Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.

CRITICAL DISCOURSE ANALYSIS ON LINGUISTIC IDEOLOGY USED ON BILLBOARDS IN JAKARTA

<p align="center"> </p><p align="center"><em>ABSTRACT</em></p><p>Indonesian language has long been officially determined as the national language of Indonesia. However, numerous texts in mass media embed English in the text being delivered. Previous studies have shown that English has long been used in Indonesia’s different media and platforms to, one of which, enhance the sense of prestige as well as class of the discourse presented. Though some researchers have conducted studies regarding the surface ideation of advertisements, little is known about the linguistic ideology behind the use of English in those texts, wherein the gap is fulfilled by the present study. This study aimed to analyze the linguistic ideology behind the English used on local billboards, with TACO framework. The findings showed that English is often used on local billboards in plenty of non-normative lexical positioning, unconventional spelling, and preferences in source language over the prescribed Bahasa Indonesia loan words. Study also found different modes of Bahasa Indonesia-English coinage as well as some evidence of disconnect between the Bahasa Indonesia-English use of expressions and the actual sold products. This study believes that these eccentric language pairings between Bahasa Indonesia and English lend themselves into the present ideology of prestige enhancement of the product and service advertised. This ideation is derived from a particular narrative that English is superior towards the national language, Indonesian language. Findings also exhibited that economic and education gaps are two main issues hidden behind the use of English on local billboards.</p>

Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US

Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.

When, What and How to Teach about Electric Mobility? An Innovative Teaching Concept for All Stages of Education: Lessons from Poland

The implementation of new mobility solutions based on electric vehicles such as electric cars, electric scooters, and electric bikes, in urban transport systems, may bring several advantages for society, from environmental and economic benefits to improved quality of life. Nevertheless, we witness a scarcity of education and promotion that supports electric mobility, which can lead to social barriers due to the lack of knowledge. Consequently, people may be discouraged from using new transport technologies. The article focuses on electric mobility issues and present the original concept of electric mobility education. The goal of the work is to identify appropriate educational methods, useful during teaching about electric mobility at different levels of education. The concept focuses on education from primary school to long-life learning. Presented pedagogical concept is based on the three main pillars of pedagogy as diagnosis, forecasting, and content developing. It was developed based on expert research and diagnosed challenges and education gaps during teaching about electric mobility. The concept includes many techniques of education, from the classic methods as lectures and working with books to new educational solutions as e-learning. The original concept of electric mobility education creates new opportunities to promote electric mobility and support the process of creating new services in the electric mobility market.

Awareness, perceptions, and usage of whole person integrative oncology practices: Similarities and differences between breast cancer patients and oncologists.

e24123 Background: The use of Complementary and Lifestyle (C&L) approaches in conjunction with medical treatments is known as Integrative Oncology. While Integrative Oncology practices have been steadily rising in the past few decades, there are still awareness and education gaps that medical professionals can help address for their patients. Methods: Survey-based data collection and analysis was used to assess awareness, perceptions, and usage of Integrative Oncology. Patients were randomly sampled among breast cancer patients diagnosed within 2 years and included all stages (0-IV) and all US regions (NE, South, Midwest, West). Physicians were sampled from a panel of community and academic practices across the US, with the requirement they treat at least 10 breast cancer patients in a typical 3-month period and have been in practice for at least 6 years since residency or fellowship. Results: Survey invitations were sent to 1,901 patients and 2,758 Oncologists; 164 breast cancer patients and 115 Oncologists completed the surveys. Approximately two-thirds of Oncologists and patients agree that C&L approaches contribute to improved quality of life and well-being for patients (table row 1, 2). However, significantly more patients than Oncologists believe that Integrative Oncology also leads to better treatment outcome and survival (row 3). In addition, Oncologists are significantly more aware of C&L practices than are patients (row 4). When asked what percent of breast cancer patients they discuss C&L methods with, Oncologists report 55% average (CI: 50-60%). However, when asked how they became aware of C&L, only 28% of patients (CI: 21-35%) mention their Oncologist/cancer care team or the institution where they were treated (not in table). Ideally, patients desire information about C&L to come directly from Oncologists, but that is not the predominant model (row 5). Conclusions: Many breast cancer patients believe an Integrative approach will improve their treatment outcomes and prefer their providers to discuss this with them.[Table: see text]

Trends in Mothers' Parenting Time by Education and Work From 2003 to 2017

Scholars have been increasingly concerned about the rise in “intensive mothering” and its implications for the well-being of children and women and for inequality more broadly. These concerns, however, reflect a key assumption: that socioeconomic disparities in mothers' parenting time observed in earlier eras have continued to grow. Using the American Time Use Survey (ATUS) from 2003–2005 and 2015–2017 (n = 13,755), we test this assumption by examining whether maternal education gaps in active time spent with children have persisted across the 2000s. We pay particular attention to the continued socioeconomic bifurcation in women's access to full-time stable work, assessing whether changes in the education-related time gap are due to changes in who works and how much. We find that the gap in active childcare time between mothers with a college degree and those without has closed dramatically. Although some of this narrowing was driven by declines in time among college-educated mothers, most was driven by increases among mothers with less education. These trends, however, are observed only among mothers who were not employed full-time. Blinder-Oaxaca decomposition analyses further reveal that although most of the increase in active care time among nonworking mothers with less education was attributable to behavioral change, 58% of the decline among nonworking, college-educated mothers was a result of sociodemographic compositional changes. These findings illuminate population-level trends in mothers' active parenting time, provide insights into the driving factors, and help update theories, qualitative findings, and policy considerations related to mothers' and children's well-being.