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E-textbooks have become more popular with college students, but there are concerns that reading is not as effective from screens as paper. In addition, students may not take advantage of tools afforded by e-textbooks. The purpose of this study was to determine if encouraging students to read from paper or modeling e-textbook tools would be better for students in terms of reading and using their textbooks. Two instructors randomly assigned students (N = 144) to view a video and answer an essay question about either the benefits of reading from paper, how to use e-textbook tools, or general information about open educational resources (control). Findings indicated that students told about the benefits of reading from paper were not more likely to read the textbook from paper. Students across conditions generally reported using the textbooks in a similar manner, except students in the e-textbook tools condition reported more notetaking while reading than students in the paper condition. Finally, student medium preference for studying did not change based on condition. Findings from this study provide guidance for how instructors should advise students on reading their course textbooks. [ABSTRACT FROM AUTHOR]

Touch screen tablets are being increasingly used in schools for learning and assessment. However, the validity and reliability of assessments delivered via tablets are largely unknown. The present study tested the psychometric properties of a tablet-based app designed to measure early literacy skills. Tablet-based tests were also compared with traditional paper-based tests. Children aged 2–6 years (N = 99) completed receptive tests delivered via a tablet for letter, word, and numeral skills. The same skills were tested with a traditional paper-based test that used an expressive response format. Children (n = 35) were post-tested 8 weeks later to examine the stability of test scores over time. The tablet test scores showed high internal consistency (all α's >.94), acceptable test-retest reliability (ICC range =.39–.89), and were correlated with child age, family SES, and home literacy teaching to indicate good predictive validity. The agreement between scores for the tablet and traditional tests was high (ICC range =.81–.94). The tablet tests provides valid and reliable measures of children's early literacy skills. The strong psychometric properties and ease of use suggests that tablet-based tests of literacy skills have the potential to improve assessment practices for research purposes and classroom use. [ABSTRACT FROM AUTHOR]

This paper presents simple and intuitive strategies for effective online assessment of a freshman engineering course. The proposed strategies for unproctored online exams include creating multiple sets with identical options, using image-format questions, maintaining short duration of exam, and employing a rotational assignment. Unlike a single-set paper where the class average was found to be disproportionately high, the proposed strategies helped in correctly restoring the class average. Feedback and results from 141 students show a significant statistical difference in the scores obtained using the proposed multi-set quiz framework, as opposed to conventional single-set papers. The paper also presents a simple setup of remote proctoring using dual-video and screensharing to replicate in-person classroom exams without the need of commercial proctoring services. [ABSTRACT FROM AUTHOR]

Those of us who teach technical and professional writing may read [findings on typical pedagogical effectiveness] and end up feeling that our efforts to simulate workplace writing and to teach workplace genres in our classrooms are at best unreliable and at worst futile. Blakeslee (2001), p. 170. Courses: Writing for Public Relations, Business Communications; Marketing Objective: Students will be able to identify audience issues, marshal evidence, garner support, and motivate adoption of a position via visual imagery and persuasive writing [ABSTRACT FROM PUBLISHER]

The pedagogies of fostering possibility thinking (PT) have been investigated for over a decade in early year and primary settings. This paper reports the findings of a qualitative study that sought to identify the teachers' pedagogical practices that foster children's (aged 9–10) PT through alternative resources of learning such as museums in Cyprus. Eight primary teachers took part, and the findings were compared with the existing PT literature which offers an in-depth investigation of the pedagogical features nurturing PT (time, space, learner's agency, standing back and forward). The analysis also suggests a new pedagogy (narrative improvisation) that teachers started using after the museum visit. The study provides a starting point for further research on the aspirations of pedagogies fostering PT using alternative resources of learning such as museum spaces. This paper presents the key findings of the study through a figure and ends with suggestions for further research. [ABSTRACT FROM AUTHOR]

Several communities in India have defined the contours of the extent and quality of women's education based on the shifts in the demands of marriage within the community. The following paper traces a similar pattern in the educational trajectories of first-generation women of the Meena community across the rural and urban areas, to access the state government's women's college in Sawai Madhopur, Rajasthan, India. The relevant data has been collected through fieldwork conducted in Sawai Madhopur in the year 2017. The paper explores the complicity of the women's college with the institutions of family and marriage that result in a complete elimination of the classroom as a meaningful space of learning for women. The paper focuses on these and other such costs that Meena women bear for access to education. [ABSTRACT FROM AUTHOR]

As Waldman's ProPublica piece highlights, the experience of testing can also be felt as oppressive by classroom teachers - particularly those who share their students' minoritized status - and by neighborhood schools that predominantly enroll nonwhite students. At the end of 2020 we put out a call for full-length empirical papers and short conceptual contributions examining how the coronavirus or COVID-19 pandemic and racial inequities were affecting the educational assessment of students, either separately or in combination, as the health crisis was viewed as a factor intersecting with and exacerbating existing racial inequities in educational systems. [Extracted from the article]

Moving beyond both a neoliberal as well as a 'heroic' conception of how the International Baccalaureate (IB) might 'make a better world', this paper focuses on the transformative potentiality of IBDP classroom pedagogy from the perspective of an experienced and critically minded educator, whose praxis has evolved across more than three decades of teaching IBDP courses in elite, well-established international schools around the world. In the IBDP teacher's account, particular attention is placed on the relational qualities of the (ideal) classroom culture and on the tensions between learner autonomy, teacher and learner authenticity and the critical imperative to interrogate privilege. We seek to provide a generative case for researchers and educators to reflect and find greater precision on the desired ends, possibilities and limits of critical and progressive pedagogies in school classrooms under contemporary conditions constituting our 'world in trouble'. More specifically for stakeholders of the IBDP, we offer up a promising orientation to IBDP classroom pedagogy in pursuit of the IB mission. [ABSTRACT FROM AUTHOR]

The paper investigates the potential of using international large-scale assessment studies for conducting follow-up studies testing models of educational effectiveness. The impact of teacher factors coming from the dynamic model of educational effectiveness and the dialogic education theory on student literacy achievement is examined. Modern Greek teachers from secondary schools that participated in PISA 2018 (Accessed on ) in Cyprus were recruited. Two Grade 11 classes per teacher were selected, giving 392 students in total. Observation data from Greek lessons and student literacy achievement data were collected. Two multilevel regression analyses were conducted: one with the whole student sample and one with only students from whom PISA prior achievement measure was identified. When prior achievement (i.e., PISA measure) was considered, additional and larger effects of factors on student final achievement were detected. Both analyses reveal that when factors from both frameworks were considered, larger variance in student achievement was explained. [ABSTRACT FROM AUTHOR]

This paper, conceptual but with empirical support, fills in some blanks in Vygotsky's reworking of Spinoza's Ethics. Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history to explain how functions change (much as Halliday would later do). We propose three ways – roughly, the structural, the functional, and the developmental – to continue Vygotsky's unfinished 'The Teaching about Emotions', which we illustrate with instances from classroom data. Using the systemic-functional approach of Halliday, we show how language development provides an answer to the Cartesian dualism that has divided thinking from feeling, how objective logical and experiential meanings emerge from emotionally colored and interpersonal ones, and how the study of speech can bypass the 'theory of mind' problems that have long bedevilled child development studies. Each step draws support from a teaching log of first year elementary students in South Korea maintained by one of the authors, and each step suggests a different kind of classroom talk. [ABSTRACT FROM AUTHOR]

This discussion article examines the potential integration of Generative Artificial Intelligence (Gen-AI), including advanced Large-Language Models like the popular platform ChatGPT into subject English education. Following the significant public and academic attention in response to these technologies through 2023, this paper considers the transformative potential and challenges posed by Gen-AI in educational settings. Central to the discussion is the exploration of how English teachers can leverage Gen-AI to enrich student learning beyond the obvious domain of writing skills. Instead, the article foregrounds the necessity for students' understanding of Gen-AI as an essential component of digital literacy. While acknowledging ethical concerns such as plagiarism, equity, and access, the paper presents an argument for the productive use of Gen-AI in the classroom to augment reading, viewing, and interpretation lessons. Avoiding an evangelical or dystopian view of AI, this discussion piece explores the time-critical and urgent issue of how, when, and why English can engage with the technology. [ABSTRACT FROM AUTHOR]

Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western context, and it appears to be a versatile phenomenon as it occurs under various guises and with a variety of terms and modes of operationalizations. The aim of this configurative review is to investigate how differentiation appears in the international context and to contribute to a much-needed overview of the concept. Analysis of 28 scientific papers representing a broad range of national affiliations resulted in two main findings. First, differentiation is a complex idea that appears to be presented either as differentiating students or differentiating teaching. Four perspectives for approaching differentiation further illustrate the complexity of the phenomenon: differentiation as individualization, differentiation as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and differentiation in a system perspective. Second, the analysis revealed that there are almost no studies transcending the focus on teachers and the classroom by addressing the organizational or system/policy level. This review argues for the benefits that a more system-oriented perspective of differentiation would provide. [ABSTRACT FROM AUTHOR]

An editorial is presented on Early Childhood Education. Topics include fostering impact and supporting a small community of researcher and practitioners advocating for change; classrooms being well established cultures with social organisations and work-related agendas embodied in longstanding curricula; and exploring gender differences in Physics and focusing from the traditional female gender barriers.

This paper examines the different forms of family capital in the context of parental involvement in children's schooling. This paper has three-fold goals. First, it ascertains the level of parental involvement of Filipino parents as perceived by the parents themselves and their children. Second, it investigates the impacts of various forms of capital on parental involvement. Third, it determines which type of capital will have a significant impact on parental involvement. This paper is based on a survey among elementary and secondary students and their parents of purposively selected 29 elementary and secondary schools in the Philippines. These schools were selected as they were part of a corporate social responsibility project. This paper concludes that parental involvement among parents from low-income households is generally low. Parents are relatively more involved in parenting for education. Results of the multiple regression analysis reveal that membership in CCT (Conditional Cash Transfer), participation in community activities, parent's level of education, and family size predicted parental involvement. The results point to the idea that parents with better social and human capital are likely the ones who will be more involved in their children's education. [ABSTRACT FROM AUTHOR]

The final invited paper is by Australian teacher education foundation scholar Charles Sturt University Emeritus Professor Jo-Anne Reid who is a previous co-editor of APJTE and former President of ATEA. They offer meaningful and important conceptualisations of teaching, teachers, and teacher education. [Extracted from the article]

This paper examines Kurdish preschool children's construction of gender roles. This research uses the concept of funds of knowledge to analyse how children draw on household and community knowledge in constructing gender roles in a nursery, Turkey. The data includes participant observations, audio and video recordings of interactions between the teacher and children in the nursery. This research shows that the children position their gender roles according to the values and expectations of their minority community. It is illustrated that gender constructions are performative (Butler, J. [1999]. Gender trouble: Feminism and the subversion of identity. London: Reoutledge.), rather than biological constructs. The paper also suggests that we should not use the concept of funds of knowledge uncritically in favour of making the household knowledge of ethnic minorities apparent in the classroom. [ABSTRACT FROM AUTHOR]

This paper explores classroom support for students' acquisition of digital literacy skills for learning at the University of Dar es Salaam and Sokoine University of Agriculture in Tanzania. The paper contains qualitative data collected through questionnaires and informal discussions. The study found limited classroom support for students' digital literacy skills for learning because instructors are not prepared for it. Teaching activities that instructors implement do not reflect the attributes of digital literacy skills students should possess. Therefore, the paper challenges universities to mainstream students' digital literacy skills and train instructors to assume the skills support role. [ABSTRACT FROM AUTHOR]

Internationalisation is now a prominent feature of the higher education landscape, with many institutions integrating international, intercultural and global dimensions inside and outside the classroom. In this paper, I examine the long-term outcomes of international faculty mobility on individual pathways at home institutions framed within the context of internationalisation. I find that the current mode of internationalisation neglects the role of how abroad activities contribute to subsequent institutional internationalisation at home and abroad. My retrospective tracer study with eight qualitative in-depth interview participants finds that formerly internationally mobile faculty integrate international, intercultural, and global dimensions related to the host country, host region and wider world at their home institutions into their teaching, research and service after returning from abroad. In doing so, I propose a new way of understanding how the complementary pillars of abroad and at home internationalisation maintain an on-going, synergetic process that react and contribute to each other and the way in which internationalisation can be re-visited and re-imagined meeting broader goals. [ABSTRACT FROM AUTHOR]

This paper analyses Australian secondary science teachers' perceptions of their pedagogy and students' classroom engagement based on the Science Capital Teaching Approach (SCTA). Previous research studies related to the idea of teaching to enhance the science capital of secondary students mainly employed qualitative methods to collect data from teachers. This often takes more time and resources to figure out teachers' competency in implementing SCTA-related practices. This study gathered data through an online survey. The responses from the online survey were used to develop the 'Teachers' Self-reporting Science Capital Questionnaire' (TSSCQ) comprising 11 scale variables with alpha values closer to seven or more. The TSSCQ supports secondary science teachers in self-assessing their agreement to the extent to which they incorporate SCTA-related practices into their science lessons. The TSSCQ along with a scoring guide assist the teachers to identify areas that they need to improve. A strong and statistically significant correlation has been found between the teaching practices that value science and scientists and the teaching practices that highlight the utility of science. Moreover, teachers did not strongly agree that they incorporate the teaching practices based on family cultural capital. The implications of these findings have been also discussed. [ABSTRACT FROM AUTHOR]

The paper focuses on the communication of three bilingual couples, each speaking a different lingua franca (LF). Positioning theory offers a methodological framework to explain language choice in interactive positioning within personal contacts. A comparative view of the couples' storylines benefits from the differences between them. The analysis herein shows how the speakers are positioned in the subtle interplay of self-positioning and the positioning of the partner. The couples draw on their language resources and specific linguistic features which index language ideologies. Reasons for the choice and maintenance of a LF in the couple are informed by attitudinal factors which contribute to the discursive production of interpersonal positions. Findings outline multidimensional perspectives on LF couples by showing how different positions are created and how positioning is connected to the negotiation of a common language. This paper advances the debate on LF communication in intercultural relationships by demonstrating that positioning helps to investigate the ways in which diverse language resources intertwine to create different linguistic constellations and eventually improve our understanding of the performance in a third language. [ABSTRACT FROM AUTHOR]

This paper grapples with the challenges posed to critical geography educators by STEMification, or the enshrinement of market-oriented forms of science and technology education as the normative ideal for education in general. In both reactionary and progressive contexts, STEMification decontextualizes scientific and technological activity and deepens existing hierarchies of knowledge based on quantification, perceived scientific rigour, commercialisation, and employability. Critical geographical knowledges often incur misrecognition, dismissal, and in some cases, outright prohibition under such conditions. Offering strategies for navigating and contesting STEMification, this paper draws on collective auto-methods, analysing narrative vignettes from our pedagogical practices as critical geography educators. We offer the notion of seeking leverage in the face of STEMification: protecting ourselves and seeking traction within our institutions by translating our goals into familiar or sanctioned forms, while using those forms to alternative ends. To that end, we highlight seven pedagogical strategies: (1) meeting students where they are, (2) using applied examples, (3) grappling with the limits of problem-based learning, (4) disalienating students from assessment, (5) integrating critique with alternatives, (6) anticipating both resistance to and desire for critical content from students and colleagues, and (7) recognising the limits of institutional environments. [ABSTRACT FROM AUTHOR]

This paper provides an overview of a Critical Race Feminista praxis-oriented methodological framework in development called FilmCrit, and a critical race method expanded into filmic form called Cinematic Critical Race Counterstorytelling. Critical Race Feminisita Praxis informs this work by drawing on a Critical Race Theory in Education framework and Chicana Feminist theories and epistemologies. In discussing two FilmCrit studies, a qualitative documentary study, No Somos Famosos (We Are Not Famous), and my dissertation study, From the Classroom to the Screen: Experiences of Women of Color MFA Film Students, I detail the theoretical, methodological, and analytical development, as well as the scholarly significance, of FilmCrit and (auto)biographical and composite Cinematic Critical Race Counterstorytelling. [ABSTRACT FROM AUTHOR]

This paper draws on the concept of affective atmospheres to theorize how democracy and democratic education take hold and circulate in classrooms and schools. The paper asks under which circumstances affective atmospheres are experienced or even 'engineered', encompassing affective and material features that (de)legitimate democracy, democratic education and right-wing populism. The aim is to render the concept of atmosphere tractable through a line of theorizing that recognizes the affective force of democracy and right-wing populism and asks how democratic education may respond by paying careful attention to democracy as affectively produced and transmitted. The paper also examines what it would take to reinvigorate the affective atmospheres of democratic education in schools in light of the rise of right-wing populist affectivity. The analysis makes a contribution to the challenge of asking how right-wing populist affectivity might be resisted in the context of democratic education. [ABSTRACT FROM AUTHOR]

Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools. [ABSTRACT FROM AUTHOR]

In order to trouble the rhetoric of caring spaces like home that are taken for granted in schools, I consider how the western neoliberal subject remains tethered to normalcy in ways that sustain practices of conditional inclusion. I My aim is to persist in questioning normalcy, while also endeavouring to reimagine distinctly different relational encounters amidst embodied differences. The first part of this paper will consider how current inclusionary school practices sustain normalcy by both refusing to confront, while also concealing, the ways public education was shaped by the eugenics movement. The second part will explore the works of Michalko [2002. The Difference That Disability Makes. Philadelphia: Temple University Press] and Yergeau [2018. Authoring Autism: On Rhetoric and Neurological Queerness. Fordham: Duke University Press] and the ways narratives situated within disability have sought to resist the hegemony of normalcy while also provoking the possibilities of reimagining our human relations both within and against western colonial logics. The last section of this paper will consider how narratives told and embodied through disability, might pursue foregrounding disorienting intersubjective encounters as a necessary move intended to amplify the possibilities of displacing normalcy while reimagining what it means to be human with each other. [ABSTRACT FROM AUTHOR]

The concept of assemblage, drawing on the posthuman theorisations of Deleuze and Guattari, delineates a dynamic and new materialist approach to an event. In this approach, desires, material agency and (de)(re)territorialisation emerge as key concepts, and open ways to understand the school classroom in early childhood as a territory where lines of flight challenge the boundaries of normative education. This paper focuses on a classroom assemblage and aims to cartography the material relations between human and non-human bodies, where (de)(re)territorialisation forces are constant. We draw on diffractive ethnography in order to think-with-theory, making use of a vignette and a diagram containing its material relations. Our analysis highlights the agentic relations of matter in the assemblage, the role of desire as a dynamic force and the ever-changing flow of (de)(re)territorialisations that emerge in it. This study shows the complexity of material experience in early childhood, where desire and deterritorialisation frame creative and unexpected processes that defy the idea of education and classroom activities as linear processes controlled by adults. On the contrary, the cartography depicted in this research supports an idea of education as a space for the emergence of creative lines of flight, material relations and non-linear meaning-making. [ABSTRACT FROM AUTHOR]

In children's early years, they frequently pretend, create and take on roles while engaging in the dramatic play area where symbols, language and culture are spontaneously developed and applied. Although abundant research has been conducted on sociodramatic play incorporating digital tools and using props, previous research has given less attention to children using non-functional communication devices as play props. This paper aims to explore children's language development using non-functional communication devices, such as cell phones, through sociodramatic play, and the study was conducted in two preschool classrooms with 4–5-year-old children. We find that children who incorporate non-functional communication devices into their sociodramatic play expand their language use, extend storylines, develop new characters and practice new words and ways of speaking. Additionally, the inclusion of these devices affords children opportunities to explore imaginary storylines and cultural language usages, rules and norms in different relational ways. [ABSTRACT FROM AUTHOR]

In contrast to the field's predominant focus on teacher-led talk in reading contexts, this study considers child-led relaxed conversations about texts. It examines what is afforded by the occurrence of such relaxed book talk and how this is enabled with young children in school. Data are drawn from a co-participative study with four teachers in England that captured naturalistic video observations. The paper offers novel insights about the social and personal affordances of informal book talk, the role it can play in developing positive dispositions towards reading and the salience of familiar texts and the classroom reading culture. [ABSTRACT FROM AUTHOR]

In the English for Academic Purposes (EAP) classroom, speaking is a relatively marginalised learning activity, often employed merely to facilitate transition between activities which prioritise communication skills deemed more important. A significant consequence of this privation is limited practice in situated discourse. This paper presents a theorised account of an instance of situated discourse: Quality Talk in a reading circle within an EAP classroom. With reference to a single dialogic spell unfolding around a specific issue, I examine participants' verbal transactions and the ways in which these enhance high-level comprehension of text. Overall, this account seeks to highlight the efficacy and affordances of situated discourse as a social mode of cognition in EAP instruction. [ABSTRACT FROM AUTHOR]

Although interdisciplinary scholars have long debated the ethics of empathy, it continues to be widely seen as universal, prosocial, and reparative in education. Subject English, long associated with the work of producing civilised, moral and cultured students, is a critical locus for the activation of empathy. But what becomes of empathy in the high stakes senior secondary English classroom? Drawing on an in-school ethnography, the paper begins to map the ways in which empathy is activated through and around set literary texts in Victorian Certificate of Education (VCE) English classrooms in Australia. In so doing, it highlights the unpredictable nature of empathy as a relation exceeding pedagogical mediation, as well as the troublesome aspects of empathy entangled with neoliberal imperatives and the interpellation of the civilised English student. Finally, it turns to the generative possibilities of an empathy unsettled – an unruly empathy. [ABSTRACT FROM AUTHOR]

This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers' experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers' lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers' own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture. [ABSTRACT FROM AUTHOR]

When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma's encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the 'messiness' that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice. [ABSTRACT FROM AUTHOR]

Using a comparative case study, this paper explores the pedagogic practices for regulating behaviour in two Norwegian primary school classrooms with social compositions that become increasingly contrasted due to an increasing school segregation. Based on classroom observations and teacher interviews and using Bernstein's concepts of 'framing' and 'classification', the study has found that working-class students are subjected to a more visible pedagogic practice than middle-class students. The different behavioural expectations in the classrooms shape a passive and receptive learner identity in the former case and a more active learner identity in the latter case. Social class assumptions and neoliberal education policy may underlie the formation of these distinct identities. This paper argues that in an education system that advocates equal opportunities for everyone as the most important value, it is crucial to consider whether visible pedagogic practices promoted through evidence-based programmes rather contribute to reproduction of existing social inequality. [ABSTRACT FROM AUTHOR]

This paper aims to provide clear and appropriate evidence of factors that trigger student engagement of flipped classroom (FC) learning in higher education (HE), based on an example of a fully flipped business undergraduate degree program in Australia. Qualitative data from the Student Evaluation of Teaching and Units (SETU) of 142 first-year business students over seven consecutive trimesters (2017–2019) were gathered and analyzed using thematic analysis. The findings provide a nuanced understanding on triggers of student engagement in relation to self-efficacy, emotion, well-being and belonging. The findings may guide educators in full adoption of FC in other undergraduate courses. [ABSTRACT FROM AUTHOR]

Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a postlockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of 'toxic masculinity', are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as genderneutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges. [ABSTRACT FROM AUTHOR]

This paper explores teachers' educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers' perceptions of pupils' knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils' development. [ABSTRACT FROM AUTHOR]

The paper addresses the potential relationships between shared authority in mathematics classrooms and students' mathematical reasoning. Even though tensions and challenges related to shared authority are explicated in the literature, there are few examples of how these issues play out in mathematics teaching. We investigate the case of a mathematics teacher attempting to share authority as well as applying several moves recognized as supporting meaningful student learning. Data has been collected in a fourth-grade Norwegian classroom and is analyzed by means of open coding, inspired by literature. We identify the moves used by the teacher, and we rank these moves along two dimensions: (1) their potential to support mathematical reasoning and (2) their potential for sharing authority. From this, we uncover how a teacher's work of orchestrating mathematical discussions involves moves in all four quadrants, and we discuss how the interplay of moves affects the authority structures and the collaborative reasoning in the classroom. [ABSTRACT FROM AUTHOR]

As a term, eros has never had a candid etymology. Consequently, eros has emerged as a vexed facet of pedagogy. Understandably, its existence in academia is hardly spoken of. Delimiting eros to sexual seduction has catalyzed the institutional denial of eros. Eventually, the conceptualization of eros in academia has been discursively misrepresented and cognitively confused. The present paper taps the untapped operation of eros in academia. It contends that academia is not an eros-free zone and identifies how pedagogy is constantly mediated by eros. Acknowledging the sexual dimension of the 'erotic' in pedagogy, it dissects the dynamics between pedagogy and 'eroticism' and inquires if 'eroticism' can be divested of necessary sexual fixity. During powerful pedagogical interactions, desire circulates in both teachers and students; this is the desire of merging without enacting sexual encounter. Pedagogy, thus, emerges as an 'erotic' engagement (of mind) between teacher and student. The paper addresses this 'erotic' dimension of pedagogy. Tracing the pedagogical paradigm shift, the paper offers a radical restructuring of the teacher-student dynamics. Referencing the rich heritage of Plato's doctrine of eros, this paper attempts a nuanced conceptualization of pedagogical eros confined within brackets of cultural codes to encode the unsaid of pedagogical discourse. [ABSTRACT FROM AUTHOR]

A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter most by having intentional opportunities to engage in a clearly-defined, research-based assessment process. The paper explores an assessment project using the Early Childhood Formative Assessment Protocol (EC-FAP). The paper details each step in the EC-FAP protocol and identifies specific opportunities for collaboration with colleagues and families. The paper concludes by arguing that by engaging in the protocol, early childhood teacher candidates learn to effectively gauge and monitor the learning and development of young children. [ABSTRACT FROM AUTHOR]

While teaching a secondary gender studies course, high school teacher "Eleanor" found that though most students identified as queer and expressed interest in disrupting normative understandings of genders and sexualities, their classroom contributions often reified problematic norms. She implemented what she termed a Queer Contemplative Pedagogy to challenge students to think more contemplatively about genders and sexualities. Based on ethnographic classroom observations and individual interviews, this paper examines Eleanor's and the students' efforts to use meditation and contemplative writing to challenge a range of norms and personal assumptions. This study offers a rare pairing of contemplative practice with queer research and provides an instructional approach that pushes youth and educators to continue to examine assumptions and societal constructions related to genders and sexualities. [ABSTRACT FROM AUTHOR]

This paper is predicated on an argument for presenting the Irish short story as a statutory recommendation within the A Level English syllabus in Northern Ireland (and also, perhaps, in syllabi set by Examination Boards in other parts of the United Kingdom). Employing a carefully considered literary-critical perspective, the paper offers a detailed evaluation of a representative selection of twentieth-century Irish short stories. The first part, sub-divided into two sections, provides, firstly, some observations about form in the Irish short story and, secondly, it offers some historical and social contexts which provide a backcloth to the evolution of the short story as the twentieth century progressed. The second part, in exploring a carefully selected range of stories, seeks to highlight both their thematic richness and their well-honed craftsmanship. Some of the themes which emerge, and which arguably have universal resonances, include the trauma of emigration, the changing role of women in a society beginning to loosen the shackles of patriarchy, and the inhumanity of war. [ABSTRACT FROM AUTHOR]

In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all. [ABSTRACT FROM AUTHOR]

A critical aspect of the development of culturally relevant classroom assessments is the design of tasks that affirm students' racial and ethnic identities and community cultural practices. This paper describes the process we followed to build a shared understanding of what culturally relevant assessments are, to pursue ways of bringing more diverse voices and perspectives into the development process to generate new ideas and further our understanding, and finally to integrate those understandings and findings into the design of scenario-based tasks (ETS Testlets). This paper describes our engagement with research literature and employee-led affinity groups, students, and external consultants. In synthesizing their advice and feedback, we identified five design principles that scenario-based assessment developers can incorporate into their own work. These principles are then applied to the development of a scenario-based assessment task. Finally, we reflect on our process and challenges faced to inform future advancements in the field. [ABSTRACT FROM AUTHOR]

This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an ideal EMI classroom: 1) an integration between content, language, and learning strategies, 2) a process-oriented course design permeated with a translanguaging approach, and 3) moving beyond specific EMI classrooms with a future and community orientation. This paper argues that EMI needs to be approached as a full educational experience with multiple dimensions (i.e. cognitive, social, and affective), through which, students gradually build up their professional knowledge and disciplinary literacy as well as foster their sense of belonging and direction in their situated subject field. [ABSTRACT FROM AUTHOR]

Approximately one in three people worldwide suffers from mathematics anxiety, with scholarly literature demonstrating that it has significant consequences for both individuals and wider society. While underlying related concepts, such as self-efficacy and emotional regulation, have been studied, there has been less research into accessible, practical approaches that teachers, support staff, carers and learners can use to overcome emotional barriers to learning mathematics. However, one exception is the Mathematical Resilience Toolkit by Johnston-Wilder et al. This paper reviews the research underpinning the Mathematical Resilience Toolkit, introduces the concept of psychological safety, and presents and evaluates the results of a small-scale study. The Toolkit was used with eight mature GCSE mathematics learners in a further education college. In this exploratory study, data were collected from interviews and analysed using thematic analysis. The key themes that emerged highlight the importance of addressing emotional aspects of learning mathematics in the classroom for those returning to mathematics from adverse prior experiences. All participants rated the Mathematical Resilience Toolkit as 'extremely useful' and would advise using it as a practical strategy for any adult with anxiety in mathematics learning. This approach warrants further research to establish its efficacy in different contexts. [ABSTRACT FROM AUTHOR]

Marketization is the development of quasi-markets on the systemic level, which promote choice, competition, accountability, and devolution in public schooling. Marketing is a strategy that individual school leaders employ to respond to these logics. This paper argues that education marketization has led to an increase in school-based marketing within the Australian public school system. The eight public school principals we report on here, perceived marketing as a key technique in shaping school choice but paradoxically, felt that they shouldn't have to market to prospective families. In addition, some participants no longer felt like they operated as public schools, but rather, existed somewhere in the "grey zone" between public and private. We use Bateson's concept of the double bind to argue that marketization is creating a system of performative pressures for public school principals that contradict with their ethical values and beliefs. This double bind is not representative of a simple contradiction of individual conflict, but of school leaders caught up in an ongoing system of marketization that produces conflicting definitions of "publicness" and understanding of what public schools are and ought to be. [ABSTRACT FROM AUTHOR]

This paper provides a detailed introduction to the structures and practice of ideological and political education in Chinese universities. It draws on a thematic analysis of documents from the Chinese Communist Party and State sources, and data from 24 in-depth interviews with managers of ideological and political education, teaching staff, student counsellors and students from three universities. This paper shows how ideological and political education in Chinese universities has developed into an institutionalized system. It reveals how the practices of ideological and political education institutionalize patriotism as appropriate ideological perspectives for students. It offers empirical evidence of the party-led structures, formal teaching and varied activities that together make up ideological and political education in Chinese universities. [ABSTRACT FROM AUTHOR]

For the last five decades, the development of "Asia-literate" students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these debates by examining students' experiences with Asia-related curriculum in the context of Languages and History teaching and learning in secondary schools in Victoria, Australia. Engaging the lens of curriculum inquiry, we use select thematic episodes from qualitative interview data to interrogate students' understanding and evaluation of planned and experienced Asia-related curriculum. Their stories highlight the incongruences of Asia learning as framed by (and within) formal sites of learning, and students' lived experiences in other spaces. We argue that in order to effect a shift in the current expressions of Asia-related curriculum policy towards a more student-centred articulation, students' roles in shaping curricular knowledge warrant more attention and scrutiny. As our analysis suggests, a deeper understanding of students' experiences of curriculum-as-lived may be the catalyst for a long-overdue reorientation towards a curricular landscape of multiplicity, where new and authentic possibilities for Asia learning could be envisaged. [ABSTRACT FROM AUTHOR]

This paper examines how young people, considered as 'fall-away', engage with the 'curriculum complex', a set of relations of adult expert communities, transnational and international corporate and educational organisations, and legislations and policies, aimed at managing and containing the 'wild' student through the employment of correctional practices. This paper examines young people's engagement with the curriculum complex through two inquiries: one in the U.S. Midwest; and another in the northern Philippines. By using vignettes and student conversations from these inquiries, this paper first asks how the curriculum complex figures in classrooms; second, how students respond to it through their bold, playful, and engaged classroom and school curriculum performances; and lastly, how young people through their acts of guileful ruse, widen the curricular opening, and at the same time, expose its illogic and mastery. [ABSTRACT FROM AUTHOR]

Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls's A Theory of Justice, social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate space and time for democracy, by focusing on the educational specificity of the classroom community, which is called 'Gakkyu' in Japanese. Social justice in education is not only a policy issue, but also a practical issue which should be tackled in the classroom. Rethinking the ways of democracy to face conflicts arising due to differences and equality of children in the classroom is an important method of bridging social justice and education. In this paper, the following question will be explored: how classroom democracy can be nurtured and the classroom community transformed into a democratic place where children from various background and experiences gather and learn from each other. [ABSTRACT FROM AUTHOR]