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Background: Expertise in scientific and grant writing are essential in health science research and practice. Quality scientific and grant writing are uncommon in Uganda which is partly responsible for the low quality and quantity of research outputs. To address this, the Makerere University Walter Reed Project (MUWRP)implemented Strengthening Institutional Capacity for Research Administration in Uganda (SICRA). Methods: SICRA conducted 3-day face-to-face and virtual training workshops in scientific and grant writing targeting early-career scientists (ECS) at institutions involved in health research and graduate training in Uganda. Mentorship and follow-up were by phone call, email and face-to-face meetings as required. To determine the effect of SICRA interventions, we conducted a quasi-experimental impact assessment among trainees using a semi-structured questionnaire. Results: 245 ECS attended SICRA workshops on grant writing (37.2%), scientific writing (33.3%), or both(28.2%). Seventy-eight trainees (32%) participated in the impact assessment. A majority of respondents (60.3%) had a master's degree; 83% were full-time employees at a research or academic institution and 97.4% were involved in health research. Before SICRA, only 34.6%of respondents had written a manuscript, 19.2% had submitted at least one manuscript for institutional internal review and 25.6% had been published. After SICRA, 66.7% had written a manuscript (p<0.001), 51.3% had submitted a manuscript for internal review (p<0.001) and 38.5% were published (p=0.064). Before SICRA, only 37.2% had submitted a grant proposal, 24.4% had won a grant and 43.6% had participated in grant writing teams. After SICRA, 64.1% had submitted a grant proposal (p<0.001), 42.3% had received funding (p=0.011), and 62.8% were participating in grant writing teams (p=0.02). Conclusions: SICRA improved ECS scientific and grant writing which led to increased research output. The 3-day training approach is appropriate for Uganda and similar LMICs.

Non-binary speakers often struggle to describe themselves within the binary gender system of Spanish. This is even more of a challenge for learners of Spanish who are used to describing themselves in English without having to identify their gender. Our study investigates how we can create a more inclusive learning experience in our Spanish language classrooms. To answer our research question, we conducted a needs analysis through the distribution of an online survey and a series of 20-minute interviews with students and instructors of Spanish in Western Canada. Through these methods, we determined what participants already know about gender-neutral and inclusive language, and what they want or need to know to be able to use and teach inclusive language. Participants were also given the opportunity to share their suggestions and ideas as to how to create a more inclusive learning environment. The key findings indicated that both instructors and students need education and training, and access to teaching and learning resources to normalize the use of gender-inclusive language in the Spanish classroom, which in return will help foster a learning space that is inclusive of all students.

This study investigated whether a restorative practice initiative improved school climate. The study presents findings from a cluster randomized, controlled trial conducted with 2,248 students from grades 5 to 12 (38% Black, 32% Hispanic) attending 18 schools in the U.S. Northeast. After 1 year of implementation, the experimental analyses of the whole-school initiative did not result in more positive perceptions of school climate for students in the intervention schools compared with students in the control schools. Correlational analyses were also conducted with student surveys in both intervention and control schools. Based on student report, restorative practice exposure in all 18 schools was associated with positive perceptions of the school climate. This suggests that initiatives may need to focus on fidelity of implementation and consistent implementation across more years for substantive school climate gains.

The purpose of this study was to investigate the challenges teachers of students with disabilities and extensive support needs experienced during the COVID-19 pandemic. Nine educators who taught in a public school district during the 2020 pandemic engaged in interviews at three points of time, when: (a) schools closed in March, (b) during summer break, and (c) when schools reopened in September. Participants described the challenges they faced transitioning to online instruction and back to face-to-face instruction, including: (a) failing to equip students with technology skills, (b) difficulty adapting instructional techniques, (c) inability to access student materials and resources, (d) discomfort with temporary IEPs, (e) dependency on families "acting as a paraprofessional," and (f) safety and logistical barriers. Administrative support, or the lack thereof, underpinned all discussions. Implications for practice and research are discussed.

The COVID-19 pandemic posed additional challenges for international students in Australia, affecting their academic, social, and personal well-being. In this article, we examine how international students in North Queensland (NQ) responded to these challenges and their resilience coping mechanisms. Using a mixed methods approach, we collected and analysed data from students who reported significant social, cultural, financial, and mental health challenges. Our findings showed that international students utilise different resilience strategies to adapt, cope and survive during times of crisis. In light of the challenges and opportunities that international students face in their academic journey, we argue that higher education institutions have a responsibility to develop and implement effective strategies to foster the resilience of this diverse group of learners. Such a commitment can also contribute to the internationalisation of higher education and international students' retention, which are important goals for many higher education institutions in the globalised world.

Financial accounting poses significant challenges for students at tertiary institutions, often resulting in failure, extended graduation timelines, or dropouts, particularly in their first year of study. This study aimed to identify the obstacles encountered in teaching and learning accounting education within South African universities. The research, which employed a qualitative approach, focused on understanding the challenges faced by students in mastering financial accounting at the university level and the underlying causes. Twenty accounting learners from four public tertiary institutions in KwaZulu-Natal were interviewed using open-ended, structured questions via MS Teams. Results highlighted several key themes, including the transition from high school to university, learning strategies and the influence of high school accounting. Challenges identified encompassed the difficult nature of the subject, a shortage of qualified accounting educators, insufficient support staff, poor infrastructure conditions, inadequate classroom facilities and the absence of practical training environments. This study contributes to financial accounting higher education in South Africa by introducing a novel methodological approach, utilising a textual collage to represent data. By merging visual and language-based approaches, the collage offers a fresh perspective on educational research in accounting. Moreover, it contributes to the academic literature within the discipline, aiming to mitigate student dropout rates and prolonged graduation timelines in accounting programmes. Overall, this research endeavours to enhance pedagogical practices and support mechanisms within accounting education, fostering a conducive learning environment for students.

This qualitative study investigates the service experiences of differently-abled students within the Financial Aid Department of a prominent South African University of Technology. Employing a semi-structured interview schedule aligned with the Service Quality model (SERVQUAL), five dimensions--tangibles, assurance, empathy, reliability, and responsiveness--are explored. The study unveils the significant challenges students face, including issues related to the location and accessibility of the department, staff approachability, and the reliability of communication systems. The discussion section draws on relevant literature to synthesise the findings, providing comprehensive insights into the intricacies of service delivery for differently-abled students. The study concludes with actionable recommendations for enhancing service quality and inclusivity, addressing the unique needs of this student demographic in the evolving landscape of South African higher education.

The study examined how local artisans and mathematics teachers think the Akan traditional art might help senior high school students learn geometry. The Akan people live in Ashanti Region of Ghana. The study targeted experienced mathematics teachers and Akan traditional art experts. Seven experienced mathematics teachers and three craftsmen were chosen using purposive sampling. We conducted interviews with participants using a semi-structured guide to collect detailed data. The data was thematically analysed. The analysis revealed four themes; demonstrating how teachers use students' experiences to build new knowledge and help them apply it to new situations. We conclude that geometry is linked to the Akan culture and encourage instructors to adjust school geometry accordingly and also encourage ethnomathematics research. [Note: The page range (81-100) shown on the PDF is incorrect. The correct page range is 81-101.]

This paper seeks to gain insights into teachers' perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students' understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.

Writing well and being well as academic writers is rarely spoken about, often hidden, and at times evaded. We believe that developing, maintaining, and growing well-being literacy not only engages the act but also allows awareness, reflection, and metacognitive thinking that enable mindful writing for well-being. Well-being literacy, the capacity to understand and employ wellbeing language for personal, collective, and global well-being, intrigues us. It encompasses nurturing, sustaining, and safeguarding well-being for individuals, groups, and systems to thrive. As scholars delving into well-being literacy, we, a diverse collective from across higher education career trajectories, investigate its role in scholarly writing and our academic realities. Our focus lies in unraveling the paradoxes inherent in higher education, particularly as researchers and writers. In this paper, we examine our own stories as a trioethnography and the impact of our writing practices on our own professional and personal lives. By doing so, we reveal the place of vulnerability, relationships, and meaning in who we are and are becoming as academic scholars. Guiding principles are shared with peers and colleagues in how they might cultivate writing practices while valuing and embodying well-being in the higher education space.

The Train-the-Trainer approach is widely used in Cooperative Extension education to efficiently disseminate research-based information to many clientele groups, including farmers. This paper compares the traditional Train-the-Trainer model to a comprehensive Collaborative Train-the-Trainer model and discusses weaknesses of the traditional model that are addressed in the Collaborative model. Sources of information used by farmers (growers) and overall effectiveness were measured through a survey instrument created and distributed to farmers in South and North Carolina. The Collaborative Train-the-Trainer model, which emphasizes peer-to-peer interaction and feedback loops, represents an enhanced approach for conceptualizing and implementing Extension educational programs.

This paper presents an exploratory evaluation of pilot nutrition education programs, Plan Shop Save Cook (PSSC). Behavior change between two nutrition education programs, Buy Eat Live Healthy (BELH; n=92 and PSSC; n=42), was examined using pre- and post-program questionnaire responses. Both programs resulted in significant improvement in food resource management (FRM) behaviors; however, there was no significant difference in the amount of change between the programs. Qualitative data suggests participants perceived label reading as the most useful information provided in the PSSC programs. The current findings suggest short-term behavior change can be achieved with a limited dose program.

Some state legislatures have introduced a rash of bills designed to control how K-12 teachers discuss so-called 'divisive issues,' such as racism, sexism, and privilege. This legislation has prompted substantial news coverage on the impact of these laws. Sidelined in this discourse are the perspectives of teachers. This mixed methods study seeks to understand the impact this legislation may have on teachers. We identified three themes salient to how teachers as 'gatekeepers' (Thornton, 1991) anticipate these legislative efforts influencing their practice: curricular autonomy, context, and institutional guidance. The paper concludes with the significance of these findings, including potential policy implications at the national, state, and local levels.

Girls' education is affected by forms of violence and teenage pregnancy, resulting in school dropouts. Governments have established Behavior Change Communication (BCC) approaches to address these issues, but with limited success. This study assessed teenage girls' perceived views on the best BCC strategies for eradicating these education issues. It explored their understanding of current approaches, identified the most effective methods, and suggested improvements for girls' education. Using an exploratory design, data were collected through interview guides and Focus Group Discussions (FGDs) involving 105 teenage girls, 10 parents, and 5 key informants. Various sampling techniques were employed, and data were analyzed thematically. Results on current approaches indicated strategies such as economic empowerment, parental involvement, media campaigns, counseling centers, reproductive health education, and disciplinary measures. The best and most effective approaches identified included testimony-telling, community committees for reproductive health education, access to educational materials, parental support, fostering self-dignity, and appropriate disciplinary actions. Suggestions for improving girls' education encompassed enhanced monitoring and evaluation, promotion of respectful language use, involvement of religious and community leaders, peer support systems, and fair disciplinary measures. The study contributes to a deeper understanding of effective approaches to addressing girls' education challenges and concludes that a well-coordinated, multi-stakeholder implementation of these strategies is essential for success.

Background: Family sense of coherence (FSOC) can be defined as the cognitive map of a family that enables the family to deal with stress during their lifetime. FSOC is the degree to which a family perceives family life as comprehensible, manageable, and meaningful. To the best of our knowledge, few studies have used this scale, and very few have evaluated FSOC Scale psychometric properties.Objective: This study aimed to evaluate the psychometric properties of the original FSOC Scale in a sample of Portuguese caregivers of children aged between 10 and 15 years.Methods: A total of 329 caregivers completed a sociodemographic questionnaire and the FSOC Scale. Analyses were performed to evaluate the factor structure of the FSOC Scale with 26 items as well as composite reliability, internal consistency, convergent-related validity, and discriminant-related validity of the scale scores.Results: The findings supported a three-factor solution for a 13-item version that maintains the original FSOC Scale structure. The three FSOC dimensions presented a good fit to the data. Cronbach’s alpha, composite reliability, and convergent-related validity were considered very good for the FSOC Scale (α = 0.956; CR = 0.974; AVE = 0.689). No evidence of discriminant-related validity was found for the dimensions of FSOC.Conclusion: The findings support the use of the Portuguese FSOC Scale for research and clinical purposes with Portuguese caregivers. Future research is necessary to further develop a European Portuguese version of the FSOC Scale.Implications: This study provides a psychometric evaluation of FSOC Scale characteristics in a Portuguese sample. The results are helpful for clinicians and family therapists who work with families since it could help them to assess the resources of families and their ability to cope with adversity and enhance their strengths.

Precise Air temperature modeling is crucial for a sustainable environment. In this study, a novel binary optimized machine learning model, the random vector functional link (RVFL) with the integration of Moth Flame Optimization Algorithm (MFO) and Water Cycle Optimization Algorithm (WCA) is examined to estimate the monthly and daily temperature time series of Rajshahi Climatic station in Bangladesh. Various combinations of temperature and precipitation were used to predict the temperature time series. The prediction ability of the novel binary optimized machine learning model (RVFL-WCAMFO) is compared with the single optimized machine learning models (RVFL-WCA and RVFL-MFO) and the standalone machine learning model (RVFL). Root mean square errors (RMSE), the mean absolute error (MAE), the Nash–Sutcliffe efficiency (NSE), and the determination coefficient (R2) statistical indexes were utilized to access the prediction ability of the selected models. The proposed binary optimized machine learning model (RVFL-WCAMFO) outperformed the other single optimized and standalone machine learning models in prediction of air temperature time series on both scales, i.e., daily and monthly scale. Cross-validation technique was applied to determine the best testing dataset and it was found that the M3 dataset provided more accurate results for the monthly scale, whereas the M1 dataset outperformed the other two datasets on the daily scale. On the monthly scale, periodicity input was also added to see the effect on prediction accuracy. It was found that periodicity input improved the prediction accuracy of the models. It was also found that precipitation-based inputs did not provided very accurate results in comparison to temperature-based inputs. The outcomes of the study recommend the use of RVFL-WCAMFO in air temperature modeling.

Immunotherapy has achieved modest clinical activity in HCC patients. Propensity score matching analysis was conducted to compare the efficacy and safety of combined stereotactic SBRT-IO versus TACE in patients with locally advanced HCC in a tertiary center of Hong Kong. Patients with locally advanced HCC who were medically inoperable for, refractory to, or refused to curative surgical interventions were eligible. The primary outcome was PFS; the secondary outcomes were OS, ORR as per mRECIST version 1.1, and TRAEs. Matching pair analysis was performed to compare the clinical outcomes. A total of 226 patients were eligible. Approximately 16 patients in the SBRT-IO group were matched with 48 patients treated with TACE. The median tumor size was 10 cm (range: 2.9–19.6 cm) and 20.3% of the patients had portal vein invasion. The 12- and 24-month PFS were significantly better in the SBRT-IO group (93.3% vs 16.7% and 77.8% vs 2.1%, respectively, p

The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the "School Psychology Review" leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the "School Psychology Review" leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.

Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and emotional perspectives. Methods: Two hundred and sixty-nine participants completed a pre-test and post-test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self-efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results: In general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third-grade girls exhibited significantly lower self-efficacy than boys, but after DGBL intervention, the gender gap in self-efficacy was no longer significant. Additionally, third-grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth-grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions: The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys.

Playful practices have been linked to increased motivation, engagement, learning and skill development. However, limited research has explored what playful music learning might look like for primary schools, and how teachers might incorporate a range of playful music practices within their classrooms. Our conceptual model for playful music learning amalgamates and builds upon previous philosophy, theory and research in the education and music education spheres. In doing so, it extends musical play across a continuum of ownership as has been proposed by Zosh et al. (2017) in the realm of playful learning more generally. Playful elements associated with the work of music education pedagogues Kodály and Kokas and other researchers in the field are outlined. Examples of musical games-play and guided musical play for primary classrooms are illustrated, and some recommendations are provided to support teachers in facilitating increasingly playful music learning.

As technology advances, virtual museums have gained popularity as a new form of learning resources. However, persuading audiences to absorb and comprehend a tremendous volume of information in an unregulated online environment is the challenge. Considering the use of an online application in educational practice, collaborative teamwork can be implemented to tackle students' difficulties caused by the use of the app as virtual museum. This study explored the validation of technology acceptance on collaborative teamwork in the implementation of a virtual museum and making storytelling. Two questionnaires were employed as the main instrument to collect the data from 122 higher education students. The findings indicate that five of twelve hypotheses were supported. Following the result, it is known that perceived ease of use and perceived usefulness significantly affects attitude toward use, perceived usefulness significantly affects teamwork quality, and attitude toward use significantly affects collaborative results. The other seven hypotheses that failed to be supported can represent the important activities and related features that need to be highlighted in designing a virtual museum used in storytelling under collaborative design. Therefore, it will help educational practices to design the features in the app matched by activities in collaborative and storytelling.

This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants in Baltimore, Maryland. Parents (N=18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children's early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children's literacy scores. However, there was an interaction between the "amount" of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes "only" for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents' frequency of SBR behaviors alone.

This study aimed to investigate students' digital (ICT) skills, perceived relevance (usefulness), and actual use of digital (ICTs) skills for learning. Data were obtained via Google Forms from 325 students who were conveniently sampled from two public universities in Ghana. The results from the multivariate analysis of variance showed that age and marital status had significant multivariate effects on ICT (digital) skills. Further univariate analyses showed that younger students reported significantly lower skills related to multimedia, collaborative platforms, and graphics, whereas married students reported higher skills related to engagement in collaborative platforms. Bivariate correlation analyses showed that multimedia skills, software application skills, virtual reality environment skills, collaborative platform skills, and perceived usefulness of ICT were positively correlated with the actual use of ICT. However, further analysis using multiple linear regression showed that only multimedia skills significantly predicted actual ICT use. The implications of the findings for policy are discussed.

Forty-four states have recently taken formal policy steps to limit how teachers can teach about so-called "divisive issues." This paper examines teachers' perceptions of what they need to be prepared to teach in states where "divisive issues" legislation exists. Teacher interview data where restrictive legislation exists were used to explore what inservice teachers need to teach within the constraints of states' divisive issues legislation, and what teacher preparation programs should focus on when preparing new teachers to do the same. Analysis revealed, among other things, that all feel they need clear guidance from their district, and better training.

Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.

The purpose of this phenomenological study was to explore the ways that early childhood teachers were "making waves" as they fostered equitable classrooms through multicultural picturebooks. Through a thematic analysis of one-on-one interviews and a virtual book selection simulation, five early childhood teachers offered their insights on the potential barriers teachers may face in selecting and using such books in their classrooms, as well as their suggestions for curating classroom libraries that highlight books that serve as mirrors, windows, and doors for children. These insights have the potential to support other early childhood teachers as they make waves of their own and leverage multicultural children's literature to build equitable classrooms.

Internationally, there are concerns that more needs to be done to address the inequalities in participation in science, technology, engineering, and mathematics (STEM) subjects at the degree level. In response, research focused on better understanding what influences young people's STEM participation has focused on a range of factors. This paper contributes to the existing research with an analysis of how "science capital" and "STEM identity" relate to STEM participation. We draw on data from 3310 young people aged 21-22 who had undertaken an undergraduate degree, 523 of whom studied a STEM subject. We found that science capital and STEM identity were statistically significantly related to studying a STEM degree (with science capital being weakly and STEM identity strongly associated with STEM study at university). Adopting a Bourdieusian lens, we discuss what our findings mean for higher education and what more could be done to support students, especially those who are currently under-represented in STEM, such as through better recognising and developing their science capital and supporting their sense of belonging in STEM.