as the theoretical foundation, principal component analysis, regression analysis, and a t-test were conducted to develop a valid and reliable survey instrument and analyze the data. The components of organizational leadership dialogue and decision-making found to influence student achievement and civic participation were: providing students with opportunities to consider, discuss, and engage in dialogue concerning different stakeholders’ diverse views and values, and to have involvement in decision-making for the school; the school having an effe...

This paper discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the 'Other'. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in 2008-2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the 'Other' as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist approaches to pedagogy and the relevance to successful pedagogy of listening to students' voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving factors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice.

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. Social is also called a social process which means there is a relationship reciprocity between two or more people and each person is involved in it by playing an active role. In interaction It is also more than just a relationship between the parties involved rather, they influence each other. Interaction is seen as something important to be able to do maintained and maintained, and can change behavior, meaning and Language. In other words, words through interaction quickly and It's easy for someone to find out about something they want. The essence drawn from social life is interaction, namely action or reciprocal action. People respond to each other's actions they. Society is a network of reciprocal relationships. One speak, others can hear, one asks, another answered, one gave orders, the other obeyed, one does evil, the other takes revenge, one invites, the other another comes. It always seems that people influence each other.

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. Social is also called a social process which means there is a relationship reciprocity between two or more people and each person is involved in it by playing an active role. In interaction It is also more than just a relationship between the parties involved rather, they influence each other. Interaction is seen as something important to be able to do maintained and maintained, and can change behavior, meaning and Language. In other words, words through interaction quickly and It's easy for someone to find out about something they want. The essence drawn from social life is interaction, namely action or reciprocal action. People respond to each other's actions they. Society is a network of reciprocal relationships. One speak, others can hear, one asks, another answered, one gave orders, the other obeyed, one does evil, the other takes revenge, one invites, the other another comes. It always seems that people influence each other.

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. Social is also called a social process which means there is a relationship reciprocity between two or more people and each person is involved in it by playing an active role. In interaction It is also more than just a relationship between the parties involved rather, they influence each other. Interaction is seen as something important to be able to do maintained and maintained, and can change behavior, meaning and Language. In other words, words through interaction quickly and It's easy for someone to find out about something they want. The essence drawn from social life is interaction, namely action or reciprocal action. People respond to each other's actions they. Society is a network of reciprocal relationships. One speak, others can hear, one asks, another answered, one gave orders, the other obeyed, one does evil, the other takes revenge, one invites, the other another comes. It always seems that people influence each other.

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. Social is also called a social process which means there is a relationship reciprocity between two or more people and each person is involved in it by playing an active role. In interaction It is also more than just a relationship between the parties involved rather, they influence each other. Interaction is seen as something important to be able to do maintained and maintained, and can change behavior, meaning and Language. In other words, words through interaction quickly and It's easy for someone to find out about something they want. The essence drawn from social life is interaction, namely action or reciprocal action. People respond to each other's actions they. Society is a network of reciprocal relationships. One speak, others can hear, one asks, another answered, one gave orders, the other obeyed, one does evil, the other takes revenge, one invites, the other another comes. It always seems that people influence each other.

This research article explores the implementation of inquiry-structured agenda structure in feedback meetings within student voice initiatives. The study aims to investigate the impact of reframing agenda items as questions on meeting effectiveness, participant engagement and satisfaction. Through a mixed-methods approach, the project examines the experiences of student representatives in student voice meetings and their response to the intervention in an entirely student-led and culturally diverse group composition. The findings suggest potential benefits of employing inquiry-structured agenda topics and provide a framework for practical insights in improving procedural structure, meeting dynamics and overall meeting outcomes as a social practice in diverse higher education activities.

Divergent perspectives on extra lessons for pupils have dominated current discourse on instructional support. Debates regarding the benefits of extra lessons have been on the increase. A number of experts are of the view that primary school curriculum is overloaded. Often, there is no empirical data for evidence-based policies regarding this. We designed this pilot study to explore students’ extra lessons experiences in order to inform policies. We used a cross-sectional survey design to sample 261 students (male = 54%; female = 46%; mean age = 10.51±1.41) from six intact classes in two primary schools owned and operated by two tertiary institutions in Anambra State. We developed a questionnaire consisting of 9 items to gather students’ views on their extra lessons activities. Part A of the questionnaire comprises the participants’ demographic information while the part B consists of 9 items eliciting the experiences of the participants in extra lessons activities. Major findings demonstrated that the majority of students engaged in extra lessons were satisfied with the lessons, experienced little stress during extra lessons, and learned a lot from them. Furthermore, a higher proportion of male students were more dissatisfied with extra lessons than their female counterparts; and more students reported being dissatisfied with the extra lessons when they lasted longer than two hours per day. The implications of the findings were highlighted, and it was concluded that, while extra lessons may benefit primary school pupils, if not properly implemented, they may be detrimental to students’ mental health and learning outcomes.

This thesis seeks to explore what a non-representational idea in colour (as apprehended via the contemporary visual arts) might look like. Taking the thought of Gilles Deleuze as its starting point, who in Francis Bacon: The Logic of Sensation puts forward a conception of colour that sees it less according to its pre-assigned meaning or intention and more according to the intensive materiality of its sensation, which is both subject and object, the thesis advances a non-representational geographical perspective. Despite witnessing, within recent years, a proliferation of conceptual and methodological approaches (many of which are post-phenomenological) through which geographers have attempted to creatively rethink their relationship with the visual arts, my contention is that these approaches fall short. Specifically, as per post-phenomenological ones, this is because when focusing on the visual art object, they merely reinstate those very same subject-led, phenomenological coordinates that they wish to escape from. Instead, by attending to those pre-individual and impersonal, forces and processes that implicate us in the world, a Deleuzian-inspired, non-representational alternative asserts the primacy of the visceral, artistic experience that sensation-in-itself engenders, beyond any prior subjectivising and representational prescriptions. Thus, in pushing for such alternative, the thesis enacts a non-representational experiment. On the one hand, anchoring its argument conceptually within Deleuze’s writings on art, and on the other, situating itself methodologically within experimental forms of thinking method, the thesis examines three different problematics of colour’s sensation, including: 1) colour’s relationship to the production of thought, 2) the unconscious dimensions of our experience of colour, 3) the processual model of the self that it speaks to. In doing so, the thesis stages a conversation between Deleuze and three other thinkers relevant to the problematic in question, namely: Michel Foucault, Jacques Lacan and Jacques Rancière, which it compliments with an analysis of my empirical engagement with contemporary visual artists Katharina Grosse, Jan Albers and Zinnia Clavo. It is by attending to these problematics of sensation that I argue colour can bring forth radical transformations in our ways of thinking, feeling and becoming-with, whose implications though yet- unknown, are far-reaching for geography and beyond.

In the context of higher education, designing and writing an academic essay and artificial intelligence come together to form a revolutionary intersection where each transforms and improves the other in turn. By providing dynamic, inter-active learning environments and individualized learning experiences by using innovative technologies and adaptable learning methodologies, artificial intelligence (AI) enhances academic writing. Research conducted in Lebanon on the effects of AI on students in higher education was restricted to the medical domain. As a result, there is a gap in the research on students majoring in business. Therefore, the objective of this study was to inspect how business students in Lebanese higher education are affected by the adoption of artificial intelligence in their academic writing. Using information gathered from Google, a sample of 376 business students from 13 private universities and the Lebanese University participated in the study. The quality of academic writing was found to be positively correlated with the adoption of AI technology, as indicated by Pearson correlation analysis. Regression analysis also demonstrated that the use of AI significantly and favorably affects academic writing quality.

Keywords: Business students; Higher education; Academic writing; Artificial intelligence; Lebanon

This interview-based study, conducted in UK secondary schools, explores the contemporary relevance of Janusz Korczak’s educational philosophy. Through interviews, students reflect on how Korczak’s principles of respect, empowerment, and children's rights resonate with their lives today

Education has a huge impact on any human society and it can safely be assumed that no society is optimally functional until it is properly educated. In the global perspective, it is an undeniable fact that the progress of a nation is very much dependent on the education of its citizens. Similarly, in Uganda education is a fundamental human right and it is the duty of the state to promote free and compulsory education to the citizens. This constitutional mandate gave birth to free education from primary to secondary under Universal Primary Education (UPE) and Universal Secondary Education (USE) since 1997 and 2007 respectively. The purpose of this study was to investigate the major causes of students’ absenteeism; and the possible solutions to the vices in Universal Secondary Education Schools in Uganda. The study applied a descriptive cross sectional research design. The study also employed both qualitative and quantitative approaches/methods. Data was collected using secondary and ...

This chapter attempts to tackle the politics and commoditization of life by resorting to a posthuman/nonhuman ontology and multispecies ecology. The paper has three sections – the first deals with the imminent politics of life and the consequences of the new inquiries regarding the threshold of life. In the second section this is further corroborated by the critique of anthropocentrism and the implicit revival of anthropos in the guise of species thinking in the discourse of the Anthropocene. This lays the foundation for a posthuman ontology. The third section focuses on the multiplicity of life by exploring the symbiotic relationships that sustain life and thereby challenging the notion of ‘individual’ and ‘species’ as dominant categories of classification. It attempts to look at symbiosis as a Deleuzo-Guattarian assemblage and argues, following Deleuze and Guattari, that symbiotic relations have always been there in history. Finally, the chapter argues for a posthuman ontology that questions the arborescent model of biology and can address the transversal multispecies connections that affirm the immanence of life withstanding the commoditization of it by venture capital.

This study explores issues facing early career Aboriginal teachers as they construct and enact their personal, professional and situated identities when learning to teach. Narrative constructions of identity simultaneously illuminate and challenge dominant discourses about Aboriginal teachers as they take up, resist and/or reject these discourses. The role of Aboriginality is mediated by factors such as lived experience, positioning of and by the teachers and specific school contexts. These issues are explored through the theoretical perspectives of Foucault, Bourdieu, Nakata and Clandinin, and the understandings of various teacher identity researchers. Like shifting sands, identity construction and teaching work can be unstable terrain, requiring complex contextualised understandings, skills and dispositions.

This guide highlights the work of two New York City high schools— Brooklyn Preparatory Academy and Academy for Young Writers (AYW)—that have launched programs designed to elevate students’ voices. These programs stemmed from the schools’ participation in NYC’s Expanded Success Initiative, an effort to improve college and career readiness for Black and Latino young men. Educators in these schools believe that promoting student voice can help foster stronger relationships, increase student engagement, and better prepare students for college and careers.

Language can create multifaceted and complex dilemmas for higher education stakeholders, as language remains a gateway to epistemological access. This is especially true in a multilingual country like South Africa, where the language of learning and teaching (LoLT) at universities is typically English. Nevertheless, many South African universities have adopted multilingual language policies. The University of the Witwatersrand (Wits) implemented its current language policy in 2015. In this article, the authors share findings from a cross-faculty multilingualism research project, focusing on the perceptions and insights registered students had of the Wits Language Policy. The aim is to inform and support continuing policy implementation strategies that are appropriate and aligned to students' learning needs and preferences. Data was collected from registered students in the Faculties of Science and Commerce, Law and Management, using a questionnaire. The findings suggest that not all students know of the institution's Language Policy or what the official Wits LoLTs are. There also appears to be a preference for English as the language of teaching in formal, lecturer-led spaces, and more openness to multilingualism in less formal, peer-to-peer learning interactions. The authors conclude by briefly discussing the implications of these findings for learning and teaching, before addressing limitations and outlining plans for further research.

The strength of the analysis of extended urbanization proposed in Simone et al.’s (2023) ‘Inhabiting the Extensions’ resides in its fascinating ability to bring together a focus on micro gestures and individual decisions with a structural analysis of global capital flows, geopolitics, and climate change. The collective work of ethnographically diving in nine locations across the world, and bringing together these reflections, generated a rich and complex understanding of city-making processes through spatial and temporal extensions.

Many colleges and universities offer courses, such as Remedial Mathematics or Elementary Algebra, that underprepared students must complete before they can take a college-level mathematics course. However, nationally there is a push to replace remedial mathematics courses with corequisite courses instead. This design allows students to enter directly into their general education mathematics course instead of first overcoming the barrier of a remedial course. Corequisite mathematics courses were implemented across the 23-campus California State University system during the 2018-19 academic year. I will discuss the design and implementation of a corequisite structure at California State University, Monterey Bay, in particular focusing on the redesign of our Introductory Statistics course and corresponding corequisite course. I will discuss the rationale for moving to this structure, the logistics of making this change, the design and pedagogy used for Introductory Statistics and its c...

Percepções de docentes sobre a voz dos estudantes em relação à qualidade no ensino superior em turismo no Brasil Percepciones de docentes sobre la voz de los estudiantes con respecto a la calidad en la educación superior en turismo en Brasil

Complete College America's work, including this publication, has been made possible by generous grants from the Bill & Melinda Gates Foundation, Lumina Foundation, Carnegie Corporation of New York, Kresge Foundation, and other donors. The opinions and recommendations expressed in this publication are solely the view of Complete College America and SHEEO. Serving the Equity Imperative: Intentional Action Toward Greater Student Success

Interviews with 14 experienced educators on the current state of education in te United States are presented in this booklet. The experts discuss the current tasks facing educators, the need for redefining the teaching profes3ion, and the importance of rethinking the area of educational finances. The conversations reflect concerns about recruiting and retaining talented teachers and point up the fact that teachers should have more leeway in deciding how to meet state standards for education. It is noted that more attention must be paid to the way schools are organized, that state actions should be avoided that add to an already bureaucratic quality in the schools, and that the quality of teacher education institutions must be improved. The booklet ends with a list of ideas, points of departure, and suggestions for fmproving schooling. (JD)

In the preface of A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life, Wallin (2010) states that the work seeks to approach currere "as a concept for pedagogical thinking" and is an "exegesis on what currere does and might do" (p. ix). The concept of currere and the way that Wallin reimagines it will be discussed more in the summary of chapter 1 in this review, but Wallin goes on to describe his mode of analysis as a thought experiment, mobilizing "a philosophical passage for thinking pedagogical difference. . ." (p. ix). In an attempt to "root out" what Deleuze and Guattari refer to as the arboreal modes of thought (rooted, hierarchal), Wallin investigates the mobilization of pedagogical practices and curriculum through "leakages" which are, as Deleuze and Guattari name, rhizomatic, nomadic, and schizoanalytic.

Significant issues with residing in a rural environment include a lack of school and community resources and insufficient access to educational opportunities. Students in rural areas tend to require more social supports from their surrounding communities, resulting in a higher dependence on social interaction in education. Distance education courses are proposed as viable options for schools in rural settings. Research has shown that dual credit enrollment is on the rise in the United States. However, several studies found that rural students struggle with the rigor and organization of distance learning formats and the lack of face-to-face communication with distance learning instructors. This study aimed to understand the experiences of remote rural K-12 students in a small community who have grown up in a cultural environment that values face-to-face interaction, as they participate in dual credit programs offered via distance education. Based on a review of the literature on Tran...

Parental involvement in students' education is an integral component towards achieving the highest degree of possible success (Huntsinger & Jose, 2009, p. 398). However, there is a trend towards lowered levels of parental involvement in a student's education once they reach the secondary school level (Adams & Christenson, 2000, p. 491). The goal of this qualitative research paper was to asses what methods teachers use to involve parents in students' secondary education, where challenges can arise, and where positive changes can be made. The data was collected using semi-structured interviews with three participants employed by Ontario secondary schools, specifically in the Peel region. These interviews revealed potential efforts that can me made towards communicating with parents, which was cited by my participants as the most important method to promote parental involvement. First, communication must be positive to successfully invite parents towards student success efforts. Second, parents will be receptive to opportunities for school involvement if they are engaged by the school community. Finally, teachers must utilize different communication practices to contact the variety of parents they will encounter. These findings suggest that teachers would benefit from further development of their skills for interacting with parents during pre-service teaching programs, as well as for the need of an increase in school specific strategies geared towards getting parents involved and knowledgeable of their children's education.

[English below] A partir da hipótese de que o estilo de Rita Lee está marcado por uma tendência a circular entre opostos e atenuar tendências extremas, propomos uma análise comparativa de três versões de “Mutante”: por Rita Lee (1982), Ná Ozzetti (1996) e Daniela Mercury (2001), a fim de mostrar como se configura esse estilo “entre” de Lee, tanto na composição como na interpretação. Iniciamos com a análise do núcleo de identidade da canção (melodia e letra), segundo o modelo desenvolvido por Luiz Tatit, revelando já nesse nível uma tendência à atenuação. Em seguida, procedemos à comparação das versões, com base no parâmetro de andamento, não apenas metronômico, mas sobretudo relativo às estratégias interpretativas que geram o efeito de aceleração ou desaceleração em ambos os planos. Enquanto a versão de Ná Ozzetti é francamente passionalizante e a de Daniela Mercury atualiza os valores da aceleração, a interpretação de Rita Lee desponta como uma proposta intermediária, oferecendo a síntese sugerida no núcleo de identidade da canção. Esse equilíbrio produz um efeito de sentido de quem deixa a composição “falar por si”, conferindo um efeito de naturalidade ao enunciado. Desse modo, tanto como compositora, quanto como intérprete, Rita Lee constrói seu estilo em um duplo gesto de exploração das intensidades e apaziguamento dos excessos.
Abstract: Following the hypothesis that Rita Lee’s style is marked by a tendency to circle around opposites and to temper extreme tendencies, we propose a comparative analysis of three versions of “Mutante”: by Rita Lee (1982), by Ná Ozzetti (1996), and by Daniela Mercury (2001). We aim to show how this “in-between” style is forged both in composition and interpretation. A tendency towards attenuation is shown through the analysis of the core identity of the song (melody and lyrics) following Luiz Tatit’s semiotic model. We then proceed to the comparison between versions on the basis of tempo, not strictly metronomic, but mainly relative to interpretation strategies which generate an effect of acceleration or deceleration in both musical and verbal planes. While Ozzetti’s version is openly passionate and Mercury’s thematic, Lee’s interpretation emerges as intermediary, offering the synthesis suggested by the core identity of the song. This balance produces a sense of a song that “speaks for itself”, adding an effect of naturality to the speech act. Thus, both as songwriter and as singer, Rita Lee builds her style on a double gesture of exploring intensities and appeasement of excesses.

This monograph describes the attunement strategy devised by educational researchers in the Netherlands as a means of engaging students' interest and building their understanding during classroom activities. The strategy, based on a cognitive-motivational model for development and learning, was developed to address the problem of students who are unwilling or unable to focus on specific tasks, who lack motivation, and who disrupt other students and teachers. The attunement strategy sees the teacher engaging the pupil in a one-to-one interaction, attempting to look at the task from the pupil's perspective, and providing the pupil with the scaffold needed for learning and development, concentration, and learning in the classroom. This monograph explains the theoretical basis of the attunement strategy and reports on its use in a variety of settings in the Netherlands, England, and Germany: specialized treatment institutes, special education schools, and regular primary education schools. Four programs were designed for school advisers, teachers in teacher-training colleges for primary education, teams of primary schools, and a specific program for teachers of 5-to 6-year-olds. Analysis of the pilot initiative in primary schools in the Netherlands showed a positive response by both pupils and teachers. (Contains 52 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. ' 1

In this article, former students and colleagues reflect on the life, career, and impact of Barbara Doscher . In addition to personal reminiscences, Doscher's pedagogy is also explored, collectively depicting a comprehensive portrait of her teaching style, maxims, and core beliefs about vocal technique and the art of singing. These short essays are presented for a new generation of singers and teachers who have not had the privilege of directly experiencing Doscher's tutelage and provide deeper insight into the work and career of one of the most important voice pedagogues of the twentieth century. This article was originally published as an appendix for the 2023 paperback second edition of The Functional Unity of the Singing Voice and is reprinted here with permission of the publisher. arbara Doscher left behind two distinct, yet intertwined legacies. The first is her influence upon the academic voice pedagogy community that she achieved in large part through publication of The Functional Unity of the Singing Voice, first published in 1988, with a second edition that followed in 1994. In April of this year, the new copublishing program between NATS and Rowman and Littlefield reissued the expanded second edition with an introduction by John Nix. 1 Doscher's second, equally important legacy is a more personal one: the impact she made upon her colleagues and an entire generation of students from her position at the University of Colorado Boulder. To complement the reissue of her seminal pedagogy book, some of those individuals whose lives and careers were especially touched by Doscher agreed to be interviewed. These are merely a few of the hundreds of individuals who are carrying her pedagogic legacy forward into the twenty-first century. These interviews were originally published as an appendix for the 2023 paperback expanded second edition of The Functional Unity of the Singing Voice. 2 Barbara Doscher possessed the masterful combination of voice knowledge, technical application, and consummate patience. She was keenly aware that she was speaking more to the muscles of the singer (coordination) than the brain. She was specific and deliberate with her words, yet she knew the value of nuance when gently nudging a singer in the right direction. Knowing that the voice was often in flux, Barbara never micromanaged the singer and comfortably acknowledged transitional sounds as the path to true functional

Associate editor Matthew Hoch revisits Walter C. Foster's 1998 book Singing Redefined, reconsidering its arguments within a twenty-first century context. Hoch uses Foster's compendium of historical writings on various aspects of voice pedagogy as a starting point for examining the challenging task of defining pedagogic terms and concepts. Hoch argues that published definitions are a product of their era and the endeavor of defining pedagogic concepts is a perpetually moving target that always involves the periodic redefining of terminology as new science emerges and society evolves, recontextualizing our knowledge of the singing voice. The author concludes by speculating on several emerging trends that may inform pedagogic discourse and expand our lexicon moving forward. O ver the past twenty-five years I have accumulated a large number of voice pedagogy books, enough to occupy their own shelf in my studio. Some of these-like those by William D. Vennard, Richard Miller, Barbara Doscher, and Scott McCoyare well-worn and have been opened, read, and taught from many times over the course of my career. 1 Others, however, show few if any signs of wear; I have never gotten around to reading them for one reason or another. One of these "like new" volumes was gifted to me several years ago by Glendower Jones: Singing Redefined by Walter C. Foster. The title alone intrigued me, as did its copyright date, 1998; Foster's book was published exactly a quarter century ago, when I was a senior undergraduate student at Ithaca College. As so much has changed in the world of voice pedagogy over the past twenty-five years, I was eager to read about how Foster "redefined" singing in 1998, and whether his definitions within this volume necessitated further revision. (My hypothesis was that they did.) Under the title, in finer print on the blue clothbound cover, was perhaps the longest subtitle I have ever encountered. The book's full title, including this subtitle, is as follows:

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

This case demonstrates the multifaceted nature of the school uniform debate. It shows how conflicts and tensions between stakeholder groups develop and persist when policymakers and school leaders allow hidden agendas and communication barriers to subvert the decisionand policymaking processes. In particular, the case demonstrates what happens when a school improvement initiative is not adequately vetted and instead cultivates conflicts that distract teachers and students from their core tasks-teaching and learning. The case can be used to explore and understand school leadership, policymaking, and the change process, particularly when they are addressed in graduate college courses such as educational leadership, organizational theory, and educational policy.