Mary Sumner (1828-1921) founded the Anglican Mothers’ Union, which originated as a parish mothers’ meeting in 1876, and followed the Girls’ Friendly Society as the second women’s organisation to be sanctioned by the Church of England. By 1921, the Mothers’ Union had a membership extending across the British Empire and transnationally. Mary Sumner sought to educate mothers in Christian values and pedagogy so that they might educate their children to be future citizens of empire. Her life trajectory occurred against a context of evangelical religious revival, contest over matters of doctrinal authority, the proliferation of women’s philanthropy, the growth of the British Empire and changes in education characterised by state intervention in working-class elementary schooling and the negotiation of educational provision for middle- class girls. This thesis uses primary source material to build on institutional histories of the Mothers’ Union to situate Mary Sumner in networks, emphasise gender and class as mediating of opportunity, and envisage her religious ‘mission’ as educational. The thesis draws on the thinking tools of Pierre Bourdieu, habitus, field and capital, to analyse Mary Sumner’s negotiation of constraint and agency in relation to the fields of religion, mission (understood as religious and philanthropic activism ‘at home’ and overseas) and education through which womanhood runs as a connecting theme. Bourdieu’s concept of reproduction is used to position Mary Sumner in relation to the operation of power across domestic, local and global spaces. The thesis concludes that using Bourdieu’s ‘thinking tools’ highlights how Mary Sumner used opportunities for women within her temporal and socio-cultural context in ways that were complicit with notions of womanhood reflective of patriarchal domination and accepting of hierarchies of class and ‘race’, yet were innovative in her achievement of access for an organisation of women within Anglicanism that was recognised for its educational work.

The purpose of the study was to discover the effects of using peer assisted learning in acquiring skills in music composition. The ten criteria used for assessing the effects of peer assisted learning comprised six concerning social qualities and four relating to cognitive aspects of what might be learned from working and learning together. The research used both qualitative and quantitative methods, encompassing interviews with the teacher, questionnaires for the students and observation. The latter included a quantitative element. The research took place in the natural settings of timetabled music lessons in Year Seven at an English comprehensive secondary school. This peer assisted learning research is believed to be the only such project conducted entirely in the unadulterated classroom settings. The lessons followed the teacher’s choice of lesson material and the length of time normally allowed for lessons in that school. No changes in classroom organisation, timing, or for any other reason were requested by, or made for, the researcher. Each class was divided into groups whose size, ability and gender were determined by the teacher. From these groups, the teacher selected the three which were the focus of this research. All three of the sample groups showed some evidence of the beneficial effects of peer assisted learning socially and cognitively although this varied according to the children’s different ability levels. Peer assisted learning was found to be most successful where children were able to work together cohesively and communicate well, either verbally or musically. Most children either acquired new musical skills or enhanced those they already possessed through the use of peer assisted learning.

<p>As the need for large elections increases and computer networking becomes more widely used, e-voting has become a major topic of interest in the field of cryptography. However, lack of cryptography knowledge among the general public is one obstacle to widespread deployment. In this paper, we present an e-voting scheme based on an existing scheme. Our scheme features an efficient location anonymization technique built on homomorphic encryption. This technique does not require any participation from the voter other than receiving and summing location shares. Moreover, our scheme is simplified and offers more protection against misbehaving parties. We also give an in-depth security analysis, present performance results, compare our scheme with existing schemes, and describe how our research can be used to enhance cybersecurity education.</p>

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<div>Learning practices in education are constantly evolving to provide high-quality education. One of the trends used to provide high-quality education is incorporating technological tools to teach and learn STEM concepts. Implementing physical manipulative tools and virtual manipulative tools in STEM classrooms positively influenced conceptual learning. Furthermore, visuohaptic simulations are learning tools that combine physical and virtual manipulative affordances in a single learning experience. For investigating the value of visual and haptic feedback in virtual environments, we designed an embodied learning experience where learners used a hands-on tool for learning friction concepts. The theoretical framework of embodied learning guided the design of the learning tools and the research design. The learning tools were visuohaptic simulations and physical manipulative tool. Results suggested no influence in conceptual knowledge of the physical manipulative tool. On the opposite, results suggested a positive influence of the visuohaptic simulation on conceptual knowledge. Moreover, our studies suggested that learners exposed to enhanced visual feedback and haptic feedback used two different mechanisms for improving friction conceptual knowledge. When enhanced visual feedback was activated, learners read the cubes' forces from the computer screen for correcting their answer or reinforce their correct knowledge. When haptic feedback was activated, learners inferred about the cubes' forces from the haptic feedback for correcting their answer or reinforce their correct knowledge. In a sequenced approach of feedback of haptic to haptic + enhanced visual, learners obtained the benefits of the haptic and visual feedback for learning friction. </div><div> </div>

<p>  </p> <p>Education reforms aimed at improving student outcomes often fail because they are top-down and do not successfully scale to wider use. Over the past two decades, improvement science, which uses disciplined inquiry to solve district problems at scale, has emerged as a solution. This multi-case study investigated the question: What are the profiles and lived experiences of superintendents who use improvement science? Data for this study were collected through semi-structured interviews with three superintendents who were part of a superintendent network that focused on improvement science. The superintendents were from diverse districts: A regional Education Services District, an urban school district, and a suburban school district. Data were analyzed through themes that emerged in the literature and data. Four key findings were gleaned: Superintendents need to 1) prioritize a positive workplace culture, 2) shift ownership to staff, 3) support staff in sharing and risk taking, and 4) shift to the use of measurements at the team-level. Three recommendations stemmed from the findings and literature: Superintendents should 1) foster a workplace culture emphasizing ownership and vulnerability, 2) ensure implementation is user-centered, and 3) focus on solving the most pressing problems connected to student outcomes. Action steps for each recommendation are provided. Superintendent profiles showed them to be leaders who improve the workplace culture, are equity-driven, are vulnerable and reflective, are instructional leaders and system thinkers, and are collaborative. Yet they are still working toward staff taking ownership of improvement efforts. In essence, staff implementation has not caught up to superintendent vision. This study suggests if superintendents build capacity around a positive workplace culture and a user-centered, problem-specific approach, districts will be able to solve the most pressing student equity gap problems at scale.</p>

<p>Low levels of on-task behaviors can be troublesome for both teachers and students leading to difficulties associated with regulating off-task and disruptive behaviors and providing continuous prompts. Research indicates that students with intellectual disabilities (IDs) frequently engage in off-task and disruptive behaviors (e.g., talking, sleeping, and making negative statements). According to teachers, the on-task behaviors of students with IDs are unsatisfactory due to a behavioral deficit; as a result, these students demand more individual time and attention from adults than their typically developing classmates. This dependence on external prompts can have negative consequences for students with IDs, including exclusion from general education classes and school dropout. Although empirical investigations to address on-task behaviors is limited in Türkiye, Turkish educators indicated that one of their primary concerns was to manage off-task behaviors of students with disabilities in their classrooms. General education classroom teachers also have suggested that special education classrooms were a better placement for students with IDs because of the need to manage off-task behaviors via one-on-one or small group instructional arrangements. As a result of these off-task issues, there is a need for interventions to assist teachers in improving on-task behaviors of students with IDs which may, in turn, promote the inclusion of these students into general education classrooms. </p> <p>  One such intervention is self-management. Self-management strategies in general and self-monitoring in particular have been found to be effective in enhancing on-task behaviors of students with IDs due in part to intrusiveness, adaptability, and reactivity impact. These interventions can also be used to promote inclusion because the responsibility of behavior management passes from the teacher to the student.This change in responsibility could leave teachers more time to teach instead of providing continuous prompts given the higher teacher-student ration in general education classrooms. Unfortunately, there are several limitations in self-management research in Türkiye including the following: (a) the implementation of self-management interventions to improve on-task behaviors has been prominently conducted with students with autism spectrum disorders (ASD) and learning disabilities (LD); (b) the vast majority of these interventions has been conducted in segregated settings such as special education classrooms in middle school settings; and (c) systematic planning in generalization and maintenance has been lacking or limited that have caused lack of generalization of increased on-task behaviors to other settings. Given that Türkiye has only two studies investigated self-management interventions with students with IDs, these interventions have similar concerns as Western countries including lack of investigations in general education classrooms and the absence of generalization and maintenance planning.  </p> <p>In the current data set, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve on-task behaviors of 4 students with IDs in general education classrooms in Türkiye. A single case multiple-baseline across participants design was used. Therefore, this study aimed to investigate (a) the magnitude of the effect of self-monitoring of the on-task behaviors of Turkish students with IDs, (b) the extent to which the on-task behaviors of Turkish students with IDs generalized and maintained after exposure to self-monitoring training, (c) the effect of self-monitoring on the academic behaviors of Turkish students with IDs, and (d) the relationship between the implementation of self-monitoring and teacher reports on changes in students’ on-task behaviors.  Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was <em>immediate</em>, <em>generalized</em> across settings, and <em>maintained</em> over long period of time. PCESimmediate was computed to be 1.14 with a significant effect. The overall impact of the Tau-<em>U</em> intervention was 1.00 CI95 (.705 to 1.00), with generalization and maintenance effects of 1.00 CI95 (.695 to 1.00) and 1.00 CI95 (.592 to 1.00), respectively. The total PCES values were determined to be 1.2 for high effectiveness, 1.08 for generalization, and 1.2 for strong effect maintenance. The classroom teachers’ overall classroom behavior ratings were also aligned with the increased on-task behaviors. Therefore, study findings suggested that self-management interventions that originated in the West can be implemented in diverse cultural contexts, specifically with Turkish students with IDs in inclusive classrooms. Implications for future studies are discussed.   </p>

<p>This qualitative single case study examined the social and emotional needs of teachers and what they need from principals to nurture the use of effective social and emotional competencies. Individual interviews were conducted with secondary teachers from one school district in Indiana.  Three themes emerged.  Teachers need: (1) boundaries, (2) space and time, and (3) collaboration and connectedness.  In addition, this study explored what principals could do to nurture the social and emotional needs of teachers.  Six findings were reported: Principals should (1) have a clear understanding of SEL competencies (2) nurture unique opportunities for collaboration (3) nurture a variety of topics on which to collaborate with teachers (4) provide the space and time necessary for teachers to process (5) model work-life balance (6) nurture personal connections between adults within the school.  These findings will help principals develop their leadership skills in supporting teachers in their application of social and emotional learning competencies.</p>

<p>  </p> <p>Over the years it has become more common for practitioners to use the NGSS scientific practices to inform curricula at the undergraduate level. One of these practices is argumentation, the process of engaging in argument from evidence. Argumentation is an important part of the scientific process because scientists must make claims about their research and then provide justification using evidence to support those claims. While being able to argue your claim based on evidence is a common occurrence for scientists, it is rarely something students engage with in general level courses. In order to incorporate argumentation in the classroom the Claim, Evidence, Reasoning (CER) framework was adopted to develop the argumentation materials. </p> <p>In this study, aspects of the CER framework have been adapted and incorporated into the existing curriculum of a second-semester general chemistry non-majors course. The changes include lecture discussions, worksheets, and exam questions to help scaffold and facilitate students’ argumentation development. In the spring 2020 and 2021 semesters, 80 students in each course were tracked through their CER assessments to gain insight into how students construct arguments. The arguments were analyzed based on completeness, correctness, and complexity. The results show support for the effectiveness of the curriculum intervention and were used to make recommendations for instructors using the CER framework and identify future areas of research.</p>