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As the landscape of higher education continues to evolve, institutions must adapt to meet the changing needs of prospective graduate students. This article explores the implications of student-centered strategies on the academic and personal growth of graduate science students. The traditional teacher-centered approach, while effective in conveying foundational knowledge, has been criticized for hindering the development of critical thinking, creativity, and problem-solving skills. In contrast, the student-centered approach shifts the focus to learners, encouraging active participation and fostering essential skills needed to address modern scientific challenges. The teaching concepts, “for the student,” “of the student,” and “by the student” emphasize inclusivity, peer collaboration, and encouraging students to take ownership of their education. A prime example of the success of this approach is the ‘’Molecular Basis of Cancer’’ course, which transitioned from a traditional teacher-centered model to a student-centered one. This shift has allowed students to engage more deeply with complex scientific concepts, fostering independent learning, peer-led discussions, and collaborative research. The results of this transition are evident not only in improved academic performance but also in significant scientific outputs, such as published research articles co-authored by students. By encouraging critical inquiry, creativity, and a professional attitude, the course enables graduate students to navigate real-world scientific challenges more effectively. This case study highlights the accomplishments of student-centered model while identifying areas for further improvement in teaching practices and curriculum design. It underscores the importance of student-centered teaching in shaping future scientific leaders by providing a more balanced, dynamic, and inclusive learning environment for graduate students in science-education. As education continues to evolve, blending traditional methods with student-centered approaches will be key to creating engaging and empowering educational experiences that meet the demands of both students and the ever-advancing fields of science and technology.

One of the efforts to enhance the first-rate of current schooling is strengthening college principals. It is because the fundamental is the using pressure for the capacity of college resources, especially teachers, college staff, and students. In addition to having know-how and capabilities in his supervisory work, a manager's fundamental additionally calls for positive supervision strategies in sporting out his supervisory duties. This study aims to determine principals' roles and strategies in improving teacher performance. This research uses a descriptive qualitative with interviews, observation, and documentation as data collection methods. The data analysis is triangulation, negative case analysis, reference materials, and member checks. The results indicate that the role of the principal is a supervisor, consultant, group leader, and motivator. Thus, the principal must always strive to improve his leadership to carry out his function as the head of the madrasa, either by participating in scientific training activities or organizing teachers and principals. In addition, the researcher suggests that the following research should focus more on managing the principal in the decision-making process in creating comfortable conditions for the school community.

The first purpose of the present study was to examine the effect of dialogic classroom talk on children's language skills (i.e. oral communicative competence and receptive vocabulary knowledge). The second purpose was to examine the effect of this type of classroom talk on children's social competence (i.e. theory of mind and social acceptance). A total of 17 teachers and 311 children (aged 4–7 years) participated in this study. Eight teachers participated in an 8-week intervention directed at dialogic classroom talk. Multilevel analyses revealed that the intervention had a significant effect on children's oral communicative competence. No significant effects were found on children's receptive vocabulary knowledge, theory of mind, and social acceptance. The results of this study indicate that dialogic classroom talk is beneficial for children's oral communicative competence. Further research is required in order to investigate how dialogic classroom talk might affect receptive vocabulary knowledge and social competence as well.

The literature emphasizes the importance of integrating doctoral students into scholarly communities and practices at the very beginning of their studies. Although the importance of student participation in a scholarly community has been recognized empirical evidence concerning the quality of participation that promotes such engagement is scarce. This study focuses on exploring doctoral students’ sense of relational agency in terms of their scholarly communities and how this is related to study persistence and experienced socio-psychological well-being. Altogether 669 doctoral candidates from three faculties (humanities, medicine, and behavioural sciences) from a large research-intensive Finnish University completed a doctoral student survey. The results showed that a minority of the students perceived themselves as active relational agents in terms of their scholarly communities. However, students who perceived themselves as active relational agents experienced less lack of interest in their studies, less negative emotions, and less often considered abandoning their studies than students who perceived themselves as passive objects in their communities.

This study provides a systematic review of the literature on teachers' cognitive abilities (intelligence test scores and proxies of cognitive abilities such as college entrance exam scores and basic skills test scores) and teacher effectiveness. Twenty-seven studies conducted between 2000 and 2019 constitute the sample for this review. Studies using intelligence test scores were rare, with the results indicating no or negative associations with teacher effectiveness. Studies on proxies of cognitive abilities yielded, at most, small positive relations with teacher effectiveness. However, behind these overall results regarding proxies of cognitive abilities lie interesting heterogeneities, as several studies analyzing different test domains uncover a differentiated pattern of findings. We also identify key limitations related to construct measurement, sampling approaches, statistical analyses and the interpretation and reporting of the included studies, and outline a path for future research on teachers’ cognitive abilities and teacher effectiveness.

This study aimed to determine which domain in the social support significantly influenced the learning and development of grade six students. The quantitative, non-experimental design utilizing causal effect was used in the study. The respondents were the 179 grade six students from Zone two of New Corella District in the Division of Davao del Norte who were chosen through random sampling. Mean, Pearson-r, and Linear Regression Analysis were the statistical tools used in the study. This study revealed that the social support to grade six students in terms of family, peers and nonrelative adult was very high. Also, student learning and development was very high in terms of physical health and well-being, social connectedness, social and emotional development, school experiences, and use of after school time. The correlation coefficient between variables of this study revealed very high positive significant relationship between social support and student learning and development.

This qualitative study describes the experiences of 16 successful first-generation college students (FGCS) utilizing a theoretical lens, informed significantly by bioecological systems theory (Bronfenbrenner, 1979), which guided our qualitative analyses of interview transcripts to examine the activities, roles, and relationships of these students as they approached the finish line of college graduation. We responded to an omission in the literature on FGCS experiences: although researchers have examined the struggles of first-generation and low-income students, few studies have focused on the experiences of successful students. We offer a developmental paradigm for appreciating undergraduate retention. Recommendations from this investigation support the development and implementation of proactive retention and degree-completion strategies from a strengths-based perspective.

Online learning has become widely accepted and is considered as an important approach that can overcome the limitations of on-campus learning, especially in higher education. The acceptance of learning technologies generally depends on technology related beliefs and the perceived ease of use. The use of learning technology depends on how students experience it emotionally. Although research on emotions in technology-supported learning environments has increased in recent years, the question how students experience online learning environments emotionally, and how these emotions are intervened with technology acceptance has not yet been answered in more detail. Up to now, only a limited number of studies has focused on emotions and technology acceptance of university students, especially in teacher education. Therefore, the purpose of this study is to analyze students’ technology acceptance and achievement emotions after participating in an online course (in comparison to an on-campus course) in teacher education. Survey data from 182 students (88 of them participated in an on-campus course, 94 students attended an online course) revealed a higher level of positive emotions than of negative emotions, regardless of the learning environment. Students who attended the online course reported a higher level of boredom, anxiety, and anger, but less enjoyment. Furthermore, the results show that online students reported significantly higher levels of achievement task value und technological control. Technological value correlated significantly with enjoyment. In contrast to the theoretical assumptions, no systematic differences were found between the two learning environments for the achievement emotions hope, shame, hopelessness, and anxiety. Regardless of the learning environment, enjoyment was essential for the value that students attach to both, learning content and technology. The online and the on-campus group differed in terms of domain specific achievement outcome. Interestingly, however, these differences cannot be explained by the covariates, the two control and value scales, the technology related beliefs, and age. Main results of the study regarding the control-value theory and implications for online learning environments, as well as limitations of the study are presented and discussed.

This report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for decision makers in schools and school districts to help them identify the instructional approaches and programs that would best serve their students, meet their goals and needs, and match local resources and conditions. An underlying assumption of this report is that no single approach or program model works best in every situation. Many different approaches can be successful when implemented well. Local conditions, choices, and innovation are critical ingredients of success.We discuss four program alternatives that are currently available to meet the diverse and complex needs of English language learners: (1) newcomer programs, (2) transitional bilingual education, (3) developmental bilingual education, and (4) two-way immersion. We also discuss an instructional approach that can be used with all students learning through the medium of a second language regardless of the type of program they are in. This approach is called sheltered instruction. Sheltered instruction can be implemented in conjunction with the other program alternatives discussed in this report, or it can be implemented as the sole approach for educating English language learners.We also discuss foreign/second language immersion, which is designed for native-English-speaking students from the mainstream culture who want to acquire advanced proficiency in another language. Immersion programs also provide a viable option for educating indigenous language groups who have lost their heritage language. They are not intended, however, for English language learners; results from immersion programs should not be used to argue against first language instruction for these students.Virtually all schools in America are being called upon to provide educational services for linguistically and culturally diverse students. It is imperative for the well-being of these students, their communities, and the nation that they receive the best education possible. In this report, we describe educational alternatives that work.