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The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational Curriculum), and the Merdeka Curriculum learning. Four elementary schools in Indonesia's urban and rural areas served as the research unit for analysis, which used a qualitative comparative case study design. The results demonstrate that the programs of the Ministry of Education, Culture, Research, and Technology for improving human resources, which includes training and mentoring, have a favourable effect on both rural and urban primary schools. However, only one out of four schools examined the context of the educational unit while creating education unit operational curriculum documents, and every school simply used education unit operational curriculum as a prerequisite for administrative fulfilment. Based on the available components, all teachers developed teaching modules for the Merdeka Curriculum. It was found, nevertheless, that the students were not genuinely exposed to the content of these modules.

Social distancing policies during the COVID-19 period have opened a space for interventions in the use of digital technology that was previously rejected by the public. Currently, most of the community activities have been carried out online, including those related to education, such as hosting virtual exhibitions with an educational purpose. Virtual exhibitions (VE) are online exhibitions that display information on specific topics. However, to the best of our knowledge, research on VE in the educational context is still lacking. This study aims to identify the variables that affect users' intentions to attend the virtual exhibition frequently. The channel expansion theory, flow theory, technology acceptance model, and expectation confirmation theory serve as the foundation for the research model that is constructed. The model was tested using data from 321 respondents who had visited VE, then analyzed using Structural Equation Modeling (SEM) with the aid of the SmartPLS application version 3.3.3. The findings show that 11 factors significantly influence the intention to continue using VE, while the other 2 factors have no significant influence. Thus, perceived usefulness has a significant effect on satisfaction and continued use intention to use VE, but not on perceived enjoyment. Furthermore, the perceived ease of use of VE has a significant impact on perceived usefulness and perceived enjoyment. However, media richness does not significantly affect perceived enjoyment. It's just that media richness influences perceived ease of use significantly. Confirmation also has a significant impact on perceived enjoyment, perceived usefulness, and satisfaction. Perceived enjoyment has a significant effect on satisfaction and continued use intention, and satisfaction has a significant effect on continued use intention to use VE. The findings are useful for VE providers and developers in developing a transformation strategy to increase the intention to use VE in every educational exhibition. [The publication year on the PDF is incorrect. The correct year is 2024.]

Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS.

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

Listening comprehension is a crucial skill in English as a Foreign Language education, yet listening assessment still needs to be explored. This study aims to understand how listening is assessed in a Colombian private language institution and its potential connection to students' underperformance in listening proficiency tests. We characterize the listening assessment used in B1-level classes through a descriptive case study. Utilizing a rubric, we analyzed fourteen listening tasks from various sources, including course materials and a mock PET exam. Our analysis had two primary objectives: (a) to uncover the rationale behind test design and its alignment with the curriculum, and (b) to evaluate the knowledge types targeted and the forms of listening assessment employed using categorization. Our findings reveal that despite the curriculum's holistic listening development goals, assessments predominantly focus on phonological knowledge through dictation tests, in which students primarily engage with audio media and recordings. These findings suggest a misalignment in the way listening is approached during the whole course, the examinations used to assess listening during the B1 level, and the use of an external standardized test as the exit exam. This study holds potential implications for curriculum alignment and the enhancement of language assessment literacy within our context, shedding light on potential factors contributing to students' underperformance in listening comprehension.

Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students' interest and enhance their language proficiency. This article comprehensively explores internationalized songs' significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children's song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song's content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs.

Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives: The study aimed to explore South African teachers as agents of change in teaching EFAL in their Grade 3 classes. Method: This study adopted a qualitative research approach with an interpretivist paradigm. The researcher wanted to explore teachers' lived experience as agents of change in the Foundation Phase class. A case study design with purposive sampling was used. Results: The findings revealed that teachers understood their roles and responsibilities as change agents in their classrooms. They agreed they were responsible for implementing the curriculum to improve basic literacy skills among EFAL learners. Conclusion: The study found that teachers, as agents of change, needed support in continuous professional development to implement the curriculum. They also highlighted the need for help from their school management teams. Contribution: This study contributes to a deeper understanding of the role of the EFAL teacher. They are no longer mediators of learning but agents of change in teaching, learning and curriculum adaptation. Their roles go beyond imparting knowledge to learners. They are developers and mediators of critical thinking, decision-making, communication, use of technology and relationship-building skills.

Research has suggested that the type of feedback learners receive can impact on whether learners understand the feedback, the extent to which they engage with it, and whether they incorporate it in their revised drafts. However, to date, only a small number of studies have investigated learner engagement with corrective feedback provided by automated writing evaluation tools, and of those few have considered in greater depth the impact of the type of automated feedback on engagement. This multiple-case study examines two EFL learners' engagement with the two forms of corrective feedback provided by Criterion categorised as generic and specific and factors that can explain the nature of their engagement. Data were collected from learners' first and revised drafts of multiple essays on Criterion, screencasts of students' think-aloud procedures while revising essays, and stimulated recall interviews. Findings indicate the learners' higher uptake rate and more successful error corrections in response to generic versus specific feedback. However, their mental effort expenditure differed when cognitively engaging with the feedback, which could be explained in terms of individual learning goals, feedback quality, and the nature of tagged errors. These findings have relevant implications for utilising automated corrective feedback in L2 writing classes.

The vast majority of Chinese universities have embraced higher education reform that emphasizes a "publish or perish" ideology. This brings challenges to the early-career academics, especially those working in language-related fields. This paper employs a multiple case study to explore the identity tension of early career academics in applied linguistics. The three cases had diverse backgrounds and demonstrated different identity trajectories. Data were triangulated through narrative frames, interviews, and documents. Data analysis was conducted using an inductive approach that focused on interpreting the underlying meanings within the data, drawing upon relevant theoretical frameworks for guidance. The findings revealed an array of identity options (e.g., "temporary worker", "blind follower", "green pepper", "leek"). The factors that shaped the identity construction included the shifting value of being a teacher and researcher, intensified "publish-or-perish" ideology, and changing institutional and societal systems and requirements. Implications on teacher development for early-career academics in applied linguistics were proposed based on the findings.

The phenomenon of English as a medium of instruction (EMI) has spread across the globe with the promise of equipping students with high English proficiency levels. While a plethora of research has been done to explore students' and teachers' readiness for EMI, very few have dealt with the reverse phenomenon, EMI graduates transferring from English to first-language (L1) medium instruction. Therefore, conducted as a case study of six EMI graduates, this research project seeks to understand how the participant adapted to L1 instruction at higher education. The data was collected using semi-structured interviews and analyzed using thematic analysis. The findings reveal seven themes in the participants' experiences namely, developing critical thinking skills, reading skills and the love of literature, language flexibility, challenges in transitioning to L1 instructions, essay writing challenges, challenges in socializing, and mentoring and tutoring as a learning strategy. The study concludes that the participants had a positive experience transitioning from EMI to L1 instruction. They also value English as their linguistic capital and employ various strategies to make the transitioning process go smoothly. This study helps EMI teachers, parents, and policymaker to mitigate the transition process for students who are moving from one language of instruction to another. Such mitigation is necessary to reduce anxiety and improve student's readiness to study in the new linguistic environment.

This case study examined teachers' perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.

This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access to the platforms, the lack of stress and stimulating the research qualities of students when searching for specific information or stimulating the system to make mistakes. The ability to ask the right leading questions and to detect the gaps of the "interlocutor" are important competencies applicable in dealing with life's problems.

There is a clear need for highly competent health sciences experts. No instrument currently exists for assessing the generic competences of health sciences students. The aim of this study is to develop and psychometrically test the Health sciences Generic Competence (HealthGenericCom) instrument. The instrument development four step process has been conducted with a cross-sectional study design and according to the COSMIN guidelines. Face and content validity was tested by 13 experts, structural validity was tested with exploratory factor analysis, and internal consistency was evaluated by calculating Cronbach's alpha. The structural validity was tested using data from Finnish health sciences students (n=276). The content validity index of the whole HealthGenericCom instrument was 1 for relevance and for clarity. Using exploratory factor analysis a model of eight factors (with 88 items) was created: 1) competence in leadership, administration, and finance; 2) competence in people-centred guidance; 3) competence in health promotion; 4) competence in evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving; and 8) competence in societal interaction. The HealthGenericCom was shown to be valid and reliable and provides an evidence-based conceptual framework that can be used in developing curriculums and competence management.

This article examines the power dynamics underpinning performance management at a selected South African university. It specifically employs Michel Foucault's (1977) ideas on Governmentality to interpret the envisioning of performance management in this context at the level of Policy. The study employed a qualitative research methodology to address the questions at hand. Data were generated from one primary source: a discourse analysis of the Performance Management Policy (2013) at a selected university in South Africa. Using Michel Foucault's (1991) theories on governmentality, a discourse analysis of Performance Management Policy documents was conducted with the goal of critically interrogating the kinds of new academic subjectivities being created in South African higher education. The findings show that the Policy on Performance Management at the university in question works towards creating academic subjects which conform with the university's expectations and are consistently self- regulated. Findings also show that management of academics is constantly controlled and regulated by a powerful matrix of governance, comprising the university and the wider global community. This paper recommends that performance management discourses should take into stronger cognizance the matter of academic freedom and autonomy. We further recommend that Policy developers and management teams at universities be conscious of the complex forces of power that shape academic identities so that their policies move away from oppressive discourses. We argue that there is much we can learn from governmentality theory if we hope to build more just and equitable societies going forward.

This study aims to explore the practices and institutional challenges of Hawassa University academics staff pertaining to their continuous professional development (CPD) engagement. To this end, we employ an exploratory case study as our research design using various sources of data. The data were analyzed using thematic analysis. The findings reveal that there is a range of understanding of CPD among staff and that is practiced both formally and informally. The major challenges that hinder the practical effectiveness of CPD include misunderstanding of its importance, the inability of the institution to make the content of CPD relevant to academics' current needs and insufficient financial provisions. It is recommended that institutional and systematic policy actions for CPD management be prioritized.

This study aims to investigate pre-service teachers' integration of technology and how the integration of technology influences the level of cognitive demands of the mathematics tasks in their mathematics technology activities. The purpose of this study was to investigate the various levels of cognitive demands of mathematical tasks created or modified by pre-service mathematics teachers for technology activities. This study presents case studies of pre-service teachers chosen from a group of participants, and these PSTs come from a variety of backgrounds. Showcase Portfolios and lesson plans were gathered in order to comprehend the selection/creation of mathematical tasks and how they were intended to be implemented in the classroom by PSTs. This study offers suggestions for teacher preparation to integrate technology into mathematics instruction in ways that support students' learning through a review of results, the cognitive demands of mathematical tasks in PSTs' technology activities.

This correlational cross-sectional study was conducted with 60 graduate students to explore their perceived social experiences with the use of synchronous videoconferencing in the online learning environment. By applying the theories of social presence and media richness, this study investigated the perceived relationship between social presence, social space, sociability, and media richness. The communication theories of social presence and media richness were applied to better understand the relationship between the communication medium (videoconferencing) and the interactions within the mediated environments (e.g., Zoom). This correlational crosssectional study explored graduate students perceived social presence and media richness of a synchronous videoconferencing learning environment by investigating how strongly and in what direction social presence, social space, sociability, and media richness were related. A Pearson correlation analysis was conducted to investigate how strongly and in what direction social presence, social space, sociability, and media richness were related in a synchronous videoconferencing learning environment. The results indicated a strong, positive correlation between Social Presence and Social Space (Positive Group Behavior); Social Presence and Sociability; Social Presence and Media Richness; Social Space (Positive Group Behavior) and Sociability; Social Space (Positive Group Behavior) and Media Richness; and Sociability and Media Richness. A moderate, negative correlation was indicated between Social Space (Negative Group Behavior) and Social Presence; Social Space (Negative Group Behavior) and Sociability; and Social Space (Negative Group Behavior) and Media Richness.

The higher education community continues to pursue solutions to the alarming number of science, technology, engineering, and math (STEM) undergraduates leaving their degree programs. This qualitative study investigated the experiences of 12 STEM scholarship recipients in a near-peer-mentored social support group at a large Midwestern university. The goal of this study was to investigate the scholars' challenges and supports prior to and while participating in a weekly peer group through the lens of the Phenomenological Variant of Ecological Systems Theory model. This case study triangulated the experiences of the peer group participants using pre-group individual interviews, peer leader reflections, and a focus group. The pre-group interviews revealed that the participants experienced challenges associated with the rigor of their courses, self-imposed pressure, and unsupportive relationships. Supports for their persistence prior to the peer group included their internal drive to achieve their goals and supportive relationships, particularly with family. The focus group revealed that the peer group provided a non-academic space to connect with peers, facilitated sense of belonging, and normalized their struggle as STEM majors, broadening their perception of science identity. Paradoxically, although participants highlighted personal disclosure as key to promoting social support, they indicated their greatest challenge in the peer group was discomfort with sharing.

The gap between public managers and academics has long been a topic of discussion in the field of public affairs. This article presents a successful strategy to bridge this gap: the creation and use of local case studies in executive education for Portuguese public managers. We found that the creation process, which included interviews with practitioners, allowed them to reflect on their work from the framework of academic theories. As for the use of cases in the classroom, the local aspect of the case studies - set in Portuguese institutions, and shaped by the local values, mores, and norms - fostered the appropriation of the subject matter and enhanced the sharing of experiences and ideas, combining academic theory with tacit knowledge from the field. We discuss examples of the observed benefits, as well as the challenges and possibilities of replicating the strategy in other contexts.

In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who 'drop out' or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non-traditional schools in Australia that attempted to address the issues of educational disengagement via the provision of single-sex schooling: Fernvale Education Centre and Lorem School. The data are insightful with regard to these two very different gender and education paradigms and to their associated discourses about masculinity and femininity. The paper will identify the ways in which these schools both reproduce and challenge dominant constructions of gender within the context of responding to disenfranchised/disengaged young people.

For decades, educators and policy makers have decried low graduation rates at US colleges, advocating policies and making investments to improve graduation. We analyze a decade of Integrated Postsecondary Education Data System (IPEDS) data for four-year colleges to investigate how much institutions have improved their graduation rates from 2008 through 2018, once controlling for institutional and student-body characteristics. We find substantial improvement to graduation rates at public colleges, modest improvement at private not-for-profits, and a decline in graduation at the for-profit sector. We then investigate whether improvements to graduate rates are associated with variation in student-body composition, selectivity, and institutional expenditures, using pooled cross-sectional, Prais-Winsten, and college fixed-effect models. We find that most between-college variation in graduation rates over time reflects variation in the composition of a college's student body and in instructional expenditures. Our Bending the Curve metric utilizes the cross-sectional models to calculate predicted graduation rates for each college and determines how much they exceeded or failed to meet expectations. Unadjusted graduation measures, such as IPEDS' rates that fail to adjust for these compositional factors, are poor indicators of institutional effectiveness and can mislead stakeholders who use them as an indicator of college performance.

The value of Professional Learning Networks (PLNs) for school and system improvement is widely acknowledged in education research and policy. Still, the question of how learning happens for teachers and education leaders involved in PLNs remains largely unanswered. Moreover, little research exists on the increasing number of international networks for professional learning developed among education systems globally. This case study explores one such network, which we identify as a Global Learning Network (GLN), the ARC Education Project. ARC describes itself as a self-funded network of policymakers, scholars, and system leaders from a range of national and state-level systems with a shared commitment to equity, excellence, wellbeing, inclusion, sustainability, democracy, and human rights. Employing content analysis, we analyze observational notes and materials from ARC summit meetings, joint statements issued by ARC systems, membership records, and other key ARC documents. We draw from Rodway and Farley-Ripple's (2020) application of social network theory to examine this GLN as a relational space, given the challenges of global collaboration. We consider five key components of PLN efficacy: collaboration, sense of purpose, reflective professional inquiry, leadership, and boundary crossing. Specifically, we interrogate how the boundedness of ARC's membership mediates opportunities for the construction of new knowledge in the network. We conclude with implications for professional learning in global networks.

This paper presents the findings of a research study focused on industry-university collaborations within the design studio culture. The study utilized a mixed-methods approach, including a literature review and case studies, to investigate and identify lessons learned from university-industry collaborations for interior design students. Two industry-university collaborations within AU were selected as case studies based on their relevance to the design courses offered in the BSID program. The case studies employed a mixed-methods approach, involving non-participant observations, students' reflection reports, and semi-structured interviews with instructors and industry staff members. This research contributes to the understanding of industry-university collaborations within design studio culture and provides valuable insights for instructors, universities, and industry partners seeking to engage in such collaborations. By highlighting the experiences of instructors at AU, we aim to provide insights into the benefits and challenges of industry-university collaborations for universities that are new to such partnerships. The findings include the importance of embracing exposure and new partnerships, providing real-world experience, balancing autonomy and dependence, understanding the limitations of scope, considering the scale and limitations, navigating bureaucratic procedures, mitigating conflicting interests, adhering to regulations and guidelines, emphasizing positive social impact, and learning from limitations.

Leading organizational change is a daunting aspect of leadership. However, effectively leading change enables positive individual and organizational outcomes. Herein, we present a case-based classroom exercise to teach students about organizational change, demonstrate different aspects of the change process, and teach how to overcome resistance to change. We draw upon research on leadership and organizational change to introduce the exercise. In the exercise, Taylor Smith, a CEO of a farm equipment manufacturing company, is pressed by the company board to lay off a significant portion of their workforce as production is being moved overseas. In this context, the exercise provides students with an in-depth look at the change process as they discuss how the company will be affected by the layoffs and then explore ways for the layoffs to be carried out.

We present a case-based role-play exercise that effectively simulates a crisis students must manage. In the exercise, a farm equipment manufacturing company has decided to redirect its product line, and this change requires laying off a significant portion of its workforce. Students must grapple with the fact that a local news report will be released soon to inform the public about the company's plans, possibly before the company's employees learn about them. Students assume one of five roles in the executive team and discuss how to resolve the crisis. The objective of the exercise is to help students learn ways to lead in an organizational crisis. To meet this objective, we discuss how instructors can implement and debrief the exercise. This exercise was designed as the second in a two-part series (the first part focusing on organizational change), but it can also be used as a stand-alone exercise.

This case centers on two early career educators: a principal and teacher struggling to address issues of diversity, equity, inclusion, and justice (DEIJ) in their school in the current political context of legislative attacks on critical race theory (CRT) and the simultaneous national Black Lives Matter movement. A talented teacher is reluctantly self-silencing out of fear and uncertainty when her students ask her questions related to DEIJ topics. Tired of feeling anxious and compromising her teaching, she seeks the advice of her principal. The case asks readers to consider implications for school leaders, teachers, students, parents, and teacher educators.

This article reports on an ethnographic case study of the professional identity development of Mark--an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and "perezhivanie" (Vygotsky, 1999)--"the emotional and visceral impact of lived experiences" (van de Veer & Valsiner, 1994, p. 339)--we examined the multiplicity of identities (e.g., Norton, 2017) in Mark's experiences across contexts in China and the USA. Ethnographic data included interviews, fieldnotes, classroom audio-recordings, and other supportive data. The findings demonstrate the central mediating role of "perezhivanie" in allowing him to safely re-envision identities in a given context based on prior experiences and knowledge. Mark's dynamic movement of in and out of his multiplicity of identities across contexts produced distinct "perezhivanie" experiences that informed the development of his identities and pedagogies within and beyond those contexts. Methodologically, our approach was enhanced by the use of photo-elicited interviewing. This methodology allowed Mark to tap into his multiple identities, including those that were assigned to him by the local context or by a broader policy context and those that he felt comfortable to take up. We conclude with implications for research and practice that examines language teacher identities and intersectionality through "perezhivanie" experiences in the past and explores the relationship among them and places them in conversation with present identities and experiences.

As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field.

Background: People with learning disabilities following a long-term stay in forensic settings may experience difficulties reintegrating in the wider community. Indirect interventions can be helpful for care providers and family members to reflect on their practices and improve the quality of life of people with learning disabilities. Although indirect interventions are being implemented in learning disability settings, research is limited. Methods: This clinical case study recounts an indirect intervention with care providers of a male with mild learning disability. Findings: We recount the referral and assessment processes, the initial hypotheses and formulation of the service users' presenting difficulties. We demonstrate how a systemically informed indirect intervention with staff can be used to improve the living conditions of a man with mild learning disability and provide reflections on working with multiple interdependent systems surrounding vulnerable individuals in a specialist learning disability setting. Conclusion: Indirect interventions with the care networks supporting an individual with a learning disability can be a useful way to conceptualise the barriers and facilitators for community integration. Indirect interventions can also offer a reflective space for staff to share their own difficulties and prevent burnout.

Chinese higher education policy texts appear to suggest that training 'para-diplomats' is a goal of China's international student recruitment. However, few studies have considered the ways such policies are recontextualised and implemented at the institutional (meso-) level and become integral to students' career pathways after graduation. To address this paucity, I purposefully selected two Chinese higher education institutions (HEIs) and undertook an ethnographic study to explore their policy work of translation. Basil Bernstein's notions of classification and framing are employed here to nuance the mechanisms by which hidden messages were deliberately sent out by case-study institutions in everyday practices and processes. The findings reveal that routine aspects of university life, including visual cues, events and activities, and interactions between teachers and students, differed in their strengths of classification and framing, which either expanded or limited the range of career pathways that international students could envisage or progress to. This study offers a valuable contribution to the literature on higher education policy 'implementation studies', especially in the Chinese context, adding to our understandings about the powerful influence of the hidden curriculum on international students' career choice. The implications of China's experiences are discussed in terms of the role played by HEIs in the nexus of shaping graduates' career choice and enhancing the national soft power.

Teacher curriculum leadership is a key driver of curriculum reform in basic education and of improvements in student literacy. The mechanisms that underlie its development therefore constitute an important area of study. This case study analyzed the developmental trajectory of three teachers who became curriculum leaders. Results showed that from the static "macro" perspective, teacher curriculum leadership was generated by developing a sense of autonomous leadership, practicing culture leadership, and achieving an implicit leadership identity. From the dynamic "micro" perspective, teacher curriculum leadership comprised a permeable process of development from lower to higher levels. The study recommends creating an environment that nurtures teacher curriculum leadership by supporting professional competence and collaboration.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14±1.87 yr were analyzed. Overall, students got a percentage of 53.37±14.07 in the examination, with 24.46±9.1 in HOQs and 28.91±6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58±46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r ¼ 0.29 (P ¼ 0.0037), with HOQs was r ¼ 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.

Dialogue and reasoning are central to mathematics. Despite a substantial body of research illustrating the benefit of talk in the classroom, an educational debate remains in schools about how much time and empowerment should be given to children to talk in lessons. For many teachers, particularly post-pandemic, there is a professional concern about the quality of children's communication skills. An example of this is that many children appear to have difficulty in engaging in productive mathematical dialogue, and struggle to articulate their reasoning strategies. This paper explores children's class-based experiences of using talk cue cards as resources intended to support dialogue and hence mathematical reasoning. A case study approach was used to explore the experiences of key stage 2 children. The study showed that talk cue cards could break down some barriers to effective communication and so enhance children's quality of mathematical reasoning, whilst supporting engagement in metatalk about reasoning. Potential implications for educators are explored in terms of both classroom and mathematical practices such as: co-constructing agreed hallmarks of high-quality talk; teacher and peer modelling; and allotting time for the exploration of the talk cue cards.

Artificial intelligence (AI) education has gained popularity, and educators are developing activities to enhance students' AI literacy and promote collaboration in problem-solving. While current approaches using simulations and games can improve students' AI knowledge, they may not adequately prepare them for higher-level cognitive tasks. Only a few studies have explored the use of maker education to develop students' AI literacy. This case study employed a mixed-method approach and integrated AI into maker education to enhance students' motivation, career interest, confidence, collaboration, and AI literacy across low to high cognitive domains. The study involved 35 secondary school students in an AI maker program, where AI-driven recycling bins were employed as a project-based learning intervention. The results demonstrated a positive impact on students' motivation, AI literacy, and collaboration. The study provides design principles and an instructional design framework to assist future educators in creating meaningful maker-based learning experiences in AI education. It highlights the potential of using maker education to enhance students' AI literacy and offers guidance to educators on developing effective AI maker activities. The article also discusses theoretical contributions and practical implications for future research.

In 2017, Rohingya people experienced forced migration from their native land of Myanmar to the neighbouring country of Bangladesh. They fled in massive numbers and took shelter in Cox's Bazar where they now live in a diaspora community. The qualitative study presented in this article aimed to illustrate and analyse the contemporary educational situation of the Rohingya community in Bangladesh, in light of Paulo Freire's and Henry A. Giroux's philosophies. Data were collected using document analysis, focus group discussions with 20 Rohingya community members, and in-depth interviews with three development workers, two Rohingya school teachers and a host country representative. Results were analysed and grouped into themes. The education of Rohingya appears to be in preparation for repatriation to their home country; however, the process and timeline remain uncertain. Meanwhile, their movement in Bangladesh is restricted, and they cannot go outside the refugee camps for any education or training purposes. They remain in a "culture of silence", including a lack of acknowledgement of their opinions and voices. Political hegemony, absence of democracy, structural inequality and the language barrier deprive these Rohingya of access to state education and job opportunities. Cooperation between the Bangladeshi government and international non-governmental organisations could help to empower Rohingya people to develop more awareness about the structural oppression and encourage their emancipation through education.

This article features a case study from Virginia Commonwealth University (VCU), a large, public, urban, research university, in which challenges in administering financial aid for study abroad early in the COVID-19 pandemic led the Education Abroad and Student Financial Services teams to revisit practices and protocols. This article describes compliance concerns, student service, administrative optimization, and interdepartmental relationships. The outcomes emphasize the importance of a strong, sustained partnership between university study abroad and financial aid offices, provide a framework for administrative structures in managing financial aid for study abroad programs, and highlight strategies to provide equitable study abroad opportunities.

Academic design pedagogy in the early stages of design is crucial and complicated. The complicated stems from the diverse aspect of architectural design. The world of values, opinions, and ideas begins the architectural design process, and junior architecture students strive to express their ideas in the language of architectural forms. Transforming and actually translating ideas into form is one of the biggest challenges that juniors face. According to the experience of preliminary design studio 3, the concept phase as a translation or transition stage from idea to form and flexibility as a basic approach were investigated in this phase. In this research, three methods used by junior architecture students in three design studios were compared with each other. The results of the pretest-posttest methodology demonstrated that only 15% of students in Studio A, who utilized the two-step process (idea-form) were able to create the desired form, while 55% of students in Studio B (idea-concept-form) and 95% of students in Studio C (idea-flexibility in concept-form) successfully achieved it. The comparison of the three processes shows that the three-phases process, which used the flexibility approach in the concept phase to develop the idea and create the form, is the most efficient method in the early stages of architectural design for architectural juniors.

Students' engagement plays a pivotal role in how they respond to teacher's written feedback on their writings. Despite the ubiquity of prior research on teacher's corrective feedback in EFL writing classrooms, university students' engagement with the teacher's written corrective feedback (WCF) in tertiary writing classrooms receives scanty attention in the literature of second and foreign language writing. To fill this gap, this classroom case study aims to explore how 25 undergraduate students from an Indonesian university experience and engage with the teacher's WCF on their writings. Data were collected from the documentation of the students' essays, semi-structured interviews, and teacher-student conferences. Empirical evidence showed that the participants found the teachers' WCF helpful. Most of the students felt positively engaged since they received explicitly direct corrections or assistance from the teacher. They preferred the direct WCF because this strategy helped them correct their mistakes in micro writing skills, such as errors in articles, word choice and singular/plural forms, sentence structure, and fragments. However, it was found that negative engagement emerged when the teacher provided the indirect WCF to fix the students' macro writing issues, including unclear main ideas, disconnected ideas, lack of logical sequencing and development of the topic. It mainly resulted from poor English proficiency, less writing experiences, negative beliefs, and attitudes of the students towards the corrective feedback. This suggests that teachers should enact different ways of providing meaningful indirect corrective feedback on students' writings.

Wireless electroencephalography (EEG) devices allow for recordings in contexts outside the laboratory. However, many details must be considered for their use. In this research, using a case study with a group of third-grade primary school students, we aim to show some of the potentialities and limitations of research with these devices in educational settings. Several balances are apparent in the development of these experiences: between the interests and possibilities of the research teams and the educational communities; between the distortion of life in the classrooms and the opportunities for collaboration between academia and practice; and between the budget and the ease of preparing the equipment and the usefulness of the collected data. Among their potentialities is the knowledge that they allow access to different cognitive and emotional processes, and the learning opportunity represented by the links between researchers and educational communities. Life in the classrooms is interrupted by these types of experiences, but this can be a cost that facilitates more integrated future developments that benefit teaching and learning processes.

With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts. Enhancing teachers' learning awareness can be done by conducting lesson studies. Lesson study itself is a collaborative project where the teachers can share their knowledge and skills to improve teaching performances continuously. Although lesson study is useful, it may have a different result if it is implemented in online mode, particularly during the pandemic situation, because the teachers cannot always meet physically with their colleagues and the students. Thus, the researchers are interested to analyze the lesson study implemented during this pandemic situation. This research aims to find out how lesson study can improve teachers' learning awareness during this pandemic situation. In this research, the participants are five English teachers from different elementary schools in Indonesia. To gain the data, the researchers implemented a case study method. Besides, the researchers used interview guidelines and an observation sheet. After collecting and analyzing the data, the researchers concluded that the teachers could enhance their learning awareness by implementing the following procedure: knowing their role in the learning process and knowing attractive learning activities.