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Singapore, like many other countries in the world, is on a journey towards a culture of lifelong learning to keep its workforce competent, resilient, and future-ready in the rapidly changing world of work. In order to realise this, a significant amount of resources has been invested to the training and adult education (TAE) sector. The TAE sector is expecting considerable and evolving skills demands from the TAE professionals specifically from the adult educators who are directly involved in the training delivery and development activities. With the high skills expectations from the profession, it is important to find out the level and predictors of work satisfaction among adult educators so as to provide necessary support for their performance and development. Work characteristics or quality indicators such as income, work autonomy, complexity, intensity, security, career prospect, professional development support, as well as work expectations were examined in relation to adult educators' work satisfaction. Multivariate analyses show that work autonomy, job security, and professional development support are strong determinants of work satisfaction among adult educators, even after considering adult educators' work expectations and other employment and individual characteristics. [ABSTRACT FROM AUTHOR]

The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment process of workplace educators by seeing it as an interrelated system of judgments, actions and reasons. Focussing on the unfolding of a process, we applied a longitudinal holistic case study design. Results show that educators are engaged in a constant judgment process during which they use multiple and adaptive frames of reference when forming their judgment about students. They construct an overarching image of students that develops throughout the placement, and their judgments about students go hand in hand with their actions relating to fostering independent practice. [ABSTRACT FROM AUTHOR]

Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children's surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre. [ABSTRACT FROM AUTHOR]

This study explores the dynamic journey of women as they become academics in non‐elite Chinese public universities. It focuses on their aspirations and the evolving subjectivity that accompanies this process. Ten participants from the Humanities and Social Sciences (HSS) fields, aged 28–57, were interviewed; the transcripts were analysed using reflexive thematic analysis. Adopting a Butlerian perspective, our findings identify two distinct subjectivities that shape Chinese women's decision to become academics: autonomous subjectivity driven by intrinsic desire and strategic subjectivity driven by instrumental desire. We argue that becoming an academic is a complex process influenced by regulatory power, including market forces, institutional and societal constraints, and gender norms, which shape the context in which the desire is pursued. It is essential to view this decision not only from the individual's perspective but also from the larger context within which it is made. This study contributes to the literature on gender equality in academia by interrogating the complexities of the decision‐making processes for Chinese women pursuing academic careers in non‐elite Chinese universities. [ABSTRACT FROM AUTHOR]

Purpose: The research aims at examining educators' perceptions, attitudes and behavioral intentions toward learning analytics (LA) and the role of self-instruction within the proposed model for LA adoption. Design/methodology/approach: A quantitative approach is utilized in which a questionnaire is designed as a tool for data collection and partial least squares structural equation modeling (PLS-SEM) is used for data analysis and model testing. Findings: Results show that performance expectancy and effort expectancy have a significant effect on educators' attitudes, which in turn significantly affect educators' behavioral intentions. Self-instruction mediates the relationship between educators' attitudes and behavioral intentions. The attitude towards LA mediates the relationship between LA performance expectancy and educators' self-instruction. The research model explains 54% of the variance in learning analysis adoption. Originality/value: Findings open a path for research on pedagogical factors affecting LA adoption and guide education managers toward facilitating LA adoption. The tested model contributes to LA and teaching and learning literature by highlighting the role of educators' self-instruction in LA adoption. [ABSTRACT FROM AUTHOR]

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators' positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though participants self-described as having expert knowledge of autism, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice. [ABSTRACT FROM AUTHOR]

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it. [ABSTRACT FROM AUTHOR]

This document contains abstracts from various articles published in the Clinical Teacher journal. The articles cover a range of topics related to medical education and training, including near-peer support for newly qualified doctors, financial barriers faced by medical students, educational implications of maternity services, support for trainees, health promotion interventions in the emergency department, hybrid OSCEs during the COVID-19 pandemic, support for international medical graduates, research training for medical students, and approaches to reduce differential attainment in specialty training selection. These articles provide valuable insights into innovative approaches to medical education and training, aiming to improve the knowledge, skills, and confidence of medical professionals and enhance patient care. [Extracted from the article]

Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator's experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA. Qualitative description methodology guided the research whereby individual face-to-face semi-structured interviews collected qualitative data from educators who had used the FCA in the previous 4 years which was then analysed using reflexive thematic analysis. Eleven educators across seven disciplines were recruited, eight of whom had fully and three partially flipped a course. Four broad themes described the educator's experience of the FCA namely, the environmental influence, preparation and implementation, emotional response and metacognition. There were 20 sub-themes across the four themes. Educators in this study were both ambivalent and internally motivated by the FCA, valued scholarly and institutional support, highlighted the importance of reflexive teaching practice and appreciated the affordance of more active learning opportunities in class. The human aspect of competing emotions was clear when implementing the FCA. Educators need to prepare themselves for the emotional investment that accompanies the FCA, to be responsive and adaptive in what and how content is delivered. Institutions should provide adequate support to cater for both the well-being of educators as well as the practicalities of implementing the FCA. [ABSTRACT FROM AUTHOR]

According to the generally accepted paradigm culture is considered an indispensable element of language learning process. Analysis of modern didactic materials and textbooks shows that target culture is presented in both explicit and implicit way. Authors insist that shaping students’ intercultural awareness cannot be limited to students’ exposure to another culture. Real intercultural approach also involves students’ ability to present their home country and culture. For this purpose it is essential to determine elements of students’ native culture which are to be incorporated in language learning process. Analysis of cultural patterns utilized in language learning proves that it offers a variety of everyday and touristic topics but omits the problems of wars and conflicts which are pertinent to many countries. The full-scale Russia’s invasion of Ukraine has challenged educators in Ukraine to reconsider approaches to cultural representations of home country. Authors claim that current war has significantly transformed the image of Ukraine as well as the global agenda, and showcase this with relevant examples. Due to these facts it has become impossible for students to present their home country through the prism of peaceful relations and omit the problem of war and its implications. For this purpose authors specified war-related topics which are relevant to national curriculum and can be potentially incorporated in the content of foreign language learning. In order to find out educators’ attitude towards incorporating war-related problems in national curriculum the authors have questioned over 300 teachers from various parts of Ukraine. The obtained data clearly shows that most educators support the idea of integrating war-related topics as they have a potential to showcase the problem of human values, inter-personal relations and cultural dimensions. [ABSTRACT FROM AUTHOR]

The Culturally Nourishing Schooling (CNS) project is focused on whole‐of‐learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school‐based professional learning strategies, broad school or system‐level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2‐day intensive curriculum‐focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross‐Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on 'three sensibilities' that invite enacting a form of onto‐epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re‐imagining curriculum and related pedagogical practices that seek to 'delink from the colonial matrices of power'. [ABSTRACT FROM AUTHOR]

Today, adult individuals must be able to continuously learn and adapt to the rapid changes occurring in society. However, little is known about the individual characteristics, particularly personality traits, that make adults more likely to engage in learning activities. Moreover, few studies have longitudinally and objectively investigated the influence of personality on engagement in lifelong learning throughout working age. This study therefore used longitudinal data (15 years) to examine which personality traits predicted level and long-term changes in learning activities among 1329 Swedish adults aged 30–60. The results from growth curve modelling showed that over the follow-up period, novelty seeking and self-transcendence were both positively related to overall level of engagement in learning activities, although not to rate of change. Regarding specific activities, novelty seeking was related to higher levels of engagement in attending courses, taking on new education, and making occupational changes, while harm avoidance was negatively related to the likelihood of changing occupation. The results of this study underscore the importance of considering personality in relation to engagement in lifelong learning activities. Insights from this study can potentially increase the likelihood of finding methods to promote lifelong learning, which can be beneficial for educators, policymakers, and companies. [ABSTRACT FROM AUTHOR]

The study's main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE's planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided. [ABSTRACT FROM AUTHOR]

This document is a schedule of presentations and posters for the Research Quarterly for Exercise & Sport journal. It covers a wide range of topics related to physical activity, exercise, and sport. Some of the topics include the effects of physical activity programs for individuals with autism, the relationship between motor ability and core symptoms in children with autism, the impact of physical activity on mental health, and the association between physical fitness and academic performance in Chinese students. The document also includes presentations on topics such as physical education teachers' attitudes and culturally pluralistic attitudes. It provides a valuable resource for library patrons conducting research in these areas. [Extracted from the article]

This document contains summaries of various research studies related to physical education and activity. The studies cover a range of topics, including the effects of COVID-19 on motor skill development and physical activity levels, the benefits of therapeutic physical activity for youth with disabilities, and the occupational socialization experiences of doctoral students in adapted physical education programs. Other studies explore the development of self-efficacy in behavior management for students with disabilities, the relationships between motor ability and core symptoms in children with autism, and the impact of various interventions on physical activity levels and well-being. These studies provide valuable insights into different aspects of physical education and activity. [Extracted from the article]

This article presents the findings from an interview study with 12 subject teachers and special educators in three Swedish lower secondary schools. The purpose of the study was to explore how school professionals perceive and respond to dilemmas related to inclusive education that require prioritizations between conflicting values, principles or goals. Through the use of conceptual tools and theoretical notions of policy enactment, the article sheds light on how such dilemmas can be played out in practice. Four different dilemmas were discerned in the analysis: special vs. general education settings, external control vs. professional freedom, curricular demands vs. students' needs and individual vs. group. The analysis illustrates how actors' perceptions and responses to dilemmas can be framed by policy demands in different ways, but also by contextual factors and the actors' roles and positions in their schools. In this way, the article provides a partly new understanding of such processes in relation to previous research. Moreover, it is argued in the article that the notion of dilemmas provides an educational dimension that can be an important addition in analyses of policy enactment. [ABSTRACT FROM AUTHOR]

This is a composite article which brings together the international perspectives of the editorial board of the Journal of Adventure Education and Outdoor Learning to explore the impacts of artificial intelligence (AI) on the field of adventure education and outdoor learning (AE/OL). Building on the AE/OL profession's response to the impacts of COVID-19 on outdoor and environmental education in 2020, this article includes authors from 10 countries including Australia, Brazil, Canada, England, Japan, Kenya, the Netherlands, New Zealand, Norway, and Wales. The statements discuss the impacts and opportunities of AI for the AE/OL professions, researchers, the nature of being in and with the outdoors, and Indigenous knowledges. The intention of this article is not to present a definitive summary of the state of the profession, but to provide examples of the ways in which diverse people are responding to the challenges and opportunities of AI. By sharing these views, and identifying some commonalities, we hope that AE/OL educators, practitioners, researchers and managers can creatively and cautiously seize the opportunities of this technological revolution. [ABSTRACT FROM AUTHOR]

The role of digital technologies in outdoor and environmental education is contested and therefore educators should carefully consider their inclusion or exclusion of networked spaces. In addition, educators are asked to make their pedagogical intentions visible to students. We ask 'How might we include our students in decisions about digital-downtime?' This article takes Western and Māori (Indigenous) approaches to preserving nature and applies them to looking after human-nature (the nature within). Learning lessons from the past about preserving nature offers a way for educators and students to discuss and consider the benefits of setting aside times and places to exclude networked spaces. Simultaneously these discussions offer students a language and framework to support their intentionality about digital connectedness or disconnectedness in their wider lives. [ABSTRACT FROM AUTHOR]

The training on learning using the needs assessment model approach conducted at Klaogin preparatory elementary school is an effective way to reduce students' literacy disabilities. The aim of this research is to analyze the reasons why students are still unable to read and write, and to assist them in learning using the needs assessment model method, so that the results obtained are more effective in a short time. This research method uses data analysis and individual needs assessment of students at Klaogin preparatory elementary school to identify their strengths and weaknesses in understanding the material. The focus is on four main principles with 30 students as the research population, including those who are not yet proficient in reading and writing. Data was collected through documentation from journals, children's literature books, and other works, with qualitative analysis conducted through review and classification of data according to research issues. The author, who is also an educator, found success in implementing this approach program conducted in one month of learning. Students achieved a 60% improvement in outcomes after being trained intensively in literacy [ABSTRACT FROM AUTHOR]

This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and practices. Case findings point to the teacher's approach and commitment were rooted in praxis and revealed how the embodiment of their critical consciousness worked to rewrite contexts where anti-immigrant practices took place. Additionally, case findings provide a framework for examining activist literacies as transformative acts in the reimagining and rewriting of unjust spaces. [ABSTRACT FROM AUTHOR]

Background and Purpose: This study explores teachers' influence on families' vaccination decisions and the role of schools in health education. It aims to identify factors shaping teachers' attitudes toward vaccines and their decision-making when vaccinating their children. Using the Theory of Planned Behavior, the research examines educators' attitudes, subjective norms, and perceived behavior control about vaccination choices. It provides insights into the crucial role of schools and teachers in promoting vaccination and enhancing vaccine acceptance in society. Methodology: A quantitative approach was employed to analyze the data in this study. Questionnaires were distributed to teachers in three states in Malaysia, namely Pahang, Terengganu, and Kelantan. Out of the total 400 questionnaires distributed, only 326 were found suitable for analysis after the screening process. The data were then analyzed using the partial least square structural equation modeling (PLSSEM) method. Findings: The study reveals a significant link between teachers' attitudes toward vaccinating children and a connection between subjective norms and parents' vaccination intentions. These findings support previous research, underscoring the influence of attitudes and subjective norms on vaccination decisions. However, no significant relationship was found between perceived behavior control and parents' intention to vaccinate, suggesting that parents' beliefs about accessing vaccines or overcoming barriers have a limited impact on their vaccination intentions. In addition, Perceived policy effectiveness positively influenced parents' vaccination intentions. Contributions: This study enhances understanding teachers' vaccination intentions, informing evidence-based policies to promote vaccination and address barriers. Recognizing the factors influencing teachers' decision-making, targeted interventions can enhance vaccination rates and improve public health outcomes. [ABSTRACT FROM AUTHOR]

We propose a novel method for repurposing online course discussion posts to explore educators' language ideologies. Drawing on asynchronous discussion posts from a subset of 30 educators enrolled in an online, masters-level, sociolinguistics-for-educators course at a US Southwest university, we "smooth" posts into a dialogue resembling a focus group discussion, a method we are terming a fabricated focus group (FFG). The topic of the discussion forum was defining "Standardized English" (SE), allowing us to observe nuances of participants' ideological stances, positioned and juxtaposed to one another within a constructed dialogue. Online discussion forums offer a unique tool for researchers/educators to generate a context for student stance taking and reflexivity, which can raise educator's critical consciousness. FFGs can help us to represent educators' varying ideological positions and provide direction as instructors of such courses attempt to foster more tolerant, democratic, and empowering attitudes toward cultural and linguistic diversity. [ABSTRACT FROM AUTHOR]

The present study was aimed at contributing to the understanding of the role of pre-service special education teachers' attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed that some empathy dimensions (fantasy and personal distress) played a mediating role in the association between preoccupied and fearful attachment styles and teachers' sentiments and concerns towards disability. Moreover, a direct positive association was reported from preoccupied attachment style to sentiments and concerns towards disability, from fantasy and personal distress (both dimensions of empathy) to sentiments towards disability, from personal distress to concerns towards disability, and from empathic concerns to attitudes towards disability, whereas negative relationships were found from perspective-taking to concerns and sentiments towards disability, as well as from empathic concern to sentiments towards disability. [ABSTRACT FROM AUTHOR]

In this paper, we deploy data collected through a Q study with educators in south-west England. The mixed methodology involved the two stages of forced choice statement sorting by educator participants and subsequent factor analysis. Through abductive analyses, four views regarding aspirations and young people in peripheral communities are identified. Of these, only one viewpoint, named 'acknowledge the barriers to finding employment', aligns with taken for granted narratives on encouraging school students to pursue careers in the knowledge economy, with transition to higher education being the acknowledged pathway to flourishing futures. Three further viewpoints are identified and discussed. The paper contributes new insights to understanding educational landscapes in peripheral places through employing a novel approach, that of Q method, to illuminate educators' lived experiences in such communities. [ABSTRACT FROM AUTHOR]

Educators’ attitudes are a key factor in the practices they enact, their expectations for pupils, and outcomes for pupils. For newly arrived refugee and asylum-seeking children, education is known to play a crucial role in the settling-in process. This study uses survey data (n = 295) and case studies of 17 educators at two schools in England to examine the attitudes of educators towards refugee pupils. It finds that educators had relatively positive attitudes towards refugee pupils and that previous relevant experience was associated with positivity. Educators at case study schools saw refugee pupils as assets, emphasised refugee pupils’ resilience, and blamed difficulties encountered on the education system rather than pupils. In the survey, previous experience teaching refugee pupils was associated with more positive attitudes towards them. While the direction of causality in this relationship was unclear, the case studies provided examples of educators attributing their positive attitudes to their interactions with refugee pupils and experiences working in multicultural schools. The study contributes to literature showing that intergroup contact improves attitudes towards outgroups and proposes that the relationship between school and individual educators’ attitudes could be seen as a ‘virtuous circle’ of positivity [ABSTRACT FROM AUTHOR]

Intraoperative teaching is a challenging task. The briefing–intraoperative teaching–debriefing (BID) model, which is based on guided discovery learning at limited time intervals, has rarely been investigated. This study validated the benefits of the modified BID model on medical clerks. This study involved 37 first-year medical clerks enrolled from September 2019 to May 2020. Every learner scrubbed in one the totally implantable venous access device placement surgery and completed a pre-/posttest survey on surgical procedures and associated anatomy conducted through an intraoperative teaching questionnaire. Of these participants, 15 merely observed throughout the entire procedure (observation group), whereas the remaining 22 performed simple suturing under supervision (suturing group). All participants underwent an objective structured assessment of simple interrupted suturing skills at the end of the observership. Correlations were tested using a two‐tailed paired t-test, with a p-value < 0.05 indicating statistical significance. The response rate was 100% and participants could reconfirm the precise venous access, catheter tip location, and suture materials for portal fixation after totally implantable venous access device placement (p < 0.05). Although a relatively higher satisfaction of the intraoperative teaching environment and educator attitude was reported in the suturing group than in the observation group, the difference in scores on the objective structured assessment was not statistically significant (8.7 ± 1.8 vs. 7.2 ± 3.7; p = 0.104). Our findings indicate that the modified BID model with hands-on experience is a practicable module for matching intraoperative teaching and learning via learning perception enhancement for medical undergraduates during totally implantable venous access device placement. [ABSTRACT FROM AUTHOR]

Teachers' perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education classes and how those perceptions impact educational programming. In this qualitative study, the authors conducted semi-structured interviews with 21 special educators responsible for students with SCD who taught in self-contained classes within traditional public schools. The interview was designed to explore special educators' perceptions pertaining to including students with SCD in general education classes and possible personal and environmental factors that may influence their perceptions. The findings suggest that self-contained special educators responsible for students with SCD are tentatively supportive of including their students in general education classes. However, several factors (e.g., lack of support, student abilities and skills, general educator attitudes) and reservations appeared to impact special educators' decision-making pertaining to including their students with SCD in general education classes. [ABSTRACT FROM AUTHOR]

This paper examines a study that aimed to fill in the gap in research about interfaith dialogue and leisure time education in Catalonia (Spain). Combining both quantitative and qualitative research methods, we analyzed the role that interfaith dialogue plays for leisure time educators. The research was carried out between 2021 and 2022 in three phases: one descriptive through an ad hoc questionnaire, a second one comprehensive by exploring educators' voices in focus groups, and a third one prescriptive to design evidence-based policy recommendations and training frames. The whole research allowed us to state the low status that interfaith dialogue plays within the leisure time education in the research context, as well as the high expectations and positive attitude by educators to improve interfaith dialogue in these educational settings. Further research considering more voices (children, families, administration, religious groups) could be explored in the future to increase the knowledge on the subject. [ABSTRACT FROM AUTHOR]

Early childhood educators are key to delivering early childhood education and care (ECEC) for the benefit of children, their families and society alike. For the benefits of ECEC to be realised, however, the educators who deliver these services need to be well. Despite growing attention to attracting and retaining a high-quality early childhood workforce, little is known about the work-related psychological and physiological well-being of early childhood educators. This paper contributes an example of a protocol for an holistic study of early childhood educators' well-being. It describes the use of multiple, interdisciplinary, innovative methods to measure educators' physiological and psychological well-being, within the context of their work environment. Recommendations are provided for future studies of educators' holistic well-being. [ABSTRACT FROM AUTHOR]

The construct of reading is presented in language assessment. Previous studies have focused on reading issues encountered by English learners, most of which are manifested by certain linguistic features: lexical bundles (LBs). Addressing this, the study aims to analyze LBs in reading comprehension passages in the Chinese National Matriculation Entrance Test (NMET) and contrast them with those in the International English Language Testing System (IELTS), by focusing on the form, function, and frequency of three-word formulaic units. Data collected from self-built corpora based on the two tests were analyzed using Biber et al.'s structural and functional taxonomies. Results suggested that NMET includes a substantially lower frequency of bundles and a notably limited range of bundle patterns than IELTS. Results also indicated that the structural forms of LBs in NMET are clausal and that the dominant function is referential. This study has pedagogical implications for test designers and English reading educators. [ABSTRACT FROM AUTHOR]

This study investigated linguistic, affective, parental, and educational contributions to bicultural identity, in two samples of younger (13‐ to 14‐year‐old; N = 95) and older (16‐ to 17‐year‐old; N = 67) bilingual adolescents, who were immigrants or belonged to ethnic minority communities in the Balkans. While bicultural identity level was not differentiated as a function of age group, there was an age‐related shift in its predictors. Bicultural identity level was significantly predicted by perceived educators' attitudes toward linguistic/cultural diversity in the younger adolescent group, but by personal affective states (motivation and attitudes) toward the mainstream language in the older adolescent group. Implications of the findings are discussed regarding educational and family practices that would facilitate biculturalism in minority adolescents. [ABSTRACT FROM AUTHOR]

Being outdoors allows children to explore, experience natural phenomena, it gives them more space and freedom for development. Educators should arouse children's interest in nature so that children develop feelings and learn from experience. The research aimed at determining the attitudes and reflections of educators employed in preschool institutions in the Republic of Croatia regarding the attitudes and reflections of educators about being outdoors. The research was conducted on a sample of 351 educators. A measuring instrument designed for the needs of this research was used. The results of the research show that 53% of educators agree or completely agree with the statement that they spend their free time in nature. Furthermore, 35.6% spend up to 6 hours a week walking, recreation, cycling and the like. Regarding the statement which limiting factors prevent going outdoors with children, 58.1% of educators completely agree or agree with the statement. We asked the respondents which other limiting factor they see as an obstacle and 36.9% mentioned the weather. Educators are the ones who decide whether children will spend time outdoors. This affects children's different experiences because their time outdoors depends on the beliefs and attitudes of their educators. [ABSTRACT FROM AUTHOR]

Intraoperative teaching is a challenging task. The briefing–intraoperative teaching–debriefing (BID) model, which is based on guided discovery learning at limited time intervals, has rarely been investigated. This study validated the benefits of the modified BID model on medical clerks. This study involved 37 first-year medical clerks enrolled from September 2019 to May 2020. Every learner scrubbed in one the totally implantable venous access device placement surgery and completed a pre-/posttest survey on surgical procedures and associated anatomy conducted through an intraoperative teaching questionnaire. Of these participants, 15 merely observed throughout the entire procedure (observation group), whereas the remaining 22 performed simple suturing under supervision (suturing group). All participants underwent an objective structured assessment of simple interrupted suturing skills at the end of the observership. Correlations were tested using a two‐tailed paired t-test, with a p-value < 0.05 indicating statistical significance. The response rate was 100% and participants could reconfirm the precise venous access, catheter tip location, and suture materials for portal fixation after totally implantable venous access device placement (p < 0.05). Although a relatively higher satisfaction of the intraoperative teaching environment and educator attitude was reported in the suturing group than in the observation group, the difference in scores on the objective structured assessment was not statistically significant (8.7 ± 1.8 vs. 7.2 ± 3.7; p = 0.104). Our findings indicate that the modified BID model with hands-on experience is a practicable module for matching intraoperative teaching and learning via learning perception enhancement for medical undergraduates during totally implantable venous access device placement. [ABSTRACT FROM AUTHOR]

Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service teachers are exposed to diverse population groups in schools or communities. Our study explores how Service-Learning is applied in teacher education in Austria. It is based on a series of semi-structured interviews with 13 teacher educators who apply this form of teaching in cooperative projects with schools. Our findings suggest that teacher educators distinguish between five orientations in Service-Learning (connecting theory and practice, engagement, community needs, job-related skills, learning outside the classroom), take on distinct expert and support roles, and see multiple benefits in Service-Learning. Our study underlines the importance of Service-Learning for inclusive education and the value of preparing pre-service teachers for dealing with diverse groups of pupils by allowing them to experience the real-world problems that confront schools. [ABSTRACT FROM AUTHOR]

Collectively, these articles evaluate experiential education practices in a range of settings: a canoe trip on the U.S.-Mexico border, an immersion high school semester, social work practica settings, an undergraduate agricultural course, and others. This qualitative article explores the experiences of eight students on a campus-organized canoe trip along the U.S.-Mexico border. The quantitative study found that the semester-long educational experience did impact students' identity profiles significantly, resulting in specific recommendations for educators working in such experiential settings with students. [Extracted from the article]

As schools and universities are under attack for educating students about race, racism, and other topics with deep roots that directly link to our current societal challenges, we must find and utilize meaningful tools of resistance. This article is a collaborative auto-ethnographic narrative inquiry that presents the stories of two professors and two students who engaged in the reflective work of critical family history (CFH). Currently, merely mentioning the word racism is so troubling to many politicians whose ideas are rooted in White supremacist ideology that laws are being passed in the U.S. to ban books on certain topics about race and LGBTQIA+ issues so that students cannot even read about these topics. A Tennessee law recently passed in both the state House and Senate seriously diminishes and limits how professors teach putative "divisive topics" related to race and its societal impact at the college level. A valuable teaching tool, critical family history, offers an impactful approach for us, especially for educators, to face the truth about the complexity of our lives and our ancestors, specifically in relation to issues of race—in a subtle, yet powerful way that is grounded in courage, wisdom, and compassion. The findings in this article are both surprising and troubling, which points to why educators need to seek ways to incorporate CFH in their work to dismantle racism. [ABSTRACT FROM AUTHOR]

This study examined educators' attitudes, values, and beliefs about families and the development of family-school partnerships in demographically changing school and community contexts. Survey data were collected from 188 educators in nine school districts. In-depth interviews were conducted with four teachers, four leaders, and one parent liaison. Analysis revealed five themes: value of families; parent involvement and value of education; challenges families experience; onus for change; and, equity and power. Themes were pervasive across the data; however, how educators discussed the themes crafted two markedly different discourses (i.e., deficit and culturally responsive) about families. Leadership implications are discussed. [ABSTRACT FROM AUTHOR]

Taking into consideration that young children engage with mathematics outside of the preschool classroom, this study focuses on adults' awareness of numerical ideas raised by young children without and with adult involvement. Ninety adults in Israel, the majority of whom were parents or grandparents of children aged 3–6 years, participated in this study. None were preschool teachers. Findings indicated that adults who participated in this study showed an awareness of concepts and skills that can be promoted at an early age, mostly of counting (verbal and object counting). Less mentioned by adults were activities related to number composition and decomposition. Building on this awareness, educators can seek to enhance adults' mathematics knowledge of ways to engage young children with numerical activities. [ABSTRACT FROM AUTHOR]

This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge', beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into 'curriculum of' and 'curriculum for'. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue [ABSTRACT FROM AUTHOR]

The article aims to reveal the relationship between educators' misperception of Gen Z students as a generation, educators' attitude, instructional behavior, students learning engagement and performance. Presented are the results of two complementary qualitative studies conducted at the same higher education institution with educators (N 35) and students (N 184) in 2020 and 2022. Both groups report inadequacy and dissatisfaction in the others behavior, in the teaching process and communication. Referenced with findings from other research the results indicate that students' unrecognized generational characteristics and preferences lead to a reciprocal adverse influence on educational engagement of both, students and professors, and thus affects the learning outcomes. In order to break the vicious circle, educators need to familiarize with the characteristics of the students' generation and need guidance to optimize communication and implement a student-centered teaching approach. [ABSTRACT FROM AUTHOR]

Technological trends in education have been moving faster in the last decade and we need to continuously enquire on competences educators have been developing in higher education. The purpose of this study was to explore the ICTs and pedagogical competences in different undergraduate programs in a public university in Colombia. A survey research design was used and descriptive statistics analysis was carried out to analyze the data. The results show that two thirds of educators have developed competences in using social networks and word processors for personal and pedagogical purposes. However, they make little use of web 2.0 and RSS tools as well as AR resources. In addition, two thirds of them don't participate in learning communities and have barely engaged in the process of ICTs pedagogical innovations. In contrast some of them prefer Moodle LMS as a pedagogical mediational tool. In short, the surveyed educators are in transitions from being old-timers to new comers. These results show that strategies towards increasing the attitudes and dispositions of the educators to integrate ICTs technologies as a pedagogical tool should be implemented as well as ICTs training programs. [ABSTRACT FROM AUTHOR]

Co-teaching has been proposed as a meaningful method in addressing the challenges that can accompany classroom diversity. In the present study teachers' attitudes were investigated regarding co-teaching and the inclusion of students with disabilities in general classes. A total of 104 early childhood educators responded to a questionnaire (51.9% general educators and 48.1% special educators). The questionnaire examined the conditions that need to be met for the successful implementation of co-teaching as well as the benefits for the co-teachers. Our findings revealed that while special educators are more willing to co-teach, they are at a disadvantage because general educators typically make the decisions related to the planning and evaluation of the activities in the general classroom. However, most general early childhood educators stated that they benefit professionally from co-teaching. According to our findings, co-teaching is perceived to be successful when the two co-teachers collaborate, during their formal meetings even though their shared collaboration time usually is quite limited. Moreover, female educators seemed more open to inclusive practices and most of them agreed that the appropriate arrangement of the classroom successfully affects the implementation of co-teaching. Finally, it was pointed out that the co-teachers' knowledge of special educational needs and their skill to modify the curriculum seem to affect co-teaching. [ABSTRACT FROM AUTHOR]

This study examined various roles in HCI and incongruences between practitioners' and educators' perceptions and experiences. The incongruences are articulated through the conceptual lens of Technological Frames (TF), which are evidenced by shared understanding of theory, practice, and a common approach to practice. We conducted 21 interviews with HCI practitioners, educators, and people who both practice and teach. We adopted a template analysis approach with matrix queries to identify similarities and distinctions between the different TFs of these roles. Our findings include incongruences between these roles in how they frame and elicit users' mental models, how they define HCI success, and their levels of enthusiasm for HCI. Congruence was found in framing communication skills, collaboration, and creativity. We contribute proposals for new requirements to frames and skills within HCI curricula that may help close the gap between education and practice. We conclude that despite some convergence across and within groups, perceptions of the HCI field are still unstable, resembling an "era of ferment". [ABSTRACT FROM AUTHOR]

This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students' critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection. [ABSTRACT FROM AUTHOR]