Planting and Sowing Seeds of Hope: A Case Study on the Resonance of Tagline to Learners

This research aimed to identify the resonance of the tagline on the students of Ignacio B. Villamor Senior High School. The researchers utilized the case study as the method of the study. The participants of the study are students-at-risk of dropping out, SSG students, and honor students in second quarter of S.Y. 2020-2021. There are 108 students who became the participants of the study. To gather data, the researchers used purposive sampling in the study. It is a non-probability sampling. The researcher identified common codes, categories, and themes. Aside from these, the researchers included statements of the participants of the study; but, their names are not identified to maintain confidentiality. The researchers proposed an organizational action plan based on themes emerged from the study.

Everybody Still Plays: Virtual Engagement without Webcams On

When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.

(Re)Imagining Multilingual Learners: Using Photo Stories to Honor Students’ Strengths, Interests, and Experiences

The labeling of students has the potential to result in deficit thinking, which can cause classrooms to become sites of limitation instead of places of limitless opportunity for students. This article discusses the literacy strategy of creating photo stories and shares the steps involved in inviting students to create personal photo stories that honor students’ lived experiences. The author shares how these photo stories have the potential to promote critical and productive dialogue among educators and students to help them celebrate the diverse languages, cultures, interests, and life experiences that are present in their classrooms. Keywordslabels, deficit thinking, multilingual learners, photo story

Academic Expectancy Stress and Mental Toughness of Senior High School Students in a Catholic School

Academic expectancy stress is an unpleasant psychological situation due to educational expectations from parents, teachers, peers, and family members, educational systems, examinations, and the burden of homework. In this process, the students try to work hard to achieve high results. If they fail, they experience academic expectancy stress. Mental toughness is one of the essential concepts in psychology, which describes one's ability to cope with pressure, stressors, and challenges. Hence, the paper describes the degree of academic expectancy stress and degree of the mental toughness of senior high school honor students enrolled in a Catholic School in Negros Occidental for the Academic Year 2019-2020. Likewise, it explores the difference between the students' academic expectancy stress, mental toughness, and demographics. Lastly, it determines the correlation between academic expectancy stress and the mental toughness of honor students.

The most important attributes for talented students who want to be scientists

This study aims to assess the views of Hungarian professors/associate professors regarding important student factors at the beginning of their scientific and academic careers. Two hundred seventy-three university faculty members who work with high-achieving students (e.g., gifted, honors) completed a questionnaire regarding the attributes of gifted students. The study highlights similarities and differences among these Hungarian faculty opinions on student attributes. Data was analyzed for talent-attributes with a logistic regression to discern the differences among different scientific disciplines (medicine, humanities, economics). A one way ANOVA model was used and indicated no difference between traits based on scientific discipline (F = 1.023; df = 5; p > 0.05). The conclusions of this research highlight key attributes of Hungarian honor students identified by Hungarian university teachers and these attributes are closer than we hypothesized related across scientific disciplines.

Technology of Story: Documenting Culturally Sustaining Anti-Racist Teaching

Our education system, an extension of our society, has created a monster of historical sociocultural and linguistic inequities, traumas, structural racism, and oppressions. Culturally responsive and sustaining pedagogy honor students’ funds of knowledge as their authentic power and voice. The oral family stories became vehicles to navigate and facilitate educational partnerships in becoming more culturally responsive for these teacher candidates. Oral stories, as documents, became the content within the context of the writing workshop process. These documented stories became the technological bridge that supported students’ home experiences with academic language and content to meet curricular goals. During the writing process, storytelling coaches validated their mentees’ voices, experiences, and identities. For coaches, the stories were the beginning of seeing students differently; challenging their own biases and recognizing embedded structural oppression and racial inequality. These stories provided opportunities for building trusting and meaningful relationships more representative of humanistic and emancipatory pedagogy.