Understanding Graduate Student Parents: Influence of Parental Status, Gender, and Major on Graduate Students’ Motivation, Stress, and Satisfaction

Graduate student parents are a unique subpopulation in higher education that accounts for a large proportion of graduate students. While student parents struggle to balance multiple roles, female students in STEM fields may face more significant barriers in balancing family and academic responsibilities compared to male graduate student parents or female students in non-STEM fields. Despite the urgent need to support this special population, little attention has been paid to how parental status, major, and gender affect graduate students. In this quantitative study of 545 graduate students, we examined the influence of parental status, major, and gender on motivation, stress, and satisfaction. A series of factorial ANOVAs found significant differences in motivation and mental health between graduate student parents and non-parents. Our findings highlight the importance of providing adequate resources to graduate students according to their status.

Student Parents or Parent Students in Lockdown Pandemic? A Third Space approach

The pandemic has affected families in many ways. Parents, who at the same time are studying, tend to be an under-represented cohort of adult learners, and in this study, their experiences and reflections, on how they navigated through their dual identities during lockdown, are explored. Through an online survey, 91 student parents from 20 different higher education institutions in the United Kingdom shared their views as to how they balanced their parenting and studying responsibilities during lockdown in early 2021. Findings indicate how student parents felt both their roles were impacted rather negatively, but also how the pandemic provided them opportunities for bridging and resisting binaries, through the emergence of a Third Space (Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge; Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell). The study shows how student parents re-positioned their identities, identified ways to manage disruptions caused by the lockdown and acknowledged family time and family relationships as very important.

Improving Early Childhood Development Outcomes in Times of COVID-19: Experimental Evidence on Parental Networks and SMS Messages

This paper presents novel evidence of an intervention to foster preschool students cognitive skills during COVID-19 pandemic. We conducted a policy experiment that provided preschool student parents with a SMS text message program to support student learning at home. Taking advantage of existing parent networks, we study the direct effect of being selected to receive the SMS text messages, and the spillovers of being part of a parent network. We show that after 15 weeks of intervention, SMS text messages increase student cognitive skills by 0.11 to 0.12 standard deviations. The effect is driven by an increase of parental involvement through the proposed activities. We find no evidence that information is transferred within parent networks.

Architecture Education During the Covid-19 Pandemic

Online learning, also known as e-learning, is the result of the evolution of distance learning that has developed following technological developments, especially information technology. Before the pandemic, online learning was only one alternative that enriched the learning process. Various courses are implemented by combining offline and online learning processes called blended learning. Through the Learning Management System (LMS), the Department of Architecture Unhas combines offline and online learning in studio-based design courses. Lecturers and students are trained to carry out the stages of the learning process guided by online procedures. The ongoing Covid-19 pandemic has made online learning the only way to keep the learning process going as planned. The sudden shift of studio-based courses from offline to totally online resulted in a change in the learning environment and experience. This study found that the online learning process is largely determined by the availability of learning materials and instruction in the LMS, the distance between learning space and time, the learning experience and the meaning of independent learning perceived by students. The study involved student participants at all semester levels, academic administration staff, lecturers, and student parents.

Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

Architecture Education During the Covid-19 Pandemic

Online learning, also known as e-learning, is the result of the evolution of distance learning that has developed following technological developments, especially information technology. Before the pandemic, online learning was only one alternative that enriched the learning process. Various courses are implemented by combining offline and online learning processes called blended learning. Through the Learning Management System (LMS), the Department of Architecture Unhas combines offline and online learning in studio-based design courses. Lecturers and students are trained to carry out the stages of the learning process guided by online procedures. The ongoing Covid-19 pandemic has made online learning the only way to keep the learning process going as planned. The sudden shift of studio-based courses from offline to totally online resulted in a change in the learning environment and experience. This study found that the online learning process is largely determined by the availability of learning materials and instruction in the LMS, the distance between learning space and time, the learning experience and the meaning of independent learning perceived by students. The study involved student participants at all semester levels, academic administration staff, lecturers, and student parents.

Minat dan Hasil Belajar Siswa Selama Pembelajaran Daring

The distribution of covid-19 causes the closure of institutions so that the learning activities are carried out at home with the online learning system. The roles of teachers and parents during online study are essential to foster student learning interests so that students can have a maximum yield.The study aims to know the impact online learning will have on the interest and study of student programs. The study involves qualitative methods. It uses qualitative methods. Research samples are listed as teachers, the parents and the students of the MIS Paya Bujok Tunong. Data collection techniques using an angket, interviews and documentaries. The data collection tools used are the interview sheets for teachers, parents and students, and interest study sheet Student. Studies indicate that online learning systems are causing students' interest in learning to be low. This is demonstrated by the spread of the angket that the interest of students learning about online learning is dominated by a low study interest criteria ata percentage of 37.5% or 6 of the 16 students and the results are then strengthened from resultsor This Interviews with students, teachers and student parents. And online learning causes students' learning results to decrease compared with the students' learning results when a face-to-face learning system. This is demonstrated by comparison of the results of students' learning by the value report card in which the student's acuity level at online learning is only 62.5 % far from the student's minimum percentage at face to face learning that's an 81.3% advance.

ANALISIS MOTIVASI BELAJAR SISWA SEKOLAH DASAR DALAM PEMBELAJARAN DARING DI DESA SADANG SELAMA PANDEMI COVID-19

The purpose of conducting this research is to find out the students’ motivation in online learning process, to find out the problems faced by the student, parents, and teachers and described the effective solution for the problems in Sadang. The researcher used descriptive qualitative in conducting this research. The technique in collecting data, the researcher used documentation, observation, and interview. The result of this research shows that students’ have a good motivation in learning process in the first condition, but gradually they feel bored and saturated. The problems faced by the teachers is about the difficulties to give the material, the learning process is not effective because teachers can not directly give explanation of the material to the students, teachers get difficulties to build a good motivation in learning process. The problems faced by the parents is about helping students to study, finished the homework, and worried about the students’ psychology progress. the researcher believed that every problems will have an alternative solution. By inviting students to discuss together about the material and created kind of study group with other students can make the students excited to study. Have a good communication and collaboration with parents is the appropriate solution for all of the teachers’ problems, teachers can discuss about the learning progress, and monitoring the students by parents. Teachers should have variative way in learning process to created students’ creativity. The solution for parents is help students during learning process and invite them to play together, it will make them excited to study.

Factors Influencing Non-Native EFL Teachers’ Identity Construction at a Saudi School in Kuala Lumpur, Malaysia

In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger’s (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers’ professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers’ identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities.