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Flipped classroom is considered an effective teaching approach, and numerous systematic reviews and meta-analyses have been conducted to highlight its trends. However, there are very few review articles focusing on the perspectives of its pre-class and in-class activities in English language teaching. Thus, this paper presents a systematic review of the flipped classroom in English language teaching from the perspectives of its pre-class and in-class activities. Meanwhile, the trend of focus of the flipped classroom approach in English language teaching, the technological platforms used, and the level of education and language skills in a flipped classroom are reviewed systematically. A total of 69 published articles were analysed through content analysis. The results indicate that various activities were conducted for pre-class (e.g. watching videos, answering comprehension questions and reading tasks) and in-class (e.g. discussions, question and answer sessions, collaborative and group activities). Different technological platforms used and their features, as well as the trend of the flipped classroom, are also discussed in this paper. Lastly, it is recommended that more studies on primary learners are essential for future studies.

A comparative, ethnographic approach to the question of labour struggles and workers' political agency 'A masterful book – a resource that makes anthropology matter' - Andrea Muehlebach, Professor of Anthropology, University of Bremen When it comes to labor movements, unionized industrial workers on the factory floor have only ever been part of the picture. Across so many different workplaces, sectors of the economy, and geographical contexts, the question of how working people struggle in the day-to-day has no single answer. Here Sian Lazar offers a unique anthropological perspective on labor agency that takes in examples from across the globe, from heavy industry and agriculture to the service and informal sectors. She asks: how do people strive to improve their lives and working conditions? How are they constrained and enabled in that struggle by the nature of the work they do, and by their own positionality in local histories, cultures, and networks? How We Struggle explores worker action across the spectrum from organized trade unionism to individualized strategies of accommodation, resistance, and escape. The book marries a discussion of global political economy and Marxist feminist theories of labor with ethnographic approaches that begin from a perspective of human experience, kinship, and radical heterogeneity.

Blended learning, integrating online and in-person components, has been increasingly adopted in higher education to enhance students’ learning experience and outcomes. While the advantages of blended learning are well-evidenced, research has primarily focused on the online pre-learning component, neglecting the significance of in-class activities. In-class activities play a crucial role in affording active learning opportunities (e.g., discussion, elaboration), necessitating a systemic understanding of their dynamics. The purpose of this study was thus to systemically investigate college students’ learning behaviors during in-class activities in a blended course. In-class activities were video-recorded and labelled manually following a coding scheme. By establishing a linear regression model, the study identified listening to the instructor’s lecture and taking notes as two predictors of students’ learning gains. Additionally, sequential patterns of learning behaviors during in-class activities were examined. The reciprocal interactions between students’ behavior of listening to the lecture and their note-taking actions were noted. The findings of this study contributed to a systemic view of blended learning by shedding light on students’ learning behaviors and their implications for instructional practice.

The events of 1968 have been seen as a decisive turning point in the Western world. The author takes a critical look at \"May 1968\" and questions whether the events were in fact as \"revolutionary\" as French and foreign commentators have indicated. He concludes the student movement changed little that had not already been challenged and altered in the late fifties and early sixties. The workers' strikes led to fewer working hours and higher wages, but these reforms reflected the secular demands of the French labor movement. \"May 1968\" was remarkable not because of the actual transformations it wrought but rather by virtue of the revolutionary power that much of the media and most scholars have attributed to it and which turned it into a symbol of a youthful, renewed, and freer society in France and beyond.

Historians have widely studied the late-nineteenth-century southern agrarian revolts led by such groups as the Farmers' Alliance and the People's (or Populist) Party. Much work has also been done on southern labor insurgencies of the same period, as kindled by the Knights of Labor and others. However, says Matthew Hild, historians have given only minimal consideration to the convergence of these movements. Hild shows that the Populist (or People's) Party, the most important third party of the 1890s, established itself most solidly in Texas, Alabama, and, under the guise of the earlier Union Labor Party, Arkansas, where farmer-labor political coalitions from the 1870s to mid-1880s had laid the groundwork for populism's expansion. Third-party movements fared progressively worse in Georgia and North Carolina, where little such coalition building had occurred, and in places like Tennessee and South Carolina, where almost no history of farmer-labor solidarity existed. Hild warns against drawing any direct correlations between a strong Populist presence in a given place and a background of farmer-laborer insurgency. Yet such a background could only help Populists and was a necessary precondition for the initially farmer-oriented Populist Party to attract significant labor support. Other studies have found a lack of labor support to be a major reason for the failure of Populism, but Hild demonstrates that the Populists failed despite significant labor support in many parts of the South. Even strong farmer-labor coalitions could not carry the Populists to power in a region in which racism and violent and fraudulent elections were, tragically, central features of politics.

A higher education international institution set forth a virtual training program for its faculty (n = 13) to enable successful implementation of flipped teaching (FT), which utilizes synchronous and asynchronous features to engage students in learning. Six biweekly sessions were scheduled via Zoom on Moodle, the Learning Management System. Pre- and post- training surveys were administered to obtain participants' perceptions of preparedness and implementation of FT in their courses. Survey results suggested that the participants highly valued remote FT training. In conclusion, the remote FT faculty development successfully prepared the participants to implement FT in their courses with confidence.

InReforming Asian Labor Systems, Frederic C. Deyo examines the implications of post-1980s market-oriented economic reform for labor systems in China, South Korea, the Philippines, and Thailand. Adopting a critical institutionalist perspective, he explores the impact of elite economic interests and strategies, labor politics, institutional path dependencies, and changing economic circumstances on regimes of labor and social regulation in these four countries. Of particular importance are reform-driven socioeconomic and political tensions that, especially following the regional financial crisis of the late 1990s, have encouraged increased efforts to integrate social and developmental agendas with those of market reform. Through his analysis of the social economy of East and Southeast Asia, Deyo suggests that several Asian countries may now be positioned to repeat what they achieved in earlier decades: a prominent role in defining new international models of development and market reform that adapt to the pressures and constraints of the evolving world economy.

In the second edition of his essential book—which incorporates vital new information and new material on immigration, race, gender, and the social crisis following 2008—Michael Zweig warns that by allowing the working class to disappear into categories of \"middle class\" or \"consumers,\" we also allow those with the dominant power, capitalists, to vanish among the rich. Economic relations then appear as comparisons of income or lifestyle rather than as what they truly are—contests of power, at work and in the larger society.

This article aims to explore and clarify how students’ use of first and second languages in a translanguaging science classroom (TSC) may affect the continuity of learning in science. In a TSC, participants can use all available language resources, in all meaning-making situations. An ethnographic data collection and research design is used to capture the authentic language use in this practice. The study followed monthly science lessons at a primary school for 3 years (2012–2015) and was documented by four video cameras and four audio recorders. The data material also consists of recorded conversations with four students, newly arrived in Sweden at the time of the data collection. In addition, field notes, students’ texts and different teaching materials were collected. To analyze how the use of both first and second languages may affect the continuity of science learning in multilingual classroom activities, practical epistemology analysis is used. The analysis shows that a TSC is an asset in appropriating a new social practice for students with limited ability to understand and express themselves in the language of instruction. However, the analysis also reveals some situations within this practice, in which all available resources are not utilized. These situations seem to be consequences of low expectations of students with limited access to the language of instruction expressed in simplified language usage; contextualizing the subject matter to everyday experiences students may not share; and the complexity of translating and transforming scientific content from one national language into another (Arabic and Swedish) and between everyday and academic discourse. The study contributes to the field by illustrating the importance of supporting each student’s access to the language tools that constitutes the scientific subject matter, as well as promoting the use of all resources to relate this to prior experience for a continuity of learning in a multilingual science classroom.

This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in induction showed positive impacts. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, using effective student questioning practices, adjusting classroom activities to meet students 'interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern—in particular a large randomized controlled trial of induction in a sample of large, urban, low-income schools—which found some significant positive effects on student achievement but no effects on either teacher retention or teachers' classroom practices. The review closes by attempting to reconcile these contradictory findings and by identifying gaps in the research base and relevant questions that have not been addressed and warrant further research.