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Copyright of European Journal of Social Work is the property of Routledge 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.)

Writing is valued as an essential skill in nursing education. However, the evaluation of written scholarly work is challenging. Limited nursing literature addressing issues or strategies associated with evaluation exists. The purpose of this study was to describe and evaluate differences that exist in the evaluation of a standardized written paper. The study included a sample of 47 graduate nursing students enrolled in a nursing education course. Participants were asked to grade a mock paper as part of a course assignment; their work was retained for data analysis. Wide variability in scoring and comments on the paper were noted; significantly lower scores were assigned by participants who had experience teaching in academic settings. The majority of written comments made by participants were related to grammar and American Psychological Association formatting or citation problems. Further research is needed to better understand paper evaluation practices of nursing faculty. [ABSTRACT FROM AUTHOR]

Copyright of Revista Perseitas is the property of Revista Perseitas 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.)

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

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is directly pertinent to their daily lives. Pedagogical issues related to both the benefits to students and the benefits and costs to faculty who implement the assignments are discussed. These assignments can provide beneficial insights to newer faculty members, who are adjusting to university and local community life, and contribute to developing new course material of perceived relevance to students. [ABSTRACT FROM AUTHOR]

Lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the teacher as well as the students. This article surveys the literature on this widely applicable technique and presents new evidence on students' opinions of it and the extent of its use in the classroom. The benefits for both students and teachers appear sizeable for such a modest amount of time and effort, and students generally perceive the one-minute paper favourably. However, the one-minute paper can be easily employed to excess, reflected in quickly declining response rates over the course of two lecture series. Survey evidence suggests that the one-minute paper is perhaps not used especially extensively in UK and US higher education, largely due to lack of knowledge of its existence and the perception that it would be too time-consuming to analyse the responses. [ABSTRACT FROM AUTHOR]

This study assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success. [ABSTRACT FROM AUTHOR]

The article presents a list of books received by the journal. It includes "Race, Rhetoric and Technology: Searching for Higher Ground" by Adam J. Banks, "Schools or Markets? Commercialism, Privatization, and School-Business Partnerships" edited by Deron R. Boyles and "Teachers as Collaborative Partners" by Sandra J. Winn Tutwiler.

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem-solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course. [ABSTRACT FROM AUTHOR]

This article informs about the 22nd Annual Conference of the Western Marketing Educators' Association (WMEC) which will be held on April 16-18, 1998 at the Catamaran Resort Hotel in San Diego, California. The conference will include competitive papers and special sessions. In keeping with the focus of WMEA, topics dealing directly with marketing education will be emphasized. Proposals for special sessions and conceptual and empirical papers that focus on several areas of marketing education are invited. In the curriculum issues these topics will be discussed: Developing new or interdisciplinary courses; Integrating ethics, management of technology, and international issues into the marketing curriculum; Integrating student interpersonal competency development; Developing institutes, centers, and interest/advisory groups. In the faculty development issues these topics will hold priority: Faculty development and evaluation; Methods of validating more broadly defined scholarly activity; Integrating scholarship and teaching; Balancing career obligations in research, teaching, and service.

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning 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.)

Background: The relevance of teachers' emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment. Objective: The primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs. Methods: A literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers. Results: Activities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants. Conclusion: The importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided. [ABSTRACT FROM AUTHOR]

Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government’s 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re-shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop-sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government-imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally. [ABSTRACT FROM PUBLISHER]

Purpose: The education sector acts as an input for every other sector and contributes around 7% to the service industry; hence, it is important to identify, measure and analyze the drivers that impact the delivered service quality. Design/methodology/approach: This paper used different approaches to identify measure and analyze the drivers that impact the service quality. In addition to a thorough literature review, qualitative tools like brainstorming, the focused group technique, and the survey technique have been used. Decision-making tools like the analytic hierarchy process (AHP), and a quantitative tool, one-sample t-test, with the help of MINITAB software, were used to analyze the inputs received from 179 experts. By using the stated approach, the planned research outcomes have been achieved. Findings: Quality of teachers, quality of students, quality of policies, and quality of facilities have been identified as the key drivers that impact quality of education. The paper highlights that the people quality drivers play a significantly important role in the quality of education when compared to the quality of non-people drivers. From the statistical analysis of the hypotheses, it was inferred that the People quality consisting of the quality of a teacher and the quality of students are the two prominent drivers to the Quality of education. This paper demonstrates the importance of the quality of a teacher and its significance to the quality of education. The recommendations made might be considered for the implementation, which can improve the quality of education in the country. Research limitations/implications: This paper is focused on the data collected from the experts in the top-ranked management institutes only. The data from the experts from undergraduate institutions and other management institutes could have added more value. Practical implications: In the paper, the drivers were identified and further analyzed to suggest that teacher quality is a dominant driver of education quality. The findings also suggest that there should be a high focus on having a great quality teacher as compared to the facilities. The weights identified will enable the researcher to arrive at the overall quality scores of any Institute. As a part of the process, the user just needs to collect the ratings from the end customers (the parents of the students) against each driver, and the institute level scores can be derived. These scores can then be used by the Institute's management to analyze the results and improve upon the weak areas to improve the delivered service quality in the education sector. Originality/value: A holistic approach to exploring major drivers that impact the quality of education is a new approach. Moreover, using different tools like AHP, hypothesis testing, t-test, using the coefficient of variation in a single paper has not been attempted before. The revalidations of accepted hypotheses with respondents is also a new approach. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 pandemic and the major challenges generated in education, thousands of scientific papers have been published, contributing to the establishment of a distinct research line in the field. This study provides a bibliometric overview of the educational publications linked to COVID-19 indexed by the Web of Science Core Collection for the years 2020 and 2021. The findings show a growing interest of researchers in education in this area. The proportion of articles among the types of documents proved to be dominant. Journals dedicated to chemistry and medical education stood out for the high number of pandemic-related papers. Higher education has been an intensively explored area during the pandemic. The USA and its universities were the most productive in publishing studies on COVID-19 in education. Our study indicated research themes that have been explored by the researchers, such as online learning in different educational settings, curriculum and instructional approaches in the online learning setting, and the psychological consequences of COVID-19 on the educational actors. The implications of the pandemic on potential research avenues for education research were also emphasized. [ABSTRACT FROM AUTHOR]

The article presents the discussion on profession, teacher career professional life, or beginning teacher educators’ professional development. Topics include conditions for understanding and enhancing quality in teacher education contributing to valid research in the area; and reflection being cultivated in pre-service teachers through a pedagogy of self-assessment.

This paper examines how teachers see policy and how the visibility of various aspects of policymaking are mediated by our school contexts. As a perspective from a K-12 classroom teacher conducting policy research with other classroom teachers, this paper also explores how teachers, in turn, might make our policy work visible to ourselves and the implications for teacher agency. Teachers in the study took part in a two-year participatory action research endeavour, joining school-based policy inquiry groups where we identified policies, mapped policymaking processes, and discussed the implications of our contexts. On one hand, these engagements highlight the central role a school's institutional narratives and professional culture play in constructing the ways we see policy. At the same time, they point to how our seeing exceeds and moves with and through such constraints. With reference to postcolonial interpretations of agency, I describe how as part of inquiry teachers constructed spaces for ambiguity and alternative accounts, and in doing so movement and difference, in policymaking. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC 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.)

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers' self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers' instructional practices. Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers' years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers' instructional practices. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore the understanding and observance of the program "This School is a Zone of Peace" (SZOP) in schools where conflict and violence are not prevalent. Design/methodology/approach: This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation. Findings: The participants elucidated the declaration, "This School is a Zone of Peace," as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment. Originality/value: A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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 present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as experts) and examined the discrepancies between the two indicators. We also examined whether there was a correlation between the estimation by the head of the school and the views and attitudes of the teaching staff and school heads. One important finding to emerge was the more than the twofold difference between the external classifications reported by individuals belonging to the majority population, and the students' self-identification. In other words, the school heads tended to overestimate the proportion of Roma students in their schools compared to the students' own self-identification, which was related to their pedagogical practices, beliefs, and commitment. In particular, school heads overestimated the proportion of Roma students in schools where teachers perceived that there were lower expectations and where teachers attributed school failure to cultural differences. [ABSTRACT FROM AUTHOR]

An editorial is presented on present research into the span of the teacher's professional life from initial education. Topics include emphasising and demonstrating the importance of new insights for providers of pre- and in-service education for teachers; and authors argue for building on the potential openness to active learning for constructing transformative teacher education programmes in that context.

This paper presents critical reflections on the interdisciplinary peer observation experiences of early career lecturers at an Irish University in 2020. Participants (from electronic engineering, economics, history and law disciplines) engaged in a reciprocal peer observation of teaching process. This article highlights the observations and lessons learned from the experiences of the participants. In doing so, the study demonstrates the potential benefits of interdisciplinary peer observation, which may encourage early career teachers to adopt a similar approach for teaching observations in other higher-level education institutes. [ABSTRACT FROM AUTHOR]

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

This paper examines the formation of the teachers' movement in South Korea, focusing on the publication of the short-lived magazine Minjung Gyoyuk (People's Education) in 1985. Progressive teachers published this magazine to systematically critique the education practises of the time and seek a new direction for education under repressive conditions, which led to dismissals and arrests of the contributors. This incident became central to the formation of the Korean Teachers' Union (KTU) in 1989, which emerged in the milieu of compressed growth and the struggle for democratisation. By looking at the cultural notions of shame as a source of struggle, the paper examines the complexity of political and social values inherent in the progressive movement, undergone in the process of compressed modernisation and democratisation. [ABSTRACT FROM AUTHOR]

This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach based loosely on 'comparative history as a comparison of contrasts', the paper examines differences in political support for immersion education between the two regions. It considers the impact of this support on planning strategies and mechanisms and considers how a range of pedagogical factors including age of exposure, language-use in the classroom and teacher training are tackled in the two contexts. It finds that the Welsh system enjoys far greater political support than that of Brittany because control of the education system is in the hands of a devolved regional authority which fully supports the regional language. The situation may be about to improve for Breton owing to the publication of a recent circular authorising full-immersion education within the state-education system for the first time. The paper recommends close collaboration between the two regions moving forward in an attempt to save Breton from extinction. [ABSTRACT FROM AUTHOR]

School can nurture critical thinkers, creative individuals, and skilled collaborators and communicators, who are curious about and invested in society. Design thinking is a promising educational approach because it builds on the notion that students learn by tackling problems in the world. However, implementing this approach in a school setting is not straightforward. Our paper synthesizes the findings from the literature on design thinking in the K-12 school context. We explore what competences students apply and develop in the design process and how these competences are described in the literature. Then, we link the discovered competences to the pedagogical context by comparing them with phases of inquiry developed by educational thinker John Dewey. This paper's main contribution is a conceptualization of competences and their relations, which we in closing summarize in our Design Competence Framework. This model can encourage teachers and researchers alike to be attentive to these competences and to assess them. [ABSTRACT FROM AUTHOR]

Background: Traditionally, paper cases are used as ‘triggers’ to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems. Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference. Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale. Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students’ observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL. [ABSTRACT FROM AUTHOR]

This study examined the impact of teachers’ use of fear appeals and efficacy statements on student affective learning, motivation, likelihood of taking a course with the instructor, and likelihood of visiting with the instructor for help. The results suggest that fear and efficacy interact to more positively influence students’ perceptions of these variables compared to the use of fear alone. Pedagogical implications as well as suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

The Internet of Things is shifting the way people interact with each other, the way people interact with objects, and the way objects interact with each other. This reality is creating a new paradigm, where the world becomes more interconnected. In the field of Education, we are at the beginning of understanding the profound transformation that IoT can bring to teaching and learning, namely the exploitation of these technologies as a teaching resource. Despite different approaches, there seems to be a consensus regarding its transformative potential, especially when we think about the concept of hypersituation. This paper presents the main results relating to the teachers' perception of an IoT-based learning environment supported by a low-cost and open-source IoT device and a set of didactic guides to approach curricular contents of the 7th grade in Portugal. Regarding the organization of the paper, firstly an introductory contextualization is presented, where IoT challenges and potentialities in education are highlighted. After that, we present the followed methodology during the research described. Finally, the results and conclusions, where the perceptions of the involved teachers, regarding the use of IoT technologies in the described contexts are shown and explained. [ABSTRACT FROM AUTHOR]