bluuebunny/crossref_metadata_2025_split huggingface dataset:
100 Ways Your Child Can Learn Through Play
Authors: Durrant Georgina 
Published: January 2025

Packed full of 100 creative and engaging activities for young children with special educational needs, this book enables you to have fun and enjoy developing your child's skill-based learning with them.
From building biscuit construction sites and rainbow ice towers to playing dentists, nail salons and post office workers, the variety and creativity featured on every page of this book means you'll never have a dull day with your child again! With activities for rainy days, in the garden, on walks and more, there's something new to learn wherever you go.
With charming black and white line illustrations to depict each activity, this is a great way to connect with your children with SEN, while building their life skills at the same time.
Helping Children to Manage Stress
Authors: Plummer Deborah M. 
Published: January 2025

Facilitating the healthy management of stress is crucial for the social, psychological, and emotional wellbeing and resilience in children. Based on over thirty years of expertise, Deborah Plummer provides varied and straightforward activities for teachers, parents, and therapists to healthily engage with children and help them manage stress. This activity book allows space to explore stress and help children identify some of their worries, whilst also providing help on how to build skills and strategies that will help them recognise normal signs of stress and how to respond to these appropriately. It also explores the potential benefits and enjoyments of positive stress, allowing children to have a healthy relationship with difficult feelings.
This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children’s perceptions of themselves and the world.
Helping Children to Manage Transitions
Authors: Plummer Deborah M. 
Published: January 2025

Change and transitions are inevitable but can be an overwhelming and intimidating time for children. Facilitating the healthy management of transitions is crucial for the social, psychological, and emotional wellbeing and resilience in children. Based on over thirty years of expertise experience, Deborah Plummer provides varied and straightforward activities for teachers, parents, and therapists to healthily engage with children and help them process and manage transitions. This activity book aids children in identifying their worries and fears about transitions and facilitates them in building skills and strategies that help them to cope during times of change. It also encourages children to explore the potential benefits and enjoyment that can sometimes be a result of change.
This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children’s perceptions of themselves and the world.
Relationships, Sex and Health Education 101
Authors: Cabbin Kerry 
Published: January 2025

Written by an experienced relationships, sex and health education (RSHE) trainer, this comprehensive guide to RSHE covers all you need to know to teach pupils aged 11+.
Covering peer pressure, effective communication, self-esteem, confidence building, and consent alongside the topics of contraception, sexually transmitted infections and more, this extensive guide offers information and inclusive teaching ideas, worksheets, and activities for groups of young people to learn and have fun at the same time.
This approachable, flexible, and easy-to-use resource is an essential tool for anyone whose role it is to deliver relationships and sex education, in a classroom setting or in the wider community.
Helping Children to Manage Friendships
Authors: Plummer Deborah M. 
Published: January 2025

Friendships and community are very important for the healthy social, psychological, and emotional development of young children. In this fun and accessible activity book, Deborah Plummer deploys over thirty years of expertise for parents, teachers, and therapists to facilitate healthy friendships between children. This activity book explores concepts around child friendships, community, and being part of a group whilst also including sections on cooperation, negotiation, and conflict resolution.
This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children’s perceptions of themselves and the world.
The Teacher’s Guide to Oppositional Defiant Disorder
Authors: Bowler Amelia 
Published: January 2025

Are you looking for effective strategies for cooperating with your ‘difficult’ students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn?
This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens.
Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.
Creating Consent Culture
Authors: Baczynski Marcia , Scott Erica 
Published: January 2025

Can you imagine a world where no one feared a violation of their boundaries? A world where everyone felt safe in their bodies and confident in asking for what they wanted? Teaching consent education is the way to achieve this vision, and this entry level book for educators helps you teach and discuss consent issues to young adults, from 10+. The fun, interactive exercises in this book focus on consent in all interactions, not just sexual ones, and explores skills that help young people to increase their relational intelligence and build positive, reciprocal relationships.
Drawing on their combined experiences of over 25 years as consent educators, the authors have seen that more respectful, generous and joyful ways of relating to one another are possible. In this vital book, they challenge common assumptions about consent and coercion, and invite educators of all walks to become instigators of a profound culture shift.
‘I can’t go to school!’
Authors: Rowland Suzy 
Published: January 2025

There are many reasons why children and young people face barriers to attendance at school, ranging from anxiety, neurodivergence, mental health difficulties, through to bullying. Suzy Rowland’s “I Can’t Go To School!” a book for children with an accompanying guide for adults, contains a variety of accessible exercises and activities, alongside a range of friendly and reassuring illustrations, to spark conversation between children and the adults around them. Although some pupils may wish to read the book by themselves; ideally, they will be working through it with a parent carer or supported by a member of the school’s pastoral team.
I Can’t Go To School and its associated Companion Parent & Teacher Guide, skilfully introduces topics that children of a variety of ages might find difficult to talk about, relating to their school experiences, issues with friends or their inner world. Removing your child from full-time education isn’t an option for some parents. For others, it’s the only option. This book acknowledges different situations and helps parents and schools to work through a number of options on this sensitive issue. Unfortunately, some schools are inflexible about addressing the barriers to regular attendance, thankfully, others are more forward-looking. Whichever scenario you find yourself in, you are sure to find the content in the Companion Guides & The Children’s Workbook, insightful and positive.
Applying Dynamic Assessment In Schools
Authors: Lauchlan Fraser , Daly Clare Jones 
Published: January 2025

Dynamic assessment is a collaborative, flexible approach to assessment which explores how a child learns and which aspects of their learning require intervention.
Learn how you can improve learning with a whole school approach to dynamic assessment complete with classroom ideas, resources, and strategies. The authors who frequently train in DA provide simple explanations of the contemporary model of dynamic assessment that make the links between theory and practice explicit. Each chapter has designated downloadable resources such as rating scales of affective and cognitive learning, checklists, goal ladders and more with easy-to-follow instructions on how they should be used.
This book will support you to understand DA principles and actively demonstrate mediated learning for meaningful interventions, consultations, clear support strategies and effective feedback and feedforward skills to not only help students learn, but to help them learn better.
How to Boost Reading and Writing Through Play
Authors: Durrant Georgina 
Published: January 2025

Even if children know their phonics and ABC’s inside out and can read every book in their book bag, why is it still so difficult to get them to want to read and write? How do we begin to get our children excited about literacy? The answer might surprise you…let them play!
Featuring 40 engaging play-based activities, this book makes literacy so fun that children won’t notice they’re also actively developing reading and writing skills. From blow painting words to making paper chain sentences, each activity can be done using household items and they are adaptable for children of any age and ability, making learning accessible for all.
With charming black and white line illustrations to depict each activity, this is a great way to connect with children while helping to build their literacy skills at the same time.
Graubünden wird klimaneutral
Authors: Vetter Bernhard 
Published: January 2025

Frankfurt a.M. Graubünden ist nach eigenen Angaben der erste Kanton in der Schweiz, in dem regionale Lebensmittel klimaneutral produziert werden. In diesem Jahr endet die Pilotphase des Projekts „Klimaneutrale Landwirtschaft Graubünden“.
Implementasi Pendekatan TaRL untuk Meningkatkan Berpikir Kritis
Authors: Nurjannah Siti , Siregar Rosliana , Ramli Amalia 
Published: January 2025

Penelitian bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis peserta didik dengan mengimplementasikan pendekatan Teaching at Right Level (TaRL). Penelitian ini merupakan penelitian tindakan kelas dengan melibatkan peserta didik kelas IX-3 yang berjumlah 29 orang. Instrumen yang digunakan adalah tes tulis bentuk essay dengan indikator kemampuan berpikir kritis. Penelitian ini dilakukan dalam dua siklus, dan setiap siklus dilakukan dua kali pertemuan. Tahapan yang dilakukan dalam PTK yaitu: 1) permasalahan, 2) perencanaan pelaksanaan, 3) tindakan pelaksanaan, 4) pengamatan dan refleksi. Data dikumpulkan melalui lembar observasi dan dianalisis dengan rumus ketuntasan belajar. Hasil penelitian menunjukkan bahwa pendekatan TaRL dapat meningkatkan kemampuan berpikir kritis peserta didik. Sebelum dilakukan tindakan hasil kemampuan berpikir kritis peserta didik tergolong rendah dengan rata-rata kelas 63,1. Kemudian terjadi peningkatan pada siklus I dengan rata-rata kelas 65,93. sedangkan pada siklus II juga terjadi peningkatan dengan rata-rata kelas 74,62.
Pengembangan Instrumen Tes HOTS (Higher Order Thinking Skills) untuk Mengukur Kemampuan Berpikir Kritis Siswa
Authors: Patricia Dwi , Elfitra Elfitra 
Published: January 2025

Penelitian ini bertujuan untuk mengetahui kevalidan dan reliabilitas instrumen tes HOTS (Higher Order Thinking Skills) untuk mengetahui dan mengukur kemampuan berrpikir kritis siswa pada materi segitiga dan segiempat jajargenjang. Sample dalam penelitian ini adalah satu kelas yang terdiri dari 30 peserta didik. Instrumen yang digunakan adalah lembar instrumen tes yang terintegrasi soal HOTS (Higher Order Thinking Skills) berbentuk uraian sebanyak 5 butir, lembar validasi ahli, dan lembar angket respon. Desain penelitian menggunakan model Borg dan Gall dengan melalui 8 tahapan. Hasil penelitian memperoleh instrumen tes memiliki kevalidan sangat tinggi dengan validitas isi 91% dan validitas ke lima butir tes menunjukkan thitung > ttabel dengan kriteria sangat tinggi. Hasil uji reliabilitas instrumen tes menggunakan Alpa-Cronbach sebesar 0,93 dengan kriteria korelasi sangat tinggi. Hasil kevalidan dan reliabilitas menunjukkan bahwa instrumen tes valid dan mampu mengukur kemampuan berpikir kritis peserta didik. Hasil kemampuan berpikir kritis peserta didik menggunakan indikator Facione menunjukkan terdapat 1 peserta didik (3%) memiliki kemampuan berpikir kritis sangat tinggi, 5 peserta didik (17%) memiliki kemampuan berpikir kritis tinggi, dan 6 peserta didik (20%) memiliki kemampuan berpikir kritis sedang, 9 peserta didik (30%) memiliki kemampuan berpikir kritis rendah dan 9 peserta didik (30%) memiliki kemampuan berpikir kritis sangat rendah. Dengan demikian dapat disimpulkan bahwa instrumen tes HOTS (Higher Order Thinking Skills) yang dikembangkan mampu mengukur kemampuan berpikir kritis siswa Sekolah Menengah Pertama.
India's Electric Vehicle (EV) Landscape: Expert Perspectives on Readiness and Environmental Sustainability
Authors: Ameet Sao  
Published: January 2025

The purpose of this study is to investigate India's readiness for electric vehicles (EVs) and their potential to improve environmental sustainability. As concerns about climate change and pollution grow, the shift to EVs has become a pressing global need. With its rapidly growing population and increasing urbanization, India presents both distinct difficulties and possibilities in this area. This empirical study looks at several aspects of India's EV ecosystem, including as infrastructure and policy support, as well as consumer adoption and manufacturing capacities. Based on focus group analysis on 13 experts from varied field like Automobile, Government, Academician and Industry. The structured analysis unfold the factors that are affecting the adoption of Electric Vehicles. The key identified factors were cost, Environmental concern, perceived performance, range anxiety, and lack of charging infrastructure. This report intends to shed light on the current challenges in India's journey toward a greener and more sustainable transportation future by a detailed examination of present trends, obstacles, and potential.
Pengaruh Media Augmented Reality (AR) terhadap Pemahaman Konsep Matematis Materi Bangun Ruang
Authors: Yusron Aom , Rahayu Ai Hayati , Kurniasari Ria 
Published: January 2025

Abstract— It is important for students to master mathematical concepts as they are continuously studied or interconnected, preventing misconceptions. However, the understanding of mathematical concepts in geometry material by fifth grade students at SDN Nagrak II is still low. A study was conducted to determine the difference in the average value of students' understanding of mathematical concepts in geometry material in the group treated with Augmented Reality (AR) media and the group without treatment. The research method used was quasi-experimental and the instrument used was a pretest and posttest. The sample consisted of 28 fifth grade students, with 14 students in the control class and 14 in the experimental class. The study found a significant posttest difference between the experimental class and the control class, with a p-value <0.001. Therefore, the proposed hypothesis is accepted.

Abstrak— Pemahaman konsep matematis penting untuk dikuasai oleh siswa karena topik dalam pembelajaran matematika dipelajari secara berkesinambungan atau saling terhubung, sehingga siswa tidak akan mengalami miskonsepsi. Masalah dalam penelitian ini adalah pemahaman konsep matematis siswa kelas V SDN Nagrak II yang masih rendah. Penelitian ini bertujuan untuk mengetahui perbedaan nilai rata-rata pemahaman konsep matematis siswa materi bangun ruang pada kelompok yang diberi perlakuan menggunakan media Augmented Reality (AR) dengan kelompok yang tidak diberi perlakuan. Metode dalam penelitian ini adalah kuasi eksperimen. Instrumen yang digunakan soal pretes dan postes. Populasinya adalah seluruh siswa kelas V SDN Nagrak II Kecamatan Buahdua Kabupaten Sumedang tahun pelajaran 2022/2023. Sampel yang digunakan yaitu siswa kelas V dengan jumlah 28 siswa yang terdiri dari 14 siswa sebagai kelas kontrol dan 14 siswa sebagai kelas eksperimen. Berdasarkan hasil penelitian diketahui terdapat perbedaan nilai rata-rata pemahaman konsep matematis siswa materi bangun ruang pada kelompok yang diberi perlakuan menggunakan media Augmented Reality (AR) dengan kelompok yang tidak diberi perlakuan. Hal ini dibuktikan dengan hasil perhitungan uji hipotesis Independent Sample T-Test. Dari perhitungan tersebut diperoleh p-value < 0,001. Artinya, terdapat perbedaan yang signifikan pada postes antara kelas eksperimen dan kelas kontrol. Dengan demikian, hipotesis yang diajukan diterima.
Perbedaan Kemampuan Berpikir Kritis dan Self Confidence Siswa Menggunakan Pendekatan Inkuiri dengan Pembelajaran Konvensional di SMK Negeri 1 Rejang Lebong
Authors: Irawan Bayu Putra , Remiana Remiana , Ariani Desti 
Published: January 2025

Penelitian ini dilatarbelakangi oleh belum adanya keseimbangan kemajuan di berbagai bidang termasuk dunia pendidikan. Oleh karenanya harus dilakukan perbaikan dan penyempurnaan sistem pendidikan dan semua yang tercakup dalam pendidikan. Hal itu dilakukan demi tercapainya peningkatan standar proses pembelajaran pada satuan pendidikan yang mencakup aspek-aspek kognitif dan afektif. Salah satunya aspek kemampuan berpikir kritis dan Self Confidence siswa yang berperan penting dalam meningkatkan standar proses pembelajaran. Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan kemampuan berpikir kritis dan Self Confidence siswa yang menggunakan pendekatan Inkuiri dengan pembelajaran Konvensional di SMK Negeri 1 Rejang Lebong. Sampel penelitian ini adalah siswa kelas X TITL1 yang berjumlah 30 siswa sebagai kelas kontrol dan kelas X TITL 2 yang berjumlah 30 siswa sebagai kelas eksperimen dari empat kelas yang ada di SMK Negeri 1 Rejang Lebong. Data dikumpulkan dengan menggunakan tes akhir berupa tes kemampuan berpikir kritis dan menggunakan angket berupa angket Self Confidence. Data dianalisis dengan menggunakan statistik uji t. Berdasarkan analisis data kemampuan berpikir kritis, pada kelas eksperimen yang menggunakan pendekatan Inkuiri diperoleh nilai rata-rata tes akhir yaitu 77, sedangkan pada kelas kontrol yang menggunakan pembelajaran Konvensional diperoleh nilai rata-rata tes akhir 50. Berdasarkan hasil analisis statistik uji t, untuk kemampuan berpikir kritis diperoleh bahwa thitung = 17,65 > ttabel = 2,000 sehingga H0 ditolak. Sedangkan berdasarkan hasil analisis statistik uji t data Seff Confidence diperoleh bahwa thitung = 4,69 > ttabel = 2,000. Artinya, terdapat perbedaan yang signifikan pada postes antara kelas eksperimen dan kelas kontrol
The Impact of Digital Inequality on IT Identity in the Light of Inequalities in Internet Access
Authors: Kelemen Roland , Squillace Joseph , Németh Richárd , Cappella Justice 
Published: January 2025

This article investigates the relationship between the United Nations Sustainable Development Goals (SDG) and Internet access, focusing on how digital connectivity influences the achievement of these global objectives. This research examines digital inequalities in access, usage, skills and outcomes through a mixed-methods approach, including statistical analysis and case studies. The findings indicate a strong correlation between Internet access and progression towards the European sustainability goals related to education quality, gender equality and industry innovation. In particular, it can be shown that where Internet access indicators are lower, digital literacy and IT identity scores are also lower for society as a whole, impacting both the quality of education and social mobility, while simultaneously reducing the economic competitiveness of the respective state. We can also see that these societies have a more patriarchal approach, negatively impacting the social status of women (although the COVID-19 epidemic negatively impacted social resilience, too) while further harming progress towards the Sustainable Development Goal associated with education. Significant disparities are also identified, particularly affecting rural areas, women, children and marginalised communities. The article futher explores IT identity, revealing that a strong IT identity enhances digital inclusion and empowerment. Article results highlight the necessity of addressing digital inequalities to ensure the equitable distribution of digital benefits and advocating for Internet access as a fundamental right essential to achieving global sustainability and Internet equality.
Assessing the Need for Digital literacy Tools (Using Qur'an or Hadith App) in Teacher's Training at Islamic Secondary School in District Kot Addu
Authors: Majeed Muhammad Kashif , Alhidabi Dawood Abdul Malek Yahya 
Published: January 2025

Literacy has various significance in assorted passage. If you can apprehension and utilization digital technology with success, you have digital literacy. End-to-end the educational procedure, this applies. A deep scope of applications consider administrative LMS, ZOOM,others. To be digitally literate implies intentional how to use the internet, social media, and mobile inclination to communicate, study, and work in today's digitally-dependent world. In the digital era, digital literacy mention to a person's capability to detect, measure, prosecute, and efficaciously convey accumulation through typing and other media on various digital level (Glister, 1997).This study examine the combination of digital literacy tools, generally Qur'an and Hadith apps, into teacher training programs at Islamic secondary schools in District Kot Addu, South Pakistan. As education progressively grasp technology, it is crucial to assess the preparation and knowledge of teachers in exchange these tools within an Islamic education framework. The primary objectives of this research were to evaluate the current level of digital literacy among teachers and to explore how these digital tools can be effectively used to present and evaluate information in accordance with the teachings of the Qur'an and Hadith.