Abstract: Dialogic read alouds feature the teacher facilitating discussions with students about books that the teacher reads aloud to the class. Research indicates that the dialogic read aloud strategy enhances students’ reading comprehension, oral language, and vocabulary skills. Moreover, teachers can apply the dialogic read aloud strategy to expose students to various literary genres. In the present article, the authors provide suggestions for primary-level teachers on how to incorporate the dialogic read aloud strategy while teaching a particular genre of multicultural fiction-children’s refugee literature. Specifically, the authors elaborate on dialogic read aloud activities for four works: Williams & Mohammed’s (2007) Four Feet, Two Sandals, Shulevitz’s (2008) How I Learned Geography, Milner’s (2017) My name is not Refugee, and Park & Park’s (2010) My Freedom Trip. The article particularly discusses dialogic read aloud activities related to the reading comprehension strategies of making inferences, self-monitoring one’s comprehension, and constructing mental images of texts.

Abstract: In the last few years, the number of nontraditional students in higher education has increased. This study explored the body of research on success in nontraditional college students. The results found that definitions of success ranged from positive, negative, and neutral. These definitions highlighted that the results may vary from intrinsic to extrinsic factors related to success. The size and constitution of nontraditional college student samples varied, as did the methodologies that were utilized. Implications for teaching, mentoring, and research are discussed.

Abstract: The emergence of the COVID-19 pandemic in Ghana in March 2020 resulted in the closure of schools at all levels of education, disrupting academic work. However, when the infection rate reduced, there was the need for the government of Ghana to re-open schools. This paper explored the reality of leading educational institutions in a crisis such as the unexpected coronavirus pandemic. The study employed the qualitative research strategy to explore views from leaders of pre-tertiary institutions to gain insights into their challenges, leadership actions, and learning opportunities during the pandemic. Fifteen pre-tertiary school heads and Directors of Education were selected using the convenience sampling technique. Data were gathered through semi-structured interviews via phone calls and analysed thematically using inductive and deductive approaches. The study found that leaders of educational institutions faced the challenge of scarcity of resources and students' non-compliance to established protocols aimed to ensure the safety of students and staff. Nevertheless, it was discovered that calm resilience, flexibility, optimism, leadership distribution, and effective communication helped the leaders succeed. The findings also showed that the COVID-19 crisis created an opportunity for reflection and learning.

Abstract: This study aims to describe content and structure of a supported playgroup for children with and without hearing loss and evaluate its benefits according to teachers and mothers of participant children. It was designed as a qualitative case study. 14 mothers and 2 teachers of the deaf were the participants of the study. The data were collected through video recordings of the playgroups, semi-structured interviews with the participants, field notes and researcher’s reflective journals. The data were analysed inductively. The results indicated that playgroup was consisted of 5 main parts including free play, structured group time, following activity, music and snack time. Age-appropriate play materials were chosen purposefully to improve interaction skills of mothers and children. The benefits observed by parents and teachers were mostly related to improvement in socialization and language skills of children. The benefits and organization of the playgroup were discussed considering the findings and related literature.

Abstract: Individuals with autism spectrum disorders (ASD) set up a very heterogeneous group of symptomatic criteria, which make up this disorder diagnosis, for this reason, it’s necessary secure the effectiveness of multifunctional diagnosis through using of complementary instruments of reliability and internal consistency well contrasted. In this sense ADOS-2 and ADI-R tests shape two investigated instruments that shown an internal statistical goodness to facilitate precise diagnosis. This research contributes an analysis regarding the concordance of both measurement instruments to complementary use of both specific tests throughout this diagnostic process. The results found according statistical of Cohen's Kappa level analysis (k) for N= 118, indicates that complementary agreement value between two tests is highly positive (k= .656), of significant critical level: p= .00. These results show a high specificity and sensitivity of both tests combined use to facilitate the reliability and validity of diagnostic process.

Abstract: Recent research by the government in the UK has found that two million people are affected by long COVID. This article discusses what long COVID is, what the symptoms are, and how it is diagnosed and treated. This article also discusses how the National Health Service (NHS) plans to treat people using ‘long COVID out-patient clinics.’ Long COVID is becoming a significant public health crisis in the UK, and in the rest of the world. Long COVID has affected people in every part of society; it has affected the rich and the poor, although it has affected the poor in greater numbers than the rich. The budgetary implications of attempting to treat two million people for this disease are discussed, as are the implications of not treating people with long COVID.

Abstract: This study sought to provide evidence of the benefits of enhanced physical literacy programming in Canadian child care settings. Data were collected pre- and post-intervention from study and control groups from 2018 to 2020. Benefits for children included increased confidence and self-efficacy, improved language and communication skills, enhanced self-regulation, and reduction of challenging behaviours. Early Childhood Educators felt calmer and more playful, and built stronger relationships with children and families. While this study was not designed to look specifically at supporting young children throughout the pandemic, many of the study findings align and may address some of the impacts on young children in Canada being disclosed in current literature.