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Post-secondary institutions continue to attract a more diverse cadre of students. Yet, classroom dynamics can result in some students feeling excluded. BIPOC (Black, Indigenous, People of Color) students continue to lag behind their White counterparts in graduation rates. By creating more inclusive classrooms where students perceive a greater sense of belonging, students are motivated to remain in college. The purpose of this research was to have students identify classroom practices they felt instructors used that created an inclusive learning environment for diverse student populations. A convenience sample of twenty-nine students recruited from a college of health and human services, including a public health department, participated in an Appreciative Inquiry (AI) activity facilitated by their peers and faculty mentors. AI is a method that engages participants to identify practices that create positive outcomes so they can be built upon. Analysis of data revealed 26 practices instructors used to create inclusive classrooms, and five outcomes of these practices. These results are organized using Donabedian’s structure/process/outcome framework, where structure refers to the way a course and the classroom are set up and/or designed; process refers to the way instructors engage in teaching the course, and outcome refers to the results of the interaction of structure and processes. Instructors can benefit from incorporating recommended best practices to create and/or increase an inclusive learning environment.

As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis-à-vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when AI intertwines with instruction and examine how this hybrid teaching intelligence is being perceived by the students. The insights of this paper are extracted by analysing a case study that utilizes an AI-driven system (MOVES-NL) in the context of learning integer arithmetic. MOVES-NL is an advanced interactive tool that deploys whole-body movement and immediate formative feedback in a room-scale environment designed to enhance students' learning of integer arithmetic. In this paper, we present an in-situ study where 29 students in grades 6–8 interacted individually with MOVES-NL for approximately 1 hour each with the support of a facilitator/instructor. Mixed-methods analyses of multimodal data sources enabled a systematic multifaceted account of students' cognitive–affective experiences as they engaged with MOVES-NL while receiving human support (eg, by asking students to elaborate on their digital actions/decisions). Finally, we propose design insights for instructional and technology design in support of student hybrid learning. The findings of this research contribute to the ongoing discourse on the role of hybrid intelligence in supporting education by offering practical insights and recommendations for educators and designers seeking to optimize the integration of technology in classrooms. Practitioner notes What is already known about this topic Students and teachers develop different relations with and through AI, beyond just interacting with it. AI can support and augment the teachers' capabilities. Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices. What this paper adds This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments. The results show that the system and the facilitator's feedback were complementary to the success of the learning experience. AI-enabled students to reflect upon and test their previous knowledge and guided teachers to work with students to consolidate challenging topics. Findings provide insights into how the teacher–AI collaboration could engage and motivate students to reflect conceptually upon mathematical rules. Implications for practice and/or policy This study encourages practitioners and scholars to consider hybrid teaching intelligence when designing student-centred AI learning tools, focusing on supporting the development of effective teacher–AI collaborative technologies.

BackgroundDespite the need to increase engagement of underrepresented groups (URG) in Alzheimer's disease and related dementias (ADRD) studies, enrollment remains low.ObjectiveCompare referral sources across racial and ethnic groups among participants enrolled in ADRC studies.MethodsData for this cross-sectional secondary analysis were extracted from the National Alzheimer's Coordinating Center Uniform Data Set. We performed mixed effects logistic regression models using generalized estimating equations for professional referral versus non-professional referral by racial and ethnic group, adjusted for age, gender, education, visit year, and Clinical Dementia Rating scale (CDR) with a random effect for study site.ResultsIncluded in the analysis were 48,330 participants across 46 ADRCs (mean [SD] age, 71.3 [10.5] years; 20,767 female [57%]; 4,138 Hispanic [8.6%]; 1,392 non-Hispanic Asian [2.9%]; 6,766 non-Hispanic Black [14%] individuals; and 676 individuals [1.4%] of other races. Non-Hispanic Black and Asian participants had lower odds of being referred by a professional contact compared to non-Hispanic White participants (Black: adjusted OR = 0.61, 95% CI = 0.44-0.86, p = 0.005; Asian: adjusted OR = 0.65, 95% CI, p = 0.004). In participants who had completed an MRI, there was no significant difference in referral source across ethnic and racial groups.ConclusionsFurther studies are needed to better understand the systemic and structural factors that contribute to differences in referral sources and disparities in recruitment of URG into ADRD studies.

ObjectivesThis pilot research study, conducted at a large academic healthcare facility, used mixed methodology to (1) administer a survey to a group of primary care trainees and faculty and (2) conduct key informant interviews with the program directors, or their delegates of these primary care training programs, so as to gain insight into respondents' perceptions about their training on adult obesity. To maintain confidentiality of the key informants, they were defined as "Administrators." Faculty and trainees were from family medicine and internal medicine residency programs, as well as family nurse practitioner and physician assistant training programs.MethodsThis study used a quantitative survey and four qualitative key informant (Administrator) interviews. Descriptive statistics, χ2, or Fisher exact tests were used to analyze select survey responses. Administrator interviews were analyzed with thematic analysis.ResultsSurvey respondents (n = 75) included primary care trainees (n=34), faculty (n=30), other (n=2), did not answer (n=9). Surveys indicated that additional training is needed for bariatric surgery, weight loss medications, and clinical nutrition. The three highest ranked topics in the surveys on adult obesity were basic nutrition, behavioral weight management, and a rotation on adult obesity. Most agreed on the need for interprofessional collaboration, a centralized obesity treatment center, and an introductory obesity course. Key themes from the four Administrator interviews revealed the need: for more training; to build upon current curriculum; use innovative technology; fiscal challenges; and time management.ConclusionsBoth faculty and trainees perceive that academic and clinical training on adult obesity is inadequate, and that trainees need more education on such topics as nutrition, physical activity, behavioral health, antiobesity medications, and bariatric surgery. Competency to treat varied by topic. It also showed that more interprofessional collaboration and a centralized obesity treatment center are needed. Recommendations included integrating modular units about obesity into already established primary care training programs and providing additional resources.

BackgroundImplementation science scholars have made significant progress identifying factors that enable or obstruct the implementation of evidence-based interventions, and testing strategies that may modify those factors. However, little research sheds light on how or why strategies work, in what contexts, and for whom. Studying implementation mechanisms-the processes responsible for change-is crucial for advancing the field of implementation science and enhancing its value in facilitating equitable policy and practice change. The Agency for Healthcare Research and Quality funded a conference series to achieve two aims: (1) develop a research agenda on implementation mechanisms, and (2) actively disseminate the research agenda to research, policy, and practice audiences. This article presents the resulting research agenda, including priorities and actions to encourage its execution.MethodBuilding on prior concept mapping work, in a semi-structured, 3-day, in-person working meeting, 23 US-based researchers used a modified nominal group process to generate priorities and actions for addressing challenges to studying implementation mechanisms. During each of the three 120-min sessions, small groups responded to the prompt: "What actions need to be taken to move this research forward?" The groups brainstormed actions, which were then shared with the full group and discussed with the support of facilitators trained in structured group processes. Facilitators grouped critical and novel ideas into themes. Attendees voted on six themes they prioritized to discuss in a fourth, 120-min session, during which small groups operationalized prioritized actions. Subsequently, all ideas were collated, combined, and revised for clarity by a subset of the authorship team.ResultsFrom this multistep process, 150 actions emerged across 10 priority areas, which together constitute the research agenda. Actions included discrete activities, projects, or products, and ways to shift how research is conducted to strengthen the study of implementation mechanisms.ConclusionsThis research agenda elevates actions to guide the selection, design, and evaluation of implementation mechanisms. By delineating recommended actions to address the challenges of studying implementation mechanisms, this research agenda facilitates expanding the field of implementation science, beyond studying what works to how and why strategies work, in what contexts, for whom, and with which interventions.

Research demonstrates that programming and curricula that is affirmative and inclusive of sexual and gender minority (SGM) people is potentially lifesaving for students in middle and high school. There has been little examination, however, of SGM-affirmative programming at the elementary school level. Elementary school level programming has the potential to benefit SGM youth and families, as well as lead to more affirmative attitudes in later school settings. The study reports on the factors that create and sustain an elementary after school program that has implemented SGM-affirmative programming within a social justice and arts framework for over 20 years. We conducted thematic analysis of interviews with teachers, administrators, and parents in the program and the associated elementary school to identify factors that contribute to the program’s success in affirming and including SGM people. Findings highlight affirmative policies and systems (inclusive mission statements, policies encouraging expression, and hiring diverse staff) and consistent enactment of inclusive and affirmative behaviors (affirming diversity, implementing inclusive curriculum, using inclusive language, and disrupting normativity and implementing restorative practices) as key components of an SGM-affirmative program with elementary-aged students. Results highlight that creating an SGM-affirmative elementary level program is possible and provide an exemplar of this programming in action. Implications and potential focus areas for policy and practice implementation are discussed.

Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three- to seven-year olds assesses how parents’ science self-efficacy and parents’ scientific literacy relate to children’s STEM media use. Results demonstrate positive relations between parent self-efficacy and child STEM media use (aligned with self-efficacy theory), but results also demonstrate no significant relation between parent scientific literacy and child STEM media use. We conclude that parent self-efficacy is an important social susceptibility for young children’s STEM media use and that future research should continue exploring potential interventions for promoting parents’ self-efficacy related to teaching their children science.

Typical quantitative evaluations of public policies treat policies as a binary condition, without further attention to how policies are implemented. However, policy implementation plays an important role in how the policy impacts behavioral and health outcomes. The field of policy-focused implementation science is beginning to consider how policy implementation may be conceptualized in quantitative analyses (e.g., as a mediator or moderator), but less work has considered how to measure policy implementation for inclusion in quantitative work. To help address this gap, we discuss four design considerations for researchers interested in developing or identifying measures of policy implementation using three independent NIH-funded research projects studying e-cigarette, food, and mental health policies. Mini case studies of these considerations were developed via group discussions; we used the implementation research logic model to structure our discussions. Design considerations include (1) clearly specifying the implementation logic of the policy under study, (2) developing an interdisciplinary team consisting of policy practitioners and researchers with expertise in quantitative methods, public policy and law, implementation science, and subject matter knowledge, (3) using mixed methods to identify, measure, and analyze relevant policy implementation determinants and processes, and (4) building flexibility into project timelines to manage delays and challenges due to the real-world nature of policy. By applying these considerations in their own work, researchers can better identify or develop measures of policy implementation that fit their needs. The experiences of the three projects highlighted in this paper reinforce the need for high-quality and transferrable measures of policy implementation, an area where collaboration between implementation scientists and policy experts could be particularly fruitful. These measurement practices provide a foundation for the field to build on as attention to incorporating measures of policy implementation into quantitative evaluations grows and will help ensure that researchers are developing a more complete understanding of how policies impact health outcomes.

Abstract: In this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.

BackgroundAutism spectrum disorder (ASD) is a prevalent and heterogeneous neurodevelopmental disorder. Risk is attributed to genetic and prenatal environmental factors, though the environmental agents are incompletely characterized.MethodsIn Early Autism Risk Longitudinal Investigation (EARLI) and Markers of Autism Risk in Babies Learning Early Signs (MARBLES), two pregnancy cohorts of siblings of children with ASD, urinary metals concentrations during two pregnancy time periods (

Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students' fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM.

The majority of people with dementia live in low or middle-income countries (LMICs) where resources that play a crucial role in brain health, such as quality education, are still not widely available. In Brazil, illiteracy remains a prevalent issue, especially in communities with lower socioeconomic status (SES). The PROAME study set out to explore basic education in illiterate adults as a means to improve cognitive reserve.ObjectiveThis manuscript aims to explore the relationship between SES and learning, as well as cognitive outcomes, in an older illiterate population.MethodsThis six-month clinical trial (NCT04473235) involved 108 participants, of which 77 concluded all assessments, enrolled in late-life basic education. SES assessments included Quality of Urban Living Index, Municipal Human Development Index and Household SES calculated for each participant. Cognitive assessments encompassed the Free and Cued Selective Reminding Test (FCSRT), a word list to assess reading, and the Beta III matrix.ResultsThe sample consisted primarily of women, with a mean age of 58.5. Participants improved their reading (p=0.01) and their FCSRT (p=0.003). Regarding episodic memory, women outperformed men (p=0.007) and younger participants improved more than their older counterparts (p=0.001). There was no association observed between SES and cognitive outcomes.ConclusionIrrespective of SES, participants demonstrated positive outcomes after attending basic education. These findings highlight that late life education could be an important non-pharmacologic preventative measure, especially in LMICs.

Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual language learners (DLLs) to inform book reading practices that can support DLLs’ early home language development. Methodology: 36 Mexican American (43–67 months) and 31 Chinese American (38–70 months) DLLs and their mothers, who were home language dominant, were recruited from Head Start programs, which are federally funded programs that provide early childhood education to low-income children, in Northern California. Data and analysis: Utterances produced by the parents during parent–child shared book reading were coded for cognitive demand levels. DLLs’ home language expressive vocabulary and receptive vocabulary and information about parents’ demographics and parent–child shared reading frequency were collected. Correlations and hierarchical regression analyses were computed. Findings/conclusions: The findings demonstrated possible cultural differences in mothers’ book reading quality regarding cognitive demand. Although maternal statements and questions were not significantly associated with DLLs’ home language receptive and expressive vocabulary for both groups, asking yes/no, referential, and inferential questions were more likely to evoke more language output from DLLs. Originality: This study extends the literature on home language development of low-income DLLs during parent–child shared reading, as only a few studies have investigated the significance of shared reading in the home language. Significance/implications: The findings of this study yield important implications for parents’ shared reading practices with low-income DLLs. Using all levels of cognitively demanding speech and encouraging DLLs to talk during shared reading may benefit their home language development.

BackgroundIntellectual and developmental disabilities (IDDs) are associated with both cognitive challenges and difficulties in conceptual, social, and practical areas of living, commonly referred to as adaptive behavior (DSM-5). Although cross-sectional associations between intelligence or cognition and adaptive behavior have been reported in IDD populations, no study to date has examined whether developmental changes in cognition contribute to or track with changes in adaptive behavior. The present study sought to examine associations of longitudinal developmental change in domains of cognition (NIH Toolbox Cognition Battery, NIHTB-CB) and adaptive behavior domains (Vineland Adaptive Behavior Scales-3; VABS-3) including Socialization, Communication, and Daily Living Skills (DLS) over a two year period in a large sample of children, adolescents and young adults with IDD.MethodsThree groups were recruited, including those with fragile X syndrome, Down syndrome, and other/idiopathic intellectual disability. Eligible participants (n = 263) included those who were between 6 and 26 years (mage = 15.52, sd = 5.17) at Visit 1, and who had a diagnosis of, or suspected intellectual disability (ID), including borderline ID, with a mental age of at least 3.0 years. Participants were given cognitive and adaptive behavior assessments at two time points over a two year period (m = 2.45 years, range = 1.27 to 5.56 years). In order to examine the association of developmental change between cognitive and adaptive behavior domains, bivariate latent change score (BLCS) models were fit to compare change in the three cognitive domains measured by the NIHTB-CB (Fluid Cognition, Crystallized Cognition, Total Cognition) and the three adaptive behavior domains measured by the VABS-3 (Communication, DLS, and Socialization).ResultsOver a two year period, change in cognition (both Crystallized and Total Composites) was significantly and positively associated with change in daily living skills. Also, baseline cognition level predicted growth in adaptive behavior, however baseline adaptive behavior did not predict growth in cognition in any model.ConclusionsThe present study demonstrated that developmental changes in cognition and adaptive behavior are associated in children and young adults with IDD, indicating the potential for cross-domain effects of intervention. Notably, improvements in DLS emerged as a primary area of adaptive behavior that positively related to improvements in cognition. This work provides evidence for the clinical, "real life" meaningfulness of changes in cognition detected by the NIHTB-CB in IDD, and provides empirical support for the NIHTB-CB as a fit-for-purpose performance-based outcome measure for this population.

ObjectiveTo investigate the prevalence and sociodemographic associations of online dating in a demographically diverse U.S. national cohort of early adolescents.MethodsWe analyzed cross-sectional data from the Adolescent Brain Cognitive Development Study (Year 2, 2018-2020, ages 11-12; N = 10,157). Multivariable logistic regression analyses were employed to estimate associations between sociodemographic factors (e.g., age, sex, race/ethnicity, sexual orientation, household income, parental education) and early adolescent-reported online dating behaviors.ResultsOverall, 0.4% (n = 38) of participants reported ever using a dating app. Males (AOR 2.72, 95% CI 1.11-6.78) had higher odds of online dating compared to females, and sexual minority identification (e.g., lesbian, gay, or bisexual; AOR 12.97, 95% CI 4.32-38.96) was associated with greater odds of online dating compared to heterosexual identification.ConclusionGiven the occurrence of online dating among early adolescents despite age restrictions, interventions might address age misrepresentation. Adolescent sexual health education may consider incorporating anticipatory guidance on online dating, especially for males and sexual minorities. Future research could further investigate online dating patterns from early to late adolescence and associated health effects.

BackgroundIn 2011, the American Board of Medical Specialties established clinical informatics (CI) as a subspecialty in medicine, jointly administered by the American Board of Pathology and the American Board of Preventive Medicine. Subsequently, many institutions created CI fellowship training programs to meet the growing need for informaticists. Although many programs share similar features, there is considerable variation in program funding and administrative structures.ObjectivesThe aim of our study was to characterize CI fellowship program features, including governance structures, funding sources, and expenses.MethodsWe created a cross-sectional online REDCap survey with 44 items requesting information on program administration, fellows, administrative support, funding sources, and expenses. We surveyed program directors of programs accredited by the Accreditation Council for Graduate Medical Education between 2014 and 2021.ResultsWe invited 54 program directors, of which 41 (76%) completed the survey. The average administrative support received was $27,732/year. Most programs (85.4%) were accredited to have two or more fellows per year. Programs were administratively housed under six departments: Internal Medicine (17; 41.5%), Pediatrics (7; 17.1%), Pathology (6; 14.6%), Family Medicine (6; 14.6%), Emergency Medicine (4; 9.8%), and Anesthesiology (1; 2.4%). Funding sources for CI fellowship program directors included: hospital or health systems (28.3%), clinical departments (28.3%), graduate medical education office (13.2%), biomedical informatics department (9.4%), hospital information technology (9.4%), research and grants (7.5%), and other sources (3.8%) that included philanthropy and external entities.ConclusionCI fellowships have been established in leading academic and community health care systems across the country. Due to their unique training requirements, these programs require significant resources for education, administration, and recruitment. There continues to be considerable heterogeneity in funding models between programs. Our survey findings reinforce the need for reformed federal funding models for informatics practice and training.

This paper wrestles with the concept of care and its role in the movement towards abolitionist education. I draw from my experiences as a teacher / ethnographer in an alternative high school, called FREE LA, that serves and was created by system-impacted young people who have been pushed out of or barred from, or otherwise refused to participate in, traditional schooling. Grounded in students’ perceptions of how this space departs from traditional schools and other carceral institutions, I grapple with their consistent emphasis on care. Students’ juxtaposition between the type of care they experienced in traditional schools, and a different type of care experienced at FREE LA, leads me to consider both the violent genealogies of conditional care as endemic to state schooling, and the potential for reclaiming old-new genealogies of unconditional care that map radically reimagined educational space(s). The juxtaposition between these two types of care opens broader questions about the limitations of educational reform and the possibilities for abolitionist departure.

During COVID-19 remote instruction, instructors were tasked with providing students with authentic laboratory experiences in an out-of-classroom environment. One solution developed for our introductory general chemistry laboratory involved students critiquing readily available technique videos to distinguish between correct and incorrect laboratory technique. After returning to in-person labs in Fall 2021, we incorporated this assessment into the pre-lab assignments in an effort to reduce the cognitive load of learning a new technique. Here we explore whether this critical-review exercise translates into improved technique as measured by precision and accuracy when using a 10 mL volumetric pipet. Additionally, we consider the impact of the pre-lab assignment given the involvement level of the TA, as some TAs are more willing to provide feedback on student technique during the lab period. We found that while students self-report the exercise as useful towards their learning, there are no significant changes in performance for most students. We did, however, find a reduction in the overall outliers and saw improvements when additional feedback (through a TA) was provided as well. These findings indicate that the exercise may be most useful for students who make large errors and who receive little individualized feedback.

Despite having the same underlying genetic etiology, individuals with the same syndromic form of intellectual developmental disability (IDD) show a large degree of interindividual differences in cognition and IQ. Research indicates that up to 80% of the variation in IQ scores among individuals with syndromic IDDs is attributable to nongenetic effects, including social-environmental factors. In this narrative review, we summarize evidence of the influence that factors related to economic stability (focused on due to its prevalence in existing literature) have on IQ in individuals with syndromic IDDs. We also highlight the pathways through which economic stability is hypothesized to impact cognitive development and drive individual differences in IQ among individuals with syndromic IDDs. We also identify broader social-environmental factors (e.g., social determinants of health) that warrant consideration in future research, but that have not yet been explored in syndromic IDDs. We conclude by making recommendations to address the urgent need for further research into other salient factors associated with heterogeneity in IQ. These recommendations ultimately may shape individual- and community-level interventions and may inform systems-level public policy efforts to promote the cognitive development of and improve the lived experiences of individuals with syndromic IDDs.

BackgroundCannabis use before the COVID-19 pandemic for many involved sharing prepared cannabis for inhalation, practices that were less prevalent during the pandemic. State-level COVID-19 containment policies may have influenced this decrease. This study examined the extent to which the intensity of state-level COVID-19 policies were associated with individual-level cannabis sharing. Findings have the potential to guide harm reduction policies for future respiratory pandemics and seasonal respiratory virus waves.MethodsThis study used cross-sectional individual-level data from the COVID-19 Cannabis Study, an anonymous U.S.-based web survey on cannabis use disseminated during the early phase of the pandemic (Full sample N = 1,883). We combined individual-level data with state-level policy data from Kaiser Family Foundation's State COVID-19 Data and Policy Actions for three time-points from June to August 2020 that overlapped with the survey period. Cannabis sharing was dichotomized as any versus no sharing. We adapted a previously published coding framework to score the intensity of COVID-19 policies implemented in each U.S. state and averaged the policy score across the time period. We then used Poisson regression models to quantify the associations of the average state-level COVID-19 policy score with cannabis sharing during the pandemic.ResultsParticipants (n = 925) reporting using inhalation as a mode for cannabis use were included in this analysis. Most respondents were male (64.1%), non-Hispanic White (54.3%), with a mean age of 33.7 years (SD 8.8). A large proportion (74.9%) reported sharing cannabis during the pandemic. Those who shared cannabis more commonly lived in states with a lower average policy score (16.7, IQR 12.3-21.5) compared to those who did not share (18.6, IQR 15.3-25.3). In adjusted models, the prevalence ratio of any cannabis sharing per every 5-unit increase in the average COVID-19 policy score was 0.97 (95% CI 0.93, 1.01).ConclusionsFewer individuals shared cannabis in states with more intense COVID-19 containment policies compared to those in states with less intense policies. Individuals who use cannabis may be willing to make changes to their behavior and may further benefit from specific and directed public health messaging to avoid sharing during respiratory infection outbreaks.

This study investigates the effects of multilingualism and the degree of proficiency in different languages on vocabulary knowledge among Spanish language learners. Participants completed a 160-word meaning recall test designed to measure their knowledge of the 8,000 most frequent Spanish words and a self-assessment questionnaire on their multilingual profile. The results show that students with high multilingual profiles (knowing more than three languages) demonstrated greater vocabulary knowledge than learners with low multilingual profiles (knowing three or fewer languages), especially for words in low-frequency vocabulary ranges. However, the positive impact of multilingualism on vocabulary knowledge is only significant among learners with a high proficiency in Spanish (C1-C2 level), suggesting that identifying as highly proficient in multiple languages is advantageous only when learning vocabulary at higher proficiency levels. These results corroborate the benefits of multilingualism for fostering vocabulary development in a foreign language, while offering a nuanced picture of how additional languages (LX) are acquired by multilingual learners.

BackgroundWhile early autism intervention can significantly improve outcomes, gaps in implementation exist globally. These gaps are clearest in Africa, where forty percent of the world's children will live by 2050. Task-sharing early intervention to non-specialists is a key implementation strategy, given the lack of specialists in Africa. Naturalistic Developmental Behavioral Interventions (NDBI) are a class of early autism intervention that can be delivered by caregivers. As a foundational step to address the early autism intervention gap, we adapted a non-specialist delivered caregiver coaching NDBI for the South African context, and pre-piloted this cascaded task-sharing approach in an existing system of care.ObjectivesFirst, we will test the effectiveness of the caregiver coaching NDBI compared to usual care. Second, we will describe coaching implementation factors within the Western Cape Department of Education in South Africa.MethodsThis is a type 1 effectiveness-implementation hybrid design; assessor-blinded, group randomized controlled trial. Participants include 150 autistic children (18-72 months) and their caregivers who live in Cape Town, South Africa, and those involved in intervention implementation. Early Childhood Development practitioners, employed by the Department of Education, will deliver 12, one hour, coaching sessions to the intervention group. The control group will receive usual care. Distal co-primary outcomes include the Communication Domain Standard Score (Vineland Adaptive Behavior Scales, Third Edition) and the Language and Communication Developmental Quotient (Griffiths Scales of Child Development, Third Edition). Proximal secondary outcome include caregiver strategies measured by the sum of five items from the Joint Engagement Rating Inventory. We will describe key implementation determinants.ResultsParticipant enrolment started in April 2023. Estimated primary completion date is March 2027.ConclusionThe ACACIA trial will determine whether a cascaded task-sharing intervention delivered in an educational setting leads to meaningful improvements in communication abilities of autistic children, and identify implementation barriers and facilitators.Trial registrationNCT05551728 in Clinical Trial Registry (https://clinicaltrials.gov).

BackgroundAs Vietnam and other low- and middle-income countries (LMIC) experience a rapid increase in the number of people living with dementia, an acute need exists to strengthen research capacity to inform policy, improve care and support, and develop national dementia plans. We describe the development and early outcomes of an National Institutes of Health (NIH)/National Institute on Aging (NIA)-funded national dementia research capacity building program in Vietnam.MethodsThe research capacity building program commenced in 2019 and has three components: (1) Vietnam Alzheimer's and other dementias research Network (VAN), (2) a mentored pilot grant program, and (3) research training, networking, and dissemination activities. The pilot grant program funds Vietnamese researchers for one to two years to conduct research focusing on Alzheimer's Disease and Alzheimer's Disease Related Dementias (AD/ADRD). Grants are reviewed and scored using NIH criteria, and priority is given to pilot grants with policy relevance and potential for future funding. An international pool of high-income country (e.g., United States, Australia, and United Kingdom) mentors has been engaged and mentors paired with each funded project. Training and networking activities include workshops on AD/ADRD research topics and regular meetings in conjunction with Vietnam's annual national dementia/geriatric conferences. Dissemination is facilitated through targeted outreach and the creation of a national network of institutions.ResultsOver four years (2019-2023), we received 62 applications, reviewed 58 applications, and funded 21 projects (4-5 per year). Funded investigators were from diverse disciplines and institutions across Vietnam with projects on a range of topics, including biomarkers, prevention, diagnosis, neuropsychological assessment, family caregiver support, dementia education, and clinical trials. A network of 12 leading academic and research institutions nationwide has been created to facilitate dissemination. Six research training workshops have been organized and included presentations from international speakers. Grantees have published or presented their studies at both national and international levels. The mentoring program has helped grantees to build their research skills and expand their research network.ConclusionThis research capacity building program is the first of its kind in Vietnam and may serve as a useful model for other LMIC.

Purpose – The purpose of this paper is to ascertain the effect of free senior high school on the quality of basic education in Ghana. Design/methodology/approach – A convergent mixed method design as indicated in Sharma et al. (2023) is used in this work to collect both quantitative and qualitative data from documents available from the stakeholders of education. Quantitative data from already-existing reports with data on basic education are analysed to identify the effects of the FSHS on basic education in Ghana and ascertain the impact of the FSHS on the educational budget as well as the indicators of basic education in the country. This is followed by a qualitative data analysis of the reports to ascertain the gravity of the results in the quantitative data. The Ministry of Education in charge of education in the country and the Ministry of Finance in charge of resource distribution to various sectors of the country’s economy are the major institutions with relevant reports and data which assist in this research. Reports from organisations and institutions with a keen interest in education are also considered. The secondary data is therefore the source for this research using a document analysis. Findings – The poor performance of learners is largely attributed to the inadequate resources for effective management of basic education. Government expenditure on education is managed by reducing the spending on basic education. Compensation which is the inevitable expenditure for basic education is the only expenditure the parliamentary committee could identify. This is clear evidence that goods and services at the basic education level are sacrificed to manage the government’s spendings on education. Research limitations/implications – This research is limited to Ghana, a Sub-Sahara African country which introduced a free senior high school policy. The research only looks at the effects of the policy on the quality of basic education. Practical implications – Educational policymakers should ascertain the consequences of a policy on the economy before implementation. The devastating effect of educational policy on other educational policies should also be considered when bringing in a new policy. As policies leverage existing policies, new policies must not devour already existing policies which are still relevant. An educational policy at any level must consider the basic policies of education that enhance inclusivity and equity at the lower levels of education. This will help in maximizing the effective implementation of the policies. Through this, nations can promote life-long learning with inclusivity and equity in education. Originality/value – This research work has never been published elsewhere.

Purpose – Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach – The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings – Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications – This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications – The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value – The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Purpose – The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic. Design/methodology/approach – The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study. Findings – The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning. Research limitations/implications – The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era. Practical implications – This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics. Originality/value – As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Purpose – While extensive research exists on education practices among Maasai pastoralists, this study fills a gap in understanding their specific perspectives on what constitutes “quality education” for their community. This study aims to uncover how Maasai elders define quality education based on the capabilities and functionings they value. Design/methodology/approach – The study used a glocalised research design informed by Sen’s capabilities approach to guide data collection, analysis and interpretation. Data were primarily gathered through in-depth interviews with two local chiefs, two firestick patrons and eight male and ten female elders in Monduli. Findings – The results illuminate the Maasai’s endorsement of education for self-improvement, cultural preservation, self-reliance and community service as essential components of quality education. These findings highlight the need for integrating these education-related capabilities into school curricula to enhance the Maasai community’s well-being and empowerment. The study also underscores the pivotal role of enkigúɛ́na as a Maa concept for facilitating constructive dialogue between Indigenous and Western knowledge, enabling meaningful engagement between the Maasai and educational stakeholders, and fostering internal discussions on the essence of quality education. The study concludes with implications for theory, policy, practice and further research. Originality/value – This paper offers a unique exploration of Maasai elders’ views on what constitutes “quality education” within their society. It also examines how the Maa term enkigúɛ́na (meeting) can act as an effective conduit for realising such educational aspirations.

Models of musical education in childhood are linked to the idea of ‘childhood’ itself, to the sensibility that underpins it, and thus to the idea of school and education that adheres to it. This paper examines the idea of childhood and the educational goals of school as expressed in various documents, both from the EU and from Italy. These documents emphasise the notion of ‘quality’ in school education, and the need to build European citizenship from early childhood. In the light of these documents, the paper is divided into two parts. The first explains why one of the pillars of historical and cultural music education in childhood (0-10 years) should be artistic music education, and how the latter can be developed for the purpose of building historical thinking. The second part establishes a link between this specific training and the didactics of listening, looking in particular at the possibility of combining the study and analysis of the formal and narrative musical structures in a piece of art music with the improvement of the perception of the ‘before-now-after’ timeline, a concept that underlies the work of teachers in the historical-anthropological field, especially in primary schools.

Abstract Continuous professional development of university employees is crucial to implementing the mission of higher education institutions. University staff work includes various activities related to teaching, research studies, and cooperation with the industrial sector. It motivated authors to identify crucial areas and skills that should be developed at the academic level. Higher education institutions in Poland were used as a case study. An analysis of the training needs of teaching and research staff was conducted. The study aimed to assess the approach and perspective of academic teachers to training initiatives. A survey with questions about the importance of developing employees’ skills in a given area was used as a research tool. The paper identified the main fields that, according to employees, should be developed through additional specialist training. The results indicate that the gender and age of respondents may influence the answers given.

Quality education is an effective instrument for promoting economic development. It equips individuals with the skills and knowledge necessary to secure improved employment, achieve higher earnings and contribute to the economy. This study critically analyses the relationship between economic development and Sustainable Development Goal 4 (SDG 4) – Quality Education within the context of education for sustainable development. It aims to explore the dearth of traditional economic development paradigms in promoting holistic human well-being and propose alternative approaches that prioritise high-quality education to achieve sustainable development. This study draws on the sustainable development concept articulated and expanded by various scholars in the literature that was reviewed. It further explores the principles of education for sustainable development (ESD) as outlined by UNESCO and analyses various economic frameworks such as the Green Economy, Well-being Economics and Doughnut Economics. As a conceptual study, the researcher reviewed existing literature on economic development, sustainable development and education. The study synthesises findings from various studies to critically analyse the interplay between economic growth and quality education. Furthermore, the findings emphasise the potential of ESD in promoting sustainable development. The analysis reveals that traditional economic development paradigms, which focus heavily on GDP growth, often neglect social equity and environmental sustainability, thereby resulting in a failure to advance holistic human well-being. In contrast, integrating quality education as a core component of development strategies may significantly contribute to the progress towards sustainable development. Education empowers individuals, by equipping the with knowledge and skills, encourages critical thinking and promotes environmental stewardship. As a result, education helps to align economic operations with broader social and environmental objectives. This study emphasises the need for policymakers to embrace holistic and inclusive approaches for economic development that give priority to quality education. Reforms in educational systems are necessary to prioritise critical thinking and sustainability. Additionally, investments should be made in teacher training and interdisciplinary learning. The findings support the need to transition from growth-centric development models that prioritise economic growth to models that consider and balance economic, social and environmental objectives, ensuring a future that is both sustainable and equitable.

Introduction: Oropharyngeal dysphagia is a swallowing disorder in the oral and/or pharyngeal phase. The prevalence of oropharyngeal dysphagia is higher when there is the presence of comorbid conditions such as head-and-neck cancer (19%–81%) and neurological diseases (Parkinson’s [80%–100%] and stroke [19%–81%]). Methods: This retrospective descriptive study used medical record data from the outpatient clinic of the Otorhinolaryngology-Head and Neck Surgery Unit in the Broncho Esophagology Division of Dr. Soetomo General Academic Hospital from January 2018 to December 2019. Results: In total, 112 patients met the inclusion and exclusion criteria. There were more male (61.60%) than female (38.4%) patients, at a ratio of 1.6:1. The most common age group was 50–90 years old (66.0%). The most common chief complaint was choking (37.5%). The highest risk factor was stroke (25.9%). Preswallowing: velopharyngeal movement (14.4%), vocal cord movement disorders (28.6%), standing secretion (83.9%), penetration (38.4%), aspiration (24.1%), silent aspiration (15.2%), and impaired hypopharyngeal sensitivity (33%). Swallowing solid bolus test: residual (78.9%), penetration (23.2%), aspiration (18.9%), and impaired cough reflex (82.1%). Swallowing liquid bolus test: residual (76%), penetration (24%), aspiration (12.7%), and impaired cough reflex (91.1%). Conclusion: Men more than women are affected by this disease. The most common age group was >50 years. The most common complaint is choking. Stroke is the most common etiology. Impaired vocal cord movement, standing secretion, penetration, and silent aspiration were found on the preswallowing test. Residues are more common in solid boluses than liquid. Liquid bolus penetration is more common than solid. The aspiration of solid boluses is more common than that of liquid.

Abstract Flexible teaching by applying the “VIDGRATION” method, a video-based teaching tool used explicitly for non-law students, is one of the efforts to support the Sustainable Development Goal (SDG) 4 of Quality Education. This study investigates the effectiveness of the “VIDGRATION” method in improving non-law students’ understanding of a law-related subject. Non-law students mostly face difficulty with law-related subjects due to their unfamiliarity with law terms and wording. Therefore, these students cannot understand the lesson and score poorly during examinations. The “VIDGRATION” method is being introduced to facilitate the non-law students’ learning process. This qualitative study was undertaken toward 99 non-law students who enrolled on the Human Resource Management subject. This intervention study was conducted in three stages: problem identification, intervention and evaluation. All data were triangulated from the instructor’s and students’ reflections, focus group interviews, and comparisons between the pre-and post-quiz results. The results show that the “VIDGRATION” method has successfully improved the non-law students’ understanding of law-related subjects. In addition, the non-law students also enhance their cognitive skill, time management skills, readiness to study and develop critical thinking skills when applying real working scenarios.

Abstract In recent decades, medical education has been grappling with two significant challenges: the increasing prevalence of burnout among learners at all levels and the concerning trend of industry bias, low-quality evidence, and expert-based opinion driving clinical practice guidelines. To address these issues, a critical evaluation of the medical education and training system is necessary. Utilizing the Socioecological Model (SEM) as a framework, this study employed a phenomenological approach to investigate the methods, habits, decisions, origins, and strategies of medical educators. The aim was to identify the core guiding principles that shape the ecosystem of medical education and training. Semi-structured interviews were conducted with medical educators, and thematic analysis revealed three common themes. First, the irreplaceability of physician educators, found at the heart of the medical education training system, was a central theme. Second, all interviewed educators expressed a desire to enhance the educational environment, drawing upon their current and past training experiences to inform their teaching methods. Tacit knowledge gained from personal experience, years of clinical practice, peer relationships, and mentors played a significant role in shaping their teaching principles. Third, while the goal of improving the educational environment was universal, educators with more formal pedagogical training advocated for more drastic changes and system overhaul, while those without formal training focused on making improvements within the existing framework. The reliance of most physician educators on past experience as a guide for education highlights the sociocultural reproduction and pedagogical inertia prevalent in the 21st-century medical education and training system. Integrating tacit knowledge with formal pedagogy has the potential to impact each level of the hierarchy within the SEM of medical education. By operating beyond the confines of the current system, educators can foster innovation, growth, and critiques that may help alleviate burnout and provide learners with opportunities to challenge current evidence-based practices. This study emphasizes the need for a critical evaluation of the pedagogical theories at the center of the medical education system.

Introduction The COVID-19 pandemic disrupted the conventional mode of teaching and learning in educational institutions. To overcome the challenges, virtual delivery got tractions globally including the Kingdom of Saudi Arabia. In Saudi Arabia, the virtual delivery approach was used for practical teaching sessions in medical schools. Objectives The study assessed medical students’ overall perception of virtual practical sessions. Materials and Methods A descriptive cross-sectional study was conducted between June and November 2021 at King Saud University (KSU), Kingdom of Saudi Arabia. Three hundred medical students at KSU participated in the survey with their phones using a validated Likert-based virtual questionnaire. The questionnaire was divided into three sections: the first evaluated the general perception of engagement with virtual practical sessions, the second focused on specific subject perception, and the third focused on the overall satisfaction and comfort of virtual practical sessions to students. The collected data were analyzed using the SPSS 28.0 statistical software. Categorical variables were represented using frequencies and percentages. The frequency and percentages of responses to all items on the Likert scale were detailed in the results tables. Results Of the 300 medical students who participated, 243 (81%) were eligible to be included in the study. More than half of the students (57.2%) think that virtual practical sessions cannot compensate for practical education and seminars. Fifty-eight percent of the students reported concerns of the lack of hands-on practicals for anatomy. Contrary, more than half of the students did not report concerns of the lack on hands-on in learning for practical education in histology (60.9%), radiology (56.8%), biochemistry (51.9%), and microbiology (51%). Although there were no predominant opinions regarding overall satisfaction and comfort, nearly half of the students agreed that they were overall satisfied (48.2%). Conclusion Except for anatomy, students have found virtual practical sessions to be a good replacement modality that can compensate for hands-on practical education. For students to have the practical’s feel in the form of virtual reality for anatomy, highly sophisticated virtual learning technologies (platforms) have to be developed and introduced. Otherwise, the classical on-campus anatomy practical sessions should be maintained, even during difficult times such as the COVID-19 era but with adequate precautionary measures.

Continuous professional development of university employees is crucial to implementing the mission of higher education institutions. University staff work includes various activities related to teaching, research studies, and cooperation with the industrial sector. It motivated authors to identify crucial areas and skills that should be developed at the academic level. Higher education institutions in Poland were used as a case study. An analysis of the training needs of teaching and research staff was conducted. The study aimed to assess the approach and perspective of academic teachers to training initiatives. A survey with questions about the importance of developing employees' skills in a given area was used as a research tool. The paper identified the main fields that, according to employees, should be developed through additional specialist training. The results indicate that the gender and age of respondents may influence the answers given. [ABSTRACT FROM AUTHOR]

This research sought to examine whether study interest and mentoring ability have a significant impact on students' mathematical fluency. The study focused on selected private junior high schools in the municipalities of Monkayo, Montevista, and Compostela, where the respondents were drawn from. The statistical methods employed in this study included Mean, Pearson-r, and Regression Analysis. The research utilized a quantitative non-experimental design, specifically a correlation technique combined with regression analysis. Results revealed that the level of study interest in terms of feelings, value and involvement was high with an overall mean of 3.592 and has an SD of 0.66 reflected a descriptive rating of high. Furthermore, the mentoring ability was rated as high across several areas, including inspiring, managing risks, encouraging, providing corrective feedback, identifying goals and current reality, building trust, instructing/developing capabilities, opening doors, and listening actively which has an overall mean of 4.005 and has an SD of 0.584 indicating a descriptive rating of high. Additionally, the students displayed high levels of mathematical fluency in a variety of categories, including conceptual understanding, strategic competence, procedural fluency, productive disposition, and adaptive reasoning reflected to have an overall mean of 3.935, has an SD of 0.611. Additionally, the findings showed a significant and positive correlation between study interest and students' mathematical fluency which has an R-value of 0.699* and p-value of <.001. Lastly, findings revealed a significant and positive correlation between mentoring ability and students' mathematical fluency which has an R-value of 0.688* and p-value of <.001. [ABSTRACT FROM AUTHOR]

Background: Research on marital happiness in Middle Eastern cultures is lacking. This lack of understanding has created several challenges for policymakers and marriage counselors as divorce rates have increased over the past decade. Method: This study aimed to assess the prevalence of marital happiness among Omani couples and its association with demographic variables, including gender, level of education, and duration of marriage. A convenience sample of 1137 married people from different regions in Oman responded to the Marital Happiness Scale. Results: Omani couples, in general, indicated a high level of marital happiness. Married men seemed significantly happier about their marriages than wives did. Income and education level also affect perceived marital happiness. Marital happiness increased as income increased while level of education was partially associated with marital happiness. Place of living was not a significant predictor of marital happiness. Lower levels of perceived marital happiness among couples in polygamous marriages were observed. The spouses' kinship did not affect their perception of marital happiness. Conclusion: This study showed that financial stressors and education level significantly influence marital happiness. Men and women also perceive marital happiness differently. The results offer implications for research and practice, especially for policymakers and marital counselors. [ABSTRACT FROM AUTHOR]

The lived experiences of Filipino teachers teaching subjects in English medium are pivotal in understanding the essence of vertical and horizontal articulation of expertise. This study explicated the voices of Filipino teachers teaching subjects in English medium. The various stories behind every classroom discussion are narrated to determine coping strategies and techniques for sustaining the delivery of quality education. This study utilized the Heideggerian Phenomenology research design wherein the Interpretative Phenomenological Analysis (IPA) will be used to understand the meaning of the Filipino Teachers' experience. This study used a purposive sampling technique to establish the inclusion criteria. 6 Filipino teachers served as the research participants. Bracketing was conducted to avoid biases. There were 4 emerging themes captured in understanding the lived experiences of the participants. These are (1) Shift; (2) Scarcity; (3) Standards; and (4) Surreal. These four themes provided a clear picture of the lived experiences of the teachers majoring in Filipino and asked to teach subjects in English medium. It is pivotal to assist these teachers when they are asked to teach English subjects in terms of instructional and pedagogical resources. If it is possible, Filipino teachers should teach Filipino subjects to have vertical and horizontal articulation of their expertise so that quality education can be forwarded to the learners. If misalignment is inevitable, the upper management can at least provide instructional resources and relevant training and seminars to augment this gap. [ABSTRACT FROM AUTHOR]

According to Hoy, Tarter, & Kottkamp (2011), effective teachers need high level of organizational commitment. This suggests that high level of student's achievement requires dedicated teachers who contribute effectively. There is no doubt that high level of student's achievement is strongly related to high level of organizational commitment. The study is anchor on the following educational theories, Social Cognitive Theory of Bandura. Bandura's stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors-including cognition - and the environment referred to as reciprocal causation model. This study aims to determine the relationship of the teacher's commitment and the academic performance of HS students in the 2nd Congressional District of Milaor toward quality learning of k-12 programs SY 2017-2018. The significance of this study sprung from the importance of enhancing teachers' level of school commitment and the strong intention to develop and improve the students' outcome. The school administrators school principals, teachers and students will benefit from the useful suggestions to ameliorate the teachers' conditions which lead to enhancement of teachers' level of commitment, hence the enhancement of educational level including the students' achievement. The finding of the study will provide a practical significance to serve as a guide to practice framework for understanding teacher's commitments towards their profession and the effects on the students learning. It can possibly contribute to the knowledge concerning school performance and elements that contribute to the student's quality education. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to evaluate the levels of physical literacy (PL) in school children (10 to 16 years) in Santiago, Chile, and to explore the relationship between PL and body mass index (BMI). In addition, gender and age differences were analyzed in relation to PL levels in a context where childhood obesity remains a public health challenge. Methods: A total of 439 students in grades 5–8 were assessed using the Canadian Assessment of Physical Literacy-2 (CAPL-2) questionnaire. Demographic variables (sex, age, and BMI) were correlated with levels of motivation to engage in physical activity and physical activity knowledge. Chi-square and effect size were applied. Results: The results revealed a significant correlation between motivation for physical activity and gender, with boys showing higher levels of motivation than girls (χ² = 12.403, p < 0.006). In addition, an inverse relationship was observed between BMI and motivation (effect size = 0.198), suggesting that more motivated children tend to have a healthier BMI. Knowledge about physical activity increased with age (χ² = 60.460, p < 0.001) but did not have a significant influence on BMI. Conclusions: The findings highlight the need to design gender-specific interventions that enhance motivation as a key factor in promoting a healthy lifestyle and physical activity adherence. Public health strategies should include motivation-driven approaches to foster physical literacy and long-term engagement in physical activity, particularly for girls, to address pediatric health challenges in Chile. Public health policies should address these factors to improve pediatric health outcomes. [ABSTRACT FROM AUTHOR]

Rural adolescents often overlook the significance of early career preparation, thus hampering their school-to-college transition. Regardless of overall growth, Karnataka, a state in India, confronts challenges in achieving a high transition rate, and a paucity of career maturity among rural youth exists. Recognizing a dire need to explore effective interventions for promoting career maturity, the study designed and demonstrated training among 76 Tenth-grade students from rural government schools. Qualitative questionnaires and focus group discussions elucidate the perceived impact of training on career maturity and identify the influence of career barriers and supports. Thematic and content analysis revealed an improved career outlook among participants by boosting career concern, curiosity, confidence, and control while alleviating career anxieties. Nevertheless, the findings uncovered persistent gender disparities. Exploration of models' benefits and potential improvements informed the design of comprehensive training that facilitates early rural career development. The implications extend to policy, practice, and further research. [ABSTRACT FROM AUTHOR]

The current study investigated the relationship between research self-efficacy, perceived research training environment and research productivity among 174 doctoral students enrolled in counselling programmes in universities across the United States. Results indicated that students' research self-efficacy was positively correlated with their research productivity, and research training environment was also positively related to their research productivity. Moreover, students' perceived research training environment was found to moderate the relationship between research self-efficacy and research productivity. Implications for programme faculty and doctoral research training are discussed. [ABSTRACT FROM AUTHOR]