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Given that standards-based education has been commonplace since the early 1980ʹs, most practicing education professionals cannot remember a time where standards did not exist. Standards have historically served as a mechanism for accountability and academic achievement. In physical education, while not required in initial educational reforms, the development of standards was seen as a way to combat the marginalization of our subject. Despite this, we lack evidence demonstrating the impact of standards on physical education programming and student learning. Further, we rarely take the time to consider why standards are commonplace in education, and how they are developed. This paper brings to life the historical timeline of relevant educational reforms, offers a critical perspective of standards in physical education, and proposes several questions in order to challenge the status quo and encourage productive discourse around standards-based physical education. [ABSTRACT FROM AUTHOR]

Background: There is a dearth of evidence on the scale, scope and quality of midwifery education programs in conflict-affected settings. This study sought to assess the extent to which midwifery pre-service education programs meet national and global standards, and to explore how conflict affects pre-service midwifery education in Yobe State Nigeria and the Benadir and Galgaduud regions of Somalia. Methods: A rapid assessment of midwifery education programs was conducted in the two midwifery education programs in Yobe State, Nigeria and in seven purposively selected programs in Somalia using an adaptation of the Midwifery Education Rapid Assessment Tool. Information was collected through interviews with program leadership, teachers, students, and clinical preceptors during school and clinical practice site visits. Researchers adapted the tool to reflect national and international standards, incorporating supplementary questions to capture considerations specific to conflict-affected contexts. Data were analyzed by program and country using Stata and Excel. Results: In Nigeria, each school met 17 and 18 standards, respectively, out of 22 across assessment domains (77.3%–81.8%). In contrast, in Somalia, schools met between 6 and 10 standards out of the 18 standards for which data were available (33.3%–55.6%). The biggest gaps in Somalia were in leadership, infrastructure and resources. No schools in either setting had sufficient space or clinical practice sites that met International Confederation of Midwives (ICM) criteria, and only two were led by midwives. In Nigeria, all infrastructure, curriculum and student- and regulatory-related standards examined were met, but gaps were identified in program staffing and preceptor capacity, and support for faculty and clinical practice sites. In both countries, none of the programs met the average number of clinical practice experiences stipulated in the ICM guidelines due to a lack of teaching hospitals. Students in both countries felt safe on campus but did not feel safe traveling to and from the schools and clinical practice sites. Conclusions: More investment in midwifery education is needed to ensure international standards for quality education are met. Proactive measures are needed to enhance student safety between school and practice settings in conflict-affected settings. By addressing these gaps, we can strive toward improving midwifery education. [ABSTRACT FROM AUTHOR]

In educational research, the complexity of interventions and the diversity of contexts challenge the adequacy of existing reporting standards, primarily tailored for health interventions and randomised controlled trials. Recognising the critical need for appropriate tools to support education research, we developed two checklists: the CheckList Of Standards of reporting in Education Research (CLOSER) and the Checklist for Intervention Description of Education Research (CIDER). CLOSER was designed to guide the comprehensive reporting of quantitative educational intervention research from the abstract to the discussion for multiple study designs. Concurrently, CIDER details the precise features of educational interventions. The final refinements of CLOSER and CIDER comprise of 34 and 17 items, respectively, developed through a five-stage process, including tool adaptation, expert feedback, a 2-round modified Delphi consensus survey, and final refinements. These checklists aim to enhance the clarity of educational intervention research findings, facilitating their replicability and subsequent meaningful translation into practice and policy. This addresses the gap in educational research reporting standards and sets the stage for a more robust, evidence-informed approach to educational intervention development and evaluation. [ABSTRACT FROM AUTHOR]

Micro and small enterprises (MSEs) play a crucial role in Ethiopia's economy. Measuring the technical efficiency of enterprises is thus of interest to various stakeholders. This study measured and estimated technical efficiency using a stochastic frontier and a maximum-likelihood approach to measure factors that determine the efficiency of enterprises. The study relied on primary data from a sample of operators collected through survey questionnaires. A multistage sampling technique was utilized to select respondents, and cross-sectional data were collected from 357 operators. The results show that operators' technical efficiency is roughly 72.3%, indicating that with existing technology, there is room to raise efficiency levels by an average of 28.1%; other factors remaining constant. The results from maximum likelihood estimation show that education level, experience level, initial investment, business plan, government support, MSE location, and motivation significantly and negatively affect technical inefficiency. In contrast, variables like other sources of income affect technical inefficiency positively. The study suggests that governmental support is crucial, with an emphasis on providing sufficient initial funding. Moreover, there is a need to offer training in business plan development and to facilitate an increase in educational standards. Additionally, careful consideration should be given to selecting optimal operational locations. [ABSTRACT FROM AUTHOR]

The book review discusses the evolution and reform of school mathematics curricula in Asian countries, focusing on efforts to update outdated practices and prepare students for the modern world. It highlights the experiences of countries like Singapore, Japan, and South Korea in international assessments like PISA and TIMSS. The book delves into specific reforms in countries like Indonesia, Thailand, and Taiwan, emphasizing the importance of teacher training, innovative pedagogical approaches, and real-world applications in mathematics education. The review provides valuable insights for educators, policymakers, and researchers interested in curriculum development and reform in mathematics education across Asia. [Extracted from the article]

This article engages in evidence-based policymaking by addressing (a) how civil servants endeavor to link evidence and policy and (b) examining how political bias influences this knowledge work in the ongoing digitalization of the Norwegian school. More specifically, it looks at the uncertainties civil servants encounter in their ambition to use evidence in policymaking relating to different definitions of knowledge, a lack of the desired knowledge, or incomplete or conflicting scientific findings. The study finds that evidence must meet high academic standards and be useful within a national context to be considered relevant. However, the political decision to digitalize the school, despite limited or conflicting evidence in support of this process, influences the definition of relevant evidence and hinders alternative perspectives and critical research from being heard. [ABSTRACT FROM AUTHOR]

The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of students with the "most significant cognitive disabilities." States have developed and refined their guidelines and definitions in the years since these regulations. We present an overview of how participation guidelines and definitions have changed by comparing the results of three analyses of states' materials related to AA-AAAS participation. We highlight key changes and similarities in participation guidelines across analyses and conclude with a discussion of why changes may have occurred. [ABSTRACT FROM AUTHOR]

The article in the Journal of School Choice discusses the importance of ideologically diverse social science in improving schooling and democracy. It highlights the growth of school choice options, challenges in traditional public schools, and the role of organizations like EdChoice in promoting transparency. The article emphasizes the need for empirical research to inform school choice policies and advocates for maintaining academic standards and avoiding censorship in academic publications. The Journal of School Choice aims to disseminate knowledge through empirical studies and welcomes diverse perspectives on school choice. [Extracted from the article]

While media reports of educator sexual misconduct (ESM) often note educators’ use of electronic communication, few have systematically explored electronic communication use in ESM. This study describes educators who use electronic communication when committing sexual misconduct and the nature of this communication. The author inductively and deductively coded Kentucky Education Professional Standards Board disciplinary action records (N = 74) to descriptively and statistically analyze electronic communication use by educator characteristics. In this sample, most educators used electronic communication and committed misconduct both in-person and through electronic means. Educators who were male, taught middle school, or held a Rank III certification more often committed misconduct solely through electronic communication. Future research recommendations and ESM prevention, such as proactive policies and trainings targeting electronic communication, are discussed. [ABSTRACT FROM AUTHOR]

Background: There exists no standardized longitudinal curriculum for teaching bedside ultrasonography (US) in Pulmonary and Critical Care Medicine (PCCM) fellowship programs. Given the importance of mastering bedside US in clinical practice, we developed an integrated year-long US curriculum for first-year PCCM fellows. Methods: 11 first-year PCCM fellows completed the entire seven-step Blended Learning Curriculum. We provide results from an evaluation of Step I, the initial training course. Evaluation included a 17-question multiple-choice knowledge test and a hands-on skill exam delivered pre-, immediately post-, and 6 months post-course. Performance on these same evaluation measures was compared between learners who completed a traditionally designed curriculum, which contained a formal in-person didactic course, and learners who completed a blended learning curriculum covering the same learning objectives. Results: All learners showed a significant improvement immediately after the course in both knowledge (p = 0.007) and skills (p = 0.004) with adequate retention of both knowledge and skills after 6 months. Scores on a multiple-choice knowledge test increased from a median (interquartile range [IQR]) of 24% (15–41%) pre-course to a median of 71% (59–82%) post-course, while scores on a hands-on skill exam increased from a median of 16% (7–45%) pre-course to a median of 87% (74–94%) post-course. There was no difference in learning or retention between those who learned via the blended learning model as compared with a more traditional model. Learners agreed the course was well-designed, with relevant learning topics, sufficient time to learn, and fair evaluation modalities. The blended learning model required 15 fewer faculty-hours than the traditional learning model. Discussion: A blended learning model for bedside US education implemented at a single PCCM fellowship performs comparably to a traditional model for both acquisition and retention of knowledge and skills. The incorporation of asynchronous learning mitigates the barrier of insufficient time and quantity of US skilled teaching faculty that many PCCM fellowships face and provides flexibility to both instructors and learners. [ABSTRACT FROM AUTHOR]

The current study aims to study the use of the standardized curriculum by secondary school students within Madrasati platform in Al Baha city. One of the objectives is to identify students' attitude who actively use the platform. It also aims to identify the techniques proposed by students to improving the use of the standardized curriculum within Madrasati platform. In order to achieve the objectives of this study, the descriptive method was followed. The data collection instrument was an online questionnaire designed by the researcher. The study sample comprised of 394 female students at secondary school. Study findings show that students agreed to use the standardized curriculum within Madrasati platform at an average of (3.70). In addition, students' attitude towards using standardized curriculum within Madrasati platform were positive at an average of (3.46). Regarding the proposed techniques to improve the standardized curriculum usage within Madrasati platform, the analyzed data showed that the level of agreement among participants has an average of (3.82). The result shows while there was no statistically significant difference at the 0.05 level due to the “field of study” and “student class” there was a statistically significant difference due “hours spent by students” on the Madrasati platform browsing the standardized curriculum. The differences were in favour of students who spent more time (one, two or more hours) on classroom. According study findings, the researcher presented several recommendations. First, the appropriate electronic device should be provided to each student. Second, an icon should be included to notify curriculum developers of suggestions from users to help improving the platform. Also, the content of the curriculum should be developed continually to suit the platform user interface requirements. The study also recommended that a community or forum should be made available to enable students' discussion .Finally, training courses should be provided to develop students' skills for effective usage for standardized curriculum within the Madrasati platform. [ABSTRACT FROM AUTHOR]

Background: Academic accreditation is a pivotal process in nursing education, ensuring program quality, consistency, and graduate readiness for professional practice. Despite its significance, limited research explores the lived experiences and perspectives of stakeholders, including academic nurse educators, administrators, students, and alumni—engaged in accreditation. Purpose: This study aimed to explore the lived experiences, perceptions, and insights of nursing education stakeholders regarding the accreditation process, focusing on its impact on educational quality, program reputation, and professional preparation. Methods: A qualitative phenomenological approach was employed, using purposive sampling to recruit 54 participants from a Saudi nursing college, including academic nurse educators and administrators (n = 24), students (n = 20), and alumni (n = 10). Data were collected through semi-structured interviews.Thematic analysis identified key themes and subthemes associated with participants' experiences of accreditation. Findings: Six main themes emerged: (1) knowledge and experience of accreditation; (2) importance and benefits of accreditation; (3) impact of accreditation; (4) preparation for professional practice; (5) challenges of accreditation; and (6) suggestions for improvement. Stakeholders across all groups recognized accreditation as essential for program quality and career readiness. Faculty and alumni emphasized the role of accreditation in enhancing program reputation and credibility, while students highlighted its influence on their learning experiences, though they expressed a desire for more engagement and transparency in the process. Faculty and administrators reported significant challenges, including administrative demands, time management, and resource allocation in maintaining accreditation standards. Conclusion: This study offers a comprehensive view of accreditation's multi-dimensional impact from multiple stakeholder perspectives and experiences, reinforcing accreditation's importance in promoting nursing education quality and alignment with healthcare standards. However, findings suggest a need for institutional support to manage accreditation demands effectively. Future research should investigate accreditation's long-term impact through longitudinal and multi-site studies to broaden understanding and enhance the generalizability of findings in nursing education contexts worldwide. [ABSTRACT FROM AUTHOR]

This study explores how (non)accreditation, lacking program-level accreditation while surrounded by programs that do have accreditation, influences curriculum development processes for graduate professional programs. Situated within a specific professional discipline, Higher Education and Student Affairs (HESA), this article utilizes semi-structured interview data from 23 full-time faculty working in HESA Master’s programs across the U.S. Findings show how (non)accreditation created unique gifts and burdens as participants navigated a curriculum development process that involved less oversight and less access to institutional resources. Furthermore, participants identified a culture of accreditation that pervaded academic units and influenced curriculum policy. This study highlights the role of program-level accreditation standards on curriculum development beyond disciplinary siloes and has implications for curricular policy and academic leadership. [ABSTRACT FROM AUTHOR]

It is critical and urgent for China to enhance its young people’s climate literacy through effective climate change education. However, little is known about Chinese college students’ climate change education experiences and their knowledge of climate change. In this study, we surveyed first-year geography-major students (n = 437) from Central China Normal University in Wuhan, China. We first analyzed the requirements of secondary school geography curriculum standards on climate and climate change. Then, we surveyed their secondary school learning experiences and knowledge of scientific concepts underlying the climate system and climate change. Despite most students reporting that they have received climate change education of some kind, misconceptions, or lack of knowledge about climate change were common. Students’ secondary school climate change education experiences, especially in the geography curriculum, could possibly explain the large variations in students’ knowledge levels. We further provide policy and curriculum suggestions on future improvements in climate change education in geography programs in higher education of China. [ABSTRACT FROM AUTHOR]

This study investigates the readiness of teachers and their adherence to curriculum standards in higher education, focusing on their understanding and practical application of the curriculum. Using a quantitative research design, a descriptive survey was conducted with 132 teachers in higher education, selected through stratified sampling. This study employed self-constructed questionnaire. The questionnaire was reviewed by three expert evaluators for content validity and cultural fit, and adjustments were made based on their feedback. Data were collected using Google Forms, and descriptive statistics and Pearson's correlation coefficient were applied for analysis. Results revealed that teachers demonstrate strong alignment with curriculum standards but show lower performance in staying updated and articulating curriculum goals. This suggests that while teachers are well-prepared, continuous professional development and improved communication are necessary to address these gaps. The study highlights the importance of teacher competence in achieving curriculum compliance and improving student outcomes. To enhance curriculum implementation, it is recommended that educational leaders prioritize ongoing training programs, encourage collaboration among teachers, and provide resources to diversify instructional materials. These measures will improve teachers' ability to meet curriculum standards, ultimately benefiting student learning [ABSTRACT FROM AUTHOR]

The aim of the research was to know the degree of importance of applying academic accreditation standards in technical education and vocational training institutions in the Republic of Yemen. The researcher used the descriptive developmental approach and relied on the questionnaire as a tool for collecting data and information. It was applied to a deliberate sample of experts participating in the modified Delphi method rounds in higher education and technical education institutions and accreditation and quality assurance centers, amounting to (45) experts. The research reached a number of results, the most important of which is the high degree of agreement of the participating experts regarding the degree of importance of academic accreditation standards in technical education institutions, with a very high degree of importance for all areas specified in the tool, in which the field of faculty members’ standard ranked first, followed by the students’ standard, then strategic orientations. The researcher also reached a number of recommendations and proposals related to the research topic. [ABSTRACT FROM AUTHOR]

Introduction Naval operations rely on Corpsmen to provide combat casualty and primary care services to the fleet, including the Fleet Marine Force. The United States faces new conflict challenges with near-peer adversaries in the modern geo-political climate. Corpsmen will likely require new skills to care for patients in anti-access/area-denial regions and transport patients across expansive maritime environments. To help them adapt to these new challenges, we evaluated the need for Corpsmen curriculum reform at the III Marine Expeditionary Force (MEF). This model begins with a general needs assessment to target gaps between the current and ideal approaches identified by the stakeholders. Materials and Methods We identified 4 primary stakeholders within the Fleet Marine Force community: Marine Commanders (Society), Marines receiving treatment (Patients), Corpsmen providing care (Health Care Workers), and medical providers supervising Corpsmen (Medical Educators). We invited all ranks from III MEF to participate. The participants were interviewed in a mixture of focus groups and individual interviews in conversational and open-ended discussions. Transcripts of these discussions were analyzed and inductively coded using principles of grounded theory to identify prevailing themes that connected across interviews. The study was exempted by the Institutional Review Board at Naval Medical Center San Diego and Headquarters Marine Corps. Results The study involved 47 participants, including all stakeholders in III MEF and ranks from E1 through general officers. Through interviews and focus groups, 4 key themes emerged regarding Corpsmen's education: "Training," "Tasking," "Performance," and "Impact". "Training" discussions covered formal education, including gaps in basic training and the applicability of skills in civilian settings. "Tasking" examined daily responsibilities and equipment needs, such as teaching roles and first-responder care. "Performance" highlighted the quality of care and challenges in maintaining skills amid non-clinical tasks. Lastly, "Impact" assessed Corpsmen's influence on mission success and job satisfaction, revealing positive and negative perceptions among participants regarding their role and career prospects. Conclusion The discussion emphasizes the importance of contextual factors in developing a Corpsmen-based curriculum, focusing on themes such as Training, Performance, and Impact. Tasking highlights critical areas for curriculum development, especially in educating Corpsmen as Educators, Leaders, and First-responder Caregivers. Gaps in training were identified, particularly in Non-trauma and First-responder Care, impacting Corpsmen's ability to handle diseases and injuries independently. Drawing parallels with Community Health Worker and Physician Extender (PE) education paradigms, we suggest adapting existing models to meet Corpsmen's needs. The discussion also delves into the history of employing PEs and developing training programs within the Naval Service. We propose a combination of Community Health Worker and PE-based education to enhance Corpsmen's competency and job satisfaction while facilitating their transition to civilian health care. Standardized curricula and training programs could improve skill transferability and readiness for Corpsmen in both military and civilian settings. [ABSTRACT FROM AUTHOR]

In this column on the humanbecoming teaching-learning model, the author explores creativity in nurse education as an alternative to routinized learning strategies. There is an explanation of the American Association of Colleges of Nursing (AACN) Essentials, domains, competencies, subcompetencies, concepts, and spheres of care, followed by an explanation of competency-based education. These topics are contrasted with the humanbecoming paradigm and the humanbecoming teaching-learning model. Infusing artforms in teaching-learning nursing is proposed as a way to preserve creativity. An assignment with first-semester pre-licensure students is explained and exemplars are provided to demonstrate the preservation of creativity while teaching-learning nurse students. [ABSTRACT FROM AUTHOR]

Advance Care Planning (ACP) is critical to achieve goal-aligned care for patients. However, optimal implementation requires complex coordination and alignment across a healthcare system. A survey of rapid response providers assessed usefulness of the ACP quality improvement bundle and perceptions of use and adherence. We implemented a bundle of advance care planning tools and interventions using the technical-adaptive framework. These included orders, documentation templates and processes, and standard education. Ninety-three rapid response providers completed the survey. 80.5% reported that overall, these quality improvement efforts have been very helpful or somewhat helpful in improving their ability to provide care consistent with the patient's goals. Implementation of technical and adaptive tools as a bundle for Advance Care Planning shows promise to improve and sustain goal-aligned care. Quality Improvement in ACP is a complex, iterative process involving both structural change and behavioral adaptation. [ABSTRACT FROM AUTHOR]

There are physician shortages in the United States including in the cardiopulmonary specialty. Nonphysician advanced practice providers, including nurse practitioners or physician assistants, have been proposed to meet some more routine patient care needs. A supplementary provider called an advanced practice respiratory therapist (APRT) has been proposed. Such personnel start as respiratory therapists followed by training in a graduate degree program. The Commission on Accreditation for Respiratory Care has published a set of standards for such an education program, and one program has begun to train APRTs. The Commission on Accreditation for Respiratory Care requires each accredited program to publish its outcomes. The respiratory therapy credentialing board, the National Board for Respiratory Care, has undertaken stewardship of assessing APRT education program outcomes. The research question asks whether there is national support to develop a standardized assessment of graduates' performances near the end of an APRT education program. This paper describes methods used during this study of the nascent APRT role, which informed decisions of an advisory committee as they considered what content to assess and how to design the measurement instrument. The study exposed a set of survey-derived metrics about potential content signaling whether there was endorsement among physicians, nonphysician advanced practice providers, and APRT graduates. Metrics are described from these and other subgroups plus the committee's decisions are explained about what content to assess and how. Most of the surveyed content was endorsed for being part of the APRT role; therefore, the committee proceeded to make design decisions about the outcome assessment. [ABSTRACT FROM AUTHOR]

This article explores the academic journeys of Indian and Chinese doctoral students in Germany, examining their perspectives on adapting to new learning methodologies, academic standards, and sociocultural norms compared to their home countries. By analysing 10 semi-structured, biographical narrative interviews, the study highlights the challenges faced and strategies developed by these students during their transition to the German higher education system. Key themes, such as increased autonomy, independent decision-making, and potential psychological distress, highlight the importance of effective adaptation strategies and strong support systems for these students. This study contributes to understanding the experiences of Asian doctoral students, a growing demographic in German and international universities, and can inform universities in developing targeted support programmes to enhance international students' academic success in Germany. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this commentary, I challenge the field to take seriously the idea of incremental professional development (PD) for teachers of mathematics. I begin by briefly describing the history of PD in the United States since the publication of NCTM's Curriculum and Evaluation Standards, what we have learned about effective PD through research, and then pose set of dilemmas we face in having a wide impact on the teaching of mathematics in the United States. Through reflecting on my story of incremental and transformative change as a high school mathematics teacher and 28 years as a mathematics teacher educator and scholar, I argue that the concept of incremental PD is worthy of exploration. [ABSTRACT FROM AUTHOR]

In the context of changing demographics at regional universities (including our own), we highlight an ongoing project at our university that addresses the last area of acceptable bias in English-medium higher education: bias against speakers of other languages and non-standard dialects of English. We discuss the hegemonic aspect of the Standard Academic English used by default at most US institutions of higher education and its role in potential discrimination against users of languages other than English and dialects other than the Standard. Data from over 2000 surveys, 55 follow up interviews, and three focus groups from faculty, staff and students in the university community are being analyzed. Preliminary findings show pervasive ignorance of the nature of language variation and how that plays a role in continuing discrimination against those who use other languages and diverse varieties of English even in our very multilingual setting. We conclude by outlining next steps, including the development of onboarding materials for new faculty, staff, and students. [ABSTRACT FROM AUTHOR]

The rapid advancement of artificial intelligence (AI) technologies, particularly OpenAI's ChatGPT, has significantly impacted higher education institutions (HEIs), offering opportunities and challenges. While these tools enhance personalized learning and content generation, they threaten academic integrity, especially in assessment environments. This study systematically examines the impact of ChatGPT on academic integrity in HEIs, focusing on exam design, assessment strategies, AI detection tools, and policy frameworks. This research draws from current literature and expert recommendations to identify practical approaches for developing assessments that foster critical thinking and deep cognitive engagement, making them less susceptible to AI-generated content. Key areas explored include the creation of complex, analytical exam formats, deploying advanced AI detection software to counter AI-assisted cheating, and formulating institutional policies that promote the ethical use of AI. This comprehensive framework aims to equip educators and administrators with practical strategies to preserve academic standards while harnessing the potential benefits of AI, ensuring the continued validity of assessments in the AI-driven educational landscape. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze the alignment between Physics National Volume I test questions and physics curriculum standards as well as establishing a method of evaluating college entrance examination physics test questions using the Evaluation-Surveys of Enacted Curriculum (E-SEC) model. Firstly, Physics National Volume I from 2011 to 2020 was analyzed using the E-SEC model and compared with the physics curriculum standard (2003 and 2017 edition) to calculate the Porter alignment index separately and identify problems. Secondly, the evaluation indexes of test questions were established through the Delphi method, and based on the scoring of the importance of the indexes by education and teaching experts, the Kendall coefficient was applied to test the consistency of the indexes. Then the final evaluation indexes were determined through the single-sample t-test. Finally, 112 high school physics teachers from different regions were selected as the research sample. Data were generated from the questionnaire on teachers' perceptions on college entrance examination physics tests determined by the evaluation index. After collecting the data, descriptive statistical methods were used to analyze. It was found that there is no statistically significant alignment between physics National Volume I and physics curriculum standard. In addition, teachers scored higher on academic achievement (M = 1.906, SD = 0.429) than other dimensions. The findings of this study can be used to compare the alignment between different countries' science curriculum standards and standardized tests, and can provide insights into the improvement of science education from an international perspective. [ABSTRACT FROM AUTHOR]

Students expose various intuitions in probability comparison and calculation tasks. Large volumes of research looked into these intuitions by categorizing learners' strategies, but fewer studies considered how these intuitions may be associated with learners' judgments. Even fewer examined the mixed effects of multiple intuitions held by the same individual. Despite calls from scholars to explore students' understanding of probability in different cultural contexts, there has been a dearth of research on how Chinese students understand probability. This study explores the relationship between students' multiple probability-related intuitions and their judgments in the probability contexts among middle school students in China. In this study, we sampled 707 7th–9th graders from Qingdao, China. We measured students' performance in probability comparisons and calculations and their probability-related intuitions about equiprobability bias and representativeness heuristics. With chi-square tests and multinomial logistic regression analysis, the relationship between the 2 intuitions and students' judgments in probability comparison and calculation tasks was examined in detail (including dual effects). The findings of this study include, first, that at the middle school level, students' equiprobability bias and representativeness heuristics fade with age, but they do not disappear completely. Second, students' intuitions may play a role in solving probability problems, where equiprobability bias may induce them to make an "equal probability" judgment and representativeness heuristics may make them consider a mixed outcome more likely to occur. Third, the 2 intuitions coexisted and influenced students' responses together, but the sensitivity of these dual effects to the students' judgments in the qualitative comparison and quantitative calculation tasks differed. This study will contribute to the fast-iterating policymaking in probability education in China by advocating that curriculum standards pay more attention to students' limitations in conceptual understanding and their exposed intuitions or misconceptions. This study may, to some extent, complement previous works focusing on Western students' probability intuitions by confirming that, even for Chinese students who performed well in PISA, their probability perceptions are also accompanied by intuitions. [ABSTRACT FROM AUTHOR]

Internationalization of higher education (HE) has increasingly been a subject of interest among scholars, due to developments in the field, such as increased student and staff mobility, inter‐university research and teaching partnerships, and rapid technological advancements. Internationalization efforts have mainly focused on the recruitment of international students and staff to universities in the Global North, the establishment of satellite campuses overseas and research collaborations. To compete on a more even footing, countries in the Global South have increasingly invested in their HE systems and actively promoted themselves as international destinations in this changing global landscape. In this paper, we discuss the strategies and limitations of internationalization at a distance (IaD) with a specific focus on Tanzania. As an emerging destination for international students, the country's expanding HE sector is positioning itself as a global and competitive international destination through diverse efforts such as virtual mobility. This paper draws on interviews with key staff from an open and distance‐learning university in Tanzania to examine and theorize the challenges relating to the provision of online distance learning (ODL) to non‐mobile international students. The theoretical lens is informed by the capabilities approach and ideas of conversion factors and agency. The paper looks beyond existing limitations and proposes the idea of a responsive agency that draws on international collaborations as a way of overcoming contextual challenges through pooling and sharing resources where they exist. In this way, institutions are not independent of their affiliation with others, they belong to a community. This broadens the practice of internationalization to fostering supportive collaboration aimed at improving access to quality international HE. Practitioner notes What is already known about this topic Rising technology‐supported activities have created new opportunities for universities internationalization. Education plays a key role in intercultural understanding. Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards. What this paper adds Bring together the concepts of capabilities and third space in IaD. IaD opportunities are yet to be fully tapped by both higher education institutions and various government policies. The third space enables hybridity, culture translation and the emergence of new forms of identity. Implications for practice and/or policy To engage and sustain IaD universities must have reliable ICT infrastructure and staff with requisite skills to cope with rapid technological advancement. Widening participation to those who are excluded from conventional, campus‐based universities is critical to ensure achievement of SDG 4. What is already known about this topic Rising technology‐supported activities have created new opportunities for universities internationalization. Education plays a key role in intercultural understanding. Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards. What this paper adds Bring together the concepts of capabilities and third space in IaD. IaD opportunities are yet to be fully tapped by both higher education institutions and various government policies. The third space enables hybridity, culture translation and the emergence of new forms of identity. Implications for practice and/or policy To engage and sustain IaD universities must have reliable ICT infrastructure and staff with requisite skills to cope with rapid technological advancement. Widening participation to those who are excluded from conventional, campus‐based universities is critical to ensure achievement of SDG 4. [ABSTRACT FROM AUTHOR]

This research aimed to share a personal voice, through a reflexive narrative process, of how the author's experiences as a student, design teacher and academic integrity officer influenced the conceiving and implementation of a student designed university academic integrity campaign. An auto-ethnographic methodology was utilized to share stories, expressing thoughts, feelings, and attitudes, as new knowledge for other universities seeking to engage in academic integrity initiatives. Self-reflective journaling provided key words and phrases that were identified as data and then coded using three Saldaña coding methods (Emotion, In Vivo and Initial). Three key themes emerged: empathy, education, and positive change. It is evident in the key findings that these three themes play a vital role for academic integrity awareness in enabling student engagement, deep learning, redirection of student mindsets, and second chances. These reflections shared a process for fostering behavioural change at student and university levels through academic integrity promotion. This campaign and exhibition were heralded as an example to follow for universities by the Tertiary Education Quality and Standards Agency (TEQSA) of Australia. [ABSTRACT FROM AUTHOR]

The developing nations of the Asian continent, especially India, are trying to elevate the educational standards by inaugurating the portals of international institutional linkages. Collaboration with foreign universities provides opportunities for the aspiring students to confer degrees from world premier institutions by stationing in their host nation. At the same time, the consequential impacts of the institutional linkages beyond the contours of countries need special attention to investigate on the dimensions of social, economic and culture. This chapter aims to make an intensive study on the challenges and impacts of institutional linkages between Institutions belonging to developing and developed nations. In this research work the method of neutrosophic relational maps (NRM) is applied to analyze the association between the attributes of Institutional linkages and the consequential impacts of such a system of cross cross-cultural education with special reference to the Indian nation. The associational impacts based on the opinion of the educational experts are well examined using neutrosophic representations. Based on the findings of this research work, some of the suggestive measures of internalizing higher education and future directions are proposed in this chapter. [ABSTRACT FROM AUTHOR]

ChatGPT has triggered alarm throughout the higher education community since its release in November 2022. The chatbot has introduced new and complex issues around academic integrity and intensified existing concerns about misconduct practices such as contract cheating. Assessment design has been heralded as a potential solution to address evolving misconduct practices, and there is widespread belief that incorporating authenticity into assessment design is particularly effective. The necessity to deliver ‘employment ready’ graduates has also positioned authentic assessment as a preferred method for fostering the professional skills needed in complex work environments. The development of employability skills, however, is contingent on students being held to the highest academic standards in assessment practices. Promoting authenticity and academic integrity in assessment, therefore, is a continuing priority for higher education. This study employs a narrative literature review to investigate the relationship between authentic assessment and academic integrity, and 20 papers from 2019 to 2023 were chosen for review. This analysis has led to the development of a robust Model for Practice designed to guide the implementation of authentic assessment in a way that improves academic integrity, while simultaneously enhancing student engagement and employability skills, thus informing future assessment practices. [ABSTRACT FROM AUTHOR]

Background: Ultrasound training is crucial for residents across specialties but presents challenges for residents that are not specializing in ultrasound. Investigating the effectiveness of competency-based ultrasound curricula for a wider range of medical specialties is imperative. Methods: A total of 250 residents who attended the ultrasound curriculum between June 2023 and June 2024 were included in the analysis. The competency-based curriculum combined theoretical and practical training. The evaluations were taken both before the residents participated in the ultrasound curriculum (pre-training) and after completing the training (post-training). Resident feedback was also collected. Results: Post-training, all the grades improved interpretation scores and reduced answer times, resulting in knowledge homogenization. Imaging specialty residents initially scored higher, but non-imaging-related residents showed greater improvements post-training; feedback highlighted the need for an expanded training scope, more hands-on practice, and optimized schedules, emphasizing the importance of comprehensive ultrasound training. Conclusions: The competency-based ultrasound curriculum enhances theoretical and practical skills, standardizing knowledge across grades and benefiting non-imaging-related residents the most. This study supports the integration of structured ultrasound training in residency programs to improve clinical competencies. [ABSTRACT FROM AUTHOR]

The article discusses the transformation of the United Arab Emirates (UAE) towards a knowledge economy through higher education, aligning with initiatives like Vision 2021 and We the UAE 2031. It highlights the importance of higher education as a catalyst for national advancement, focusing on quality, workforce alignment, inclusivity, and research productivity. The UAE faces challenges in maintaining academic quality, workforce development, and research output, necessitating adaptive strategies to bridge gaps and enhance the academic ecosystem. The findings offer insights for global educational reform, emphasizing the UAE's role as a model for emerging economies transitioning to knowledge-driven societies. [Extracted from the article]

Suicide is complex and multifactorial, with social, cultural, and economic components, exacerbated by inequalities, social injustice, marginalization important contexts, along with the immediate presenting crisis. Social workers are uniquely equipped for suicide crisis support, employed across clinical and non-clinical settings. However, how social workers access pre- service suicide education and training at the university qualifying level is poorly understood. Despite taking on roles in which they will be required to respond to suicidal people immediately upon graduation. All Australian qualifying social work programs are required to adhere to the Australian Social Work Education and Accreditation Standards (ASWEAS). These standards identify that mental health content is to be embedded in Australian university curriculum. However, there are no clear directions regarding inclusion of suicide prevention in social work curriculum. An analysis of suicide-related education within 33 Australian universities with accredited social work qualifying degrees revealed that 1484 subjects are offered across all pre-service qualifying awards, only one currently offers standalone suicide focused subject. The focus on standalone suicide prevention reflects that suicide is not always connected to a mental ill-health presentation. Seeking to explore if targeted training to Social Work students on suicide intervention, postvention, and prevention occurs including recommendations for curriculum development. [ABSTRACT FROM AUTHOR]

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The document "Index" from the journal "International Perspectives on Education & Society" provides an extensive list of topics related to higher education in Southeast Asia, including issues such as academic freedom, accreditation, and governance. It covers a wide range of subjects, from the history of higher education in various countries to the impact of digital transformation on education. The document offers insights into the challenges and advancements in higher education in the region, making it a valuable resource for researchers interested in this field. [Extracted from the article]

The article discusses the integration of surface electromyography (sEMG) technology into physical therapy education within the STEM framework. It highlights the benefits of incorporating sEMG technology in enhancing students' understanding of muscle function and control strategies. The article also addresses the challenges in implementing sEMG technology in educational settings, such as cost constraints and the need for technical expertise. Recommendations include interdisciplinary collaboration, innovative teaching methods, and the development of cost-effective alternatives to facilitate the integration of sEMG technology in physical therapy education. [Extracted from the article]

The article examines cosmopolitan nationalism within the context of imposed internationalization in Ecuador's education, focusing on Unidad Educativa Carlos Tobar (UECT) and its integration of the International Baccalaureate Diploma Programme (IBDP). It explores the teachers’ use of ‘vincular’ – linking global curricula to local realities – as a manifestation of cosmopolitan nationalism in practice. Although imperfect, this approach is presented as a necessity for educators to bridge international standards with local educational needs, reflecting the everyday negotiations and adaptations made by teachers and students. The study emphasizes cosmopolitan nationalism’s tangible presence in educational settings, enriching our understanding of its significance in navigating global-local education dynamics. By illustrating the active engagement of UECT's community with cosmopolitan nationalism, the article argues for its importance not only theoretically but as a lived experience, enhancing cosmopolitan nationalism’s relevance in discussing educational internationalization challenges. [ABSTRACT FROM AUTHOR]

Introduction: In today's dynamic landscape, navigating career paths in the midst of economic, societal, and technological changes has become increasingly challenging. The developmental psychology studies (see the career construction theory framework) and European educational standards consistently support the crucial role of teachers in supporting students' career choices. However, teachers do not seem to be trained for this role, and the NEFELE project aims to fill this gap. The training model proposed in this paper aims to provide teachers with the knowledge and tools to support their students' career choices in educational systems. Methods: Using a randomized control trial, a study was conducted in the Italian context involving 8 teachers and their classrooms. Pre- and post-test measurements were carried out to study the effectiveness of the intervention. Results: Students in the experimental group who participated in career guidance activities taught by teachers trained through the NEFELE training model show an increase in career-related teacher support, career adaptability, career explorations, and career competences. Discussion: Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The study aimed to diagnose the reality of the readiness of private schools in the Qassim region to obtain accreditation in light of the standards of the Education and Training Evaluation Commission, and to investigate the requirements for qualifying private schools in the Qassim region to obtain accreditation from the point of view of experts. To achieve this, the researchers relied on the mixed approach; according to the interpretive sequential pattern, and used the questionnaire, interview and observation. The questionnaire represented a measure of the level of qualification in two axes: the level of quality culture through two dimensions: cognitive and value-based, and the schools’ fulfillment of the standards of the Education and Training Evaluation Commission. It was applied to a representative sample of principals, deputies, student guides and teachers in private schools in Qassim. After analyzing the results of the questionnaire, the researchers conducted interviews with a targeted sample from the same community; To interpret the extreme statements shown by the questionnaire results, aspects of the school environment were observed through a standardized observation card, and the study relied on the Delphi method in its prospective aspect. The study sample amounted to (302) to whom the questionnaire tool was applied, while the interview sample amounted to (15) individuals, and the observation sample amounted to (16) private schools, while the experts numbered (16) experts according to the last round. The study concluded that: The reality of the readiness of private schools in the Qassim region to obtain accreditation in the first axis, which is the level of prevalence of the culture of quality in private schools in the Qassim region, was achieved to a large degree at a rate of (88.53%), while the second axis, which is the level of schools' compliance with the standards of the Education and Training Evaluation Commission, was achieved to a medium degree at a rate of (68.00%), and the results of the Delphi method showed the experts' agreement on six axes: spreading the culture of quality, school administration, teaching and learning, learning outcomes, school environment, general requirements, and their agreement on the phrases of their sub-requirements with a very high degree of importance with a general average of (96.12). [ABSTRACT FROM AUTHOR]

The article "A Chorus of Advocacy" by Sarah Logan discusses the importance of school librarians and the challenges they face in advocating for quality school library programs. Logan highlights the significant role of teacher-librarians in promoting literacy, digital citizenship, and media literacy among students. She also addresses the funding issues, staff reductions, and the need for advocacy to ensure equitable access to school libraries. Logan emphasizes the impact of school librarians on student achievement and calls for increased awareness and support for school library programs. [Extracted from the article]

Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards (2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks (Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students' cognitive abilities using scientific images across different learning stages and textbooks. [ABSTRACT FROM AUTHOR]

In response to the COVID‐19 pandemic, an abrupt wave of digitisation and online migration swept the higher education institutions around the globe. In the aftermath of this digital transformation which endures as the legacy of the pandemic, what lacks in knowledge is how effective the anti‐COVID measures were in maintaining quality education. Using machine learning to analyse student grades as a proxy for educational standards, this study investigates and demonstrates the evaluative potential of machine learning (vs. traditional statistics) with respect to not only crisis responses in education but also applied studies such as Information Systems and Tourism. Main implication of this study is the analytical utility of machine learning even when educational data are irregular and small. However, incorporating accurate and meaningful data points into the existing online educational systems is crucial to leverage this utility of machine learning. [ABSTRACT FROM AUTHOR]

This paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges. [ABSTRACT FROM AUTHOR]

As social platforms experience an influx of diverse content from users, the need to determine high-quality contributions becomes crucial, especially for educational purposes. This paper highlights the pivotal role of quality in assessing how educational-purposed user-generated content (UGC) shapes user experiences, fosters engagement, and establishes credibility. This study proposes a computational framework using a quasi-experimental evaluation through the sorting-based ELimination Et Choice TRanslating Reality, termed ELECTRE-SORT, with a dataset randomly generated from normally distributed user evaluations. Considering the diverse nature of contents, the method evaluates 16 educational-purposed UGC videos from different online media platforms (i.e. Facebook, YouTube, TikTok). These videos were categorized based on their concordance and discordance to three (3) main criteria: content quality, design quality, and technology quality. Employing the ELECTRE-SORT reveals that most UGC videos (i.e. 14 out of 16) fall into the "medium quality" category, possessing a considerable standard for the quality of educational purpose content. Their characteristics generally satisfy the quality attributes and can be used to guide the development of future relevant UGC videos. Finally, to demonstrate the robustness of the proposed approach, we presented a sensitivity analysis by designing different weight assignments to the quality attributes. Practical insights are outlined in this work. [ABSTRACT FROM AUTHOR]

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations. [ABSTRACT FROM AUTHOR]

This paper presents a narrative review protocol to explore how the proportion of child-specific content of pre-registration programmes in universities impact upon newly qualified nurses' perceptions of preparedness to care for children, young people (CYP), and their families. The preparation and education to become a nurse who cares for children and young people differs from country to country. Providers of pre-registration nurse education offer routes into nursing from diploma to degree and in some countries post-graduate routes. The United Kingdom offers pre-registration programmes leading to qualifying as a children's nurse whereas programmes in countries such as the USA and Canada lead to a professional registration as a registered nurse with postgraduate study to specialize in areas such as pediatrics. The role of pre-registration nursing programmes is to facilitate preparedness for practice. Preparation for practice can include theoretical teaching and practice learning through simulation and face-to-face experience with countries requiring different numbers of practice hours to be completed. Although practice hours are central to nursing education, there is limited evidence on the impact and portion of child-specific content, including clinical learning in preparation of newly qualified nurses to care for CYP and their families. A preliminary search of Prospero, CINAHL, Medline and Cochrane Database indicates that there are no current or in progress reviews identified. The Population of interest, Exposure of interest, and Outcome framework were used to define the research question and inform the eligibility criteria. The review will consider different research designs if related to the research question. The search strategy will conform to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines for systematic reviews. Two independent reviewers will be involved in the screening progress to determine the final studies for inclusion. Eligible studies will be assessed for methodological quality using the Joanna Briggs Institute critical appraisal tools. Extraction of study characteristics and data related to the research question will be extracted into a predefined table. Data synthesis will be conducted using a descriptive analytical approach to summarize extracted data. [ABSTRACT FROM AUTHOR]