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Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students’ perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignments, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.

This paper provides a long-term follow-up analysis of students who participated in the Tennessee STAR experiment. In this experiment, students and their teachers were randomly assigned to small, regular-size, or regular-size classes with a teacher aide in the first four years of school. We analyse the effect of past attendance in small classes on student test scores and whether they took the ACT or SAT college entrance exam. Attending a small class in the early grades is associated with an increased likelihood of taking a college-entrance exam, especially among minority students, and somewhat higher test scores.

This article analyses some of the findings of an evaluation of Project One of the 'Assessment is for Learning' Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher-centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices.

This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between the way teachers generally cope with the stresses associated with student classroom misbehaviour and their choice of specific management techniques to cope in the classroom is an essential but under explored factor in this area of teacher professional development. Examination of the association between teachers' classroom management techniques and coping styles may provide knowledge needed to improve teachers' management. A sample of 515 teachers completed questionnaires assessing teachers' use of six classroom management techniques and 19 generic coping strategies which provide support for three coping styles, Social Problem Solving, Passive Avoidant Coping, and Relaxation. Results showed that coping styles play a significant role in mediating the relationship between teachers' concerns about student misbehaviour and their use of classroom management techniques. Implications for teacher educators and further research are discussed.

هدفت الدراسة إلى تحديد إسهامات الأنشطة الاجتماعية المدرسية غير صفية في تعزيز الهوية الوطنية لطالبات المرحلة الثانوية، والتوصل إلى مجموعة من المقترحات؛ لتحسين إسهامات الأنشطة الاجتماعية المدرسية غير صفية في تعزيز الهوية الوطنية لطالبات المرحلة الثانوية. وتعد هذه الدراسة وصفية، واعتمدت على منهج المسح الاجتماعي بأسلوب (المسح بالعينة العشوائية المنتظمة)، إذ بلغ مجتمع الدراسة الأصلي 1360 طالبة، واختيرت عينة عشوائية منتظمة، بلغ عددها 300 وفقا لمعادلات إحصائية. وتحقيقا لأهداف الدراسة، استخدمت أداة الاستبانة لطالبات المرحلة الثانوية في محافظة البدائع في المملكة العربية السعودية، وحسب صدقها الظاهري والداخلي، إذ أن جميع معاملات الارتباط دالة إحصائيا عند مستوى (0.01). مما يدل على وجود علاقة ارتباط قوية بين كل عبارة من عبارات المحور والدرجة الكلية للمحور، وأظهرت الاستبانة معاملا عاليا من الثبات للمحاور كلها، بلغ (0.812)، مما يشير إلى إمكان ثبات نتائج الدراسة، وكان من أبرز النتائج التي توصلت لها الدراسة: أسهمت برامج الأنشطة الاجتماعية بتنمية اعتزاز الطالبات بمكانة المملكة العربية السعودية بين الدول، وأسهمت برامج الأنشطة الاجتماعية بتعزيز الإحساس بالمسؤولية تجاه الوطن من قبل الطالبات، وكان من أبرز المقترحات هي: التنوع في برامج الأنشطة الاجتماعية، وتفعيل برامج الرحلات بشكل صحيح. وخلصت الدراسة إلى أن: مستوى إسهامات الأنشطة الاجتماعية المدرسية غير الصفية فتعزيز الهوية الوطنية بناء على استجابات طالبات المرحلة الثانوية بمحافظة البدائع مرتفع، إضافة إلى مجموعة من المقترحات؛ لتعزيز الهوية الوطنية على مستوى المدرسة ومستوى الأسرة والمجتمع.

The purpose of this causal-comparative study was to investigate the effects of ClassworksTM as a Tier II intervention on middle school struggling readers as part of a Response to Intervention system. This study sought to determine whether the ClassworksTM intervention administered in a small group twice per week during a supplemental reading class would improve reading skills as measured by the MAP Growth Test after 12 weeks. Two groups of students (Grades 6–8) from four middle schools in a suburban, South Carolina school district were used in the study. Archival data were analyzed with a Multivariate Analysis of Variance (MANOVA) to determine the impact of the independent variable, the ClassworksTM intervention program, on the dependent variables. The dependent variables were the overall reading Rasch Unit (RIT) scores, RIT scores in the area of literary text: meaning and context, scores in the area informational text: meaning and context, and scores in the field of vocabulary as measured by the MAP Growth Test designed by Northwest Evaluation Association (NWEA). Results showed a statistically significant difference between the treatment group and the comparison group for reading. Findings caused the rejection of the null hypotheses for the areas of overall reading, informational text: meaning and context, and vocabulary. No statistically significant difference was found between groups for literary text: meaning and context, which led to an acceptance of the null hypothesis that stated there would be no statistically significant difference between the treatment and comparison groups in MAP Growth Reading RIT scores in the area. The study implicated that ClassworksTM could be effective as a small group, Tier II reading intervention for middle school struggling readers.

Este artículo presenta los resultados de una investigación sobre la percepción de los estudiantes y docentes de una provincia de la Región Amazónica del Ecuador en relación a las actividades no comunicativas y su impacto en la motivación de los estudiantes que aprenden una lengua extranjera. Para obtener la información, se aplicó un cuestionario a 180 estudiantes de bachillerato y 8 docentes; adicionalmente, se realizó una entrevista a todos los docentes y a una muestra de 40 estudiantes. Para una mejor comprensión de las percepciones de los estudiantes y profesores, se analizó la información obtenida de forma cuantitativa y cualitativa. Se concluye que tanto profesores como estudiantes consideran a las actividades no comunicativas realizadas en clase como motivantes para el aprendizaje de una lengua extranjera. De las actividades analizadas, las relacionadas con el aprendizaje de vocabulario, revisión de las tareas escritas de compañeros, y uso de materiales audiovisuales son las que más motivan a los estudiantes para aprender una lengua extranjera.

In this paper I investigate the theory-practice relationship in ethics by using the lens of theorist-practitioner relationships. In particular I discuss the contrasts between theoristpractitioner relationship inside and outside the classroom, the 'extra-mural' expertise of theorists, and the ethical issues which arise when theorists act as co-practitioners. I argue that understanding these social and ethical issues is essential to understanding the relationship between theory and practice in ethics, and shows the need for more emphasis on practiceoriented forms of ethical theorising.