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The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell's five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope.

Employability is not just about focusing on building the students' workplace experience but about developing their social and cultural capital through learning. In higher education, the selected pedagogies are central to that development (Pegg, 2012). Thoughtful curricular design which maximises student engagement and adopts pedagogies for career and employability learning can help to prepare students for the reality of the workplace. These pedagogies with social connection at their heart can enhance student wellbeing and their perceived sense of belonging to their course and the wider world. This can thus build more confident, reflective, and collaborative graduates who should ultimately be more employable (Rowe, Jackson and Fleming, 2023). This paper uses a qualitative approach to outline four course-based case study examples of pedagogies that strengthen the behaviours and skills that enhance students' employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive, integrated, contextualised pedagogic approaches support the development of students' employability learning and graduate skills (Healy, 2023). The common themes from the case studies focused on self-directed, student-centred, authentic learning which encouraged students to (i) work with industry and communities to build early professional networks, (ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, and (iii) develop confidence, a sense of belonging and professional identities through using these inclusive, collaborative learning approaches. In addition, six practical pedagogic principles are identified for course teams to utilise. These include (i) focus on inclusive practice, (ii) building students' professional identity, (iii) developing students' belonging, (iv) deep critical thinking, (v) the demystification of the workplace through the activities selected, and (vi) students leading their own learning. This paper integrates a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster graduate skills during career and employability learning.

This study explored online mentoring dialogues of first-year science teachers (FYSTs) to construct a model that was informed by metaphors in teaching dilemmas. Nine teachers' yearlong threaded dialogues were archived and first analyzed by Windschitl's (2002) four dilemma categories, and later by Lakoff and Johnson's (2003) conceptual metaphor theory. Particularly, we charted conceptual metaphor systems and schematic elements of FYSTs' teaching practices in conceptual, pedagogical, cultural, and political dilemma categories using computer-mediated discourse analysis. Findings indicated that the FYSTs' mentoring dialogues were predominantly pedagogical dilemmas (64.34%), mostly related to mastering the art of facilitation. The conceptual metaphors and schematic elements include (a) "Teaching is a trip" within a path schema, (b) "Teaching is a race" within an up-down and more-less visual field schema, (c) "Teaching is policing" within a sanctioned land schema, and (d) "Teaching is building a house" within a construction site schema. This study contributes to the understanding of challenging factors that FYSTs encounter and also illustrates the functionality of the conceptual metaphors for teacher effectiveness.

The past 10 years have seen a major shift in English and English as a Second Language (ESL) placement and pedagogy in California's Community Colleges (CCC), driven by a developmental education reform movement known as acceleration. Popularized by the faculty-led California Acceleration Project (CAP), the acceleration movement focused on reducing or eliminating prerequisite pathways in English and math due to a decade's worth of state-wide data showing that each level of remediation statistically reduced a student's chances of ever reaching or completing the first transfer-level course in the respective discipline (Hern & Snell, 2010). Faculty from many of the state's 117 community colleges participated in CAP's communities of practice, starting with the first cohort in the academic year 2011-2012, and returned to develop accelerated pathways at their own colleges. As these models proved successful and the data supporting acceleration mounted, CAP leaders joined forces with the College Futures Foundation and other partners to lobby for legislative action to compel a system-wide change. The resulting legislation, Assembly Bill 705 (Cal. Assemb., 2017), was signed into law in October 2017 and implemented as of January 1, 2018. This law required that all state community college districts maximize the probability that incoming students would access and complete their first transfer-level English and math class within a year of first enrolling and that students who enrolled in ESL courses would access and complete their first transfer-level English class within three years of first enrollment (Rodriguez et al., 2022).

Purpose: This study re-examines the relationship between "jiao" (lit. teaching) and "xue" (lit. learning)-- the foundational education concepts in the traditional Chinese cultural context--to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods: This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches--"the classics" and "the self" as method--to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings: The interdependency of "xue" and "jiao" has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of "xue" as "xiao" (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of "xue" as "jue" (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on "xue"--the keyword concurrently connoting the meaning of "teaching" and "learning" in the modern sense. It is misleading to narrowly render the originally meaningful word group "xuexi" as "learning" in modern English. Originality/Value: This study consults sources in multiple languages and integrates both "the classics" and "the self" as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.

This case study explores the impact of a student partnership in an undergraduate psychology course focused on alcohol use and disorders at a large public university in the United States. It shares insights into the process of creating a student partnership program, pairing a student with an instructor, and sharing feedback via observation notes from the student perspective. This case study highlights the value of this student partnership by detailing the course implementations inspired by observation notes and conversations about pedagogical goals. The three pedagogical goals of the partnership were to foster an accessible learning environment, increase student engagement, and structure the course based on learning outcomes. The partners share their final thoughts on the process through a discussion of the strengths of and future opportunities from this experience.

The conceptualization of the Scholarship of Teaching and Learning [SoTL] has evolved over its 30-year history. This study sought to understand how faculty, staff, and students at a research-intensive institution in Ontario, Canada label and describe SoTL. We performed an environmental scan that consisted of: 1) mining academic journal titles to identify names commonly used to describe systematic inquiry into teaching and learning; 2) a campus-wide survey of faculty, staff, and students; and 3) interviews with select faculty members who perform SoTL work. We identified several dichotomies between the findings from these three methods and discuss the meanings of these findings in relation to the 4M, micro-meso-macro-mega levels, framework.

This study sought to investigate university mathematics teachers' perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others feltthey needed more professional development in this domain. The findings of the study suggest that teachers' perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

During the COVID-19 pandemic, two higher education teachers, located respectively in the United States and Aotearoa New Zealand, collaborated in the design of curricula on the relationship between identity and food for their students. Intended to help their students develop cross-cultural knowledge and relationships, they hoped that their collaboration would also benefit their professional relationship and learning at a time when these aspects of their teaching lives were negatively impacted by COVID-19. As a contribution to the scholarship of teaching and learning (SoTL), they undertook, with the help of a researcher colleague, an investigation of (a) factors that influenced their ability to start and sustain a successful international collaboration, and (b) its subsequent impact on their on-going relationship and learning. In this article, the rationale, purpose, and design of the study are outlined, and findings and associated theory presented and discussed. A key conclusion reflects the relationship between the hospitality 'mindset' of the teachers and their ability to conceptualize, enact and benefit from their collaboration in meaningful ways. Insights into the way SoTL can enhance teachers' ability to navigate such periods of deep uncertainty are also presented and discussed.

Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between belief and practice and empower potential authors to share their reflective teaching and learning practices with others.

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Artificial intelligence is a popular technology that affects many fields today. Its impact is noticeable daily, especially in education, design, and other essential areas. This technology, which stands out with the convenience it creates for users and its help in organizing the workflow, will play a critical role in our lives in the future. This study is aimed to touch upon the innovations provided by artificial intelligence in the field of education and some of its basic features. Some software, especially ChatGPT, is included based on the potential of language models and their essential usage areas. In addition, in the study, it is mentioned how artificial intelligence can be evaluated as a material in text and visual form, the essential functions of artificial intelligence technologies, which are rapidly changing today, are explained in this article, and stimulating points about the current situation are mentioned for those who will work in the field.

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was [alpha] = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers' self-efficacy was not significant, Wilk's [lambda] (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers' self-efficacy in classroom management. The Kenyan Teachers' Service Commission should carry out periodical assessment of teachers' self-efficacy to identify teachers that are vulnerable to low self-efficacy. [Note: The page range (301-314) shown on the PDF is incorrect. The correct page range is 301-313.]

Background: Digital technology (DT) has already changed history, and it is transforming childhood as more and more children go online around the world. Aim: The aim of this article was to critically explore the potential of young children's digital learning (DL), while concurrently assessing the constraints. Setting: Early Childhood Care and Education (ECCE) stakeholders' environments formed the setting for this study. Methods: The critical theory of technology emphasizes the need for increased democratic involvement in technical decisions. It also explores the impact of theories on technology users, affecting design, usage, and, consequently, outcomes. This study adopted an interpretative phenomenological approach to discover 10 South African ECCE stakeholders' experiences of DL with young children. Results: Firstly, findings presented the affordances of DT. Secondly, the threats of connectivity, socio-economic factors, and the availability of inappropriate content were emphasised. Thirdly, there are risks and fears associated with DL, especially with young children. Lastly, the possibilities of DL, where pedagogical transformation can take place, were interrogated. Conclusion: In the ever-evolving world of DT, the pursuit of improved educational outcomes for young children remains a paramount concern. Proven practices that improve children's learning through DT and effect change at a systemic level should be further interrogated. Contribution: This research contributes to the ongoing discourse surrounding DT in early childhood education by offering a critical examination of its challenges and opportunities. It provides insights for educators, policymakers and researchers on enhancing DL experiences for young children while considering the associated risks and benefits.

Background/Purpose: This study investigates the integration of neuropedagogy, neuroimaging, artificial intelligence (AI), and deep learning in educational systems. The research aims to elucidate how these technologies can be synergistically applied to optimize learning processes based on individual neurocognitive profiles, thereby enhancing educational effectiveness. Materials/Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative analyses. The study involved 297 students and 59 teachers. Quantitative methods included exploratory factor analysis (EFA) to validate the Neuropedagogy, Neuroimaging, Artificial Intelligence, and Deep Learning Scale, and Spearman correlations to examine inter-variable relationships. Qualitative data were collected through focus groups and analyzed using selective coding. Additionally, a comparative case study using portable electroencephalography (EEG) was conducted to observe direct neurological effects of different learning approaches. Results: EFA confirmed the construct validity of the scale (KMO = 0.89, p < 0.001). Spearman correlations revealed significant positive relationships between all dimensions (0.65-0.72, p < 0.01). Multiple regression analysis indicated that AI was the strongest predictor of deep learning ([beta] = 0.39, p < 0.001). The neuroimaging case study demonstrated increased frontal and prefrontal lobe activation and enhanced theta-gamma wave synchronization in AI-supported learning tasks, suggesting more integrated information processing. Conclusion: The findings provide empirical evidence for the transformative potential of integrating neuropedagogy, neuroimaging, AI, and deep learning in education. The strong predictive relationship between AI and deep learning, coupled with the neuroimaging results, suggests that this technological convergence can significantly enhance learning processes. However, the study also highlighted the need for careful ethical considerations in its implementation. These results contribute to the growing body of knowledge on technology-enhanced learning and offer a foundation for developing more personalized and effective educational strategies.

Today's technology reality is reminiscent of science fiction in many ways. In order to mitigate the spread of COVID-19, school buildings closed. When they reopened, many schools utilized videoconferencing, learning management systems, and other technology to provide virtual instruction; however, all students did not experience the same technology availability and accessibility. To investigate the extent to which students with disabilities were provided with instruction in technology or instruction integrated with technology during and postpandemic, 108 special education teachers in one northeastern state participated in a cross-sectional survey study. Teachers indicated that most students they worked with need assistance with accessing technology. Special educators collectively reported themselves as the professional responsible for teaching students with disabilities to use technology. The challenges teachers experienced in providing remote instruction and the most commonly used technology activities are summarized.

We present a conceptual exploration of armed love as a component of liberatory pedagogy. We ground our work in community cultural wealth theory (CCW) that centers social capital often found in non-dominant communities under pressure. We argue that recognizing and working against exploitation using the community's social, cultural, and historical assets are central to liberatory pedagogy. Explicating the connections between armed love and CCW is a novel contribution to the field, as it has not been done before and it highlights how asset-based pedagogies that are grounded in love can act as a protective factor for students in a racist society.

Objective: Sleep deprivation is common among children and schools are ideal settings in which to influence children's sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students' well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach. Design: A secondary qualitative analysis of student aged 9-11 (n = 45), parent/guardian (n = 24) and teacher (n = 19) interviews from participants representing elementary (Kindergarten -Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an a priori framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component. Results: Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school-home collaboration). Conclusion: This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.

Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers' views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children's comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions -- governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed.

Introduction: The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition. Purpose: This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning. Methods: Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries. Conclusions: The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.

Feedback is widely recognized as an effective instructional tool. Different feedback types and the efficacy of their role in the classroom have been researched extensively because all forms of feedback are impressionable to students. Research findings have indicated ways that feedback has been implemented into the classroom successfully. In this review, I summarize previous literature on feedback according to the following themes: (a) feedback types and (b) the role of feedback in the classroom. Based on these findings, I provide suggestions for music educators and their use of feedback applicable in the classroom, studio, or rehearsal. I also give implications for further research regarding burgeoning feedback frameworks.

The advancing power and capabilities of artificial intelligence (AI) have expanded the roles of AI in education and have created the possibility for teachers to collaborate with AI in classroom instruction. However, the potential types of teacher-AI collaboration (TAC) in classroom instruction and the benefits and challenges of implementing TAC are still elusive. This study, therefore, aimed to explore different types of TAC and the potential benefits and obstacles of TAC through Focus Group Interviews with 30 Chinese teachers. The study found that teachers anticipated six types of TAC, which are thematized as One Teach, One Observe; One Teach, One Assist; Co-teaching in Stations; Parallel Teaching in Online and Offline Classes; Differentiated Teaching; and Team Teaching. While teachers highlighted that TAC could support them in instructional design, teaching delivery, teacher professional development, and lowering grading load, they perceived a lack of explicit and consistent curriculum guidance, the dominance of commercial AI in schools, the absence of clear ethical guidelines, and teachers' negative attitude toward AI as obstacles to TAC. These findings enhance our understanding of how TAC could be structured at school levels and direct the implications for future development and practice to support TAC.

Teachers have used projects in children's education for over a century. More recently, project management knowledge and skills have become essential when students manage technological solutions from inception to presentation. This paper presents the first scoping literature review on teaching project management to primary school students. A total of 33 publications between 2000 and 2022 were analysed and presented both descriptively and thematically. While the review did not identify any empirical studies of teaching project management to primary school students, it did reveal several examples of suggested teaching approaches, project management activity, and common elements associated with project management. The review concludes with a recommendation for researchers, educators, and project management practitioners to build upon this research by exploring the effectiveness of comprehensive approaches to teaching project management to primary school students. This paper represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century.

Despite the growing interest in using multimodal data to analyse students' actions in Computers-Supported Collaborative Learning (CSCL) settings, studying teacher's orchestration load in such settings remains overlooked. The notion of classroom orchestration, and orchestration load, offer a lens to study the implications of increasingly complex technology-supported learning environments on teacher performance. A combination of multimodal data may aid in understanding teachers' orchestration actions and, as a result, gain insights regarding the orchestration load teachers perceive in scripted CSCL situations. Studying teacher orchestration load in CSCL helps understand the workload teachers experience while facilitating student collaboration and assists in informing design decisions for teacher supporting tools. In this paper, we collect and analyse data from different modalities (i.e. electrodermal activity, observation notes, log data, dashboard screen recordings and responses to self-reported questionnaires) to study teachers' orchestration load in scripted CSCL. A tool called PyramidApp was used to deploy CSCL activities and a teacher-facing dashboard was used to facilitate teachers in managing collaboration in real time. The findings of the study show the potential of multimodal data analysis in investigating and estimating the orchestration load experienced by teachers in scripted CSCL activities. Study findings further demonstrate factors emerging from multimodal data such as task type, activity duration, and number of students influenced teachers' orchestration load.

This paper synthesizes research on student and teacher emotions in the classroom through the lens of the Ecological Dynamic Systems model. It places emotions in immediate contexts in the classroom including emotionally expressive environment, learning/instruction, and relationships. The paper identifies specific antecedents of emotions within each context. It further discusses how the intersection of classroom events and teachers' and students' goals, beliefs, and relational experiences give rise to emotions. Emotions in the classroom further reflect the complex transactions between classroom and socio-historical contexts. The paper discusses how emotions are influenced by broad socio-cultural factors including educational policies and reforms, school demographics, and culture at large. Finally, it focuses on the role of appraisal for the emotions in the classroom and how appraisals are contextualized by students' and teachers' beliefs and personal experiences. Understanding the interplay of various contexts for emotions in the classroom will inform teacher preparation, designing instructional and behavioral interventions as well as educational policies and reforms.

The inheritance of traditional handicraft of intangible cultural heritage is facing an unprecedented crisis. The essence of inheritance is the process of imparting and inheriting from master to apprentice, but there is acute shortage of research about the parties, the relationship and the behavior of inheritance. Therefore, choosing inherited behavior as a starting point to explore the inner formation mechanism of master and apprentice inheritance in traditional handicraft, as well as determining the influencing factors of the inheritance, have important theoretical value and practical significance for the inheritance of intangible cultural heritage. Using 4 traditional handicraft inheritance institutions in China as case objects, 37 inheritance parties and 21 mentoring matching groups were interviewed. Through standard case analysis and three-step coding method of grounded theory, it is found that skill generation involves the stages of inquiry, interaction and feedback, as well as the following steps: cognition of skill generation, coupling of skill generation, automation of skill generation, etc. Through coding, 12 categories and 33 specific influencing factors are identified. Among them, individual factors influence interaction relation, and the interaction relation has a concrete influence on the process of inheritance, affecting the ultimate effect of inheritance. This study is of reference value for improving the relationship between masters and apprentices and promoting the effective inheritance of traditional handicraft.

In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this ambivalence, properly understood, might be fully constitutive of the educational significance of consistency. To achieve such an understanding I turn to Gilles Deleuze and his concept of style as a 'practice' of consistency. Not only does a stylistic understanding of consistency offer interesting possibilities for a more constructive approach to the said ambivalence--between consistency as static stability and dynamic keeping-together--but as such it also speaks to a number of issues that are directly and fundamentally educational in nature.

This article discusses the relevance and construction of the concept of 'literariness' within pedagogy for an effective engagement with works of literature and literary theory. By juxtaposing Mikhail Bakhtin's dialogic mode of understanding, with Bhartrhari's doctrine of the "dhvani" and the "sphota," this article attempts to draw upon these theories as resources through which 'totalizing' concepts could be effectively communicated. Through an analysis of Bhartrhari's idea of meaning-making interpreted through the lens of Bakhtin's creative understanding, this article attempts to make a case for considering the 'literary' as an underlying language principle within all works of literature. This article, while limited to a purely theoretical endeavour, aims to reframe some of our assumptions on the communication of wide-reaching, fundamental concepts within a given field.

Background: Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective: We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method: We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results: Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion: In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications: Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.

Based on a study of five women's studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women's studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy.

Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically and creatively and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has pushed for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. This qualitative study aimed to explore the EC teachers' pedagogical beliefs and practices about STEM-integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs in an eastern state in the United States. Five EC teachers participated in in-person interviews after attending a series of professional development sessions designed to help teachers develop both content knowledge and pedagogical knowledge related to the STEM curriculum. A qualitative inductive approach was used for the data analysis. The analysis of data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers' beliefs, children were also positively impacted by their teacher's professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented. Recommendations are also discussed for how teachers can effectively teach integrated STEM education.

This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023.

Songwriting pedagogy is in its infancy in music education. This article presents a new way to think about pedagogy that utilizes student workgroups that more closely align with the ways songs are written in the real world. Implications for music education's connections to the world of contemporary commercial music are provided.

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the "Next Generation Science Standards" (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.

School counselors support the academic, career, and social/emotional development of all students in their care, and one important method of delivery of a comprehensive school counseling program is the use of classroom instruction. In this exploratory, sequential mixed-methods study, we examined participant responses from nine focus groups regarding the school counselors' experiences with delivery of classroom lessons, in combination with a national survey of 247 practicing school counselors. Results underscored participants' desire to spend more time in classrooms and ongoing barriers to classroom access. We discuss implications for school counseling practice and school counselor education.

Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: (1) no use; (2) discontinued use; (3) in development; and (4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.

Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.

The international human rights framework and United Nations' Agenda 2030 with its Sustainable Development Goals are two closely linked frameworks. Agenda 2030 has galvanized much interest and action within the education sector around Education for Sustainable Development. The human rights framework, with its calls for Human Rights Education, provides a legal imperative for embedding these pedagogies in education. This article argues that for the education sector, unifying actions and embracing the two pedagogies of Education for Sustainable Development and Human Rights Education can form a foundation for a new social contract for education. For these frameworks to meet their potential in education, they must be embedded at both curricular and institutional levels. We will need robust and committed governance at national and institutional levels for these approaches to achieve their transformational potential.