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Research regarding athletics stakeholders' (e.g., faculty, non-athlete peers) perceptions of Division I college athletes is abundant and demonstrates that most stakeholders hold negative and stereotypical views of athletes. However, despite their time spent with athletes, little is known about the perceptions academic tutors have toward the athletes they are brought in to assist. Thus, through the lens of stereotype threat, this study explored graduate(d) and undergraduate tutors' (n = 67) perceptions of athletes from three academically and athletically elite Division I institutions. Tutors' perceptions were examined and compared based on their responses to an adapted situational attitude scale survey using correlations, t-tests, and Fisher's Z tests. In general, results suggested tutors did not maintain stereotypical perceptions of the athletes they worked with, a key difference from previous scholarship in this area. Still, graduate(d) tutors generally held athletes to higher academic standards compared to undergraduate tutors. Implications for sport practitioners in academic support programs for athletes include hiring more graduate(d) tutors to work with athletes and fostering stronger relationships between tutors and athletes. Ultimately, this study expands upon the previous research on perceptions and stereotypes of athletes and the findings may demonstrate a shift toward more positive and strengths-based perceptions of Division I athletes. [ABSTRACT FROM AUTHOR]

Research on the impact of community extension activities in higher education is limited despite its accessibility. This quantitative research aimed to assess the impact of the "Munting Paaralan, Panghabang Buhay na Karunungan" extension project for the Bachelor of Elementary Education at Nueva Vizcaya State University-Bambang Campus. Its goal was to determine how the 93 respondents from a rural elementary school in Bambang, Nueva Vizcaya, responded to the three-year extension project regarding its relevance and timeliness. The respondents viewed the extension project as very relevant and timely. There is no significant difference in the levels of assessment of the students and teachers and the levels of assessment in the three-year implementation. The information suggests maintaining relevant and timely extension activities to enhance Philippine education standards and address gaps left by the pandemic and lockdown. These programs may be directed towards teachers and students to reinforce and improve performance on national and international assessments. Additionally, funding for reading materials and initiatives that benefit students and teachers may be provided by the Department of Education. While respondent interviews were used in this study to corroborate the quantitative results, qualitative design may be used in future research to further elucidate the extension initiatives' significance. Action research may also be carried out to evaluate the efficacy of the materials and intervention activities used alongside the extension project. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Discussion and Conclusions Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university‐based addiction studies programs, but not much from Australasia.The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre‐defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics.We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience.In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally. [ABSTRACT FROM AUTHOR]

The article discusses the 1926-1927 global travel-study journey known as The Floating University, which aimed to provide experiential learning for academic credit to U.S. educators and students. The book presents a complex narrative of the journey, highlighting conflicts of interest, ethical controversies, and the struggle over knowledge authority and credentials control in the 1910s and 1920s. The students' experiences during the travel study reinforced Western/U.S. imperialist mindsets and stereotypes of Asian cultures, despite the program's goal of promoting cultural understanding. The article concludes by reflecting on the impact of the journey on students' careers and the subsequent development of international travel education programs. [Extracted from the article]

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher's goals and orientations. This exploratory study employs Schoenfeld's decision-making model to examine how resources, goals and orientations influence lesson planning for mathematics problem solving, for different profiles of primary teachers in Chile. To this purpose, a survey was conducted among 40 teachers of varying degrees of ability and experience: some were beginning teachers, others were experienced but had no further training in teaching problem solving and a third group was composed of experienced teachers with specific training in this question. Interviews with two teachers from each profile revealed important differences between the three groups. Beginning teachers relied more heavily on official resources such as the official curriculum and standard textbooks, aligning themselves with school requirements. Experienced teachers with problem solving training demonstrated a strong inclination towards teaching through a problem solving approach. While beginning teachers acknowledged the importance of promoting problem solving strategies, they did not usually adapt problems to the mathematical content or to the age/competence of their students. Interestingly, all three groups under-utilised sections of curricular resources that emphasise the present curricular focus on problem solving. Finally, the study found that experience alone is not enough to develop a problem solving approach and that focused professional development programmes are needed to equip teachers with the necessary skills. In addition, a diagnostic teaching approach should be incorporated into initial teacher training. [ABSTRACT FROM AUTHOR]

The assessment of teacher effectiveness is pivotal in maintaining and elevating the standard of education. Traditional evaluation methods often rely on subjective observations, making it challenging to maintain consistency and objectivity. To address these challenges, a novel Teacher Effectiveness Evaluation Assistant System (TEAS) is proposed that leverages the YOLOv8 object detection technique to objectively assess a teacher's performance based on their presentation content. To achieve this, we gather lecture videos and deploy YOLOv8 algorithm to train the data for the presence of two components in their presentation namely "Animations and Architectures". The dataset consists of annotated frames from these videos, where key visual elements like animations and architectural diagrams were labeled for detection. This dataset was utilized to train and evaluate the YOLOv8 model and compare its performance against other models. The trained YOLOv8 model was tested on test data to detect the components and thus assisting in evaluating a teacher. The proposed strategy generates a presentation score by assessing the density of animations and the extent to which architectural diagrams are covered, providing a measurable criterion for evaluation. The results obtained showed that YOLOv8 performed better in comparison to other models namely Faster regions with convolutional network model (Faster RCNN), SSD (Single Shot Detector), YOLOv5 and YOLOv7 models. The YOLOv8 model achieved an accuracy of 92.05% which was 27.05%, 36.35%, 12.1%, 8.2% higher than Faster RCNN, SSD, YOLOv5, YOLOv7 models respectively. Therefore, YOLOv8 model can effectively detect component's presence in the presentation content of teachers, thus assisting in evaluating the instructors. [ABSTRACT FROM AUTHOR]

Copyright of Trans/Form/Ação is the property of Trans/Form/Acao 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.)

Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This article investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis exploits staggered reforms that reduce or expand the coverage of evolution theory in U.S. state science education standards. I compare adjacent student cohorts in models with state and cohort fixed effects. There are three main results. First, expanded evolution coverage increases students' knowledge about evolution. Second, the reforms translate into greater evolution belief in adulthood, but do not crowd out religiosity or affect political attitudes. Third, the reforms affect high-stakes life decisions, namely, the probability of working in life sciences. [ABSTRACT FROM AUTHOR]

AbstractMental health professionals working with the dying and bereaved may occasionally feel that a belief in the mind’s persistence after death can function as an important coping device for some of their patients. To facilitate an unbiased reading of the empirical articles in this thematic issue, this essay therefore uses the history of a particularly contested area of ‘survival research’, spirit mediumship, to highlight widely forgotten but pivotal historical contexts and complexities which have failed to inform and balance standard academic receptions of empirical approaches to the mind’s hypothetic survival of death. After sketching diametrically opposed attitudes to mediumship by the founders of modern psychology, William James and Wilhelm Wundt, and psychiatrist Eugen Bleuler’s defences of research with mediums against the dismissive stance exemplified by Emil Kraepelin and Henry Maudsley, I conclude that standard interpretations of any open-minded scientific interest in mediumship and survival research as wishful thinking are asymmetrical and psychologically simplistic. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this scoping review was to explore current program evaluation practices across various medical schools. Methods: We conducted searches in MEDLINE (Ovid), Embase (Elsevier) and ERIC (ed.gov) for original research and review articles related to medical education evaluation with key words evaluation, program, medical education, pre-registration, framework, curriculum, outcomes, evaluation, quality. We followed Arksey and O'Malley's (2005) process for scoping reviews. Results: Thirty-two articles were included. Studies were primarily concerned with either proving (n = 21) or improving efficacy of their programs (n = 11). No studies aimed at comparing programs. Nine were literature reviews. Others aimed to develop a new evaluation model (n = 7) or apply (n = 12) or validate (n = 4) an existing model (or part thereof). Twenty-two studies explicitly identified an evaluation model they had used or would recommend. Most frequently used models for evaluation were: Context-Input-Process-Product, Kirkpatrick, World Federation Medical Education, and the Standards by Joint Committee on Standards for Educational Evaluation. Overall, evaluations were learner-focused and accreditation driven with a minority considering the broader influences of program success. Conclusion: Program evaluation is fundamental to driving the quality of education delivered to produce workforce-ready healthcare professionals. The focus of current evaluations is on student experience and content delivery with a significant gap in the existing literature on evaluation related to staff, learner/staff well-being, equity, diversity, and meta evaluation. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of diversity, equity, and inclusion (DEI) in Thai medical education over the past decade. It highlights efforts to improve access to medical schools for students from rural areas and underprivileged backgrounds through various admission pathways. Initiatives like the Medical Education for Students in Rural Areas Project have helped address physician shortages in rural communities. The article also addresses challenges faced by minority groups and the need for further research to enhance DEI in medical education. [Extracted from the article]

ABSTRACT 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]

Background: The Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum. Methods: A faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a "bottom-up" approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement. Results: Step 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned. Conclusion: The curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula. [ABSTRACT FROM AUTHOR]

Background: Formal evaluations are an integral part of a student's learning and encourage students to learn and help instructors identify students' weaknesses. Over the past few decades there have been growing concerns that instructors and evaluators are passing students who do not meet expectations. This phenomenon, in which instructors pass students who do not meet expectations, has been referred to as "failure-to-fail". In this study, we used Q-methodology to identify instructors' justifications for failure-to-fail. Methods: A Q-methodology study was conducted to identify the major viewpoints of instructors at a Canadian university. A by-person factor analysis with principal component factor extraction and Varimax rotation was used. The analysis was conducted using the QFACTOR program in Stata. A Cohen's effect size of 0.80 was used to identify distinguishing statements. Results: Fifty seven instructors participated in this study. Through a by-person factor analysis, three factors representing three viewpoints emerged: Intrinsically Motivated, Extrinsically Motivated, and Administratively & Emotionally Deterred. The Intrinsically Motivated group perceived mental barriers that prevented them from failing students. They strongly disagreed that they experienced pressure from either students or their schools to pass students. The Extrinsically Motivated believed that their higher-ups and the university encouraged them to pass all students. They perceived discomfort associated with defending their reasons for failing students and were concerned that failing students would damage their own career advancements. The Administratively & Emotionally Deterred group believed that the process of failing a student was stressful and exhausting. They disagreed that a failed student is a result of the instructor's own inadequate guidance or mentorship. Conclusions: This study identified three distinctive viewpoints that outline areas of consideration for addressing the failure-to-fail mechanism. More transparent discussions within schools, as well as identifying solutions, are required to create systems that ensure educational and professional standards are maintained. Further replication of this study in various disciplines may be used to determine whether these findings are consistent in different fields. [ABSTRACT FROM AUTHOR]

The construction of questions is an essential component in educational assessment and student learning processes. However, manually constructing questions is a complex task that requires not only professional training, substantial experience, and extensive resources from teachers but is also time-consuming. This article introduces an Automatic Question Generation (AQG) technology based on a prompt pattern to alleviate this burden and address the ongoing need for new questions in education. The essence of this method lies in constructing a prompt pattern grounded on a collective knowledge base derived from teachers, thereby enhancing the quality of the questions produced. Practical applications and expert evaluations demonstrate that integrating a prompt pattern with a collective knowledge base into Large Language Models (LLMs) results in high-quality questions with statistically significant results. These questions not only meet educational standards but also approach the quality of manually constructed questions by teachers in certain aspects. Our research further emphasizes the feasibility of AI-teacher collaboration in education. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultsConclusionsIncorporating social determinants of health (SDH) into medical education is crucial. However, there are limited data on standard education models and comprehensive SDH curricula in Taiwan are insufficient. This study presents a systematic SDH curriculum instructed primarily by social workers for postgraduate doctors and aims to examine the training outcomes of the innovative curriculum.This study assessed training outcomes using Kirkpatrick model levels 1 and 2 regarding trainees’ satisfaction and improvement of their knowledge and skills in written and standardized patient (SP) pre- and posttests conducted between 1 August 2021 and 31 July 2022.A total of 28 trainees completed the training. The trainees’ overall satisfaction score regarding the curriculum was high (4.6 out of 5). The median pretest scores for the written and SP tests were 66.25 ± 14.38 and 14.50 ± 5.13, respectively, whereas the median posttest scores were 80.00 ± 7.50 and 20.50 ± 6.13, respectively. Both written and SP posttest scores were significantly improved compared to the pretest scores (p < .001).The presented education model significantly improved postgraduate doctors’ SDH knowledge and biopsychosocial assessment skills, and received high satisfaction scores from the trainees. Adopting social workers as primary teachers may enhance interdisciplinary collaboration between social workers and trainee doctors. [ABSTRACT FROM AUTHOR]

Competition in higher education is intensifying worldwide and gaining increasing scholarly attention. However, it is not always easy to observe how competition actually takes place. Our research focuses on one example where competition becomes not only visible but also analyzable: State-led funding contests exemplified by the Excellence Initiative (EI) in Germany. While funding contests in Germany have been established as contests between universities, at the same time they have changed the rules of competitive games between federal states. In our contribution we demonstrate and analyze the multiplicity of competition at the interface between universities and federal states. By reconstructing how federal states play different roles in relation to universities' performances in funding contests, we shed light on a twofold relationship. On the one hand, federal states are folded into competition between universities because they support 'their own' universities with advice and financial resources when the universities prepare to participate in the contests. The federal states are therefore important for the positions universities can take as organizational actors in competition. On the other hand, universities are folded into the competition between federal states because the states at least partly take agency when they view their competitive position vis-à-vis the other federal states as being dependent on 'their' universities' performance in the contests. In this context, they become competitive actors. [ABSTRACT FROM AUTHOR]

Seeing that the culture and governance of competition determines relations among social actors, we turn to the concept of referentiality to investigate the institutional order of competition in higher education. Defining referentiality as the description of a model standard for comparison, this study explores how higher education organizations (HEOs), specifically universities and colleges in Israel, conceive of their positions in a landscape of multiple competitions. Through text analysis of 33 excellence statements made by Israeli HEOs since 2020, the study identifies components of referentiality, namely the substantive dimension of excellence (such as research, innovation, teaching, or sports), the basis for referencing (ranking scales and agencies), and the referent (global or local models). Findings reveal that the multiplicity of components for comparability, as well as the multiple categories of HEOs, create a complex array of referentiality and competition and outline the reference universe of Israeli HEOs. Our study underscores the performative and agentic nature of referentiality in shaping organizational identity and status in the expansive and highly competitive global academic field. [ABSTRACT FROM AUTHOR]

Background: The use of dermatoscopes is constantly increasing globally, but to date, there are no studies on the use of dermatoscopes by Chinese dermatologists. Objective: To determine factors influencing the use of dermatoscopes in China. Methods: A web‐based questionnaire was designed by the Department of Dermatology at Huashan Hospital affiliated with Fudan University and was published online via the Shanghai Wheat Color Intelligent Technology Company, China. In 2019 and 2022, 1581 and 1507 dermatologists, respectively, were recruited and completed the questionnaire online. Results: In China, the application rate of dermatoscopy is higher in eastern provinces than in western and remote areas. The proportion of doctors from public tertiary hospitals is the highest, with females being the majority. The age range of 30–40 years has the highest proportion, the proportion of doctors with professional titles of attending physician or above is the highest, and the proportion of doctors with a bachelor's degree or above is the highest. Conclusions: By improving the education and professional standards of doctors, providing more training opportunities, simplifying access, and promoting dermatoscopy in grassroots hospitals, we can increase the confidence of dermatologists in the use of dermatoscopy. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To evaluate the effect of video-based coaching on the gynecology resident performance of laparoscopic salpingectomy. METHODS: PGY-1 and PGY-2 residents were randomized before their gynecology rotations to standard gynecology curriculum (control group) or standard curriculum plus two video-coaching sessions by a fellowship-trained minimally invasive gynecologic surgeon (VBC group). Residents were video recorded intraoperatively performing three unilateral laparoscopic salpingectomies. Participants in the VBC group were coached between the procedures. The primary outcome was the improvement in modified GOALS (Global Operative Assessment of Laparoscopic Skills) and OSA-LS (Objective Structured Assessment of Laparoscopic Salpingectomy) scores, compared with baseline, in the VBC and control groups, with videos independently graded by three blinded minimally invasive gynecologic surgeons. A minimum sample size of 18 participants (nine per group) was needed to achieve 90% power to detect a difference of 5.0 points. RESULTS: From October 2021 to December 2022, 28 PGY-1 and PGY-2 residents completed the study with 14 participants per group. Baseline characteristics were similar between groups. In the VBC group, modified GOALS scores significantly improved by 3.0 points from video 1 to video 2 (P5.04) and by 3.2 points from video 1 to video 3 (P5.02). Modified OSA-LS scores also increased significantly in the VBC group, by 6.1 points from video 1 to video 3 (P5.02). In the control group, modified GOALS and OSA-LS scores improved from baseline but were not significant (P5.2, P5.5). Videobased coaching also enhanced resident comfort and confidence in performing laparoscopic surgery. CONCLUSION: Video-based coaching improves resident performance of laparoscopic salpingectomy and can be used as an adjunct to resident surgical training. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty‐six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre‐test was presented before seminar, post‐test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game‐based learning) applied to standard educational processes increases short‐ and long‐term knowledge retention compared to traditional seminars. [ABSTRACT FROM AUTHOR]

Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call "intermediate educational transitions." In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from an undeclared to a declared major by major declaration deadlines, to provide a novel perspective on educational transitions. Bridging theoretical approaches from symbolic interactionism, social stratification, structural functionalism, and neo-institutionalism, we argue that successful major declaration transitions depend on students' individual-level alignment between socially structured actions and culturally informed goals and organization-level alignment between organizational intentions and organizational actions. We use longitudinal interview data paired with 4.5 years of administrative records to assess this argument, finding that both individual- and organization-level alignment contribute to whether students experience seamless, stalled and restarted, or persistently stalled major declaration transitions. We further find that access to compensatory college organizational support determines whether stalled students can restart their major declaration trajectories. These findings indicate that colleges and universities can help to mitigate inequality in intermediate transitions by providing timely, high-quality support. [ABSTRACT FROM AUTHOR]

On the basis of ethnographic fieldwork in Singapore, the article explores the tension between children's academic success and emotional wellbeing, and the ways in which middle‐class parents navigate these conflicting aspirations. It delves into families with young children who pursue alternative lifestyles by moving abroad to a presumably less stressful environment or by homeschooling their children. The study aims to understand how parents who 'opt out' perceive their children's future and the sacrifices they make in pursuing alternative education for their children. Decisions were made to 'protect' the child from the potentially negative effects of a competitive education system, while pursuing an alternative childhood and school–life balance. East Asian education systems are globally renowned for their high academic standards and for producing students who score at the top on international assessment tests and rankings. In this context, alternative educational pursuits are both less established and less well understood, yet they are central to understanding emerging aspirations of wellbeing as well as the reconfiguration of conventional ideals of upward social mobility. [ABSTRACT FROM AUTHOR]

This study examines the potentials and challenges of integrating conversational AI (Artificial Intelligence) tools in higher education. Specifically, the study delves into how ChatGPT is reshaping teaching, learning, research, and student evaluation while addressing ethical concerns such as academic integrity. We employ a qualitative research design based on semi-structured interviews with 12 highly accomplished academicians from North America, Asia, and Europe’s higher education institutions. Our analysis reveals ChatGPT’s potential to uplift educational productivity, learning outcomes, creativity, and idea generation but raises apprehensions about academic honesty, authenticity, and over-reliance. While ChatGPT can enhance educational practices such as brainstorming, analysis, and skills acquisition, its unchecked use may impede learning, critical thinking, and research quality. The study advocates for the responsible AI use in academia, underscoring educators and policymakers to establish policies guiding conversational AI ethical applications. Thus, training faculty and executing institutional policies are essential for effective and ethical integration of ChatGPT and other AI tools in higher education. Finally, this research contributes to ongoing research on AI in education by providing valuable insights that can harness potential of these transformative tools while upholding academic integrity and standards. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusion In Australia and New Zealand, competitive selection processes for surgical specialty training programs often use a standardized curriculum vitae (CV) to assess criteria such as professional achievements. This review aims to assess the predictive validity, standardization, and implicit biases of these selection methods, as well as their implications for trainees and the diversity of surgical cohorts.The 2023 CV scoring criteria were collected for all available specialty surgical programs in Australia and New Zealand. In 2023, each of the 11 surgical craft programs published publicly available standardized CV scoring criteria. In this study, scored items that constitute ‘professional achievements’ were recorded and tabulated. Observational analysis of the collected data was then conducted.In 2023, each of the 11 specialty surgical craft programs published publicly available structured CVs, of which 10/11 allocated points for professional achievements. Designated points for professional achievements were classified as awards, scholarships, committee positions, and prior training courses: 4/11 programs offered points for scholarships/grants, 6/11 programs offered points for academic and/or non‐academic prizes, and 8/11 programs offered points for professional development courses. Observational analysis of these findings suggests that professional achievements are desired in training program applicants.Variability in medical school opportunities and inherent heterogeneity reduce the CV's efficacy, unfairly disadvantaging some applicants. Observational analysis of hence highlights the need for future research to assess potential updates in CV parameters to enhance predictive validity, reduce bias, and promote diversity. [ABSTRACT FROM AUTHOR]

Below the surface of the ocean, currents, eddies, and other physical processes redistribute energy and biologically important elements. Measuring this transport can be challenging, and scientists must address a wide spectrum of oceanographic and engineering concepts when designing instruments to observe these processes. In this activity, high-school aged students are asked to consider some of these challenges by using easily-available material to design, assemble, and test their own simple deep-water floats, mimicking a tool used by oceanographers to measure transport below the ocean's surface. Students are asked to build floats that are neutrally buoyant at an interface between oil and water, teaching them key oceanographic concepts such as buoyancy and ocean stratification. Additionally, students manage a budget by selecting cost-effective materials to construct their floats. This activity aims to increase students' understanding of how ocean currents affect our planet's climate and ecosystems, how we observe these phenomena, and some of the practical challenges that oceanographers face. The project supports key educational standards and aims to deepen students' appreciation for marine science. [ABSTRACT FROM AUTHOR]

Background: Nurses are vital partners in the development of pediatric neurocritical care (PNCC) programs. Nursing expertise is acknowledged to be an integral component of high-quality specialty patient care in the field, but little guidance exists regarding educational requirements to build that expertise. We sought to obtain expert consensus from nursing professionals and physicians on curricular priorities for specialized PNCC nursing education in pediatric centers across the United States. Methods: We used a modified Delphi study technique surveying a multidisciplinary expert panel of nursing professionals and physicians. Online surveys were distributed to 44 panelists over three rounds to achieve consensus on curricular topics deemed essential for PNCC nursing education. During each round, panelists were asked to rate topics as essential or not essential, as well as given opportunities to provide feedback and suggest changes. Feedback was shared anonymously to the panelist group throughout the process. Results: From 70 initial individual topics, the consensus process yielded 19 refined topics that were confirmed to be essential for a PNCC nursing curriculum by the expert panel. Discrepancies existed regarding how universally to recommend topics of advanced neuromonitoring, such as brain tissue oxygenation; specialized neurological assessments, such as the serial neurological assessment in pediatrics or National Institutes of Health Stroke Scale; and some disease-based populations. Panelists remarked that not all centers see specific diseases, and not all centers currently employ advanced neuromonitoring technologies and skills. Conclusions: We report 19 widely accepted curricular priorities that can serve as a standard educational base for PNCC nursing. Developing education for nurses in PNCC will complement PNCC programs with targeted nursing expertise that extends comprehensive specialty care to the bedside. Further work is necessary to effectively execute educational certification programs, implement nursing standards in the field, and evaluate the impact of nursing expertise on patient care and outcomes. [ABSTRACT FROM AUTHOR]

[Objective] Vocational college laboratories play a pivotal role in practical teaching, scientific research, and social services, showcasing their educational strength. As China's vocational education enters a new stage of quality improvement, value enhancement, and empowerment development, virtual simulation courses have become essential. These courses integrate cutting-edge information technology with education, significantly improving experimental teaching quality and promoting the coordinated development of colleges and universities. This study aims to understand and summarize the initiatives, characteristics, and achievements of model virtual simulation training bases in talent cultivation across different regions, disciplines, and fields. It seeks to identify constraints and propose effective measures to improve experimental teaching quality and promote coordinated development in vocational colleges. It also seeks to provide insights for developing smart manufacturing virtual simulation training bases in vocational colleges in the modern era. [Methods] This research employs several methods, such as literature review, data statistics, field interviews, and typical case studies. It examines 68 "Typical Cases of Cultivation Projects for Demonstrative Virtual Simulation Training Bases in Vocational Education 2022," released by the Higher Education Scientific Research and Development Center of the Ministry of Education in 2023. The basic data sources include school websites, online resources, and literature research. The study systematically reviews the construction and application of the training base cultivation projects, analyzing their educational level, geographic distribution, and the disciplines and professions they cover, along with representative teaching or "product" cases. [Results] The study identifies several challenges, such as the lack of systematic design, insufficient breadth and depth of resource development, and the failure to fully integrate these resources into talent cultivation plans, curriculum standards, and teaching designs. There is also excessive reliance on enterprise development leading to severe homogenization and limiting the ability of schools to cultivate industry-leading talents. Since the release of the "Construction Guidelines for Demonstrative Virtual Simulation Training Bases in Vocational Education" by the Science and Technology Development Center of the Ministry of Education in September 2021, 215 vocational education demonstrative virtual simulation training base cultivation projects have been actively developed. These projects align with the actual needs of talent cultivation in institutions and the development needs of regional economies and industries, resulting in notable achievements that serve enterprise talent needs and contribute to high-quality economic and social development. The study summarizes successful initiatives and characteristics of vocational education demonstrative virtual simulation training bases in talent cultivation across different regions, disciplines, and fields, analyzing the factors constraining the effectiveness of "experimental teaching for talent cultivation." It offers recommendations such as defining clear training objectives, encouraging interdisciplinary learning and collaboration, and establishing a comprehensive education, training, and research multiassessment system. [Conclusions] The construction of these training bases meets the needs of vocational education and national industrial transformation and development, ensuring that resources align with actual job skills and standards. This approach promotes a talent cultivation model that matches industry needs, encourages the integrated development of professional clusters, and facilitates international cooperation and exchanges. The project aims to generate spillover, demonstration, or platform effects, enabling vocational colleges to share and benefit from these development achievements beyond the project scope. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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.)

The surge of AI in education raises concerns about measurement downsides. Calls for clear standards are warranted. Fortunately, the psychometrics field has a long history of developing relevant standards—like sample invariance and item bias avoidance—crucial for reliable, valid, and interpretable assessments. This established body of knowledge, not unlike traffic laws for self-driving cars, should guide AI assessment development. Measuring new constructs necessitates stronger construct validity research. Instead of rewriting the rulebook, our focus should be on educating AI developers about these standards. This commentary specifically addresses the concern of empowering instructors not with high-stakes testing but with effective item writing through AI. We explore the potential of AI to transform item development, a key area highlighted by researchers. While AI tools offer exciting possibilities for tackling educational challenges, equipping instructors to leverage them effectively remains paramount. [ABSTRACT FROM AUTHOR]

I review opportunities and threats that widely accessible Artificial Intelligence (AI)-powered services present for educational statistics and measurement. Algorithmic and computational advances continue to improve approaches to item generation, scale maintenance, test security, test scoring, and score reporting. Predictable misuses of AI for these purposes will result in biased scores, construct underrepresentation, and differential impact over time. Recent efforts to develop standards for AI use in testing like those of Burstein are promising. I argue that similar efforts to develop AI standards for educational measurement will benefit from increased attention to the context of test use and explicit commitment to ongoing monitoring of bias and scale drift over time. [ABSTRACT FROM AUTHOR]

I consider recent attempts to establish standards, principles, and goals for artificial intelligence (AI) through the lens of educational measurement. Distinctions are made between generative AI and AI-adjacent methods and applications of AI in formative versus summative assessment contexts. While expressing optimism about its possibilities, I caution that the examples of truly generative AI in educational testing have the potential to be overexaggerated, that efforts to establish standards for AI should complement the Standards for Educational and Psychological Testing and focus attention on the issues of fairness and social responsibility, and that scientific advance and transparency in the development and application of AI in educational assessment may be incompatible with the competitive marketplace that is funding this development. [ABSTRACT FROM AUTHOR]

This study addresses the issue of preference for natural versus synthetic products in different contexts, specifically food, medicines, and cosmetics. Participants were 52 students aged 14-15 years from two schools. We analysed the choices and justifications offered by 28 students from one of the schools before and after receiving an instructional module (nine 60-minute lessons over three weeks) focused on decision-making about natural and processed foods. The goal of instruction was not to guide them towards a particular preference (natural or processed foods) but rather to enable them to make well-reasoned and more scientifically-informed decisions. Transfer of learning to the contexts of medicines and cosmetics was also examined. The responses of students in this experimental group were compared with those of 24 comparison students from the other school who did not receive the instruction. Results suggested that the teaching received by the comparison group (based solely on the standard science curriculum in Spain) does not encourage students to abandon assumptions regarding the inherent superiority of natural products, or to justify their preferences in ways that may be considered on-target with respect to the secondary-level science curriculum. By contrast, a shift towards more scientifically informed choices and reasoning was observed following participation in the instructional module. However, there was limited evidence of transfer of learning from the food context to the other two contexts considered. Only in the medicines context did the experimental group show minor improvements at post-test, suggesting that students perceive greater similarity between food and medicines than between food and cosmetics. [ABSTRACT FROM AUTHOR]

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The Department of Education fronted an abrupt shift in the implementation of instruction and learning from physical (face-to-face) classes to distance/blended learning in the midst of the pandemic. The Basic Education Learning Continuity Plan (BE-LCP) was an answer that ought to uphold educational standards and learning outcomes, ensuring that students continue to achieve their learning goals despite the changes in the mode of delivery. Thus, this descriptive-comparative study evaluated the implementation of curriculum streamlining of the BE-LCP among the 28 Senior High School teachers and 5 Learning Area Coordinators with the use of two separate survey questionnaires. While the results show an outstanding implementation of curriculum streamlining of the BE-LCP, a gap exist in teachers' training in crafting learning materials aligned with the Most Essential Learning Competencies (MELCs). The success with broader curriculum changes highlights the need for additional support in crafting materials aligned with learning competencies. For this reason, it is further recommended that the school leaders should provide emphasis on continued professional development through training and conferences in order to recognize the importance of lifelong learning for the teachers making them abreast of the best practices and innovative educational strategies to enhance their classroom effectiveness. [ABSTRACT FROM AUTHOR]

The study delved into the level of capabilities of Kindergarten teachers in the Municipality of Pozorrubio, Pangasinan. The study determined the profile of the respondents, the level of Kindergarten instructional capabilities during a pandemic, the significant difference between the profile of the respondents and the level of kindergarten instructional qualifications during the COVID-19 pandemic, and the level of significance of the relationship and the profile variables of the respondents and the level of kindergarten instructional capabilities during COVID 19 pandemic. The descriptive method of research was used in this study. Findings showed that most of the respondents are female, in the early adulthood stage, and married; most of the respondents earned units in graduate school and enough training to teach during the COVID-19 pandemic. The level of kindergarten instructional capabilities during the COVID-19 pandemic is Highly Capable. This study concludes that Kindergarten teachers are not significantly comparable in the performance of their instructional capabilities at certain times and at certain functions. Still, there are times and cases when they are, on the other hand, comparable, and the Kindergarten teacher's level of instructional capabilities is dependent upon or affected or caused by age, highest educational attainment, and the number of relevant training in the division levels. The study recommended that Kindergarten teachers should take the initiative to pursue the highest academic degree, which is the graduate studies and doctoral degree, and should undergo professional upgrading through higher levels of training and seminar workshops; teachers should formulate a suitable plan and continue to implement sound strategies to meet the demand for new standard education, teachers and parents must have a collaborative effort in keeping track of learner's everyday activities and give strategic intervention to monitor learners' progress, and stakeholders may work with the teachers in addressing the issues and concerns they face as they shift to the new standard teaching practices. In addition, a similar study should be conducted, taking into consideration other factors and more appropriate and relevant variables to better determine the level of instructional capabilities of Kindergarten teachers. [ABSTRACT FROM AUTHOR]

Background: Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile. Methods: We performed a preliminary bibliometric search to identify the use of the term "resident" in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles. Results: Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed. Conclusions: Research on medical education in Chile's postgraduate residency programs is limited, with most studies concentrated in a few universities. The new accreditation criteria emphasize educational research, posing challenges for many institutions to meet higher standards. Understanding unexplored areas in educational research and learning from successful programs can enhance research productivity and align efforts with accreditation expectations. Continuous evaluation and new research on residents' satisfaction, skills acquisition, and well-being are needed to ensure training quality and accountability. [ABSTRACT FROM AUTHOR]

AbstractThis study aims to investigate the effect of teaching hospital management practices on the quality performance of health services by involving elements such as hospital accreditation standards, quality management, and JCI Academic Hospital-specific standards that are indirectly connected. This study chose a survey-based quantitative approach to clinical professional students in vertical teaching hospitals under the direct management of the Ministry of Health of the Republic of Indonesia. Six proposed hypotheses were tested by Partial Least Square-Structural Equation Modeling (PLS-SEM) analysis. The test results showed a positive influence between hospital teaching governance and hospital accreditation compliance, quality assurance and JCI Academic Hospital standards. Third, compliance with teaching hospital standards was also found to have a significant positive effect on the performance of teaching hospital service quality. Understanding the role of governance in encouraging the performance of teaching hospital service quality can help develop effective managerial strategies in achieving complete service quality for patients and clinical profession participants. This research resulted in contributions to existing practices and literature as governance modeling in dual quality standards charged to teaching hospitals. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionThe growth of psychedelic medicine creates new challenges in psychiatric education as physicians may soon be responsible for prescribing a number of psychedelic interventions. Despite this growing need for educated providers, very little is known about the training psychiatry residents receive in psychedelic medicine. We conducted a survey to determine the current educational opportunities as well as the priorities and concerns held by training directors about this emerging field.We emailed an online survey to US psychiatry residency training directors. Respondents answered questions about current offerings in psychedelic medicine, as well as their interest, priorities, and concerns about curricular materials and their delivery.Sixty-one programs responded to our survey. The majority of respondents (64%) favored devoting additional time to psychedelic education, but many endorsed concerns about the dearth of educational materials (54%) and limited availability of faculty to deliver content (46%). The majority of programs (94%) expressed some interest in implementing a standardized curriculum in psychedelic medicine.Training directors recognized that their current curricular materials are limited, and they appeared interested in additional support to meet the upcoming demand in psychedelic education. Further research can inform curriculum development and implementation of psychedelic education in residency training. [ABSTRACT FROM AUTHOR]

Argumentation is an important practice and an explicit goal in educational standards in multiple STEM disciplines. In this descriptive study of elementary teachers' practice, we draw on established frameworks to analyze teacher support for collective argumentation in integrated STEM. We watched over 100 h of video of classroom instruction from 10 elementary teachers and analyzed over 200 episodes of argumentation. We constructed an analytic methodology to categorize integrated STEM tasks, which draws on integrated STEM education literature and selected those teachers from our data who engaged their students in integrated STEM tasks, resulting in an in‐depth analysis of five teachers' practice. We found that the teachers supported students by contributing argument components, using a variety of questions and other supportive actions, and adapting their contributions and supports in different settings. Previous research on collective argumentation has been discipline specific; our study contributes an analysis of teacher support for collective argumentation in integrated STEM. [ABSTRACT FROM AUTHOR]

The value of generative AI tools in higher education has received considerable attention. Although there are many proponents of its value as a learning tool, many are concerned with the issues regarding academic integrity and its use by students to compose written assessments. This study evaluates and compares the output of three commonly used generative AI tools, ChatGPT, Bing and Bard. Each AI tool was prompted with an essay question from undergraduate (UG) level 4 (year 1), level 5 (year 2), level 6 (year 3) and postgraduate (PG) level 7 biomedical sciences courses. Anonymised AI generated output was then evaluated by four independent markers, according to specifed marking criteria and matched to the Frameworks for Higher Education Qualifcations (FHEQ) of UK level descriptors. Percentage scores and ordinal grades were given for each marking criteria across AI generated papers, inter-rater reliability was calculated using Kendall's coefcient of concordance and generative AI performance ranked. Across all UG and PG levels, ChatGPT performed better than Bing or Bard in areas of scientifc accuracy, scientifc detail and context. All AI tools performed consistently well at PG level compared to UG level, although only ChatGPT consistently met levels of high attainment at all UG levels. ChatGPT and Bing did not provide adequate references, while Bing falsifed references. In conclusion, generative AI tools are useful for providing scientifc information consistent with the academic standards required of students in written assignments. These fndings have broad implications for the design, implementation and grading of written assessments in higher education. [ABSTRACT FROM AUTHOR]

ABSTRACT 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]

Nowadays, colleges and universities focus on the assessment model for considering educational offers, suitable environments, and circumstances for students' growth, as well as the influence of Teaching Quality (TQ) and the applicability of the skills promoted by teaching to life. Teaching excellence is an important evaluation metric at the university level, but it is challenging to determine it accurately due to its wide range of influencing factors. Fuzzy and Deep Learning (DL) approaches must be could to build an assessment model that can precisely measure the teaching qualities to enhance accuracy. Combining fuzzy logic and DL can provide a powerful approach for assessing the influencing factors of college and university teaching effects by implementing the Sequential Intuitionistic Fuzzy (SIF) assisted Long Short-Term Memory (LSTM) model proposed. Sequential Intuitionistic Fuzzy (SIF) can be used sets to assess factors that affect teaching quality to enhance teaching methods and raise the standard of education. LSTM model to create a predictive model that can pinpoint the primary factors that influence teaching quality and forecast outcomes in the future using those influencing factors for academic growth. The enhancement of the SIF-LSTM model for assessing the influencing factors of teaching quality is proved by the accuracy of 98.4%, Mean Square Error (MSE) of 0.028%, Tucker Lewis Index (TLI) measure for all influencing factors and entropy measure of non-membership and membership degree correlation of factors related to quality in teaching by various dimensional measures. The effectiveness of the proposed model is validated by implementing data sources with a set of 60+ teachers' and students' open-ended questionnaire surveys from a university. [ABSTRACT FROM AUTHOR]

Background. Students' perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students' perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures. [ABSTRACT FROM AUTHOR]

This study aims to examine the development of the professionalism of madrasah supervisors in order to improve the quality of madrasahs. The method used is a qualitative approach with a descriptive method, where data is collected through interviews, observations, and documentation. The data analysis technique involves data reduction, data presentation, and conclusion drawing. The results of this study reveal several key points: 1) The planning of supervisor development is carried out through recruitment based on administrative, competence, and qualification requirements, including the preparation of scientific papers and meeting credit score standards; 2) The implementation is conducted through supervision programs, which include the development of teacher competencies, monitoring graduate competency standards, content standards, process standards, and assessment standards, as well as teacher performance evaluations; 3) The evaluation of professional development has been continuously performed in accordance with the planned objectives and the established assessment standards; 4) Follow-up actions are conducted both individually and in groups; and 5) The design of this research is called the "Madrasah Supervisor Professional Development Model," which will be implemented as a program for the continuous improvement of madrasah quality. This model is expected to significantly contribute to enhancing the professionalism of madrasah supervisors and, in turn, elevate the overall standards of education within the madrasah system. [ABSTRACT FROM AUTHOR]

This article discusses the implementation of an "enquiry as a way of being" approach to professional learning in a primary school in Wales. The program aimed to support teachers and leaders in developing a deep understanding of their practice and making informed decisions based on evidence. The article emphasizes the importance of teachers and leaders having robust rationales for their practice and highlights the benefits of collaborative and inclusive school cultures. It acknowledges that adopting an enquiry-based approach requires time and effort but can lead to improved staff relationships, shared understandings, and better accountability. [Extracted from the article]

The article discusses the importance of family, school, and community (FSC) engagement in teacher education and its impact on student outcomes. It highlights the lack of focus on preparing educators for family engagement and the limited opportunities for educators to practice and learn about family engagement throughout their careers. The article presents a special issue that explores innovative practices and challenges in FSC engagement, including competency-based frameworks, community-based teacher education, and the role of indigenous communities. It emphasizes the need for systemic support and the integration of family engagement strategies in teacher education programs to achieve equity, social justice, and improved student outcomes. [Extracted from the article]

The study aimed to establish an assessment model for mathematics teachers' knowledge of students' misconceptions in the Space and Shape domain, develop the testing tool, investigate and analyse the overall and differences in performance, and propose suggestions for improvement. The assessment model included content knowledge and performance standards. The content knowledge standard included cognition and content dimensions. The cognition dimension was subdivided into predicting the misconceptions, interpreting the misconceptions, analysing the reasons and teaching strategies to correct misconceptions. According to the division of Space and Shape in official curriculum standard, the content dimension was subdivided into Recognition of graphics, Measurement, Motion, and Location. 701 Chinese mathematics teachers from 8 provinces were involved to verify the assessment model. Item response theory was used to estimate teachers' performance, and combinations of response categories was used to divide the teachers' performance into three response levels: Low, Medium and High. 81% of teachers were performing at Medium and High response levels. Teachers performed the worst in Recognition of graphics and the best in Measurement. The worst performance occurred in analysing the reasons, the best in interpreting the misconceptions. These results have provided evidences for adjusting teacher activities, improving teacher education courses and teachers training. [ABSTRACT FROM AUTHOR]

This critical cross-cultural study examined the alignment of the 2022 National Association for the Education of Young Children (NAEYC) standards in the U.S. with Australian, Kenyan, and Nepali educational guidelines. Previously, NAEYC's educational guidelines adhered to Euro-Western notions of child development, with a biased view of normative development for young children (Zaman and Anderson-Nathe 2021). Among other findings, data from this study showed that NAEYC's standards were potentially sensitive to cultural difference, but did not adequately address child, family, and contextual needs. Therefore, this study recommends continued review of NAEYC's educational standards to make them culturally and contextually inclusive. [ABSTRACT FROM AUTHOR]