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School principals are responsible for occupational health and safety (OHS) issues that may arise, and they play a critical role in ensuring that health and safety procedures in schools. The purpose of this study is to determine how occupational health and safety practices in schools can be improved with reference to the views of school principals. Twenty-one principals from kindergarten, primary, secondary and high schools participated in this qualitative research. The research data were collected via official documents and semi-structured interviews. Document and content analyses were utilized to examine the data. At the end of the research, the findings show that the OHS activities for school administrations are listed under the following headings: 'Occupational health and safety services', 'training and information, 'emergency drills', 'projects and activities, 'chemical waste and zero waste project', 'audit, guidance and supervision activities', 'health observation', 'precautions, measurements, safety and periodic checks', 'notifications', and 'OHS module'. The expectations of school administrations from senior management for the development of OHS practices address budget/financial support; directing the solutions to the school; the appointment of an OHS specialist, health and security personnel; more training, seminars, audit and technical support; cooperation among institutions. However, school administrators are expected to properly follow work and operations, assess risks and take action, and use school sources or apply for funds. The research results reveal important insights to achieve high standards of school health and safety by concluding with implications for successful school leadership, and recommendations for practice and research.

Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals' own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.

Guidance programs in school may not be meeting the current needs of students. School counsellors are forced to make decisions about which students should receive services, because of budget cuts and increasing demands placed on counsellors. This article proposes that, in the face of budget cuts to counselling services, students' needs would be better met with the incorporation of group counselling sessions. Music therapy is proposed as a preferred means of group counselling. The universality of music, the high success rate of clinical music therapy, and the strong music-adolescent connection are convincing reasons to incorporate group music therapy in schools.

How to promote the high-quality development of universities from the strategic level is a hot and difficult problem in theoretical research under the background of comprehensive reform of universities in my country. This paper firstly analyzes the outstanding problems and causes of the strategic management of local universities, and then analyzes the conditions for the effective formulation of the school's strategic management, and puts forward the strategies for the effective implementation of the school's strategy. On the other hand, it also provides methodological guidance for the practice of school strategic management.

In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers' experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school's annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.

Academic advising is fraught with ethical dilemmas. Advisors' actions are beholden to various and conflicting constituents. Existing literature on ethics in academic advising provides guidance for advisors via normative ethical principles, suggested processes, and statements about how advising ought to be practiced. However, knowledge of advisors' experiences of ethical dilemmas remains limited. This grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice. It includes four cyclical phases: pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in data gleaned from semi-structured interviews with 12 advisors. The grounded theory has implications for advisors, advising administrators, and future research in bolstering ethical practice.

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students' misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.

COVID-19 has presented unprecedented challenges to schools, leaving principals to lead rapid organizational change with limited guidance or support. Drawing on interviews from a larger, national study of principals at the onset of the COVID-19 pandemic, we analyzed the experiences of 20 principals in four large, urban school districts--Boston, Denver, New York, and San Diego. We found that principals relied on both district guidance and preexisting school structures and conditions as they led through the crisis. Although no principals were satisfied with district guidance, principals responded to guidance on a spectrum--from abiding, to challenging, to subverting guidance. Principals' responses were associated with their perceptions of the internal capacities of their schools, as well as the district guidance. Our findings support an emergent typology of principals as middle managers during crisis, which sheds light on how principals act as middle managers and how districts can support their work. [For the corresponding grantee submission, see ED618684.]

There is a rich body of studies on the implementation problems of curricular changes comprising more student-centred methodologies in English as a foreign language education around the world. Focusing on these global-wide studies within the context of the Ecological System Theory, this meta-synthesis aims to identify the common factors that hinder the curricular change implementation and to reveal the final synthesis that will lead to effective curricular change adoption. Hence, 10 studies from seven country settings (Türkiye, Japan, Colombia, South Korea, China, Vietnam, and Bangladesh) were included in the sample of the study. The analyses uncovered similar factors such as teachers' qualifications at the micro-level, lack of support and infrastructure at the meso-level, and lack of guidance or misalignment between curricular change and high-stakes testing policy at the macro-level for blocking the implementation. The synthesis indicated weaknesses between the systems from macro to micro, which resulted in the lack of interactions, as well as the coordination needed for the curricular change adoption. When they are improved, the connection between the systems will be built and all the needed contexts will be structured for the adoption. Consequently, the implications for the interaction improvement are provided. [This article includes an extended summary in Turkish.]

The Psychosocial Training was held in July 2021 and involved 17 Guidance and Counseling Teachers from 12 Muhammadiyah Junior High Schools in Yogyakarta City. The aims of this research are (1) to know the implementation of Psychosocial Support Services training, (2) Obstacles in the implementation of Psychosocial Support Services training, and (3) Knowing the benefits of Psychosocial Support Services training. This study is a piece of qualitative research, which aims to describe and analyses the social phenomenon of psychosocial training for guidance and counseling teacher in Junior High School in Yogyakarta City. Primary subjects in this study were 20 participants of psychosocial training and facilitator of training. Data collection was done by in-depth interview, observation, and documentation. The data analysis procedure in this research is (1) data reduction, (2) data presentation, and (3) conclusion. Data validity is done by triangulation of source and method triangulation. The training is carried out in three stages: pre-training stage is conducting a preliminary survey to see conditions in the field and planning activities to be carried out, training stage is the implementation of Psychosocial training, and evaluation stage of the results that have been achieved by the training participants are carried out. Obstacles in implementing psychosocial training include: training cannot be carried out optimally because the training is carried out online, limited time for training, some teachers are not active in psychosocial training because the media at zoom meetings is very limited. The facilitator maximizes training with WhatsApp Groups and the google document application on assignment. increasing the knowledge of participants after attending the training by increasing the post-test scores. Cooperation of various parties with school residents is needed so that psychosocial preparedness can be applied to pre-disaster, emergency response, and post-disaster.

This study aims to identify the acceptability and effectiveness of peace guidance based on the perspective of Markesot. This model seeks to reduce student aggressiveness. This study uses the research and development stages by adapting the Borg & Gall model. The participants of this study were 275 students who were taken randomly. The study involved two guidance and counseling experts, guidance and counseling media, and product users to assess the acceptability of the product. Meanwhile, to test the effectiveness of the product, it involved 210 participants, both control and experimental groups. The data analysis technique used descriptive analysis to describe the level of aggressiveness. In addition, this study uses Cohens Kappa's interrater reliability (IRR) coefficient to identify expert and user agreement on product acceptability. The analysis of the product effectiveness test using the Independent Sample T-Test. The results of the descriptive study show that aggressiveness is a problem that needs the counselor's attention, one of which is by implementing peace guidance based on the perspective of Markesot. The peace guidance based on the perspective of Markesot has high acceptability and effectively reduces student aggressiveness. This study's results should be material and consideration for further research to identify the compatibility of the characteristics of the Indonesian people with Markesot figures.

The study aims to describe the level of cultural intelligence of students using the cultural intelligence scale (CQS) and its implications for education. The research subjects were 332 students. The results of the CQS show that 4.9% of prospective counselor students are in the low category. The low cultural intelligence of students is indicated by the results per dimension, namely Drive 15 (4.6%), Knowledge 15 (4.6%), Strategy 23 (6.9%), and Action 25 (7.5%). The implication in the world of education is that the Cultural intelligence scale (CQS) can be used to find factors that may exist and contribute to increasing students' cultural intelligence abilities. In addition, based on the results of the scale, the cultural intelligence of prospective counselor students needs to be developed and improved to be optimal to support the fulfillment of cross-cultural competencies so that it is also recommended as reflection and development material for guidance and counseling lecturers, school counselors, education practitioners, students, and further researchers.

Research on teacher professional development generally states that teachers do not take new innovations on board easily. The study reported on here focused on the uptake of a curriculum tracker tool designed to improve curriculum coverage by mathematics teachers. The tool formed part of the Jika iMfundo (JiM) programme launched by the KwaZulu-Natal Department of Education and a partner organisation. The purpose of this study was to explore the extent to which secondary mathematics teachers and heads of department (HoDs) used the tools for their intended purposes. The study was carried out with teachers and department heads from 14 schools located in 2 districts of KwaZulu-Natal. Data were generated by 21 interviews, supplemented by secondary data sourced from responses to previous surveys conducted by JiM. The findings show that most teachers considered the tool as a tick-box activity, instead of using it to guide their planning in a meaningful manner. Furthermore, there was misalignment between planning undertaken by the provincial education department and JiM. It is crucial that teachers on the ground are consulted first in order to jointly identify how certain problems can be addressed before any professional development activity is implemented.

In this study, it is aimed to examine and analyze virtual museums in accordance with design and perception of social presence. In this context, virtual museums that offer free access internationally were identified and accepted as documents. Document analysis, one of the qualitative research methods, was used in the study. Each of the virtual museums examined was subjected to content analysis and divided into groups according to the characteristics they have and do not have. The sample of the study consists of 352 virtual museums. "The Virtual Museum Review Form" created by the researchers was used in order to examine the determined virtual museums. Within the scope of the study, virtual museums were analyzed under seven categories, such that type of artwork, transfer to virtual environment, presentation, transition, navigation, guidance and virtual reality support. Virtual museums are divided into eight categories according to the type of work (culture-art, history, composite, military, archeology, science/technology, industrial and natural museum). It has been determined that most of the virtual museums examined are transferred to the virtual environment as an exact copy of the museums existing in real life. Virtual museums are divided into three as 2D/3D object, pop-up and link, according to the type of information they present to their visitors. Most of the virtual museums examined offer semi-flexible, flexible or non-flexible guidance services to their visitors. As a result of the study, it is suggested that the examined virtual museums be classified under 3 sub-headings as "type of artwork", "type of transfer to virtual environment", and "type of presentation" according to their designs and under 4 sub-headings as "type of transition", "type of navigation", "guidance", and "virtual reality support" according to their social presence perceptions.

Although several entrepreneurship education programs (EEPs) have been created for faculty, research examining women faculty experiences participating in EEPs is minimal and particularly negligible in the context of their academic research. To address this gap, we examine women faculty's perceptions and experiences toward EEPs in the context of biomedical (BM) research. The research question examined is as follows: how do women faculty with a BM research focus experience and/or perceive EEPs? Eight self-identified women faculty who pursue B.M. research participated in in-depth interviews for this study. The data analysis drew on phenomenological experience-based qualitative research methodologies. Three key themes emerged with respect to participant experiences with and perceptions of EEPs: (1) engaging in customer discovery, (2) navigating the entrepreneurial program, and (3) facing BM specific research challenges. Customer discovery was identified as the most impactful outcome, and it pushed the faculty to explore the impact of their innovations beyond their laboratory spaces; however, the customer discovery process was challenging due to the complexity of the BM environment. Furthermore, several challenges were noted when navigating the program concerning feedback delivery and students' roles. Lastly, several BM-specific challenges were raised, specific to the lack of disciplinary diversity and post-EEP guidance on regulatory approvals and funding. We anticipate that these research-based findings will inform the continued development of EEPs that are inclusive of women STEM faculty, particularly those who are engaged in BM research. Implications for research and practice are presented in the context of the emergent findings.

Learning Design (LD) research accounts for several design support tools, or LD tools, employing representations for learning designs to facilitate the "teachers as designers" thinking while preparing learning experiences. In contrast to existing studies having followed mainly a specialist/researcher (as opposed to a teacher) perspective, our quest to develop an LD tool follows a Design-Based Research (DBR) approach involving practitioners. Specifically, in this paper, we attempt to give voice to teachers as designers and investigate how they prefer having their learning designs represented by LD tools. Aiming to create a principled account of how to represent learning designs in an LD tool, we first conducted an integrative literature review to formulate a representational framework that drove our research. Subsequently, we addressed the following LD representational dimensions: (1} format, (2) organisation, (3) guidance and support, and (4) contextualisation. We are reporting on a case study conducted with 16 participants in a teacher education context. Although previous research typically reported findings based on a single LD tool's evaluation over a short period, we have opted for eliciting feedback based on a rich LD experience. To this end, we acquainted participants in LD projects with two LD tools (Learning Designer and WebCollage) during an academic semester. Furthermore, we followed a mixed-method explanatory sequential design applied through a survey questionnaire and semi-structured interviews to achieve a more profound consideration of the teachers' preferences for LD representations. Our findings indicate that the teachers strongly endorse an LD tool supporting a visual format and a global organisation in the form of a table that provides a global overview of a learning design while focusing on its specific elements. Teachers seem to prefer an LD tool that balances providing guidance and flexibility, as they opt for (1) a non-restrictive taxonomy for articulating learning objectives, (2) some form of standardisation for formatting learning units, along with allowing free formation, (3) a flexible pedagogical framework for modelling the learning activities' pedagogy so that it can be adjusted to particular designers' needs, and (4) a typology of technologies that can be utilised or not. In addition, they seemed to favour an LD tool supporting high contextualisation, as they prefer to describe contextual details for a learning design's units and activities. These findings constitute design principles for our ongoing DBR and may stimulate momentum for researchers developing LD tools.

Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as "digital literacies" standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies.

Music is a unique form of verbal stimuli (Reynolds & Hayes, "The Psychological Record," 67(3), 413-421, 2017) and the literature has indicated some success in using procedures involving the frame of coordination or stimulus equivalence to teach early piano skills to learners with and without autism spectrum disorder (ASD; Hill et al., "Journal of Applied Behavior Analysis," 53(1), 188-208, 2020). However, these studies only targeted narrow skills rather than a complete repertoire. Also, whether such teaching procedure is effective for young children with ASD at different ages, with different needs, and with common accompanied diagnosis, is unknown. The current study (a) explored the possibility of applying relational frame theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001) in piano program development that aims to teach a complete early piano repertoire, and (b) confirmed the effectiveness of an adjusted teaching procedure using the frame of coordination on teaching early piano skills to six young children on the autism spectrum. A multiple probe across participants design was used. After direct training of two relations (AC & AE), post-instructional tests were conducted on eight relations. The results showed that with remedial training, five out of six participants demonstrated mutual entailment, combinatorial entailment, and transformation of stimulus function in these relations. All participants could read and play the song on keyboard without extra training. The study provided practical guidance on applying the procedure to these young learners. Implications of RFT in piano curriculum development were also discussed.

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education's gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K-Grade 12 Gifted Education Programming Standards. Although not developed for the Australian context, they provide a common index from which to gauge alignment. Results indicated an uneven approach in both policy and guidance and this imbalance exposes opportunity gaps to address the specific learning needs of this student population.

Reflection has been emphasized as crucial for learning and development. Yet, the social dimension of reflection is under-researched. Thus, this article proposes a conceptual framework to shed light on the social aspect of reflection and promote consistent and coherent research on group reflection. The authors first revisited reflection to recognize and justify the importance of group reflection as an explicit form of reflective practice in social contexts. Next, we conducted a 10-year (2010-2020) systematic review to examine the recent research on group reflection and identify gaps for future investigation. Based on the review findings, group composition and guidance on the practice were identified as two critical features in examining how individuals reflect at the interpersonal level to construct shared understanding within the group. Considering individuals' attributes as the source for various group compositions, we propose a three-dimensional framework to direct research on group reflection, including dimensions of (a) personal attributes, (b) group diversity, and (c) guidance on group reflection. This conceptual framework includes key attributes of group composition and four categories of guidance that may influence group reflection. Furthermore, we illustrate the application of the conceptual framework in three main research areas with specific examples of research questions. Last, we discuss the implications for future research beyond the conceptual framework.