Language instructors have different resources to choose from when designing learning activities. This article explores the benefits of using visual materials to develop language proficiency across the four language skills—listening, speaking, reading and writing. It discusses how this engagement promotes extensive language use, by referencing a content-based Modern Hebrew course, which focuses on visual literacy and critical thinking.

School belonging is important for students of all demographics. Of particular concern is LGBTQ+ high school students’ sense of school belonging. These students face several diverse effective for heterosexual youth are not always effective to the same degree for LGBTQ+ students (Poteat, 2011). In order to better assist queer youth, there must first be a better understanding of which methods of support are most effective for this demographic of students. It is important to analyze these different approaches and shed light on what diverse methods schools and families can implement to better meet the needs of an increasingly diverse student body. Current research has uncovered that both queer and straight students at schools with Gay-Straight Alliances report higher levels of school belonging than schools without GSAs, parental support has been found to be negatively associated with school dropout rates and other risks for LGBTQ+ youth, and peer support rather than peer victimization has been correlated with feelings of safety at schools and higher scores on school-belonging from LGBTQ+ students. Although there are many factors in determining an LGBTQ+ student’s sense of belonging at school, among the most influential are systems of peer-based support through Gay Straight Alliances and institutional support through school policies. Parental support seems to be less influential.

Beginning in early 2020, COVID-19 forced educators across the United States to adopt learning platforms and strategies never before contemplated. Recent research suggests that, as classrooms return to face-to-face instruction, parents, teachers, and administrators are confronting gaps in student learning. Once again, grade retention has surfaced as offering lagging students a gift of time. This qualitative study relies on detailed interviews with adults, ages 43-67, who were retained in grade as children. Using narrative inquiry (Merriam & Tisdell, 2016; Patton, 2015), we probed the perceptions of participants, seeking to understand the extent to which their experiences aligned with extant research. The study offers current education leaders and those who aspire to these leadership roles reminders of the long-term impact of a decision to retain a child in grade.

Self-awareness of basic education learners in the situation of COVID-19 It is the cause of the change in ones own learning in a direction that tends to decrease. From studying the characteristics of learning loss with regression in terms of learning achievement literacy and various characteristics of learners The situation of learning management at the basic education level from the situation of the COVID-19 epidemic, found that educational institutions have teaching in a variety of ways. There are a variety of tools and technologies used in teaching and learning. Policy has been modified Management and measurement and evaluation of educational institutions. The approach to reducing learning loss to improve learners learning quality is motivating goal setting and self-direction of learners during teaching and learning management Parents and teachers should encourage learners to be aware and aware of the media. This includes monitoring and supervising learners closely in accessing media that is not beneficial to learning or inappropriate media that may affect learning, characteristics, and learners physical and mental health. Parents may be involved in learning planning, monitoring, preparing, mentoring, and supporting learners learning. And has communication with teachers to inquire and follow up on learners learning.

In this paper we problematize the listening of psychic suffering by female providers, considering the relation between violence and gender. It that draws upon qualitative and psychosocial analyses concerning violence and gender, to think the women’s professional practice in mental health care. We have considered the existence in the society of women-related violences, encouragedby the action of theories and practices associated with gender and phallogocentrism. We have also analyzed the reverberations of these violences in the care provided by women in the listening of psychic suffering. We consider that the complexity present in the social network demands the analysis on what is established between gender and professional field in mental health, taking into account the care provided by female providers to people with psychic suffering.

The present study utilized a multiple probe, single-case design to examine the effects of a description text structure intervention on the reading comprehension skills of three third grade students with learning disabilities (LD). Analyses using visual analysis and percentage of non-overlapping data (PND) indicated that all students demonstrated an increase in the number of correct answers on the multiple-choice comprehension tests after the training phase. On the retell tasks, two participants provided more information units and better retell quality. Results indicated that explicit text structure instruction of descriptive text was effective. Participants need continuous support on extracting main ideas and identifying supporting detail information. Implications of the practice, limitations of the research, and suggestions for future research were discussed.