Learner Engagement

Approaches to students with Social, Emotional and Behavioural Difficulties (SEBD) are frequently the subject individual interventions in schools that range from disciplinarian to medical model in flavour.  The presumption is that challenging behaviour is foremost a pathology.  It is rare for schools and educators to lean towards an ecological lens on SEBD, and even when these are considered ineffective pedagogy is rarely considered with conviction as a cause for behavioural challenges.  This chapter examines how the design of instruction and assessment is in fact a tool that is capable of addressing SEBD by creating meaningful engagement of the students in question within the classroom.  Universal Design for Learning (UDL) in particular provides teachers with simple, user-friendly principles to consider how to rethink engagement for the full spectrum of diverse learners.

The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590), and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement, and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.

Abstract: The growing number of on-line interactions between learners and on-line learning systems leaves a trail of data that can be analyzed at a number of levels of granularity and for several purposes. Learner engagement in the program of studies, with the course or with a specific learning activity is one variable thought to highly correlate with learner success. Engagement may be with the learning content, or with other learners and faculty in the socially constructed environment. This paper looks at three specific areas where learner engagement can be measured, and discussed the possibilities for using such information in advising learners and faculty on ways to strengthen course outcomes.
Keywords: Learning analytics, Learner engagement, student success, on-line learning

Learner engagement is crucial for ensuring the quality of learning experiences, and yet the study of 'task engagement' has received relatively little empirical attention in the language education domain. This article reports on a study exploring the factors contributing to learners' engagement and disengagement during task performance in an English as a foreign language classroom. Thirty-seven learners performed 10 different speaking tasks implemented over a 10-week period in a Japanese university task-supported classroom. The participants' engagement was measured using a post-task questionnaire on perceived levels of anxiety, confidence, focus and desire to speak. Learners' written self-report reflections revealed complementary in-depth qualitative data about the underlying factors behind their engagement or otherwise during speaking tasks. The results revealed a variety of learner-level, lesson-level, task-level and post-task-level factors contributing to learners' engagement and disengagement in tasks. Findings indicate that certain task features such as the nature and purpose of the tasks, task repetition, familiar and easier task topics led to successful engagement. On the other hand, lack of social cohesion and motivational baggage were reported as primary factors in determining learners' silences and disengagement in tasks. The authors offer pedagogical implications for teachers on how speaking tasks can be better implemented to enhance engagement in foreign language classrooms.

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better understanding of students' experiences of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the synchronous technology-Adobe Connect virtual classroom, used in an online learning environment affected students' active participation in e-learning activities. The article also offers some suggestions that can be of use to instructors who teach online courses.

What Is It "Writing For Pleasure" Teachers Do That Makes The Difference? was a one year research project which investigated how Writing For Pleasure teachers achieve writing teaching which is highly effective (greater than average progress) and also affective (pertaining to positive dispositions and feelings). This research comes at a time where we are seeing profound underachievement in writing coupled with an increase in young people's indifference or dislike for writing. The principal purpose of this research was to identify and describe the kind of writing teaching which constitutes a Writing For Pleasure pedagogy. It was a requirement that the practices of the teachers participating in the research be based on what studies tell us are the most effective writing teaching, associated with high levels of pupil motivation, self-efficacy, agency, self-regulation, volition, writer-identity and pleasure in writing. Teachers were also required to provide evidence of exceptional or above expected academic progress among their pupils. The research investigated the principles employed by the most effective teachers of writing and linked them to the affective domains of Writing For Pleasure. The study employed a mixed method design. It required a combination of quantitative and qualitative data to be gathered. This included empirical data from participant observations, teacher and pupil interviews, viewing pupil assessment data and pupil questionnaires. From a rich literature review, an audit was generated which named fourteen interrelated principles, and their associated practices, which are strongly associated with high levels of student achievement and pleasure in writing. Findings showed that teachers who teach the principles of Writing For Pleasure at a high level of proficiency have classes who feel the greatest enjoyment and satisfaction in writing and in being a writer. Writing For Pleasure teachers attend to self-efficacy, agency and self-regulation in rich combination. Some principles of Writing For Pleasure were not observed at a high level of proficiency by the teachers as a whole data set and so need to be further investigated. The affective domains of motivation and writer-identity were not realised adequately by the pupils as a whole data set and so need to be further investigated. Finally, a Writing For Pleasure pedagogy is a highly effective pedagogy. [Co-published with The Goldsmiths' Company and The University of Sussex. The Goldsmiths' Company also provided funding for the project.]

In this paper, an early intervention solution for collegiate faculty called Course Signals is discussed. Course Signals was developed to allow instructors the opportunity to employ the power of learner analytics to provide real-time feedback to a student. Course Signals relies not only on grades to predict students' performance, but also demographic characteristics, past academic history, and students' effort as measured by interaction with Blackboard Vista, Purdue's learning management system. The outcome is delivered to the students via a personalized email from the faculty member to each student, as well as a specific color on a stoplighttraffic signal to indicate how each student is doing. The system itself is explained in detail, along with retention and performance outcomes realized since its implementation. In addition, faculty and student perceptions will be shared.

Abstract
This paper explores the link between learner autonomy and critical thinking and aims to propose a practical approach to promote both skills in English classes at Japanese univer- sities. Based upon the relevant literature review and examination of two survey question- naires, the conclusion indicates that autonomous learning skills play an essential role in developing critical thinking skills among university students. In addition, more emphasis needs to be placed on the role of the teacher as a facilitator in order to enhance the quali- ty of English education at Japanese universities.
Key words: critical thinking, English, facilitator, learner autonomy, promote

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

The philosopher John Dewey (1859-1952) is considered to be the philosopher of educational reform. This title does justice to Dewey’s authority and influence in the camp of the progressive educators, but easily leads to misunderstandings. Dewey is indeed sympathetic towards educational progressivism; at the same time he is extremely critical of the theories and practices of educational reformers. Many of his texts on education, for instance parts of his books Democracy and Education from 1916 and Experience and Education from 1938, may be read as critical commentaries of progressive education.

Dewey has never commented on Dalton Education; at least not specifically; even though his daughter, Evelyn Dewey, was an early advocate of Dalton education. Evelyn Dewey is the author of the book The Dalton Laboratory Plan, an enthusiastic account of Parkhurst’s educational practice.  It was published in 1922, which was earlier than Parkhurst’s own book. As positive as Evelyn was, her father would not have been. Dalton education differed too much from what Dewey believed in and found important.

On the surface, Parkhurst and Dewey seemingly have a lot in common, especially with respect to three topics: the school as a community, learning by experience, and education through activities. Parkhurst also gives the impression that there is a resemblance. On closer examination however, the similarities are not very profound.

In the first paragraph we shall examine Parkhurst’s and Dewey’s ideas regarding the school as a community. In the second paragraph we shall discuss their views on learning by experience. Subsequently, we shall compare Parkhurst’s and Dewey’s thoughts on educational content (subject matter and curriculum). In all three paragraphs we shall examine the nature and details of educational activities, that is to say: Parkhurst’s assignments and Dewey’s occupations.

n this study, students’ perspectives on the use of ESL materials in Japanese university second language classes were examined. The existing literature suggests that there are a number of benefits and limitations associated with using coursebooks in ESL classes. In addition, flexibility with material use is considered to enhance the effectiveness of teaching and learning. In order to understand student perspectives on teachers’ use of ESL materials, a survey was conducted with 212 students. The results indicate that a more student-centered approach with materials might be beneficial to improve teaching and learning outcomes. However, since coursebook dependence still stands as a common issue in ESL classes, a future study would be beneficial to understand teachers’ perspectives on the subject matter.
Keywords: materials, ESL, Japanese, students, teachers, flexibility, student-centered.

The goal of this paper is to gain a deeper understanding of the role of teacher autonomy in the development of learner autonomy. Firstly, the general attributes of autonomous teachers are identified. Next, the teacher's role in scaffolding and learner support was emphasized through the illustration of regular weekly homework assignments and learner goal-setting practices. The conclusion indicates that learner autonomy is an essential element for successful learning and the teacher's gradual withdrawal from the learning process is needed in order to foster autonomous learning skills in students.

Keywords: Autonomy, learner autonomy, learner-centered, scaffolding, self-directed learning, Teacher autonomy

This project was commissioned to identify different forms of learning brokerage and effective strategies for good practice to engage ‘non-traditional’ adult learners. The interest in brokerage arises from its potential to stimulate new demand, both to tackle skills deficits and to improve social inclusion and equity. Brokers include a wide range of organisations and individuals who act as catalysts or agents of change, inspiring adults to take up learning and helping them to succeed. The research objectives are to:
- review the use and application of the term ‘learning broker’
- identify key characteristics of brokerage practice and the benefits for potential learners
- develop understanding of the patterns of interaction between (potential) learners, brokers and learning providers in different contexts
- explore effective approaches to brokerage in relation to specific communities and groups
- identify barriers to effective brokerage and areas for further support
- investigate the role of ICT and its impact on the relationship between learners, brokers and learning providers
- contextualise the development of more widespread and coherent networks of brokers within the contemporary policy environment
- assess the wider implications for learning providers.

Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction.  Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations.  Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators).  This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular.  We present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts.  Finally, we suggest future st...

The constantly changing healthcare environment poses a huge challenge to the nurses to be able to respond to the rapidly changing patient's conditions and needs. The nursing graduates therefore are forced to possess high level competence in order to provide safe and efficient nursing care. The Nurse Educators are also challenged to apply teaching strategies that can facilitate and encourage high level of critical thinking and clinical judgement skills. Flipping the classroom or inverted class is a strategy that is currently gaining popularity in an effort to motivate learners to learn and engage independently. This approach requires nursing students to actively participate in activities that push them beyond the level of memorization. Direct instruction is moved from the group space to the individualized learning space resulting in a dynamic transformed interactive environment where the Nurse educator becomes the guide instead of a distributor of information. The Flipped learning has been viewed as an important pedagogical approach in increasing nursing student's achievement, motivation, collaboration and improving their skills necessary for further knowledge construction. The purpose of this paper is to describe the current state of knowledge and practice of Flipped learning approach in nursing education and how the strategy can promote nursing students to learn independently.

Research on massive open online courses (MOOCs) has tended to focus on outcome indicators valued in traditional higher education settings, particularly achievement and completion. This study highlights the differences between MOOCs and credit-bearing university courses and shifts this focus to an alternative outcome indicator—learner satisfaction. In this study, engagement is identified as an important antecedent of learner satisfaction and is conceptualised and operationalised as a multidimensional construct. This study built three regression models to identify the relative importance of behavioural, cognitive, emotional, and social engagement for learner satisfaction after controlling for personal characteristics unrelated to the criteria of good teaching. The analysis showed that engagement explained approximately 20% of the variance in learner satisfaction with MOOCs. Emotional engagement was more influential for predicting learner satisfaction than cognitive engagement and behavioural engagement. Social engagement had no significant effect on learner satisfaction. Demographics (age, education level, and origin) and motivation were of limited utility in predicting learner satisfaction with MOOCs, accounting for 4% and 2% of variance, respectively. Based on research findings, the article presents the following propositions: (1) configure the MOOC teaching and learning environment in a way that enhances emotional engagement; (2) statistically adjust for age, education level, origin, and motivation when interpreting learner satisfaction results; and (3) monitor the level of emotional engagement and implement educational interventions to provide support for emotional disengagers.

Student engagement with learning activities has consistently been tied to academic achievement. To positively influence learning outcomes, malleable factors must be measured and strategies devised to improve them. We tested the hypothesis that automated detectors of affect and engagement are expensive to develop but that, if they can be applied at scale to the log files of many learners, they will produce and process observation data more cost-efficiently than traditional observation methods such as in-class observations and video analysis. We compare the reliability and costs of collecting engagement and affect data using automated detectors with three other methods and conclude that while indeed vastly more cost-efficient when applied at scale, automated detectors are not yet as reliable as in-person observations.

Lifelong learning has not succeeded in countering social exclusion. In the UK there remains a deep divide between those formally involved in learning and those seen as positioned on the margins. Learning brokerage has been posited as one route out of this impasse, but the concept remains little understood or researched. This paper presents findings from a major new research project, drawing on a broad range of qualitative data. It develops a conceptual framework for learning brokerage, and analyses how it operates in different, inter-related contexts. Learning brokerage is analysed as a process involving a network of organisations and individuals mediat- ing between learners, potential learners and learning providers. Potentially, it allows for curricula, pedagogy and support that has proved successful with educa- tionally marginalised groups at a voluntary and community sector level to be transmitted to mainstream educational institutions. The paper argues that a key part of this process is recognising and working with exclusion, both as a manifestation of structural inequality and as a self-determining choice for some communities. It focuses on case studies conducted with young black men and homeless people, two groups seen as highly excluded, discussing how brokerage effectively handles this duality of exclusion. It argues that they should not be normalised to be ‘included’ in learning but, rather, they have a right to learning opportunities on their own terms. It concludes that brokerage can help deliver such learning in the mainstream, but it is a slow, painstaking process, often blocked by institutions themselves.

This paper reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD) involving EFL teachers at universities in Japan. The research questions were: (1) What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2) Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one’s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context.

This study explores the efficacy of vodcasting, as one of the advanced means of lecture recording, and discussion forums using retrospective engagement analytics data and performance outcome data on 1,172 unique students. The results provide partial support for the research hypotheses, particularly for international students, with learner engagement as a strong predictor of enhanced performance outcomes. However, no support was found for domestic students, with no significant impact of engagement on performance outcomes. That is, learner engagement may be more beneficial for international students than for domestic students. The findings support the implementation of discussion forums for enabling meaningful conversation, knowledge acquisition and peer engagement. This could pave the way for a knowledge-sharing culture as opposed to a knowledge-hoarding culture. Overall, the findings offer insights for higher education providers who have large international student enrolments and are interested in diversity management strategies and enhanced student engagement using disruptive technology.

This study examined low-proficiency Iranian EFL students' affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners' positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students' perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning experiences. However, it is not clear to what extent LMSs affect learner engagement in universities. With this focus, this article aims to explore the factors that affected students' engagement with e-learning activities facilitated by Moodle in a blended learning course in a university in New Zealand. With Activity Theory as its research framework, the research methods of this study include individual interviews, online and face-to-face observation of activities and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the university learning management system-Moodle and other tools affected students' active participation in learning activities in this course. The article also offers some pedagogical strategies that can be of use to teachers and instructional designers when designing online courses.

As discussed in previous THT talks, content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. At the same time, we hear of the struggles that teachers have with implementation. In this workshop-style presentation, the presenter shares some of the challenges he has faced with balancing the content and language sides of CLIL, as well as some of the strategies he and his colleagues have developed to deal with these challenges. Participants will be asked to share their stories and concerns regarding content-focused language instruction.

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students' ability to create and trust their knowledge (Raider-Roth, 2005) . The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class cohesion and improve classroom participation by enhancing student-student and student-teacher relationships. The study used qualitative data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of student enthusiasm.

This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. The...

Abstrak Penelitian ini digunakan untuk menganalisis tingkat kematangan e-learning JBClass menggunakan e-Learning Maturity Model dan Ten Pedagogic Principles for e-Learning. Penelitian dilakukan terhadap 14 dari 35 process area dalam eMM yang mendukung Ten Pedagogic. Hasil penelitian menunjukkan tingkat kematangan tertinggi berada pada process area L9 dengan nilai 2,8 dan terendah di process area D4 yaitu 1. Secara general tingkat kematangan e-learning JBClass berada pada dimensi planned. Peningkatan kematangan JBClass dapat dilakkan dengan memperkuat engagement, memberi dukungan pada diverse learning style dan integrasi feedback dari user ke pengembang. Kata kunci: jbclass, e-learning maturity model, ten pedagogic principles, tingkat kematangan

This article describes the challenges of creating educational programs for guided groups that teach about healthy eating, strengthen school readiness skills, include picture book read-alouds, and keep young children engaged, while in exhibit spaces that were meant for free play.

It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers' attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma.

Thanks to The Goldsmiths' Company for believing in the project and for funding the research. I would also like to thank colleagues at the UKLA but particularly Felicity Ferguson & Liz Chamberlain for their expertise and support. Thanks also to Jo Tregenza and The University of Sussex for giving the research a home. Finally, the most thanks goes to the exceptionally talented and committed teachers who took part, their extraordinary young writers and their welcoming schools. regularly -sharing their writing 'tips, tricks and secrets'; alternatively, they would share examples from literature taken from the class library. • In the class-sharing / author's chair session, children would share their developing pieces and discuss with their peers the writing goals they had achieved that day. • The teachers understood how essential it is that children are given time to write for a sustained period every day and to work on both class and personal writing projects. • Children were given at least one timetabled hour a week to engage in personal writing projects. However, the teachers also encouraged personal writing to be pursued in little pockets of time throughout the week. • Children transferred knowledge and skills learnt in class writing projects and used them expertly and successfully in their personal ones. • The teachers set up routines where personal writing project books went to and fro between school and home every day. This meant that children could be in a constant state of composition. Being A Writer-Teacher • Teachers wrote for pleasure in their own lives outside the classroom. They used their literate lives as an education tool in the classroom. • The teachers wrote and shared their writing with their class with regularity. They would also share their own finished pieces in relation to the projects they were asking the children to engage in. They would also take advice from the children on compositions they were in the process of developing. • The teachers would readily share the 'tricks, tips and secret' strategies that they habitually employed in their own writing and would invite children to give them a try too. Pupil Conferencing: Meeting Children Where They Are • The teachers believed that a rich response to children's writing was crucial. Whilst they used both written and verbal feedback, they particularly emphasised the usefulness of 'live' verbal feedback, which they felt was immediate, relevant and allowed the child to reflect on and attend to learning points raised while still actually engaged in their writing. • Conferences were short, friendly, supportive and incredibly positive. The children looked forward to these 'conversations' because they knew they would receive genuine praise for and celebration of the writing goals they were achieving and also good advice as to how they could improve their developing compositions further. • The teachers were able to undertake pupil-conferencing in a systematic way and were successful because their children and classrooms were settled, focused, highly-organised and selfregulating. Behavioural expectations were also made very clear. • The teachers looked to build a community of readers and writers concurrently. • They taught using a reading for pleasure pedagogy (Cremin et al 2014). • They had print-rich classrooms which also included stories, non-fiction, poetry, newspapers, magazines and the children's own published texts. • The teachers read aloud every day to their classes with pleasure and enthusiasm. This included poetry, picture books, chapter books, non-fiction texts and sometimes their own writing. • The teachers encouraged children to make links between what they were reading, their own lives and potential writing ideas. This included discussing authors' themes and analysing their craft, understanding and encouraging the use of intertextuality, and writing in personal response to texts read. • They understood that volitional reading can lead to volitional writing, ensuring that during independent reading time children could also write in their personal writing project books if they felt an urge to do so. • Children collected words, phrases and other good examples of a writer's craft in the hope that they might come in useful at a later date. 1. There are positive signs that a Writing For Pleasure pedagogy is a highly effective pedagogy and so it should be considered by a range of stakeholders who are in the business of developing young writers. 2. Teachers need training to implement a Writing For Pleasure pedagogy. 3. Teachers need to conduct action research. 4. Further investigation is required into the principles and affective domains which scored low. 5. This study needs to be replicated in a few years' time. 6. This study needs to be replicated with teachers who achieve average or low progress in writing. 7. Research needs to be undertaken into the long term effects of a Writing For Pleasure pedagogy across a whole school and taught by multiple teachers.

The purpose of this action research was to determine program attendance, program interest and whether the present program model offered by the housing department at The University of Southern Mississippi was beneficial to campus housing students. An additional purpose was to generate data that would guide future changes of the program model to increase the engagement and participation level of campus housing residents. The researcher collected data from a sample group of 178 returning campus housing residents, who had experienced at least one academic year of hall programming. The findings revealed that majority of the program participants where females, possessed a high GPA, and notated an overall interest in Academic programs. The results were compared to previous literature and were found to have similar outcomes. This study included several recommendations to increase the resident’s participation in campus housing programs

The constantly changing healthcare environment poses a huge challenge to the nurses to be able to respond to the rapidly changing patient's conditions and needs. The nursing graduates therefore are forced to possess high level competence in order to provide safe and efficient nursing care. The Nurse Educators are also challenged to apply teaching strategies that can facilitate and encourage high level of critical thinking and clinical judgement skills. Flipping the classroom or inverted class is a strategy that is currently gaining popularity in an effort to motivate learners to learn and engage independently. This approach requires nursing students to actively participate in activities that push them beyond the level of memorization. Direct instruction is moved from the group space to the individualized learning space resulting in a dynamic transformed interactive environment where the Nurse educator becomes the guide instead of a distributor of information. The Flipped learning has been viewed as an important pedagogical approach in increasing nursing student's achievement, motivation, collaboration and improving their skills necessary for further knowledge construction. The purpose of this paper is to describe the current state of knowledge and practice of Flipped learning approach in nursing education and how the strategy can promote nursing students to learn independently.