Encouraging Student Participation Research Articles

IMPLEMENTATION OF CHARACTER FORMATION FOR STUDENTS THROUGH EXTRACURRICULAR ACTIVITY MANAGEMENT AT INTEGRATED ISLAMIC ELEMENTARY SCHOOL BANDAR LAMPUNG

Education seeks to build students' moral character and personalities as well as their ability to collaborate with others, be responsible, autonomous, and have high moral standards. It does not merely concentrate on academic success. Participating in extracurricular activities helps students develop positive character traits. Utilizing a case study methodology and a descriptive qualitative approach, this study examines how extracurricular activities shape students' personalities and how they are managed. According to the study's findings, extracurricular activities help kids grow in their social skills, leadership, feeling of accountability, self-assurance, and academic prowess. The purpose of evaluating extracurricular activities is to find out how well they help kids develop desirable character traits. It is possible to develop extracurricular activities by offering a greater range of options, encouraging student participation in the planning and execution process, training managers, and providing suitable infrastructure and facilities. Good extracurricular activity management is essential to developing students' good character traits and equipping them for life's difficulties.

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

This integrative literature review analyzes how AI, specifically Machine Learning (ML) and Large Language Models (LLMs), is used in Moroccan education. The study emphasizes the significance of modernizing traditional educational techniques. It investigates how artificial intelligence may personalize learning experiences, minimize educational disparities, and foster a culturally diverse and technologically sophisticated learning environment. The ILR uses a conceptual framework that highlights customized learning, equitable education, technological innovation, and a systematic methodology that incorporates extensive literature synthesis. The research process thoroughly examines multiple academic sources, including peer-reviewed articles, books, conference papers, and reports. The ILR identifies relevant patterns, barriers, and opportunities associated with integrating AI in Moroccan education by carefully studying and synthesizing data. The findings demonstrate the enormous potential of ML and LLMs in revolutionizing teaching methods, encouraging active student participation, and closing educational inequalities across Morocco. The paper finishes by underlining the need to incorporate AI into educational practice and identifying areas for future research. It emphasizes investigating how AI may help Morocco and other countries modernize their education systems.

Preface

The 2023 Joint Cryogenic Engineering Conference (CEC) and International Cryogenic Materials Conference (ICMC) were held from July 9 through July 13 at the Hawaii Convention Center in Honolulu, Hawaii. As at past conferences, the international scope of these meetings was strongly maintained with 19 countries being represented by 555 attendees who gathered to enjoy the joint technical programs and industrial exhibits. In total, 213 papers were submitted for publication of which 207 are published in these conference proceedings.The program for the joint conferences included a total of 494 presentations organized into 110 sessions - plenary, oral and posters, as well as awards presentations. Five plenary talks gave interesting in-depth updates and overviews on exciting topics: Amanda Simpson (Airbus Americas) discussed the Airbus hydrogen aircraft development plans in “Airbus: A Discussion About the Use of Cryogenic Hydrogen for Aviation Propulsion”, An overview of the history and recent developments in high temperature superconductors was given by Paul C. W. Chu (University of Houston) in “From High-temperature Superconductivity to Room-temperature Superconductivity: From Ambient Pressure to Very High Pressure”, Suhas Bhandarkar (Lawrence Livermore National Laboratory) presented an overview of Lawrence Livermore National Lab’s net positive energy fusion demonstration and the detailed development and operations of the hydrogen fuel in “Overview of the Fabrication of Cryogenic Hydrogen Fuel Ice Layer for Nuclear Fusion Ignition Experiments”, an overview of the developments ongoing at Robinson Research Institute for the development of electric aircraft was given by Rodney Badcock (Robinson Research Institute) in “Electric Aircraft: Solving the Key Materials and Engineering Challenges to Manufacture a Complete Electrical Propulsion System”, and a discussion on the cryogenic requirements and needs for the development of quantum computers was given by Nicholas Masluk (IBM) in “Cryogenic Infrastructure for 400 Qubits and Beyond”. The attendees also convened for two special Joint CEC-ICMC sessions organized: i) Liquid Hydrogen for Large-Scale Vehicles and ii) Superconducting Quantum Systems. Special sessions, two of them with panel discussions, were included in the programming emphasizing high-quality invited talks on seven different topics: Electromechanical Behaviors of HTS Coated Conductors for Applications, Topological Materials for Electronics, High Strength Materials, High Field Superconducting Materials for Accelerator Magnets, Low Temperature Materials Database A - Superconductors, Low Temperature Materials Database B - Functional & Structural Materials, Cryogenic Clean Energy and Mobility, and Orbital Flight Demonstrations of Cryogenic Fluid Management. A large Transportation Symposium consisting of 5 sessions and 26 talks with topics ranging from government funding perspectives, power electronics, cables, motors, and generators to system level studies was also held at CEC/ICMC’23. Contributed papers covered a wide range of topics including many aspects and advances in cryogenics and superconductors, along with their applications.Both CEC and ICMC boards are encouraging student participation, education, and career growth. It was very exciting and rewarding to have 77 students register for the conference this year. And 36 of the students received sponsorship of the registration fees. The strong session attendance was exciting and very positive and made the conference a more rewarding experience for the presenters and attendees.The CEC/ICMC Cryo Industrial Expo displayed the products and services of 31 industrial exhibitors and provided a congenial venue for a reception and refreshments throughout the week as well as for the conference poster sessions.Conference Chairs for 2023 were Wesley Johnson from the NASA Glenn Research Center for CEC and Sonja Schlachter from the Karlsruhe Institute of Technology for ICMC. The CEC Program Chair was Jacob Leachman from the Washington State University with CEC Program Vice Chair, Ram Dhuley, from the Fermi National Accelerator Laboratory and the ICMC Program co-chairs were Klaus-Peter Weiss from the Karlsruhe Institute of Technology and Judy Wu from the University of Kansas. The Exhibit Chair was Austin Capers of Scientific Instruments, Inc. who also served as Publicity and Sponsorship Chair. Finally, the Awards Chairs were Peter Kittel, Consultant, for CEC and Eric Hellstrom from the National High Magnetic Field Laboratory at Florida State University for ICMC. Michael Sumption, ICMC Board President and Peter Bradley, CEC Board President greatly participated in the conference development as part of the leadership team.

Preface

The 2023 Joint Cryogenic Engineering Conference (CEC) and International Cryogenic Materials Conference (ICMC) were held from July 9 through July 13 at the Hawaii Convention Center in Honolulu, Hawaii. As at past conferences, the international scope of these meetings was strongly maintained with 19 countries being represented by 555 attendees who gathered to enjoy the joint technical programs and industrial exhibits. In total, 213 papers were submitted for publication of which 207 are published in these conference proceedings.The program for the joint conferences included a total of 494 presentations organized into 110 sessions - plenary, oral and posters, as well as awards presentations. Five plenary talks gave interesting in-depth updates and overviews on exciting topics: Amanda Simpson (Airbus Americas) discussed the Airbus hydrogen aircraft development plans in “Airbus: A Discussion About the Use of Cryogenic Hydrogen for Aviation Propulsion”, An overview of the history and recent developments in high temperature superconductors was given by Paul C. W. Chu (University of Houston) in “From High-temperature Superconductivity to Room-temperature Superconductivity: From Ambient Pressure to Very High Pressure”, Suhas Bhandarkar (Lawrence Livermore National Laboratory) presented an overview of Lawrence Livermore National Lab’s net positive energy fusion demonstration and the detailed development and operations of the hydrogen fuel in “Overview of the Fabrication of Cryogenic Hydrogen Fuel Ice Layer for Nuclear Fusion Ignition Experiments”, an overview of the developments ongoing at Robinson Research Institute for the development of electric aircraft was given by Rodney Badcock (Robinson Research Institute) in “Electric Aircraft: Solving the Key Materials and Engineering Challenges to Manufacture a Complete Electrical Propulsion System”, and a discussion on the cryogenic requirements and needs for the development of quantum computers was given by Nicholas Masluk (IBM) in “Cryogenic Infrastructure for 400 Qubits and Beyond”. The attendees also convened for two special Joint CEC-ICMC sessions organized: i) Liquid Hydrogen for Large-Scale Vehicles and ii) Superconducting Quantum Systems. Special sessions, two of them with panel discussions, were included in the programming emphasizing high-quality invited talks on seven different topics: Electromechanical Behaviors of HTS Coated Conductors for Applications, Topological Materials for Electronics, High Strength Materials, High Field Superconducting Materials for Accelerator Magnets, Low Temperature Materials Database A - Superconductors, Low Temperature Materials Database B - Functional & Structural Materials, Cryogenic Clean Energy and Mobility, and Orbital Flight Demonstrations of Cryogenic Fluid Management. A large Transportation Symposium consisting of 5 sessions and 26 talks with topics ranging from government funding perspectives, power electronics, cables, motors, and generators to system level studies was also held at CEC/ICMC’23. Contributed papers covered a wide range of topics including many aspects and advances in cryogenics and superconductors, along with their applications.Both CEC and ICMC boards are encouraging student participation, education, and career growth. It was very exciting and rewarding to have 77 students register for the conference this year. And 36 of the students received sponsorship of the registration fees. The strong session attendance was exciting and very positive and made the conference a more rewarding experience for the presenters and attendees.The CEC/ICMC Cryo Industrial Expo displayed the products and services of 31 industrial exhibitors and provided a congenial venue for a reception and refreshments throughout the week as well as for the conference poster sessions.Conference Chairs for 2023 were Wesley Johnson from the NASA Glenn Research Center for CEC and Sonja Schlachter from the Karlsruhe Institute of Technology for ICMC. The CEC Program Chair was Jacob Leachman from the Washington State University with CEC Program Vice Chair, Ram Dhuley, from the Fermi National Accelerator Laboratory and the ICMC Program co-chairs were Klaus-Peter Weiss from the Karlsruhe Institute of Technology and Judy Wu from the University of Kansas. The Exhibit Chair was Austin Capers of Scientific Instruments, Inc. who also served as Publicity and Sponsorship Chair. Finally, the Awards Chairs were Peter Kittel, Consultant, for CEC and Eric Hellstrom from the National High Magnetic Field Laboratory at Florida State University for ICMC. Michael Sumption, ICMC Board President and Peter Bradley, CEC Board President greatly participated in the conference development as part of the leadership team.

How using a response system in blended synchronous seminars encourages online and onsite student participation

AbstractThe interest in blended synchronous learning environments has increased dramatically since the COVID-19 pandemic. However, a key challenge is how to simultaneously encourage online and onsite student participation. Response systems have been found to stimulate student participation in classroom and online education settings. This study investigates how online and onsite students participate in blended synchronous seminars where a response system is being used. The data comprises observations of blended synchronous seminars, students’ written reflections, and student interviews, all of which were thematically analyzed. It was found that using a response system encouraged online and onsite students to participate in various ways. Although online students mostly remained quiet, they perceived to engage through listening and thinking, participating in the seminars by absorbing information, and interacting with the content displayed via the response system. The onsite students participated vocally and more spontaneously. All students participated in written, anonymous, and game-based modes, suggesting that there were different and complementary ways for students to participate when using a response system, which extended beyond merely talking or chatting. Notably, most students perceived the response system crucial to their participation in the blended synchronous seminars. The findings underscore the importance of encouraging student participation in blended synchronous learning environments, highlighting response systems as effective tools to encourage onsite and, particularly, online student participation.

Enhancing ASEAN Students’ Cross-Cultural Adaptability in Higher Education: Exploring the Issues of Applying Bilingual Education in China Panorama Curriculum

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

The Role of Madrasah Principal in Addressing Bullying Issues in Madrasah

Cases of bullying can occur at all levels of education from elementary to tertiary level. Bullying can cause mental damage to a person with severe social and psychological consequences, therefore especially madrasa heads as leaders in educational institutions and teachers and school staff must pay full attention to the problem of bullying. This research aims to determine the role of the madrasa head as the leader of an educational organization in overcoming the problem of bullying in marsah. This research was conducted at Mas Al Wasliyah 22 Tembung using a qualitative phenomenological research method. There were three participants who were selected and willing to become participants in this research, namely the head of the madrasa, the deputy head of the madrasa for student affairs, and one of the Bk teachers. Data collection carried out in this research was interviews by recording audio with a cellphone, recording information provided by participants using writing tools and in the form of photo documentation during the interview. The form of bullying that occurs at Mas Al Wasliyah 22 Tembung is a form of verbal bullying, where verbal bullying is harsh or cruel words, insults or hate speech. Bullying that often occurs is between women. Overcoming the problem of bullying at Mas Al Wasliyah 22 Tembung is by bringing together the perpetrator and the victim and providing sanctions so that the bullying problem does not happen again. The role of the madrasa head in overcoming the problem of bullying at Mas Al Wasliyah 22 Tembung is providing outreach, training for teachers and staff or meetings between teachers and staff, anti-bullying policies, supervision and monitoring, responding to reports relating to student problems such as bullying, building a climate positive school, encouraging student participation, and communicating with students' parents and seeing the plans they have made and discussing, measures of effectiveness that have been implemented.

ADDRESSING CHALLENGES IN SUPERVISING STUDENT RESEARCH

In Ukraine, student involvement in scientific research primarily occurs through participation in student scientific groups or societies. However, many teachers face challenges when supervising student research projects. This study aims at identifying challenges in supervising student scientific research in higher education, drawing on experiences of both foreign and domestic university faculties. Literature from PubMed and Google Scholar databases was reviewed, focusing on articles related to the topic. Researchers suggest early engagement of students in scientific research within laboratories and participation in inquiry-based programs such as "discovery-based," "project-based," and "inquiry-based," mirroring real-world scientific practices. These approaches offer valuable insights into science, providing structured support and laboratory experience for students. However, challenges such as material and technical limitations and teachers' lack of motivation to dedicate sufficient time to students hinder the widespread implementation of research programs in universities. To foster successful student scientific research, students must be motivated to take ownership of their work, and department laboratories require adequate material and technical support to facilitate student research groups. Additionally, scientific mentors should receive adequate pedagogical training to effectively guide research groups. Mentor efforts should focus on encouraging student participation in research activities by enhancing their awareness and creating opportunities for engagement.

PEDAGOGICAL STRATEGIES TO ENHANCE THE DEVELOPMENT OF STUDENTS WITH LEARNING DIFFICULTIES

Promoting effective pedagogical strategies is essential to enhance the development of students who face learning challenges. In this context, it is imperative that educators adopt personalized and innovative approaches to create an inclusive environment that meets the individual needs of students. A fundamental strategy is pedagogical differentiation, which involves adapting content, methodology and assessment according to each student's skills and learning styles. This allows the educator to adjust their teaching to ensure that all students have access to the curriculum, regardless of the specific difficulties they may face. Continuous and formative assessment plays a crucial role. It not only provides information about student progress, but also allows for quick adjustments to teaching strategies. This allows educators to early identify areas that require additional attention, offering timely interventions to fill learning gaps. Encouraging active student participation is also a valuable strategy. Involving students in practical activities, collaborative projects and discussions stimulates interest and understanding, making the learning process more meaningful. Furthermore, it provides opportunities to identify and develop each student’s individual skills. Educational technology can be a powerful ally. Digital tools and resources can be customized to meet the specific needs of students with learning disabilities, offering interactive and adaptive activities that make learning more engaging and accessible.The partnership between school and family is a vital component. Maintaining open and constant communication with parents allows you to share information about the student's progress, discuss effective strategies, and involve the family in the educational process.

Mitigating Strawberry Generation Risks Through Multiple Learning Strategies in Kindergarten

The efforts made by early childhood education teachers to address the risks associated with "Strawberry Generation" qualities are the subject of this study. The study aims to investigate the methods teachers use to counteract the detrimental impacts of these traits and encourage young children's development of good character. Data were gathered through interviews and observations using the qualitative research method. A sample of early childhood education teachers actively tackling the Strawberry Generation phenomena participated in the study. The study's conclusions point to several efficient tactics educators employ to counter the risks posed by Strawberry Generation features. These tactics include encouraging active student participation, using active learning techniques, acting as positive role models, storytelling and narratives, working with parents, and using active learning methodologies. With the help of these techniques, educators can help kids comprehend the drawbacks of Strawberry Generation features and encourage the development of good character traits as alternatives. The study emphasizes how crucial parent-teacher cooperation is in overcoming the difficulties brought on by Strawberry Generation features. The results highlight the importance of regular efforts, communication, and support from parents and teachers in assisting children in developing desirable character traits. This study adds to the corpus of knowledge by shedding light on early childhood educators' role in mitigating the risks associated with Strawberry Generation features. The findings have practical ramifications for educators, parents, and governments interested in early childhood education. Early childhood education teachers can be crucial in fostering children's excellent character characteristics and mitigating the harmful effects of the Strawberry Generation phenomena by using appropriate tactics.

Experimental teaching of the Avogadro constant

Although Avogadro’s number is a fundamental concept in chemistry, it is often overlooked in secondary education textbooks in Greece. Students are taught about mol, the number Avogadro, the molar volumes, and the equation of the state of gases. However, in no case is a detailed examination held about the importance of this number and the connection of macroscopic and microscopic quantities through the Avogardo constant. Also, the references related to the topic fail to raise students’ awareness of the atomic and molecular structure and the procedure with which the matter becomes quantic. Furthermore, the experimental approach is non-existent. To address these shortcomings, this project proposes a new and straightforward experimental method for students to determine the value of Avogadro’s number. The carefully designed experimental procedure can be completed within one teaching hour, encouraging active student participation. More importantly, the proposed experimental setup does not require sophisticated instruments and poses no risks, making it feasible for students to conduct it themselves.

Realistic simulation case scenario as a vertical integration teaching tool for medical students: A mixed methods study

Realistic simulation-based learning has recently become an integral part of medical education and can provide several advantages if applied effectively. This study aimed to develop and validate a realistic simulation case scenario (RSCS) as a novel teaching tool for preclinical medical students. Furthermore, we aimed to evaluate student perception of this tool as a teaching strategy, as well as to acquire an in-depth understanding of student perspectives. We employed the mixed methods approach to explore how clinical reasoning develops through a validated RSCS. This study, which included 50 third-year medical students, was conducted at the College of Medicine, Dar Al Uloom University, KSA between November 2021 and February 2022. Most of the participants (94%) were satisfied with the RSCS method and 92% of the participants reported RSCS as more effective in terms of achieving learning objectives. Many advantages of RSCS have been reported, including the provision of realistic knowledge relating to critical care management, encouraging student participation in the learning process, and enhancing interpersonal and problem-solving skills. In conclusion, RSCS is an effective and dynamic teaching approach that aids in knowledge consolidation with a significant impact on the emotions and cognitive abilities of students.

Developing Critical Thinking in Technical and Vocational Education and Training

Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long “Basic Communication Skills” class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher’s job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.

Interactive Peer Instruction Method Applied to Classroom Environments Considering a Learning Engineering Approach to Innovate the Teaching–Learning Process

Faced with the problem of a need for more student participation and motivation in the teaching–learning process (TLP) due to the persistence of traditional methods, peer instruction (PI) has emerged as an interactive teaching method. It is based on a dynamic of questions and answers to promote student reflection and discussion. Thus, this article shows the applicability of PI, considering a learning engineering approach to innovating the TLP. For this, the historical-descriptive method is used to conduct a literature review and a bibliometric study, evaluating scientific articles in Web of Science (WoS) and Scopus between 2018 and 2022. In addition, in the second stage, the experimental method is used to apply PI in two educational institutions and evaluate its applicability with Likert scales for teachers and students following a quantitative methodology. Consequently, following the analytical-synthetic method, the results indicate that PI the stages, the most relevant aspects, and the conditions to consider in a classroom environment are highly relevant to enhancing its effects. Thus, such applicability is reflected in its positive results in the TLP, considering the learning engineering, and its representation as a flexible and innovative alternative to traditional methods. This is because PI generated benefits for teachers and students, thus encouraging greater satisfaction, motivation, interest, understanding, and student participation.

Enhancing student engagement in vocational education by using virtual reality

In education, particularly vocational higher education, student involvement is a challenge. Teachers can use virtual reality to bring real-life events into the classroom, encouraging active learning and student participation. Virtual Reality (VR) can be employed in various ways using a simple, easy and helpful application that can be difficult to execute pedagogically Three research methods were conducted in a classroom setting, with total simulation using VR oculus rift technology, and data analysed using desktop computer theme analysis. Students from engineering departments took part in the research, using VR to boost student learning engagement. According to the statistics, VR appears reasonably simple to use, and students feel it enhances their comprehension and engagement. According to this preliminary research, VR environments provide an intense presence, enhancing student engagement and motivation. This conclusion supports the findings of prior investigations.

Predictive Characteristics of Adequate Employment in Baccalaureate-Prepared Graduates

Underemployment, which occurs when baccalaureate degree holders are employed in occupations that do not require or fully use a college-level degree (Lederman, 2018), challenges the notion that a college degree alone adequately prepares a student for a satisfactory level of employment based on education level. During 2018 and 2019, the higher-ed capstone team conducted this study to identify predictive characteristics of underemployment among undergraduate alumni from a large, public, urban, Tier-1 research university. Although identifying underemployment characteristics was the primary impetus for the research, the team instead discovered three primary predictors of adequate employment from the analysis. Higher education institutions and policy leaders may be able to better ensure students gain employment, particularly during challenging economic times, by encouraging student participation in internships, extracurricular activities, and the selection of STEM majors.

Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice

Promoting engagement is crucial for encouraging student participation, interest, and learning in mathematics. Student engagement has been conceptualized as interrelated types comprising behavioural, emotional, and cognitive characteristics. Cognitive engagement, our focus in this paper, relates to students’ psychological investment in learning and practices used to enhance learning, such as self-regulatory strategies and metacognitive processes. Although crucial for students’ learning, research suggests that teachers’ practices for promoting students’ cognitive engagement are not well understood. In this qualitative study, we investigated the beliefs of 40 secondary mathematics teachers across eight English schools concerning promoting cognitive engagement in mathematics classrooms, and whether teachers with different cognitive engagement beliefs differ in the features of classroom practice they attend to in relation to promoting student self-regulation and metacognition. We developed a Cognitive Engagement Framework (CEF) for the following purposes: (1) to develop vignettes that described the practices of two contrasting teachers (Teacher A and Teacher B), who differed in their use of specific self-regulation and metacognitive processes; and (2) to use as a tool for analysis. 17 participants identified with Teacher A who favoured a controlling style towards student strategy use such as activating knowledge, planning, and enacting and regulating strategies, and a passive approach towards students’ use of self-reflection. 14 participants identified with Teacher B who favoured promoting student autonomy for planning and enacting and regulating strategies, self-reflection, and acknowledged affective elements. In addition to its findings, the paper makes a methodological contribution by using ‘vignettes’ as a new way of investigating teachers’ beliefs, and a theoretical contribution through the development of the CEF.

Analysis of English Education Classroom Student Interaction and Performance Based on Virtual Reality

In order to improve the interaction of students in English teaching and improve the effect of English teaching, this paper combines virtual reality algorithms to construct an interactive virtual space for English teaching. Furthermore, this article advances the virtual reality method from a physics standpoint and uses the Fourier transform to superimpose the cross-correlation function in the frequency domain. At the same time, this study uses the Fourier transform to convert the overlaid result into a cross-correlation function in the time domain, eliminating the noise of virtual reality algorithms, improving immersion in the virtual environment of English instruction, and encouraging student participation. In addition, on the basis of virtual reality analysis, this paper constructs an English virtual reality education platform. Finally, after the platform is built, the effect is verified through experimental teaching methods. The experimental teaching shows that the English education classroom student interaction and performance analysis system based on virtual reality proposed in this paper has certain advantages over traditional algorithms.

Exclusionary discipline practices and their relation to Chilean students' perception of school climate practices.

One of the challenges of school climate policies has been to promote dialogical conflict resolution by reducing punitive practices and encouraging student participation. However, exclusionary punitive practices are still being used, and in Chile, they are considered acceptable forms of conflict resolution. In this study, we analyzed the association between students' reports of punitive and democratic school climate in a sample of 2459 eighth graders (mean age = 13.56, SD = 0.84) from 128 Chilean schools. Multilevel analyses showed that a higher perception of punitive practices and higher academic performance were associated with a higher perception of an inclusive, democratic, and peaceful school climate. The perception of a higher school-level frequency of punishment was associated with a higher perception of an inclusive and democratic school climate. We discuss the implications of these findings for an authoritarian school culture.

Secondary school teachers’ learning: environments, specificities and considerations for educational practice

This article is based on the research project APREN-DO aimed at exploring how secondary school teachers learn. Using an inclusive research approach and visual and narrative methods, we conducted the study with teachers rather than focusing on teachers. Twenty-eight secondary school teachers in the province of Barcelona (Spain) created their learning cartographies, showing what, how, where, with whom, and with what they learn. They then narrated their cartographies and discussed the notions of learning and educational practice in the 21st century. This paper summarizes the results and conclusions about teachers’ learning environments, specificities and considerations regarding their learning, and their thoughts about educational practices. Finally, we present and discuss teachers’ reflections and proposals for redesigning educational practice taking into account the need to contemplate the different literacies and competences that exist in today’s society, encouraging student participation based on their interests and particularities, providing a space for affections and emotions, and prioritizing the personalization of students’ learning and the skill of learning to learn.