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In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction ethics which modern schools perpetuate and a new grammar of living in which education and politics are processes of re-learning, co-learning, decision taking, limit testing, and conflict resolution in relation to an uncertain future. To achieve this, we outline a set of open and 'unplanned' commoning activities that would take place within local social infrastructures focused on re-politising learning itself and practicing the care of oneself, others, community and the environment. The proposal for a different education as common(ing) activities undertaken within social infrastructures, is about reimagining political and environmental relations, and co-creating a sense of collective ownership of and responsibility for the environment. A form of community that it is practical, rather than utopian, and that would be both the means and ends for such an education. [ABSTRACT FROM AUTHOR]

The role of the prison officer is complex and challenging. In order to discharge their duties effectively, prison officers require relevant and comprehensive training and education upon recruitment and throughout their working career. The following paper presents the findings of a scoping review of the published literature as it relates to the training and education of prison officers. Employing a descriptive-analytical approach, we stratified this literature into three overarching themes; namely entry-level training and education programs, emerging issues and developments in prison officer training, and specialist health and well-being training programs. Findings are discussed with reference to significant current trends in the literature and potential areas of future research and practice. [ABSTRACT FROM AUTHOR]

Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study, students (N = 279) received teacher feedback on a practice exam paper, and a few days later we assessed the amount and type of feedback information they successfully remembered. Overall, students performed relatively poorly, recalling on average just 25% of the coded feedback comments they had received. We found that students were more likely to remember critique comments over praise, and more likely to recall critique that was process-focused rather than task-focused. In contrast with recent laboratory studies, though, we found minimal evidence of a memory advantage for evaluative critique over directive critique. We call for greater understanding and measurement of learners' cognitive processing of feedback information, as a means to develop more robust scientific accounts of how and when feedback is impactful. [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]

The lives of children within Armed Forces (Service) families often pass unnoticed by wider society. Working with schools that have a high percentage of Forces families, it was realised that understanding of particular issues they face was largely limited to teachers in schools where they were concentrated, mostly close to Services accommodation. Various changes taking place within society, and the likely increased geographical spread of Service pupils throughout the UK, suggested that the particular needs of Service children should be embedded within initial teacher training (ITT), in order to offer parity with children with other particular educational and social needs. Kingston University timetabled sessions on Service families within initial teacher training and built a range of extension activities. This paper reports on the processes involved, their delivery and associated outcomes. It draws on a range of feedback and analysis, from questionnaires sent to participants, interviews with staff involved, and a wider circle of influencers including military units, welfare support agencies, associated charities, research organisations and university colleagues. Suggestions are made for how this work could be built upon, developed and extended in future, to the benefit of all involved. [ABSTRACT FROM AUTHOR]

This professional development paper looks at CPD and journaling which will help you discover how journaling can support your professional practice, mental health and continuing professional development. [ABSTRACT FROM AUTHOR]

Institutions are increasingly redesigning academic learning spaces with the aim of enhancing learning outcomes. Existing research into this phenomenon has shown promise regarding how these new spaces are being designed and used; however, there has been much less effort towards developing a language for analysing the emergent learning activity within these spaces. In other words, it has been under-theorised. This paper responds to this gap by proposing three analytical framings and grounding each in vignettes illustrative of how they might be applied: (1) space-time-feedback as an assemblage for emergent interest-driven student activity; (2) embodiment-material as an assemblage for emergent public sensemaking; and (3) proximity-material-time as an assemblage for emergent collaborative benchmarking through group awareness and ambient feedback. Although not an exhaustive list, the three analytical framings serve as a starting point for investigations of emergent activity within future learning spaces from a sociomaterial perspective. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the development and the establishment of Soviet educational cartography, using the example of school world atlases. Geography, as a compulsory school subject, began to be implemented in the curriculum only after 1934, putting maps right at the centre of the educational process. This triggered the formation of new governmental committees and centralized map production, introducing new approaches to school atlases and new content that was aligned to the newly developed programme. This paper, therefore, examines the changes in the cartographic production and content of school world atlases from the late nineteenth century until 1937 against the context of changes in managing and perceiving the Russian and Soviet spaces. [ABSTRACT FROM AUTHOR]

The paper investigates the effect of introducing a course in Web Development for Chinese students on their academic achievements and the basic competencies, using traditional and online approaches. For the experimental learning purposes, 300 students were selected from three universities located in China's largest cities: Shanghai, Beijing, and Tianjin. A course in Web Development was designed and implemented to achieve the research objectives. The study results showed that the difference in the learning outcomes of the two groups was insignificant and did not depend on the training format. Online learners had more feedback and were able to take lectures and practical training more quickly. Further research requires quantifying and comparing the effects of online learning in programming instruction using the instrumental variable method and structural equation modeling to reveal the causal relationship between the two. The study can be useful to developers of training programs to create both traditional and online courses because the data obtained during this research can improve the effectiveness of the new course. [ABSTRACT FROM AUTHOR]

Hackathon has been growing and taking various industries by storm thanks to its flexibility and ability to fit into them. It has been proven successful and helpful in solving different IT and non-IT challenges. They also serve as an intriguing educational and networking tool, encouraging people to pursue innovative studies and activities. However, a hackathon is like a two-edged sword with its downsides – it requires significant investment and can fail if mismanaged. It is critical to recruit and gather participants suitable to face a particular technological or non-technological challenge and to motivate a group to perform innovative action and benefit from the learning-by-doing approach. This paper identifies 21 reasons to attend hackathons backed by existing research and presents a study conducted on 109 hackathon participants that help to score, rank and explain those attributes. Results have proven the importance of challenge and networking over monetary prizes and glory. [ABSTRACT FROM AUTHOR]

This paper reports a finding that emerged from a wider study into children's engagement with literacy provision in child-initiated play. In this observation-based study 25 of the 42 children involved were observed engaging a particular form of participation, a learning modality that aligns with Rogoff's et al.'s (2003) description of first-hand learning through Intent Participation. Based on these findings, the paper argues that, alongside other more established early years pedagogical practices, an understanding of this learning modality may need to be part of early years practitioners' pedagogical repertoire. Recognition of this learning modality is, it is argued, particularly significant in two related contemporary contexts. Firstly, the ameliorating effect of early childhood education for children growing up in poverty, and, secondly, the strong drive to encourage language-based pedagogy to develop children's spoken language and mediate their early learning. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]

This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of 'Anthropocene' is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour's concept of 'geostory' to problematize the prevailing anthropocentrism in education. We discuss the power of experimentation by introducing a learning experiment that took place at a pop-up greenhouse in Helsinki. The idea was to encourage upper secondary geography students to playfully discard their human perspective and study the city from the viewpoint of plants: to probe the presumed human/nature divide through brief but moving encounters with 'others'. We argue that through affective encounters with nonhuman others, the Earth speaks: it tells stories with us. If humans let themselves be addressed by these encounters, geostories can temporarily re-place human-centred narrative storytelling practices (histories), voiced by the modernist 'I', and generate alternative forms of knowledge that emerge from our belonging together. These stories emerging from geographical experimentation entail potential to cultivate both knowing and care that exceed the human. [ABSTRACT FROM AUTHOR]

This article critically discusses the concept of future-ready learning by drawing on the educational thought of Confucius as recorded in the Analects. Two main arguments are made in this paper. First, Confucius views future-readiness as the preparedness to broaden dao (Way), which is a vision of human excellence. Secondly, Confucius does not limit future-ready learning to the acquisition of competencies, nor does he adopt a functionalist assumption of learning. Instead, he emphasizes the learning goal of becoming a junzi (exemplary person) who broadens the Way through ren (humanity), yi (appropriateness), xiuji (self-cultivation) and li (normative behaviours). Future-ready learning, it is proposed in this essay, is about the cultivation of character and competence to prepare individuals to adapt to and create new realities. A Confucian perspective challenges the skills and competencies agenda that underpins the prevailing notions of future-ready learning, and brings to the fore the habituation of virtues. [ABSTRACT FROM AUTHOR]

In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO's 2020 approach to education and its vital role in radically reconfiguring humanity's place and agency on planet Earth. [ABSTRACT FROM AUTHOR]

This paper presents findings from a survey among Norwegian K-12 teachers (n = 771), addressing their perceived collaboration with parents when students exhibit internalizing or externalizing behaviour. Positive teacher-parent collaboration is important to enhance student learning. However, behaviour difficulties among students may put the teacher-parent relationship under strain and affect the teachers' sense of self-efficacy. Through factor analysis, analysis of variance and multiple regression analysis, the paper identifies how individual teacher variables such as gender, years of experience and additional training in psychology or special needs, and school variables such as grade levels, the schools' participation in mental health training programmes and collective teacher efficacy, may affect perceived quality of collaboration. The findings showed that collective teacher efficacy is significant for positive teacher-parent collaboration, and that teachers perceived the collaboration as more conflictual when students show externalizing behaviour. Female teachers and teachers at grade levels 11–13 also reported less negative collaboration. [ABSTRACT FROM AUTHOR]

Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up interviews (34) from students enrolled on an EAP course at a Chinese university. Drawing on the concepts of translanguaging and co-learning, the paper reveals that the different translanguaging practices used by the teachers and students (as reported by students) in the EAP classroom helped to enhance student understanding and learning, classroom communication and motivation for learning. However, potential drawbacks are also noted, e.g. in how translanguaging is not conducive for creating a pure English learning environment and can reinforce some students' over-reliance on Chinese. The findings yield important implications for more careful and intentional pedagogical translanguaging design in EAP curriculum planning in China and beyond. [ABSTRACT FROM AUTHOR]

Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

In the post-Apartheid era South Africa's universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country's leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. [ABSTRACT FROM AUTHOR]

An editorial is presented on the role of play in early childhood education. Topics include play-based learning often positioned as an approach for overcoming the lack of motivation to learn caused by schools imposing mechanisms; and developing plans for pedagogy around the concepts offering a new potential in leading children's learning.

The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso's community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students' stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community. [ABSTRACT FROM AUTHOR]

Nancy Fraser describes parity-of-participation in social interaction as an important component of social justice. In this paper, we explore the participatory experiences of primary-school-children who have been labelled 'lower-attainers' in mathematics and/or writing. The paper explores justice drawing on the perspective of these pupils, in relation to how they perceive success in their school learning. We link the concept of participation to the three components of social justice outlined in Nancy Fraser's definition: a) distribution of wealth; b) recognition of status; and c) representation of voice. Our findings indicate that children who do not excel in attainment in prescribed subjects may experience obstructions to parity-of-participation within schooling which are beyond those encountered by all children. We conclude that injustices in all three senses (above) are being experienced by specific children and these injustices need urgent confrontation. [ABSTRACT FROM AUTHOR]

As members of the Institute of Medical Illustrators (IMI), we have access to the Journal of Visual Communication in Medicine when we log into the website but many other resources that might be useful for our learning and continuing professional development (CPD) are not as readily available and may be behind pay walls. We cannot become a member of every organisation and health regions may allow access to some but not all journals. Open access means that some books, articles and journals can be accessed by anyone, rather than having to have a subscription to access them. The aim of this article is to look at some of the benefits of open access for the CPD of medical illustrators including where open access resources can be found to support personal and professional development. [ABSTRACT FROM AUTHOR]

This paper addresses the necessary complementarity between a translanguaging and named language-perspective by critically examining risks of 'overshooting' when a translanguaging view is theoretically posited as the ultimately superior (sociolinguistic) theory of language use and learning in today's multilingual world. [ABSTRACT FROM AUTHOR]

Owing to the predominant role of Machine Learning(ML) across domains, it is being introduced at multiple levels of education, including K-12. Researchers have leveraged games, augmented reality and other ways to make learning ML concepts interesting. However, most of the existing games to teach ML concepts either focus on use-cases and applications of ML instead of core concepts or directly introduce ML terminologies, which might be overwhelming to school students. Hence, in this paper, we propose ML-Quest, a game to incrementally present a conceptual overview of three ML concepts: Supervised Learning, Gradient Descent and K-Nearest Neighbor (KNN) Classification. The game has been evaluated through a controlled experiment, for its usefulness and player experience using the TAM model, with 41 higher-secondary school students. Results show that students in the experimental group perform better in the test than students in the control group, with 5% of students in the experimental group scoring full marks. However, none of the students in the control group could score full marks. The survey results indicate that around 77% of the participants who played the game either agree or strongly agree that ML-Quest has made their learning interactive and is helpful in introducing them to ML concepts. [ABSTRACT FROM AUTHOR]

In this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and by reviewing literature, we argue that four areas are important for assisting a critical analysis of the fundamental complexities that researchers, teachers, youth workers and youth themselves, are grappling with within and through their activism. These areas that address ways of characterising and developing the relationship between education and activism focus on: engagement with context; engagement with meaning; engagement with diversity; and engagement in reflexivity. We do not present these areas as a simplistic typology; each involves complexities that cannot be easily or readily resolved. [ABSTRACT FROM AUTHOR]

This paper reads Marx's distinction between the method of inquiry and presentation as distinct and Marxist pedagogical logics that take the form of learning and studying. After articulating the differences and their current conceptualizations in educational theory, I turn to different interpretations of the Grundrisse and Capital. While I note the differences, I maintain these result from Marx's alternation between learning and studying, to the different weights Marx gives to both. Marx sought to understand, articulate, learn, and relay the precise logics of capital, of its contradictions, and of how the working class has and can seize on these contradictions to institute the revolutionary transition to communism. At the same time, he knew he couldn't do this because no one can fully delineate and learn about capitalism so long as it exists, as capital is by definition a dynamic social relation. I show how readings of both books are products and productive of Marx's own pedagogical constellation through their content and form of presentation. The argument is that this is a political and constellational pedagogy that's contingent and singular rather than resolvable and unifiable. [ABSTRACT FROM AUTHOR]

This paper explores how university staff in Denmark, Germany, and England perceived higher education (HE) policy as impacting the experience of being a student in their respective countries. While, in each nation, different policy mechanisms were identified as having triggered transformations in the experience of being a student, the transformations themselves were described in a strikingly similar manner across all three countries: staff stressed that students had become more instrumental in their approach to learning; that the student experience had become more circumscribed; and that students were under greater stress. We analyse how staff's narratives about the impact of policy on the experience of being a student were mediated by their own ideas about what constituted 'good education', which in turn were strongly rooted in national traditions. Furthermore, in each country, staff's assessment of the impact of specific policies on HE differed sharply from those of policy actors. Our findings contribute to the scholarship on the marketisation of HE, through drawing attention to how the rationality underpinning policy does not determine how it is engaged with by key stakeholders on the ground, and by demonstrating how the neoliberalisation of HE can unfold in different formats, some more explicit than others. [ABSTRACT FROM AUTHOR]

PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, which should allow for (1) complex problem-solving processes (process validity) and (2) accurate diagnosis of problem-solving products. Increased openness of the learning environment can increase the process validity and decrease diagnostic accuracy and vice-versa (complexity-accuracy trade-off). Using two variants of a computer-based learning environment for fraction comparison with different extent of openness (O+ and O-), we investigate whether both requirements (complex problem-solving processes and accurate diagnosis of the problem-solving products) can be met simultaneously. To check process validity (complexity of problem-solving processes), we compare the problem-solving products with those from previous research on an analogous paper-based version. Our results show that valid and comparable problem-solving processes can be achieved in both computer-based learning environments (O+ and O-). Moreover, only the learning environment O- enables an accurate computer-based interpretation of students' products and thus resolving the complexity-accuracy trade-off. [ABSTRACT FROM AUTHOR]

This study was to review empirical studies on UAV usage in education. 43 papers were selected and reviewed with respect to the following dimensions: (1) publication time and source, (2) methodology in reviewed studies, and (3) main findings reported by researchers. The results showed that the highest number of published articles was between 2018 and 2020, and that most studies were published in journals and conference proceedings. Most participants were undergraduate students from Asia. Most studies were conducted for five days or less and the most frequent domain to which UAV was applied was STEM. Scholars often used questionnaires and tests as measurement instruments. We found that the most frequent learning activities were collecting data with UAV, learning how to fly UAV, introducing UAV, working in the field with UAV, and programming UAV. Research variables that scholars explored in reviewed studies often were learning performance, attitude and motivation. The main findings concerned skills, knowledge, motivation and responsibility. The advantages of UAV in education were accessing data from inaccessible or dangerous locations, collecting and delivering temporal and spatial resolution information quickly etc., disadvantages were availability issues, legal issues, logistical issues, and privacy and ethics issues. [ABSTRACT FROM AUTHOR]

Focussing on the experiences and perceptions of parents and volunteer caregivers of children with disabilities, this paper reports on a study that explored the provision of early childhood development and inclusive education for children with disabilities in rural Malawi. Drawing on a community-based participatory research (CBPR) design, ten local community researchers and two Malawian researchers collaborated to interview forty caregivers and parents of children with disabilities attending ten Community Based Care Centres (CBCCS) in Southern Malawi. Findings are reported through four key themes: experiences of disability, inclusion, learning and developmental progress; factors influencing non-enrolment and absenteeism; barriers to learning and progress; and accountability and support channels. Five key components were highlighted: 1) relevance of peer interactions for learning outcomes and wellbeing; 2) the importance of the CBCC as (a model for) a safe space against discrimination; 3) relevance of quality education and pre-school teacher training; 4) necessity of material support to decrease absenteeism; 5) the need for greater community and state support for children with disabilities. The implications of the study's findings are discussed, including the importance and relevance of considering the perspectives of community based actors in program and policy design. [ABSTRACT FROM AUTHOR]

From the moment a child is born, they create a self that it is influenced by their external world, this includes social and political factors. As the sense of self develops one cannot ignore the importance of interpersonal relatedness and social interactions. School experiences are therefore key. This paper addresses the experiences of mixed ethnicity children in primary school in the UK. It presents an initial discussion of how children's agency is both impacted and enhanced by their racialised position. Categories of race/ethnicity may be broad and abstract, and this creates an opportunity for representations to be characterised by their physical appearance. This then has a direct impact on how children see themselves represented in primary school both through the curriculum and in their teachers themselves. The notion of belonging is central to the discussion of children's agency and mixed ethnicity children form their sense of self through interactions with both their peers and their teachers. For mixed ethnicity children to be given the best opportunity to develop agency, three elements are needed: culturally aware teachers; a curriculum in which children see themselves represented; and an ethnically diverse teaching body that truly represents British society. [ABSTRACT FROM AUTHOR]

This paper presents findings from a research study exploring the effectiveness of three environmental education programs. The first was an interpretive program where visitors learned to safely interact with and 'pet' bees (control group), the second was the same interpretive program with the addition of post-visit action resources (interactive treatment group), and the third was a contributory citizen science bee box building project (citizen science treatment group). Using personal meaning maps, interviews, and participatory observations we explored learning outcomes in relation to Transformative Learning Theory. This study found that the interpretive program facilitated a more complex learning experience across all transformative learning domains. The participants who engaged in a contributory citizen science bee box project demonstrated a narrower, albeit more focused learning experience where their knowledge increased specifically in relation to understanding the issues native bees face and actions related to native bee conservation. These findings have important implications for experiential learning where action outcomes and transformative learning are interrelated goals. [ABSTRACT FROM AUTHOR]

This paper reviews articles in educational journals about comics and education in Ibero-American journals. Time-lapse analysis covers the years 2010 - 2019. Scientific journals of the educational field included in the virtual repository Dialnet are taken as reference. The data search is confined to the field of Psychology and Education. The terms used for the search have been'comic', in journals with full text included in Latindex. The aim is to explore state of the art, paying attention to four issues: years, journals, countries and themes. The results show a higher quantity of articles published in Spain; these articles being the best positioned in the categories CIRC and CARHUS + 2014. Contributions from Spain, Mexico, Colombia, Brazil and Chile have been analyzed in all the languages found (Spanish, Portuguese and Galician). Most of the production is in the years 2010 and 2017. About the journals, the dispersion is remarkable, finding only five journals that contribute more than one. On the developed topics, they stand out: language, social and natural knowledge and other learnings. To conclude, this review can serve as a basis for deepening this issue within the Ibero-American environment and make comparisons between countries. [ABSTRACT FROM AUTHOR]

Rubrics have been suggested as a means to foster students' evaluative judgement, the capacity to appraise their own work and that of others; however, empirical evidence of rubrics' effectiveness is still emerging. This paper contributes findings from a randomised controlled experiment on the effect of rubrics on evaluative judgement. Participants were randomly assigned to one of two groups: a control group which evaluated peer-authored learning resources without the use of a rubric and an experiment group which carried out the evaluation using a three-item rubric based on (1) alignment with course content, (2) accuracy and (3) clarity. Both groups were asked to rate their confidence and provide comments to justify their scoring. The results showed a small effect size in increasing average agreement on the quality of learning resources in the experiment group. Analysis of comments reveals that criteria in and beyond the rubric guided participants' ratings of quality. The study provides evidence of the impact of rubrics on students' evaluative judgement and an example of how data-driven approaches and learning analytics can inform actionable design choices for embedding pedagogically supported strategies derived from the literature into actively operating educational technologies. [ABSTRACT FROM AUTHOR]

Although partnership working has been a feature of educational practice for some time, some recent reforms and developments have refocused educators' attention on this phenomenon. Whilst there are many versions and interpretations of partnerships in education, the most common understanding of partnerships between school and university is as the arrangement to facilitate, support and assess student teachers in practical teaching experience. The aim of this paper is to critically examine the concept of partnership between school and university. We offer a critique of partnership as it is presented in literature at a macro and meso level, and we report on a collaborative enquiry between school and university staff in a (micro-level) secondary school setting. The project was structured around a series of workshops in the school setting to support and facilitate Learning Rounds. Using data from this project including field notes and semi-structured interviews, we will give voice to the often unheard testimony of the teacher in their lived experiences of partnership, and make a contribution to the ongoing debate around partnerships by highlighting some of the difficulties and tensions arising from partnership in practice. [ABSTRACT FROM AUTHOR]

Physical touch is considered a core competency in Physiotherapy, central to clinical reasoning and communication. Nevertheless, there is a dearth of research into how the skill is learned and the experiences of students in that process. The aim of this paper is to explore that learning experience among pre-registration physiotherapy students. An approach underpinned by phenomenology and ethnographic methods was undertaken over an 8-month period in one Higher Education Institution in the UK. Data came from a series of observations and focus groups, complemented by personal reflective learning diaries with first- and second-year undergraduate students. Focus group data were analyzed thematically and triangulated with other data sources. Three themes were developed: 1) 'Uncertainty, self-awareness and anxiety' explores the discomfort experienced in the early stages; 2) 'Emerging familiarity and awareness of inter-action' demonstrates developing confidence in bodily capability and communicative capacity; and 3) 'Realities of touch in a clinical environment' focuses on the shift from the pre-clinical to clinical context and highlights the cyclical processes of embodied learning. This study highlights the complexity and immediacy of the embodied learning of touch and its interactions with the development of professional identity. Negotiation of boundaries, both seen and unseen, creates jeopardy in that process through the first two years of the course. [ABSTRACT FROM AUTHOR]

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student's note-taking is an educational practice worthy in itself as a way to relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser's phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser's description of note-taking focusses on the individual note-taker. What about students' note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking 'mechanical,' as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, 'painful to watch.' In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a 'means without end'). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. [ABSTRACT FROM AUTHOR]

More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that such activities, while divorced from official, outcomes-based learning, do indeed have educational meaning: they make present the potentiality for thinking and acting without forcing such potentiality into measurable forms. What remains is the notes themselves, and the notational effects they in turn generated and continue to generate. (Nota bene: The reader might wish to take notes on the following, in some form.) [ABSTRACT FROM AUTHOR]

An editorial is presented on focussing on end-users of information systems. Topics include model being widely embraced in education as the foundation theory for many papers on the adoption of learning technology; and incorporating the variables hedonic motivation, price value, and habit while using the model in relation to consumer acceptance of new technology.

This Introduction to special issue provides a context for the Nordic Development Research Conference 2021 (NorDev21). It introduces the contents of the conference and contributions within the issue revolved around two main themes of (1) Learning, education, Covid-19 pandemic and decolonizing and (2) State, Democracy, and Citizenship. [ABSTRACT FROM AUTHOR]

This study presents a systematic review of 38 empirical studies about big ideas published between 2010 and 2022 in various disciplines. The review scrutinised the conceptualisation of the big idea in the identified studies and its application in educational practices such as standards, curricula, textbooks, school-based curriculum reforms, and classroom teaching. Additionally, the review synthesised the benefits and challenges of incorporating big ideas into classroom instruction in different subject areas, followed by a methodological review that identified and compared the research approaches employed in the literature. The critical analysis of key findings indicates that the implementation of big ideas in education is still in its infancy stage, with complex issues surrounding its practice and research. These challenges include exploring how big ideas-based education can advance educational equity, addressing deficiencies in assessment strategies and activities, bridging gaps in research evidence concerning the effectiveness of big ideas-based instruction, and assisting teachers in identifying and teaching big ideas through teacher education. The review offers practical recommendations to address these challenges in big ideas-based education and proposes directions for future research. [ABSTRACT FROM AUTHOR]

An editorial is presented on the new ways in which materialities of self could contribute to the field of learning, media, and technological studies. It expresses the view that rapid transitions and transformations to digital materialities and sustainability of the human has been changes. An understanding of the shifts that result from new entanglements, or connected materialities, in the new world order is presented.

Farm to school programs benefit students by promoting healthy eating habits, supporting local agriculture economies, and fostering environmental stewardship through hands-on learning experiences. [ABSTRACT FROM AUTHOR]

In the following research review, 57 articles were analysed to get an insight into research in the field of computational thinking and programming in K–12. The results show that empirical research regarding programming and computational thinking is prevalent in the USA and Greece. The articles were published in 43 different academic journals. A fast-growing number of articles published in the research field during 2006–18 indicate growing interest. The articles were analysed and clustered into seven strands: 1) Evaluating digital resources, 2) Assessment, 3) Improving students' academic performance through programming, 4) Gender and equity, 5) Games – as a method to learn programming, 6) Attitudes and motivations, and 7) Teachers' competencies and teaching. An extensive focus is on the evaluation of different technical solutions as well as pedagogical methods. Implications for teaching and learning programming and developing computational thinking skills are discussed. [ABSTRACT FROM AUTHOR]

In early childhood centres, decontextualised talk is often associated with literacy activities. In this study, however, we investigated toddler-educator conversations across various activities with a focus on those about topics that were not related to the immediate context. We examined the communicative purposes and linguistic features of these conversations and the opportunities they afford for toddlers' learning. A qualitative analysis of video-recorded conversations between 12 2-year-old toddlers and their educators resulted in identifying four kinds of talk: 'interview', 'story', 'inquiry' and 'rebuttal'. The findings reveal that toddler–educator conversations provide varied learning opportunities for toddlers, which are reinforced by both educators' and toddlers' conversational contributions. The participants' contributions are shaped by the extent to which a topic is removed from their immediate activity. These findings can inform more effective use of linguistic features, such as questions and narrative constructions, for supporting under-3-year-old children's learning and developing skills in using decontextualised talk. [ABSTRACT FROM AUTHOR]

Purpose: This qualitative study describes nurses' experiences and perceptions of how they develop the clinical gaze. Methods: This qualitative study used an inductive approach and content analysis to assess the experiences of newly graduated nurses, nurse managers, and nursing teachers. Nineteen interviews were conducted. To achieve credibility, the study followed the guidelines of the Consolidated Criteria for Reporting Qualitative research (COREQ). Results: Two themes emerged: nurses' personal abilities and the learning culture. Learning culture was considered the foundation of the development of the clinical gaze. The clinical gaze was found to be developed in relationships with patients and when learning together with colleagues, in which the opportunities for reflection are central. To develop the clinical gaze, structures for learning activities, such as reflection, communication exercises, and simulation, are needed so that they become a natural part of daily work. This can also be achieved through supervision and skills training both at university and in a care context. Conclusions: Prerequisites for the development of the clinical gaze include physical presence with the patient combined with learning activities such as conscious reflection with others in a safe learning culture. [ABSTRACT FROM AUTHOR]

In Lebanon, the methods of teaching employed are mostly conventional. Teachers spend a lot of time giving lessons and homework to students, as well as reading assignments and correcting exercises completed in class. Students usually play a passive role in the education process; they listen calmly, occasionally question what is presented, and copy texts and information dictated by the teacher. Textbooks are the major source of instruction, yet many Lebanese schools have partially introduced electronic devices, and have discreetly started to rely on them. Given the reported discrepancies between textbooks and tablets learning, it was essential to conduct a Lebanese study that compares both entities. To assess the influence of textbooks and tablets on cognition and attention, it was also necessary to consider the schooling age that is critical for understanding the human brain and cognition. Therefore, the objective of this study was to assess the association between of tablet vs. book learning on memory, attention, and learning abilities among Lebanese children. This cross-sectional study, conducted between January-May 2019, enrolled 566 students aged of 11–13 years. Two schools were chosen conveniently for this study, one of them uses the Tablet and text books for students' learning whereas the second one uses text books exclusively. Students were randomly chosen from the list given by the school administration. Textbook learning was significantly associated with better episodic and visual memory, better attention, processing speed and mathematic skills compared to tablets and textbook learning. Learning is evolving to another level and forever changing. Many studies should be conducted in order to understand the importance of merging new and old techniques to ensure that the next generations are receiving what can positively affect their cognitive skills and their performance. [ABSTRACT FROM AUTHOR]

This special issue was inspired by the challenges faced by sport managers in our global community in the face of the economic downturn. During the calls for the special issue, society faced one of its most unprecedented challenges, COVID-19. This provide significant shock waves to the daily rituals in sport and society. The manuscripts in this special issue provide an insight into sport management during this period. The research presented is both rich and diverse and we believe provides readers and the global sport management community with important contributions for reflection and learning from a policy, management and practical level. [ABSTRACT FROM AUTHOR]