Ms. Amany A Habib

Excerpt - This issue of Preventing School Failure is devoted to COVID-19 and the effect it had on instruction for school-aged children, including children in need of special instruction and support and those at-risk of falling behind for a variety of reasons. Preventing School Failure has always focused on the needs of children and youth with learning challenges and behavior problems. The pandemic produced a series of complications to which policy makers and edu-cators had to quickly respond to deliver instructional pro-grams to the students. Some emerging data suggest that a significant percentage of students may not have grown as much as they might have absent a pandemic. These data indicate a noteworthy percentage of students’ academic test scores substantially declined during the pandemic. As a result, some researchers have noted a significant number of students are now academically ‘at-risk’. Thus, ‘failure to achieve’ may be a concern for a large number of students, not just students who have special needs. It is imperative, therefore, that educators explore effective educational pro-grams and models.

School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the "COVID slide." Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.

The National Center for Education Statistics (Irwin et al., 2022) reported diverse groups accounted for 54% of students while White students counted for 46% in U.S. public elementary and secondary schools. Literature Review A growing body of studies on study abroad has documented its needs, significance, various models and benefits for students, while studies on global experiential learning demonstrated its theoretical underpinning, roles, formats, challenges and benefits for students and the global society. Global Experiential Practicum: Significance and Impact Multiple studies have illustrated that global practicums may have lifelong impact on students, in particular, an increase in cross-cultural sensitivity, cultural self-awareness, and social and global awareness (Association for Experiential Education, n.d.; Bartle, 2015; Gay, 2018; Jurgens & McAuliffe, 2004; McDowell et al., 2012; Zimmermann & Neyer, 2013). The global experiential learning framework with its various models have been used in many fields to benefit and impact students from social work (Boateng, et al. 2013), psychology (Earnest et al., 2016), biological sciences (McLaughlin & Johnson, 2006), and pre-service English Language teachers (Mahon & Cushner, 2002; Barkhuizen & Feryok, 2006; Lee, 2009; Kim, 2017).

This manuscript reports the results of a pilot study that investigated the views of an international cohort of teacher educators regarding the efficacy of flipped classrooms. In particular, the study addressed an existing void in the literature pertaining to the value of flipped classrooms with respect to K-12 subgroups, including students who are culturally and linguistically diverse or manifest disabilities. Key findings from the participants’ responses to a 12-item survey were that they believed that the flipped classroom paradigm is efficacious for both elementary and high school students, as well as those who are culturally and linguistically diverse—particularly with respect to teaching complex subjects. Conversely, respondents did not believe the paradigm is appropriate for students with disabilities, and that noteworthy barriers involving a digital divide impede its use with students living in impoverished rural areas. Future research topics are discussed.

Flipped classrooms represent a new instructional paradigm for presenting K‐12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next day’s class. Subsequently, class time is used for application activities. To date, limited, conflicting analyses of research about the efficacy of the flipped classroom paradigm have been reported. This lack of a clear consensus is of concern for students with serious learning and/or behavioural challenges who have not been the focus of these analyses and whose learning characteristics arguably run counter to what students must do to be successful in flipped classrooms. The investigation reported herein addresses one aspect of the aforementioned void in the literature. Data from an international survey of teacher educators from 33 countries that ascertained their thoughts about the appropriateness of the flipped classroom paradigm for students with serious learning and/or behavioural challenges are reported. Results indicate that teacher educators have reservations about the appropriateness of flipped classrooms, but that their opinions are not fully informed by knowledge about, and experience with, these classrooms.

Learning loss is a dilemma that has been with educators and students for many years. Often learning loss can be explained by examining measurement issues that define student learning. The recent COVID-19 pandemic, however, has raised the concern of educators worldwide. During the pandemic, many schools were closed and students received instruction online. The online model of teaching was new to many teachers and learners. The development of these courses was often problematic as teachers may not have the skills to develop online courses. Additionally, a great deal of concern has been expressed about the effectiveness of online instruction and the effect it may have had on student learning and teachers' ability to effectively use this form of program delivery. Examined in this paper, are the factors that affect student learning and ways that schools were effective in delivering their instructional programs which indicated minimization of students' learning loss. This paper offers suggestions for the implementation of effective instruction that will enhance student learning. Keywords: COVID-19, disadvantaged students, interrupted schooling, learning loss

This manuscript reports the results of two pilot studies that investigated the views of international cohorts of teacher educators regarding the efficacy of the flipped classroom paradigm in K-12 schools. A void in the literature addressed by each pilot study was the relevance of flipped classrooms to student subgroups requiring specialized instruction (e.g., students with disabilities). In the first study 107 teacher educators (58% response rate) from 38 countries completed a 12-item survey designed to determine their views on the efficacy of flipped classrooms. Respondents reported flipped classrooms are efficacious for elementary and secondary students, as well as those who are culturally and linguistically diverse – particularly with respect to teaching complex subjects (e.g., science). Conversely, respondents reported the paradigm is inappropriate for students with disabilities, and that noteworthy barriers (e.g., a digital divide) impede its use with students in impoverished rural communities. In the second study 104 teacher educators (61% response rate) from 33 countries completed a 10-item survey designed to determine their views about the appropriateness of the flipped classroom paradigm for students with learning and/or behavioral challenges. Both studies are a measure of the paradigm's face validity, particularly with respect to certain student subgroups.

The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selected evidence-based practices were featured that are applicable to learners with special needs, thereby supporting the development of effective inclusive education, especially for students from culturally and linguistically diverse backgrounds.

Challenges researchers and teachers face in meeting culturally and linguistically diverse students' needs are certainly multidimensional and complex. In this article, the authors share their perspective of the Māori culture of Aotearoa, New Zealand, and the culturally and linguistically diverse students at large. Culture is defined as it relates to this indigenous people along with other groups and a sound framework for specific actions that are necessary in achieving positive learning outcomes is provided. The article seeks to help policymakers and practitioners develop an astute and extensive understanding of the issues related to culturally and linguistically diverse students and their unique needs in today's heterogeneous classrooms.