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This article explored the political-organisational origins of non-racial school sport in South Africa. The focus was on identifying key role players and events of this particular history. It begins with a presentation of political-historical themes of resistance and accomodationism in South African education during the 1950s and 1960s. Next, it proceeds with a historical layout of the formation of the South African School Sports Board. This was an ineffective organisation steeped in conservative politics and was accused by its detractors of collaboration with the Apartheid state. After its demise, the South African Senior Schools' Sports Association and South African Primary Schools Sports Association emerged. These two organisations proved much more effective than their predecessor. The article concludes by showing how school sport organisations provided learners and teachers national participation opportunity, despite limitations on participation imposed by the Apartheid regime. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Mentorship is crucial to career advancement, medical education, and psychosocial support, especially for women and minorities. Although anesthesia mentoring programs have shown promise, there are no survey data regarding mentor-mentee relationship dynamics. This study aimed to explore the dynamics of the anesthesia mentor/mentee relationship. Methods: A open cross-sectional web-based survey was distributed by the European Society of Anesthesiology and Intensive Care and European Society of Regional Anesthesia to European anesthesiologists. Participation was anonymous and consent was obtained. The study evaluated responses relating to preferences, facilitators, and barriers to mentorship relationships along with sociodemographic information. Results: In total, 543 anesthesiologists responded to the survey, and 406 (111 mentees, 49 mentors, 193 both, 53 neither) responded to questions regarding mentorship. 184 anesthesiologists identified as woman and 22 as other genders (non-binary, transgender, gender-fluid, and self-described gender). Moreover, 250 anesthesiologists identified as white. Both mentors and mentees indicated that personal compatibility was the most important factor for successful mentorship. Barriers to mentorship included time consumption and perceived lack of interest from the mentor and mentee. Both mentors and mentees benefited from this relationship. The former reported feeling helpful, and the latter supported the development of clinical skills. The mentors indicated that their participation was important for protecting against burnout/exhaustion and impostor syndrome. Participants reported a preference for mentorship programs organized at the departmental level, offered at the start of the anesthesiology education curricula. Women were more likely to feel a 'lack of interest' in mentoring them as a barrier (OR = 2.49, P = 0.033). Gender was a barrier for mentors of other genders (OR = 23.9, P = 0.0027) and ethnicity (OR = 48.0, P = 0.0023). White mentees found gender (OR = 0.14, P = 0.021) and ethnicity (OR = 0.11, P = 0.048) to be less important barriers to successful mentorship relationship. Conclusion: When possible, programs should prioritize matching mentors and mentees based on personal compatibility and experience in the mentee's area of interest. Addressing the perceived lack of interest in mentoring is essential for promoting diversity, equality, and inclusion within anesthesiology, as well as and uplifting women and minorities. Trial registration: Clinicaltrials.gov identifier: NCT05968339, First posted (01/08/2023). [ABSTRACT FROM AUTHOR]

Until December 2020, Spanish primary schools were not required to provide any kind of sexuality education, and most teachers did not receive training to carry it out. However, sexuality is clearly present in children's daily lives in school. We carried out qualitative research with teachers from four primary schools in Catalonia (Spain), aiming to explore how teachers without specific training in sexuality approach the issues in the classroom. Our analysis shows that teachers in the four schools governed children's sexuality in a gendered manner, using communicative vigilance and surveillance to regulate how children touched their own genitals. Findings suggest the need for continuing professional development and training to ensure teachers (re)think what adults may communicate to children about sexuality and gender when they have not received training in relationships and sex education. [ABSTRACT FROM AUTHOR]

Despite huge investments in the educational sector, many countries in Africa have not fared well in the education indices. This study examined the effect of teaching equipment and teachers' effort on learning outcomes in 744 Nigerian primary schools using Stochastic Frontier and Ordinary Least Square regression. The mean technical efficiency was 0.43 which showed most of the surveyed schools were technically inefficient. Also, 42.8% of public primary schools operate below 20% efficiency level as against 12.3% in private primary schools. Factors influencing efficiency include school ownership type, visits from the Local Government Education Authority Student-Teacher ratio, and school hygiene. [ABSTRACT FROM AUTHOR]

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

This column shows that Filipino instructors and administrators collectively acknowledge AI as a transformative tool with the potential to enhance teaching, streamline administrative tasks, and boost research productivity. They highlight AI's benefits in facilitating learning with specific examples, but recognize its limitations, particularly in contextualizing experiences. While they positively regard AI tools at work, they have some concerns such as cheating, data fabrication, and potential decline in creativity and critical thinking. Hence, they emphasize the necessity of regulatory policies and ethical guidelines governing AI use in higher education. They also report whether their home institutions have created AI policies. This column advocates for Philippine educational institutions to reassess their stance on AI's increasing presence. [ABSTRACT FROM AUTHOR]

Clinically integrated teaching (CIT) is an effective approach for promoting evidence-based practice (EBP) competencies among medical students. Challenges towards the implementation of CIT in rehabilitation curricula include educators' different conceptualizations of EBP, the perceived complexity of EBP and the boundaries between the academic and the clinical setting. This study aimed to identify tailored strategies to implement in rehabilitation programs and their affiliated clinical sites to support the development of EBP competencies among students in occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP). Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master's in OT and PT (n = 35 participants) and in S-LP (n = 8). The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings. Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies. Rehabilitation professions including occupational therapy, physical therapy and speech-language pathology acknowledge the importance of evidence-based practice (EBP). Current challenges in the teaching of EBP among rehabilitation students include educators' different conceptualizations of EBP, the perceived complexity of EBP, and the boundaries between the academic and the clinical setting. This study shows that increasing interactions between faculty and preceptors, for instance through an online community of practice, constitutes a stakeholder-endorsed priority to advance EBP education in rehabilitation. [ABSTRACT FROM AUTHOR]

This conceptual article theorises the tensioned interplay between digitalization, datafication and automation and subjectness in education by asking what intensifying datafication and automation means for teacher--student relationships and how we understand and approach education. Theoretically, the paper draws on Buber's ideas of the dialogical I--Thou and objectified I--It as the key forms of human relationships. The core argument is that increasing datafication and automation steers the teacher--student relationship towards an objectified I--It relationship instead of the dialogical I--Thou relationship, which Buber (and others such as Biesta, another main influencer of the present paper) saw as the ideal. Literature-informed examples of various forms of educational datafication and automation are provided to support and concretise the arguments. [ABSTRACT FROM AUTHOR]

John Dewey wrote widely about education and educational philosophy and it follows that there is a plethora of secondary source material addressing those large topics. Dewey spoke about the roles of the teacher (educator) and student (pupil/child) and their general relationship, yet there is a gap in scholarship addressing exactly what the nature of that relationship was (formal, familial, etc) and what it entailed. This paper addresses an important issue in Dewey scholarship: Dewey's conception of the teacher-student relationship. The guiding question is "What does John Dewey specifically write about the conception of the teacher-student relationship, its dimensions, and nature of that relationship?" Through a textual analysis, I provide a cohesive vision of Dewey's treatment of teacher-student relationships in an attempt to clarify and excavate a theory of teacher-student relationships emanating from Dewey. In order to understand the role of the teacher and student in the teacher-student relationships in Dewey's work, this article addresses the central themes that emerge as the central aims of education in Dewey's work: education as (1) social; (2) Democratic; and (3) cooperative and experiential. Through this textual analysis guided by these themes, a unifying vision of the teacher as a "sympathetic observer" is revealed. While the aim is to understand the teacher-student relationship in this paper, the textual analysis yields evidence that the teacher is primarily responsible for fostering this educational relationship, and as such, relationship is the central focus within this work. [ABSTRACT FROM AUTHOR]

With the recent call to advance fieldwork across recreational therapy (RT) curriculum, better understanding of the students' perspectives on their processing, reflecting, and learning during fieldwork experiences is needed. Therefore, the purpose of this manuscript was to explore students' reflections from class time fieldwork experience (CTFE) in a recreational therapy class when serving a community partner. Using a retrospective, phenomenological qualitative analysis of 111 RT students' reflections, four themes and six subthemes emerged. Implications for educators for applying these findings to students' CTFEs are detailed. Future research recommendations are discussed to advance best practice fieldwork for the profession. [ABSTRACT FROM AUTHOR]

Purpose: Incorporating surgical skills education in trauma care is essential for young surgeons and surgical trainees. This study describes an innovative e-learning course for teaching trauma care surgical skills in an international cooperative setting. Furthermore, it aims to offer valuable insights on enhancing e-learning practices. Methods: The Panamerican Trauma Society and the Spanish Surgical Association have joined forces to launch an online course focusing on advanced trauma care surgical skills. This report provides an in-depth examination of the project and scrutinizes participant feedback through a post-course survey. The survey thoroughly evaluates their satisfaction level, the usefulness of the course content, and their view on its clinical relevance. Results: Three hundred eighty-two surgeons from 16 countries completed an online course. Three hundred seventy-nine of them responded to the post-course survey. The mean age was 36, with 64% females and 36% males. The course consisted of 9.9 h of academic content, including 5 h of video lectures and 4.9 h of live discussions. Ninety-seven percent of the participants were practicing general and acute care surgeons, and only 2% were exclusively dedicated to trauma surgery. Sixty-one percent of participants highly valued real-time interaction with faculty, and 95% believed their trauma surgical skills would improve. Additionally, 93% of the participants were satisfied or very satisfied with the e-learning experience. Conclusions: The use of video-based instructional materials has revolutionized surgical education. With online courses in trauma surgery, surgeons can now improve their skills and better prepare themselves to handle severe trauma cases. This innovative approach to surgical education has proven to be very effective and can potentially enhance patients' quality of care. [ABSTRACT FROM AUTHOR]

Background: Investment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms. Objectives: The aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet‐enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4–12 within the primary/elementary school (or equivalent) classroom. Specifically, the review aimed to answer the following research questions: ‐What is the effect of mobile device integration in the primary school classroom on children's literacy and numeracy outcomes?‐Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles)‐Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy?‐Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender).‐Do the benefits of mobile devices for learning last for any time beyond the study?‐What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard? An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice. Search Methods: The search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand‐search of relevant journals and conference proceedings. Contact was also made with prominent authors in the field to identify any ongoing or unpublished research. All searches and author contact took place between October and November 2020. The review team acknowledges that new studies will likely have emerged since and are not captured at this time. A further update to the review in the future is important and would build on the evidence reflected here. Selection Criteria: The review included children within mainstream primary/elementary/kindergarten education settings in any country (aged 4–12), and interventions or activities initiated within the primary school classroom (or global equivalent) that used mobile devices (including tablets, smartphones, or hand‐held gaming devices) to intentionally support literacy or numeracy learning. In terms of study design, only Randomised Controlled Trials were included in the review. Data Collection and Analysis: A total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta‐analysis model. Risk of Bias assessment was undertaken by three reviewers using the ROB2 tool to assess the quality of studies, with 13 studies rated as having some concerns, and 5 as having high risk of bias. Qualitative data was also extracted and analysed in relation to the types of interventions included to allow a comparison of the key elements of each. Main Results: A positive, statistically significant combined effect was found (Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g. a laptop or desktop computer) or no device (class activities as usual). However these results should be interpreted with caution given the risk of bias assessment noted above (5 studies rated high risk of bias and 13 rated as having some concerns). As the interventions and classroom circumstances differed quite widely, further research is needed to understand any potential impact more fully. Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura's [2009] SAMR model of technology integration). There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post‐test period. Sensitivty analysis was also undertaken to exclude the five studies identified as having a high risk of bias, to identify any impact they may have on overall findings. Authors' Conclusions: Overall, this review demonstrates that for the specific interventions and studies included, mobile device use in the classroom led to a significant, positive effect on literacy and numeracy outcomes for the children involved, bringing positive implications for their continued use in primary education. However given the concerns on risk of bias assessment reported above, the differing circumstances, interventions and treatment conditions and intensities, the findings must be interpreted with caution. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom, in the use of mobile devices to support learning. [ABSTRACT FROM AUTHOR]

Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings. [ABSTRACT FROM AUTHOR]

Children in care from backgrounds of maltreatment often struggle to perform to their full potential in school. Although the English government has put education at the top of its agenda for children in care, there remains a high risk of children in care being excluded from school, undermining their chances of closing the attainment gap. This study examined how young persons in care and their foster carers perceive and experience out‐of‐school suspension and the factors surrounding it. While analysing interviewees' accounts attachment theory emerged as a useful analytic lens through which to explore the school experiences of young persons. The study draws on 18 interviews with young persons in care aged 14–18 (nine interviews) who had been suspended from secondary school in the previous 2 years and their foster carers (nine interviews). Findings showed that despite the great importance of school for these young persons, it was generally experienced as a hostile environment where they felt they were not listened to, cared for or respected. These feelings marked a breakdown of communication between children and school and were a central factor in the process that led to their exclusion. Drawing on attachment theory, these dynamics are discussed as reflecting the failure of educational staff to respond to young persons' attachment needs and provide them with a secure base. Specifically, the Secure Base model for foster carers' caregivingis offered as a useful perspective to frame teachers' relationships with young persons in care. [ABSTRACT FROM AUTHOR]

The article focuses on Tran Templeton's commentary on the complex relationships between teachers and children's materials, highlighting how educational routines often flatten the richness and creativity inherent in children's art and play. Topics include the disruptive potential of children's tableaux in challenging adult narratives, the role of doubt in re-evaluating interpretations of children's art and the importance of embracing difference to foster more inclusive and educational practices.

Purpose: The study aimed to investigate the challenges that teachers encounter when teaching learners with autism at a high school in Zimbabwe, and to identify strategies to enhance the academic performance of these students. Method: Twenty teachers participated in the study. A cross-sectional survey was used to collect data from them with the help of a questionnaire. Descriptive statistics were used to analyse the data. Results: Key challenges reported by the teachers were: time management, meltdowns, difficulties in coping with routine changes, obsessive compulsive tendencies and being easily distracted. Their confidence levels when teaching learners with autism were reported as: 5% not confident at all; 15% slightly confident; 65% fairly confident; 10% more confident; and 5% extremely confident. Most of the strategies currently employed in school relate to the use of visual teaching materials like colour coding, objects, videos, and worksheets. Participants recommended the adoption of new strategies such as provision of therapies at the school, advocacy to raise awareness on the educational needs of children with autism, and changes to curriculum delivery. Conclusion: Despite using a range of strategies to support learners with autism, the results imply a significant need for the teachers to be trained on autism and how to better support these learners to enhance their academic performance. However, the findings may not be generalisable to other schools as the study focussed on only one high school in an urban area of Zimbabwe. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information systems are increasingly using artificial intelligence (AI). However, AI can be tricked into misbehaving, showing bias, or committing abuse. The root causes of these errors and uncertainties can be hidden away while parallelizing AI algorithms on high-performance computing (HPC) infrastructure. The project outlined in this paper aims to use artificial intelligence from the ground up to generate teaching materials and curricula for student-teachers. Students embark on a journey of discovery, taking calculated risks in a learning environment. The main purpose of this document is to present the primary research results of the two-year pilot project. A secondary purpose of this paper is to disseminate information about this exciting endeavor to encourage like-minded educators and researchers to participate in this project. [ABSTRACT FROM AUTHOR]

Prelicensure nursing students face significant stress from their education and clinical placements, highlighting the crucial need for the development of effective coping mechanisms with which to manage both academic and clinical responsibilities, ultimately enhancing the wellbeing and academic performance of these students. This umbrella review aims to evaluate and synthesize existing review articles that examine stress levels and coping mechanisms among student nurses during their education and training. Five databases (PsycINFO, PubMed, CINAHL, Scopus and Web of Science) were searched for review articles published from 2010 onwards. This review includes twelve articles, encompassing 189 studies. The review findings demonstrate that student nurses experience moderate-to-high levels of stress during their nurse education. Major sources of stress include academic demands, patient care responsibilities, and interactions with nursing staff and faculty. Commonly utilized coping skills involve problem-solving behaviors, transference, and maintaining an optimistic outlook. Given the adverse consequences of stress, nurse educators play a critical role in the development of strategies with which to reduce stress and enhance coping skills among student nurses. This study was not registered. [ABSTRACT FROM AUTHOR]

In this article I focus on the use of mixed methods in designing a classroom observation instrument known as the Facilitative Orientation to Reading Teaching (FORT). The instrument was designed to capture the teaching of reading and formed part of a project that took place in 2 Kwa-Zulu Natal primary schools. Participants were 8 teachers and their learners. The goal was to investigate how a teacher's pedagogical content knowledge can affect the literacy acquisition of Foundation and Intermediate Phase learners. In the study reported on here I used a facilitative-restrictive teaching and learning model based on the theories of, among others, Bernstein and Vygotsky, as well as Scarborough's Reading Rope theory. The instrument design was based on an original classroom instrument that captured only quantitative data. Through the addition of qualitative data, the instrument could capture classroom practice more accurately. Findings indicate that, ultimately, 1 of the participating teachers appeared to be successfully leading their learners from decoding to comprehension across the important Grade 3 to 4 threshold, where learners are expected to move from learning to read to be being able to learn from reading. [ABSTRACT FROM AUTHOR]

The number of families in England choosing to withdraw their children from school has grown significantly since 2016. In this manuscript, we present findings from action research with purposefully sampled home educating young people (n = 9), parents/carers (n = 16), staff from Career Connect (n = 4), staff from schools and colleges (n = 4), staff from six local authorities (n = 14). We explore the reasons for withdrawing from school and subsequent access to Careers Education Information Advice and Guidance (CEIAG). We conclude that a growing number of families opt for home education as a short-term solution to broader challenges, often lacking awareness of the long-term consequences. National quality benchmarks for CEIAG provision in schools in England do not apply to provision outside of school. The near absence of professional careers support exacerbates other challenges of being outside of mainstream school and poses a major risk to the long-term life outcomes for those young people. [ABSTRACT FROM AUTHOR]

Background: Mentorship is a mutually beneficial voluntary relationship between mentor and mentee. In principle, the mentee trusts in the mentor for guiding career development and acquiring new knowledge and skills while the mentor finds giving back to the profession rewarding. Mentorship is beneficial at every career stage, but little is known about current programs and processes. Objective: To review the literature about mentorship in allied health to inform programs and practices in occupational therapy. Scoping focused on barriers, facilitators and reported outcomes of programs and attributes of mentors and mentees. Data Sources: A search was applied to six databases on 8 February 2022 in Ovid MEDLINE, Ovid Embase, Scopus, PUBMED and CINAHL Complete. Search terms were developed in consultation with an academic librarian and using the population, concept and context mnemonic. Methods: We used the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) and the JBI Manual for Evidence Synthesis. Data extraction forms were piloted with two reviewers and dual extraction occurred with a portion of papers. Where conflicts arose, discussion occurred until a consensus was reached. Findings: Sixty‐two papers were included from eleven countries. The papers arose from ten allied health disciplines, with five in occupational therapy. One‐on‐one mentoring was most common followed by groups and the use of online platforms. Structured approaches were often used, with the support of professional associations. Trust and willingness to share expertise were required attributes of mentors. Mentees appreciate self‐selecting their mentor and having protected time for mentorship. Conclusion and Significance: This synthesis provides a description of the available literature on mentorship in allied health. Benefits of mentorship were recorded with the acquisition of skills and knowledge being the most prominent. This synthesis provides ideas for future development and refinement of mentorship in occupational therapy. [ABSTRACT FROM AUTHOR]

Separated children, seeking protection in a new country unaccompanied by parents or customary caregivers, have the right to education yet many face difficulties accessing appropriate provision. We analysed data from Scotland across different types of provision: one specialist programme for separated children and four areas providing a mixture of mainstream and adapted classes. Drawing on situated learning theory and the concept of communities of practice, we argue that supporting these learners requires collaborations with them and across professional boundaries. While highly effective communities of practice can and do develop organically, a coordinated approach to expanding them could bring additional benefits. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the identity notion in the context of the teacher-pupil relationship and its impact on professional development. The study draws on international comparative research focusing on Bulgarian teachers and an example of one lesson in the mother tongue (Bulgarian language). The concept of professional identity is examined, encompassing various components such as the profession's philosophy, skills, attitude toward work, and interactions with colleagues. It is argued that professional identity is tied to social dedication and cultural values closely. The relationship between teachers and pupils involves coordination, cooperation, and co-construction which are essential for creating an orderly learning environment. The teacher's identity, social interactions, and significant memories influence the pupil's identity formation. The connection between the body and identity is also explored, highlighting the nature of subjectivity and its cultural influences. The research emphasizes the need for a qualitative approach to understand how the body shapes the identities of both teachers and pupils and how environmental factors contribute to this process. Overall, this study contributes to our understanding of the complex nature of professional identity in the teaching profession. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: College faculty are receiving attention as influential members of the Return-to-Learn (RTL) process for students with concussion. Investigators continue to learn more about how faculty can assist students throughout recovery, yet we must also strive to determine whether such evidence is isolated or is in fact exhibited by faculty elsewhere. OBJECTIVE: We sought to determine if successive faculty cohorts demonstrate similar perspectives and RTL decision-making profiles as those from initial investigations. METHODS: Two universities in New York State were recruited to participate in a two-stage cross-sectional study. College faculty with teaching responsibilities were given the opportunity to complete an online Qualtrics survey followed by a private interview discussing their thoughts, perspectives, and/or experiences with managing students with concussion. RESULTS: Accommodations for students were allowed more often when some form of documentation was present (disability services note = 100%; multiple types of proof = 91%; doctor/medical notes = 90%; and no note = 75%). Three factors consistently scored as influential to faculty RTL decision-making: documentation, teacher-student relationship, and empathy. No significant differences in scoring were seen between male and female faculty participants. Follow-up interviews revealed two themes: legitimacy and empathy. Legitimacy outlines why faculty seek verification of concussion prior to allowing accommodations and includes two subthemes: i) note/documentation, and ii) fairness/protecting integrity. Empathy discusses how and why faculty empathetically assist students with concussion, and includes two subthemes: i) personality, and ii) past experiences/understanding of concussion. CONCLUSION: Our findings indicate that faculty from different universities display similar RTL decision-making tendencies and perspectives towards students with concussion as those from initial investigations. These data allow RTL stakeholders to better understand and appreciate the potential for faculty to act as facilitators to concussion support. As gatekeepers of the classroom environment, understanding how to produce faculty cooperation will ensure a reproducible and positive outcome for students recovering from concussion. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the most effective strategies to impact student learning. A secondary implication identified by the participants and their administrators in that study was that building relationships can create a positive classroom environment resulting in fewer discipline disruptions. This current study was conducted to measure the relationships between school children, in grades K-8 in the USA, and their teachers using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy to determine if there are any significant differences. The participants involved in this study are comprised of classroom teachers in their first year of teaching, and experienced classroom teachers (5+ years).

Our intention is to contribute to the development of Canadian Nursing and Medical Education (NursMed) and efforts to redress deepening, intersecting health and social inequities. This paper addresses the following two research questions: (1) What are the ways in which Decolonial, Intersectional Pedagogies can inform Canadian NursMed Education with a focus on critically examining settler‐colonialism, health equity, and social justice? (2) What are the potential struggles and adaptations required to integrate Decolonial, Intersectional Pedagogies within Canadian NursMed Education in service of redressing intersecting health and social inequities? Briefly, Decolonial, Intersectional Pedagogies are philosophies of learning that encourage teachers and students to reflect on health through the lenses of settler‐colonialism, health equity, and social justice. Drawing on critical ethnographic research methods, we conducted in‐depth interviews with 25 faculty members and engaged in participant observation of classrooms in university‐based Canadian NursMed Education. The research findings are organized into three major themes, beginning with common institutional features influencing pedagogical approaches. The next set of findings addresses the complex strategies participants apply to integrate Decolonial, Intersectional Pedagogies. Lastly, the findings illustrate the emotional and spiritual toll some faculty members face when attempting to deliver Decolonial, Intersectional Pedagogies. We conclude that through the application of Decolonial, Intersectional Pedagogies teachers and students can support movements towards health equity, social justice, and unlearning/undoing settler‐colonialism. This study contributes new knowledge to stimulate dialog and action regarding the role of health professions education, specifically Nursing and Medicine as an upstream determinant of health in settler‐colonial nations such as Canada, United States, Australia, and New Zealand. [ABSTRACT FROM AUTHOR]

Recently there has been an increasing focus on the social justice agenda in counselling and psychotherapy. To ensure that this does not merely function as rhetoric, therapists must consider how to translate their social justice values into action. In this paper we aim to extend current understandings of social justice by foregrounding an emphasis on relational equality and power. We consider the importance of educational settings as a site of social justice action for therapists, and set out the Relational Equality in Education Framework as an illustration of how therapists might work to enhance relational equality in education on micro, meso and macro levels. Such efforts would ensure the social justice work of therapists takes an important shift from rhetoric to action. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Building on social psychological research on individual bias, this article uses the concept of "perceived blameworthiness" to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or "blameworthy," than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S. schools. Teachers in the experiment are randomly assigned to view and respond to a video of a White, Black, or Latino boy committing identical misbehavior. I find that Black boys experience teacher blaming bias, where they are perceived as being more "blameworthy" than White boys for identical misbehavior. Results for Latino boys are directionally similar to those for Black boys but do not reach statistical significance. Findings have implications for racialized assessments of behavior across a range of evaluative contexts. [ABSTRACT FROM AUTHOR]

Children with cancer experience fragmented school attendance during treatment. Telepresence robots that connect them with school during treatment periods were explored through an intervention involving participant observation followed by semi‐structured interviews from 2020–22 with children with cancer, their class teachers, and classmates. We used an abductive approach, inspired by the Agential Realism theory and Situational Analysis. The use of telepresence robots in education enables hospitalized children to actively participate in real‐time social activities with their classmates. However, consistent monitoring is necessary to ensure the success of this integration process as the classmates can lose interest in providing support to a child with cancer. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Pediatric residency programs prioritize clinical learning environment components depending on resource availability, institutional constraints and culture, and accreditation requirements. However, there is limited literature on the landscape of implementation and maturity of clinical learning environment components across programs nationally. METHODS: We used Nordquist's clinical learning environment conceptual framework to craft a survey around the implementation and maturity of learning environment components. We performed a cross-sectional survey of all pediatric program directors enrolled in the Pediatric Resident Burnout-Resiliency Study Consortium. RESULTS: Components with the highest implementation rates were resident retreats, in-person social events, and career development, while components least likely to be implemented were scribes, onsite childcare, and hidden curriculum topics. The most mature components were resident retreats, anonymous systems for reporting patient safety events, and faculty-resident mentoring programs, while the least mature components were use of scribes and formalized mentorship for trainees underrepresented in medicine. Learning environment components included in the Accreditation Council of Graduate Medical Education Program Requirements were significantly more likely to be implemented and mature than non-required components. CONCLUSIONS: To our knowledge, this is the first study to use an iterative and expert process to provide extensive and granular data about learning environment components for pediatric residencies. [ABSTRACT FROM AUTHOR]

Experiential learning is a key component of the education and training of music therapists in the United States. Currently, there is limited peer-reviewed, English-language literature that explores undergraduate student perspectives of curricular self-experiences. The purpose of this study is to help fill this gap and better understand undergraduate music therapy students' experiences of participating in curricular self-experiences in order to inform best practices for implementation. Three recent graduates of a music therapy program engaged in semi-structured, individual interviews. Interview transcripts were analyzed using the process of Interpretative Phenomenological Analysis. Group superordinate themes emerged from the research question and subquestions about benefits and drawbacks of curricular self-experiences and what facilitated or impeded students' participation. Participants identified empathy and skill development as benefits and that peer relationships and clear expectations facilitated participation. They also identified vulnerability and boundaries as drawbacks, and that professor/student relationships and cohort interactions impeded participation. Findings from this study highlight shared experiences among students and provide concrete examples of what educators should consider when designing curricular self-experiences. [ABSTRACT FROM AUTHOR]

This study provides an empirical look at verbal abuses experienced by teachers from students in public schools. We often hear about abuse of students, bullying of students, teachers' roles to stop the incidences of bullying and anti-bullying programs designed to protect students from bullying. However, how often is the teacher the victim of bullying in the form of verbal abuse? The purpose of this case study is to analyze the construct of teachers being bullied by students in order to shine light on this under-reported relational issue. A survey link was e-mailed to 250 participants aspiring to become administrators at a mid-southern university. The survey yielded a return rate of 100%. For this study, the specific measure used to analyze the data were descriptive statistics. The Ecological systems theory was used to ground this research. The findings confirmed 76% of the ample reported instances of verbal abuses encountered from students. Recommendations and implications for policy and practice are outlined in this paper., Bullying is a world-wide term that is heard very often throughout school classrooms and work places. According to Keashly and Jagatic (2003); and Lutgen-Sandvik (2003), in the world of academics [...]

The ClassMaps strategy builds resilience into classrooms by translating the compelling results of developmental risk and resilience research into simple action plans that embed positive protective supports into classroom routines and practices. The refined routines reinforce students’ developing self-agency and foster their nurturing relationships with adults and peers. The strategy is carried out in four stages—administering the ClassMaps Survey to describe students’ experiences of classroom strengths and weaknesses, conducting a classroom meeting with students to scrutinize the results and brainstorm plans for change, implementing simple modifications to classroom routines and practices based on that plan, and evaluating the impact of the modifications a few weeks later. The ClassMaps Survey’s central role in the strategy is justified by the reliability of its subscales and their relation to the key protective supports identified in resilience research. The ClassMaps strategy is a useful example of ‘giving psychology away’.

The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers' perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children's gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children's age. [ABSTRACT FROM AUTHOR]

Physiotherapy (PT) is an allied health profession that is generally taught at universities with face-to-face learning to deliver the required knowledge and practical skills of PT. The education sector has transitioned to distance learning (DL) during the COVID-19 pandemic. The study aimed to evaluate PT students' perception of quality of DL and satisfaction with DL, and identify potential predictors of student satisfaction with DL during the COVID-19 pandemic. A cross-sectional design was used. An online survey included demographic information, and the Distance Education Learning Environments Survey (DELES) was sent to PT students in Jordan. Regression analyses were used to identify the predictors of student satisfaction with DL. A total of 296 students completed the survey. Most students rated the overall quality of DL as good. However, they were not satisfied with DL. Instructor support for students, personal relevance, previous experience in DL, and being a master's student were the potential predictors of DL satisfaction. PT students rated the quality of DL as good with low level of satisfaction. Students' perceptions of and satisfaction with using DL were correlated to several potential predictors that could be considered for improving the DL experience in PT education. [ABSTRACT FROM AUTHOR]

Background: In addition to morbidity and mortality, the COVID-19 pandemic affected various fields such as medical and academic education. The purpose of this study was to investigate the types of social media used in medical and academic education and identify their advantages and disadvantages. Methods: A systematic search of PubMed, Scopus, and Web of Science was conducted to identify published studies related to the effects of social media on medical and academic education during the COVID-19 pandemic. The retrieved records were screened in a two-step process; first by title/abstract and then by full text by two independent researchers and the most relevant studies were selected applying the eligibility criteria. Results: Facebook, YouTube, Zoom, WhatsApp, Moodle, and Skype were the most used platforms. The main purpose of using these applications was to provide distance education to students in the pandemic era. The advantages of using online platforms outweighed the disadvantages. Advantages include the availability of information at any time and place, maintaining communication between students and classmates and instructors, and the possibility of presenting conferences and assignments. Disadvantages comprised infrastructure and internet problems. Conclusion: Social media and messengers have a great potential to meet educational purposes in the epidemic era. Although online platforms can serve as an efficient public repository of learning resources, achieving this needs some prerequisite and infrastructural tasks. [ABSTRACT FROM AUTHOR]

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Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arts Magazine is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)