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Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms. [ABSTRACT FROM AUTHOR]

Age gap between spouses has important implications for a range of outcomes—from fertility and longevity, to gender relationships, marital quality, and stability. This paper examines the age gap between spouses in 12 countries in South and Southeast Asia. The average age difference (husband's minus wife's age) is positive in all countries and ranges from 2.7 in Myanmar to 8.4 in Bangladesh. Age homogamous marriages accounted for 5% of all marriages in Bangladesh to close to half of all marriages in Thailand. The proportion of age hypogamous marriages was uniformly low in all the countries except for Myanmar where it reaches close to 10%. Men's marriage age has a stronger effect in determining the age gap. In general, the age gap for women with lower education was larger than for those with higher education. However, much of this effect was explained by the difference in marriage timing across educational groups. [ABSTRACT FROM AUTHOR]

The Listening Guide (LG) is a relational, voice-centered method to analyzing qualitative research data. This article provides an account of how the LG was modified for a study that examined personal critical reflection papers written by 27 fourth-year dietetics university students after they participated in an arts-informed module on body image in a dietetics professional practice course. By relying on the main principles of the LG, we demonstrate how the LG can help us to listen and hear previously unnoticed and underappreciated voices. The purpose of this article is to serve as a source of guidance and support for researchers looking to implement the LG method beyond its original purpose, which was for transcribed interviews. [ABSTRACT FROM AUTHOR]

In recent years, the fusion of Artificial Intelligence (AI) with traditional sectors has catalyzed a paradigm shift that extends beyond technological advancements and reaches into the core of human learning and development. One such domain undergoing significant transformation is mental health education. This short conceptual paper seeks to examine the intricate relationship between AI and education in the context of mental health studies, shedding light on the challenges, opportunities, and ethical considerations that arise as teaching evolves in the Age of AI. This paper is not intended to serve as THE definitive solution to inquiries regarding the integration of AI/ChatGPT in mental health education. Rather, its purpose is to provide AN approach to contemplating this matter and to initiate further discussions within mental health-related fields about the utilization of AI and ChatGPT in education, given the persistent prominence of AI. [ABSTRACT FROM AUTHOR]

The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager. [ABSTRACT FROM AUTHOR]

Lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the teacher as well as the students. This article surveys the literature on this widely applicable technique and presents new evidence on students' opinions of it and the extent of its use in the classroom. The benefits for both students and teachers appear sizeable for such a modest amount of time and effort, and students generally perceive the one-minute paper favourably. However, the one-minute paper can be easily employed to excess, reflected in quickly declining response rates over the course of two lecture series. Survey evidence suggests that the one-minute paper is perhaps not used especially extensively in UK and US higher education, largely due to lack of knowledge of its existence and the perception that it would be too time-consuming to analyse the responses. [ABSTRACT FROM AUTHOR]

This paper probes the function of competition in society through an analysis of the affective landscape that competition creates. Our focus is on education and the connected process of subjectification. We argue that the analysis of competition in human geography needs to advance through abstractions of political economy to the entanglements and relations in which competition is internalised through embodied experience. We conceive competition as a process of organising power relations that work through affective subjectivation and knowledge-production. Those processes are efficiently at work in education, and hence, in young people's everyday lives. It is our suspicion that education is increasingly organised in a way that naturalises competition and marginalises or even closes horizons from other actual and possible modes of social relations and organisational principles. This organising frame links to ideas about learning as an individual endeavour, a linear process that can be pre-planned and measured with representational evidence. To challenge the harmful ethos of personal control and responsibility of young people for their own education and life-paths, we pursue a nonrepresentational analysis of the educational landscape of competition and approach the (learning) human subject as emergent and relationally agentive. Then, also young people's wellbeing needs to be mirrored against the landscape in which it is continually built. As a case for our argument, we discuss two documents linked to Finnish education: an OECD document on education and national competitiveness, and the newly revised curriculum for upper secondary education. [ABSTRACT FROM AUTHOR]

When I took on increasing responsibilities within my university's pedagogical training programs during the pandemic, I expected an increase in collaboration and pedagogical discussion because of the difficult teaching circumstances. Instead, I came to see a silence that kept teaching assistants (TAs) from talking about their labor process either with their instructors or with fellow TAs. In this paper, I theorize this silence both as a defense against anxiety and as protecting autonomy. I draw on my own experiences as a TA, my work as a pedagogy instructor in my department and for the university, and an ethnography of working TAs to investigate how TAs leverage their silence to strategically manage multiple competing interests. Finally, I suggest that TAs first internalize these dual purposes of silence to make sense of their teaching labor and later carry it with them as they go from trainee to professional academic. [ABSTRACT FROM AUTHOR]

This paper unpacks the factors likely to influence students' use of supplementary private tutoring in Qatar. Drawing on insights from Ajzen's theory of planned behavior (TPB), the current study seeks to understand the main predictors of private tutoring usage in the context of Qatar. This study used survey questionnaire data to ascertain key predictors of participation in private tutoring, as perceived by students in preparatory schools (grades 8 and 9) and secondary schools (grades 11 and 12). The regression analysis revealed that upper-grade students were more likely to use private tutoring than their lower-grade counterparts. Additionally, parental attributes, particularly their educational levels, employment status, and involvement in their children's schooling, were strong determinants of household decisions to hire private tutors. The results also indicated that the demand for private tutoring is strongly associated with the quality of teaching. The paper offers relevant recommendations for policymaking and calls for future study and research. [ABSTRACT FROM AUTHOR]

When participants in introductory business courses encounter the term "operations strategy," it is not easy for them to appreciate what operations strategy is about, or how it fits with overall business strategy. This game breaks down highfalutin jargon into experiences that participants can readily relate to. While working in teams to make paper boats, and competing with other teams, participants realize that they have intuitively engaged in the formulation and implementation of their team's operations strategy. They begin to appreciate the interplay between the customer's requirements, their own team's strengths, the "competitive priorities" that their team must emphasize, and the tradeoffs inherent in making these decisions. [ABSTRACT FROM AUTHOR]

E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes. [ABSTRACT FROM AUTHOR]

Although pervasive throughout counseling psychology and other training programs that incorporate experiential activities, reflective journals have sparse, fragmented and disparate theoretical bases to support their use. Coming from the fields of counseling and professional education, the authors use counselor education as a template to explore the use of reflective journaling in higher education. This article reviews literature supporting the use of reflective journaling, presents descriptions of various types of reflective journals, and proposes a method that allows instructors and students to critique journal entries collaboratively. [ABSTRACT FROM AUTHOR]

Despite extensive research looking at the phenomenon of burnout, little is known about how individuals working in traditionally high-burnout occupations understand the term. Interviews were conducted with six teachers working in state schools in England centring on how the term burnout was understood and how it was used or encountered. Reflexive thematic analysis was employed from a critical realist perspective to analyse the data generated. All participants described burnout as a stress-related condition, yet for some participants the point at which stress became burnout was unclear leading to an understanding that burnout was the point at which one was unable to work. Many participants highlighted an individualistic understanding of burnout, perceiving it as representing an individual deficit rather than an organisational failing. This was often reinforced by where the term was encountered (at work or in the media) and was linked to the stigma many participants associated with burnout. This paper concludes that individualistic framings of burnout obscure its organisational determinants while reinforcing notions that mental well-being is something which should be personally – and privately – managed by individuals. [ABSTRACT FROM AUTHOR]

Context: The majority of people with serious health-related suffering in low- and middle-income countries lack access to palliative care (PC). Increased access to PC education is greatly needed. Objectives: This paper describes the process to adapt an advanced PC training course for a Chilean context. Methods: A joint team of intercultural PC educators from the US and Chile conducted a series of key informant interviews and a target audience survey to iteratively design a PC training course in Chile. Results: Eight key informant interviews identified a strong need for formal PC education pathways, confirmed the five central learning domains, and helped to identify potential course sub-topics. A target audience survey of 59 PC providers from across Chile confirmed a strong desire to participate in such a course. Conclusion: Our team of intercultural PC educators adapted an advanced PC course to the unique context of Chilean providers. [ABSTRACT FROM AUTHOR]

This paper introduces the concept of infrastructure into discussions on climate change and education. We focus on the links between the increased use of digital data and the central role of data infrastructures in education, and the energy infrastructure needed to support their growing use in schools and school systems. We elaborate a need for a greater accounting of the climate and related social costs of these interwoven digital and energy infrastructures of schooling. We suggest this is part of the 'disposition' of the infrastructures of schooling that should be weighed into decisions on whether and how to continue with digital technologies in schools. By acknowledging the climate and environmental incommensurability of digital infrastructures, education leaders and young people can more fully understand their dispositions and their costs. We propose three implications for education governance that entail greater consideration of the limits of current school climate change infrastructures such as 'eco school' programs and EdTech 'AI for good' initiatives, pushes for 'computing within limits' without substantial changes, and current school governance practices which unnecessarily rely on digital infrastructures. Instead, what is needed may be a reversal of the extensive use of digital infrastructures by schools and education governance bodies. [ABSTRACT FROM AUTHOR]

Is there a relationship between education and the type of revolutionary action – violent or nonviolent? Past studies found a positive relationship between the education and nonviolence, but the influence that education produces on the form that revolution takes has not yet been explored. We show several possible mechanisms that push the educated population to choose nonviolent tactic: (1) education changes people's preferences toward peaceful solutions and increases support for civil liberties; (2) it enhances human capital that makes it feasible to use unarmed tactics successfully and (3) it increases the relative costs of engaging in armed action. Thus, it is reasonable to assume that the higher education in a country, the higher the probability that revolution will be nonviolent. This paper examines it at a cross-national level with an analysis of 470 NAVCO 'maximalist campaigns' and 265 revolutionary events recorded between 1950 and 2020. Overall, we find robust evidence that the higher the level of education in a country, the lower chance that the revolution there would take a violent/armed form. [ABSTRACT FROM AUTHOR]

Even the most zealous interpreters of Adam Smith as an advocate of free markets and commercial progress have long acknowledged his support for public education. Yet the comparatively little scholarship on Smith's educational theory never fully articulates his defense of public education, often framing it as a corrective to economic and moral problems generated by the market while ignoring its political importance. We argue here that Smith saw public education as much more than anesthesia to treat the wounds inflicted by the market. For Smith, compulsory public education not only promotes distributive justice, develops moral judgment, and cultivates good citizenship—it is vital for securing all three. A compulsory education affords citizens the opportunity to sympathize with others and be objects of sympathy while teaching them how to be skeptical of the rhetorical efforts of others. As such, this paper argues that Smith's major works offer a potent defense of public education as a precondition for political judgment rather than a mere program "needed to offset the social costs of the division of labor." [ABSTRACT FROM AUTHOR]

The Making Pre-K Count and High 5s studies represent a recent application of a phased two-stage, multi-level design, which was used to examine the effects of two aligned math programs implemented in early childhood settings. The purpose of this paper is to describe the challenges encountered in implementing this two-stage design and to describe approaches to resolving them. We then present a set of sensitivity analyses the study team used to examine the robustness of the findings. During the pre-K year, pre-K centers were randomly assigned either to receive an evidence-based early math curriculum and associated professional development (Making Pre-K Count) or to a pre-K-as-usual control condition. In the kindergarten year, students who had been in Making Pre-K Count program classrooms in pre-K were then individually randomly assigned within schools to small-group supplemental math clubs that were designed to sustain the gains from the pre-K program, or to a business-as-usual kindergarten experience. Making Pre-K Count took place in 69 pre-K sites, comprising 173 classrooms across New York City. High 5s took place in the 24 sites that were part of the public school treatment arm of the Making Pre-K Count study and included 613 students. The study focuses on the effect of the Making Pre-K Count and High 5s programs on children's math skills at the end of kindergarten as measured by two instruments, the Research-Based Early Math Assessment-Kindergarten (REMA-K) and the Woodcock–Johnson Applied Problems test. The multi-armed design, while logistically and analytically challenging, balanced multiple considerations of power, the number of research questions that could be answered, and efficiency of resources. Robustness checks suggest that the design created groups that were both meaningfully and statistically equivalent. Decisions to use a phased multi-armed design should consider both its strengths and weaknesses. While the design allows for a more flexible, expansive research study, it also introduces complexities that need to be addressed both logistically and analytically. [ABSTRACT FROM AUTHOR]

In Western societies, school pedagogies tend to be biased in favour of talk and emphasise the links between talking, thinking and learning. Thus talk is often privileged over silence as the basis for learning activities in classrooms, sustained by theories of learning which afford priority to talk. Such cultural bias towards talk means that by contrast, silence can be perceived negatively and construed as a form of 'non-participation'. Through a systematic literature review of journal articles relating to silence as a pedagogical approach published between 2000 and 2021, this article reappraises the role and value of silence in school education. Some of the apparent paradoxes of silence as a pedagogical approach, different types and uses of silence in the classroom, cultural dimensions of silence and the relationships between silence, power and critical pedagogy are examined. The pedagogical importance of silence as a participatory approach to learning emerges as a significant point for educators and the paper offers some suggestions for potential applications in classroom practice. [ABSTRACT FROM AUTHOR]

In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understanding of such phenomena is bifurcated and uneven. While there is an extensive line of research on exclusionary discipline in the K-12 sector, similar scholarship is emergent at the postsecondary level. The goals of this paper are twofold. First, we review the ways in which carcerality informs the development of discipline, punishment, and control structures throughout the K-16 pipeline. Second, we introduce a relational theory of risk as a unified conceptual approach to examine carceral policies and practices in both the K-12 and the higher education sectors. From a relational risk perspective, we argue that carceral practices can be understood as a relationship between educational institutions and students who are perceived to be threats to institutional interests. Engaging with the organizational imperatives that lead to carceral practices, researchers and practitioners can better attend to dismantling racial exclusion in education. [ABSTRACT FROM AUTHOR]

Over these last few years, the Northern region of Nigeria has been ignited with spates of students' abductions and ransom demands which throw parents, security agents, and government (both federal and states) into confusion. In fact, it has become an existential threat such that national dailies break even with captivating, yet regrettably stylistic reportage of this ugly menace. The popular discourse for this threat is rooted in the motive for financial gains. In contrast, this paper situates it within the context of education eradication and Islamization project. In this light, the paper aims to pigeonhole the interface between the rising menace of banditry in the Northern Nigeria and the mission of annihilating western education which would further set the region on the track of socio-economic backwardness and form the catalyst for Islamization. The current form of banditry has a close relationship with known terrorist groups in the Nigerian state (Boko Haram, ISWAP, and Ansaru) and therefore, has common ideology of eradicating education in the region and setting the center stage for Islamization. Abduction of students and ransom collections are just logic in furtherance of the ideology. The paper does not involve field work; hence it adopts a qualitative approach that draws data from scholarly works, newspapers, and publications from international bodies. It recommends therefore, that government adopt a stick and carrot approach; provide more security around schools and prosecute identified sponsors and apprehended bandits. [ABSTRACT FROM AUTHOR]

Partisanship and policy attitudes are two foundational political dispositions. While scholars recognize both as important, there is a longstanding debate about how these dispositions influence each other. One camp argues that partisanship shapes policy attitudes much more strongly than the reverse, the other claims policy attitudes exert a powerful influence on partisanship. In this paper, I take up this debate and test these claims. I assess whether individuals bring their partisanship in line with their policy orientations with an analysis of 14 ANES and GSS panels. The highly educated have more stable attitudes and are more likely to bring their partisanship and policy attitudes in line with each other. The relationship is weaker among those with only a high school diploma. These results show that policy attitudes exert an underappreciated influence on partisanship. Overall, I find the policy orientations shape partisanship at least as much as the reverse. [ABSTRACT FROM AUTHOR]

A recurrent dimension occurring in wellbeing models pertains to positive relationships of individuals. Yet there is little information elucidating the link between positive relationships and subjective wellbeing in different cultures. Thus, the aims of this paper were (1) to examine whether there is an association between positive relationships and adolescent wellbeing across several culturally distinct countries and (2) explore whether the association between positive relationships and adolescent wellbeing differed for these countries along the cultural dimensions of individualism/collectivism and indulgence/restraint. Well-being measures were obtained from the large-scale assessment PISA 2018 and cultural dimensions indices were obtained. The results provide compelling evidence that positive relationships are positively associated with both affective and eudemonic wellbeing. Furthermore, there may be a greater association between positive relationships and positive affect in collectivist-indulgent countries than in collectivistic restraint countries. The study furthers our understanding of adolescent wellbeing across different cultural dimensions. [ABSTRACT FROM AUTHOR]

Educational research has sometimes been criticized for its seeming lack of relevance to classroom reality and its subsequent inability to inform pedagogical practices. Such criticism has prompted researchers to consider research methods that may better approximate reality. Among these methods, photo-elicitation interviews (PEI) offer a visual dimension to elicit lived experiences, feelings, and thoughts in real educational contexts, and to enhance researchers' understanding of educational practitioners' and students' experiences in real classrooms and school communities. This review examines the application of PEI to explore educational practitioners' and students' lived experiences and perceptions in educational contexts. Specifically, this paper examines the existing educational studies adopting PEI in order to identify the affordances of the method, the challenges it has presented for researchers in the education field, and critical considerations for researchers who may be planning to use the method. Specifically, this review addresses the following three questions: 1. What has PEI contributed to previous investigations of participants' lived experiences and perceptions in educational contexts? 2. What methodological challenges have previous researchers encountered when utilizing PEI? and 3. How can methodological concerns be addressed when designing and implementing PEI to understand participants' lived experiences and perceptions? We provide an up-to-date critical examination and discussion of PEI to better inform researchers seeking to develop the use of the method in future investigations in the education field. [ABSTRACT FROM AUTHOR]

This paper discusses how the construction of citizenship and citizen identities takes place among young students in Porto Alegre, Brazil. Considering that education is responsible for fostering the sense of citizenship, this research asked 209 students from a public high school to write letters to a future Brazilian president and to answer an online survey on politics, democracy, and citizenship. Using the Thematic Analysis method, this paper investigates the content of these letters and the answers regarding presidential activities. The responses to both exercises express generic notions and unsuitable speeches regarding politics as well as a feeling of disbelief. It is argued that school education does not develop citizens who can perform their civic roles in society and that such detachment of the students may be a consequence of their incredulity toward politics, resulting in a narrow understanding of the matter. [ABSTRACT FROM AUTHOR]

There is evidence that engagement with the arts can engender transformative effects on young people's views of themselves and their futures, this can be particularly useful for children and young people in care. This paper draws on a case study of an arts-based programme delivered in Wales, UK. Field observations of the arts-based sessions were conducted, and the participant sample included young people in foster care (n = 8), foster carers (n = 7) and project facilitators (n = 3). The study employed interviews, observations, reflexive diaries, and metaphor work to explore the subjective accounts of these different stakeholders. This provided an insight into their experience of being involved with the arts-based programme, the impacts of this involvement, and what steps they felt could be taken to improve the model. The paper argues that arts and cultural engagement can be transformative in improving the confidence and social connectedness of young people in foster care, but that attention needs to be given to how programmes are delivered. The paper documents the often overlooked mundane, yet important, aspects of planning arts-based programmes, exploring the involvement of foster carers, interpersonal relationships, and the provision of refreshments. It calls for investment in developing carefully designed extracurricular opportunities for young people in care, where they can experience 'becoming more confident in being themselves'. [ABSTRACT FROM AUTHOR]

Introduction: Despite its reported benefits, the accelerated adoption of virtual care since the COVID-19 pandemic has occurred without critical consideration of clinician education and training. This integrative review aims to better understand the necessary education guidelines, frameworks and resources for building the confidence and capability of the workforce for virtual care delivery. Methods: Whittemore and Knafl's (2005) five-stage methodological framework informed this review. Using a clearly articulated search strategy and reporting process, over 8000 pieces of literature were analysed. A final 46 publications comprising 26 scholarly papers and 20 pieces of grey literature were included for review. Results: A set of key curriculum inclusions under three domains: clinical, administrative and technical are proposed. Many publications emphasise a domain-specific approach as the most effective means of translating virtual care knowledge and skills to practice. A number of new domain frameworks have been tailormade for specific disciplines, while well-established frameworks such as the ACGME, CanMEDS, AAMC and IPEC have been adapted for virtual care education. Virtual care checklists, clinical champions and models that involve frontline clinicians, content experts and care recipients are considered useful resources for virtual care education. Discussion: Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a cohesive, interprofessional approach. This approach should be rigorously evaluated as part of a continuous quality improvement process. [ABSTRACT FROM AUTHOR]

Promoting female learning otherwise known as Girl Child Education continues to engage the attention of policy makers and practitioners in education and development generally; a situation greatly shaped by the myriad of obstacles militating against girl child education. In the current study, we probed the influence of CAMFED's girl child education support scheme on school enrollment, retention and progression. We applied a reflexive evaluation approach anchored on a concurrent mixed methods research design in the study. Using a multistage sampling procedure, selected respondents were administered a combination of semi-structured questionnaires and in-depth interviews. We analyzed our data using multiple regression and descriptive statistics, supported by content analysis. The findings show that school enrollment and progression of the girl child increased substantially after the introduction of CAMFED's intervention. However, gender-based perceptions continue to stifle girl child education, in spite of the behavior change component of the intervention scheme. The paper concludes that policy interventions should address the sociocultural bottlenecks inhibiting the education of the girl child if the gains made so far must be sustained. Going forward, studies could focus on measurement of performance as a function of girl child education support schemes beyond the basic level of education. [ABSTRACT FROM AUTHOR]

This paper focuses on the experiences of six Chilean female headteachers. It addresses their career progress, and the facilitators and barriers, as well as the challenges they encountered in accessing and enacting school leadership. The six participants were drawn from all three of Chile's school types – public, semi-private and private – in what is a differentiated system. The findings demonstrate both differences and similarities in participants' experiences, across all three school sectors. A major difference relates to the additional barriers faced by public sector school leaders, compared with participants in the private and semi-private schools. [ABSTRACT FROM AUTHOR]

Enhancing course design and pedagogy to encourage engagement and creativity is fundamental in doctoral education. Using poetry is an innovative way to enrich nursing education through aesthetic knowing. The authors in this paper aim to describe an educational exercise utilizing the Cut-Up Method to create haiku poems. PhD nursing students used the Cut-Up Method to produce haiku poems describing the meaning of nursing science. Themes from the haiku poems include relationship building, caring and caring relationships, and the evolution of nursing. Learning activities promote aesthetic knowing to facilitate engagement, creativity, and collaboration. The Cut-Up Method and haikus are creative ways of developing aesthetic knowing. [ABSTRACT FROM AUTHOR]

Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students' experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors' experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community. [ABSTRACT FROM AUTHOR]

"This was my rudest awakening that I was Jewish. I was not Polish, I was horrified!" Cesia Honig, from Tarnów, perceived herself as a Polish patriot until 1938, when she was insulted for being a Jew by Gentiles, who claimed to be the only so-called real Polish patriots. In the late 1930s, a polyvalent sense of belonging was no longer acceptable in Poland's public sphere, although urban spaces during the Second Polish Republic had been multiethnic realms of interaction. Excluded from the Polish nation by local compatriots, Cesia painfully experienced being turned into the Other in a community to which she thought she belonged. This article explores interethnic relations in the local community of Tarnów, a western Galician town, during the interwar period. It leans on late witness testimonies, which are read against contemporary sources. The article dwells into dense contact zones between Jews and non-Jews in the urban space. Special attention is paid to the role of schools. As this paper shows, social class also played a salient role in shaping narratives of belonging. [ABSTRACT FROM AUTHOR]

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O'Malley's five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering 'the basics' of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process. [ABSTRACT FROM AUTHOR]

The impact of the COVID-19 pandemic on adolescents is significant. Educational progress and mental health, in particular, have been negatively affected. Among youth from vulnerable communities, pre-existing academic and health disparities have been exacerbated. Youth outcomes are often attributed to individual resilience – or lack thereof; in this paper, we describe how failure to adapt and effectively cope at the system level (ie, lack of system resilience) is implicated in the current dual educational and mental crisis. We describe opportunities to make our systems more nimble and better-equipped to support youth moving forward. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to assist the pharmacist engaged in nutrition support therapy in staying current with pertinent literature. Methods: Several board-certified nutrition support pharmacists aggregated a list of articles relevant to pharmacy nutrition support published in 2023. The list was compiled into a spreadsheet whereby the authors were asked to assess whether the article was considered important. A culled list of publications was then identified whereby at least 5 out of the 8 author participants considered the article to be important for pharmacists practicing in nutrition support. Guideline and consensus papers, important to practice but not ranked, were also included. Results: A total of 133 articles were identified; 9 from the primary literature were voted by the group to be of high importance. Fourteen guidelines, position, recommendation, or consensus papers were also identified. The top-ranked articles from the primary literature were summarized and a narrative regarding its implications to pharmacy nutrition support practice were provided. Conclusion: We recommend that pharmacists engaged in nutrition support therapy be familiar with these articles as it pertains to their practice. [ABSTRACT FROM AUTHOR]

Educational research has sometimes been criticized for its seeming lack of relevance to classroom reality and its subsequent inability to inform pedagogical practices. Such criticism has prompted researchers to consider research methods that may better approximate reality. Among these methods, photo-elicitation interviews (PEI) offer a visual dimension to elicit lived experiences, feelings, and thoughts in real educational contexts, and to enhance researchers' understanding of educational practitioners' and students' experiences in real classrooms and school communities. This review examines the application of PEI to explore educational practitioners' and students' lived experiences and perceptions in educational contexts. Specifically, this paper examines the existing educational studies adopting PEI in order to identify the affordances of the method, the challenges it has presented for researchers in the education field, and critical considerations for researchers who may be planning to use the method. Specifically, this review addresses the following three questions: 1. What has PEI contributed to previous investigations of participants' lived experiences and perceptions in educational contexts? 2. What methodological challenges have previous researchers encountered when utilizing PEI? and 3. How can methodological concerns be addressed when designing and implementing PEI to understand participants' lived experiences and perceptions? We provide an up-to-date critical examination and discussion of PEI to better inform researchers seeking to develop the use of the method in future investigations in the education field. [ABSTRACT FROM AUTHOR]

Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students' experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors' experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the literature on the role of educational vlogging in enhancing learning and teaching outcomes. The researcher analyzed a total of 60 papers published from 2011 to 2021 using qualitative analysis with complementary quantitative analysis. The findings shed light on the vital role of vlogging in education over the last decade. This systematic review provides scholars and practitioners in the fields of education and educational technology with valuable information about how to improve learning and teaching through vlogging. The data was collected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The findings indicated that students and teachers have a positive attitude toward vlogging. Vlogging in higher education is more extensive than in K-12. The main subject in which vlogging is used in K-12 was language, while the main subject in higher education (HE) was found to be reflective practices. [ABSTRACT FROM AUTHOR]

There is a vast literature on household solar-panel uptake but there are mixed results for many explanatory variables such as income, education, age, and race. This creates a major challenge for policymakers, who devise solar-panel policies that relate to variables such as income. This study uses logit, probit, and linear probability models, along with the matching method of entropy balancing. We use household data from the 2019 American Housing Survey. Results using entropy balancing suggest that high housing values and older respondent age are key factors promoting solar-panel uptake. Income has some positive impacts, although detailed analysis tends to show insignificance. Education and race variables have insignificant coefficients when controlling for key variables. This paper could provide a basis for future policy approaches, such as means testing based on asset thresholds rather than income thresholds. [ABSTRACT FROM AUTHOR]

Research on lad culture and gender-based violence (GBV) in student communities has examined hypermasculine gender performances, with little attention paid to hierarchies of masculinity. We explore lad culture by analysing qualitative, in-depth interviews with students. Our findings challenge simplistic constructions of "good guys" as allies/protectors in opposition to hypermasculinised, deviant "bad guys". We demonstrate how such binary constructions are premised upon gendered norms of men-as-protectors/women-as-weak and bolster problematic hierarchies of masculinity. We also highlight the crucial role of complicit masculinity in maintaining GBV-tolerant cultures. Our research suggests academic understandings of lad culture could benefit from a more comprehensive picture of the relationship between masculinity/ies and campus GBV. By theorising complex negotiations of hegemonic masculinity in this context, the paper also advances conceptual debates around the promise/limitations of changing, "softer" masculinities. Practice implications include rethinking how/whether prevention education can deploy "softer" masculinities whilst avoiding reinstating gender hierarchies that ultimately scaffold GBV. [ABSTRACT FROM AUTHOR]

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had 'stagnated'. Since then the 2020 US Joint Chiefs of Staff publication Developing Today's Joint Officer's for Tomorrow's Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today's officers, to tomorrow's ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside 'forever wars', the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war 'better' or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually 'end' or 'end' with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence. [ABSTRACT FROM AUTHOR]

In this paper, we present research that focuses on pedagogical leadership that is evaluated by the staff in the early education unit. The evaluations relate to the observed indicators of the well-being of children and leadership evaluations conducted by the early education centre directors. The methods include systematic observation of children, educators' evaluation of leadership and directors' evaluation of their leadership. The measurements are independent of each other. The data were collected between 2017 and 2019 in Finnish early education units. The results indicate the connection between the pedagogical leadership of director and observed activities of children, including involved learning, positive emotion, physical activity and participation. The connection between pedagogical leadership evaluated by the staff was also connected with leadership evaluated by the director, highlighting the need for the director to focus on pedagogical leadership and staff involvement. The results provide a perspective to help the director to focus on the main task of early education, the well-being of the children. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to assist the pharmacist engaged in nutrition support therapy in staying current with pertinent literature. Methods: Several clinical pharmacists engaged in nutrition support therapy compiled a list of articles published in 2020 considered important to their clinical practice. The citation list was compiled into a single spreadsheet where the author participants were asked to assess whether the article was considered important to nutrition support pharmacy practice. A culled list of publications was then identified whereby at least 5 out of the 8 author participants considered the paper to be important. Guideline and consensus papers from professional organizations, important to practice but not ranked, were also included. Results: A total of 169 articles were identified; 5 from the primary literature were voted by the group to be of high importance. An additional 17 guidelines, position, recommendation, or consensus papers were also identified. The top-ranked articles from the primary literature were summarized and a narrative regarding its implications to pharmacy nutrition support practice were provided. Conclusion: We recommend that pharmacists engaged in nutrition support therapy be familiar with these articles as it pertains to their practice. [ABSTRACT FROM AUTHOR]

The primary aim of this paper is to examine the links between young women's schematic configurations about work and family with their educational attainment at critical transitions of early adulthood. More specifically, as opposed to assessing the effect of educational expectations and personal background factors on educational outcomes separately or independently, the present research examines the significance of young women's schematic profiles, that is, work-family orientations, highlighting the interconnectedness of how young women combine various attitudes and expectations about family, education, and work. Thus, this paper investigates the extent to which belonging to certain latent classes of work-family orientations are associated with the amount of education women are obtaining in early adulthood. Using data from the Relationship Dynamics and Social Life study, I examine how combinations of work-family schemas are associated with young women's levels of education, and the role of personal background variables in shaping these work-family orientations. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly's concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend "white" spaces within education. We expand current educational scholarship in this area by theorizing connections between opportunity hoarding and sociological work on racial boundaries, institutional theory, and organizational routines and point the way toward more nuanced examinations of opportunity hoarding in education. [ABSTRACT FROM AUTHOR]

In this paper, we examine the academy as a specific case of the racialization of space, arguing that most colleges and universities in the United States are in fact historically white colleges and universities (HWCUs). To uncover this reality, we first describe the dual relationship between space and race and racism. Using this theoretical framing, we demonstrate how seemingly "race neutral" components of most American universities (i.e., the history, demography, curriculum, climate, and sets of symbols and traditions) embody, signify, and reproduce whiteness and white supremacy. After examining the racial reality of HWCUs, we offer several suggestions for making HWCUs into truly universalistic, multicultural spaces. [ABSTRACT FROM AUTHOR]

Beyond the physical transmission of COVID-19, the pandemic has had far-reaching consequences in Bangladesh, including social and cultural implications. This review paper aimed at identifying and synthesizing the costs of COVID-19 on sociocultural issues in Bangladesh. For this purpose, we conducted a systematic search in MEDLINE, PubMed, ProQuest, Web of Science, Scopus and Google Scholar up to August 2021. Studies related to the costs of COVID-19 were identified, tabulated, analyzed, and synthesized by using a thematic approach. Our final synthesis of 19 studies resulted in five analytical themes: (i) disruption in education, (ii) loss of everyday social interaction, (iii) increase of "new poor" and suicide, (iv) rise of violence against women, and (v) worsening the life of refugees. Our findings showed that the costs of disruption in education, loss of everyday social interaction, and increase of "new poor" and suicide were more evident. Finally, we recommend the government and the community to adopt some integrated actions and policies to combat the problems in improving Bangladeshi sociocultural situations. [ABSTRACT FROM AUTHOR]

In this special issue, the five previous articles trace the longstanding presence and integration of carceral practices in both K-12 and postsecondary education systems. As illuminated by the authors, carceral practices disproportionately criminalize students of color and impact pathways, trajectories, and how educational opportunities are experienced. In our review and closing comments for this special issue, we expand and share three emergent themes running throughout this volume: 1) Power Analysis, an investigation of macro systems and structures that determine specific contexts entrapping current and prospective students in the carceral system; 2) Worth/Value, an interrogation of the paradigms contributing to the devaluation, and ultimate criminalization, of Black and Latinx students within educational spaces; 3) Reform or Reimagine?, an inquiry and challenge on whether to advance with useful, but insufficient, changes to an unjust system or a move forward with new wide-sweeping and radical approaches to minimize damage to individuals. Our paper concludes with reimagining educational systems using these more radical approaches. [ABSTRACT FROM AUTHOR]