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Introduction: The Ave Maria Casa Madre Eco-School has run the international Litter Less Campaign to reduce and prevent paper waste in our school. Paper waste has been monitored and weighted along the 2020/21 school year in every single classroom. This Eco-School methodology agrees to the didactical approach of an outdoor teaching set by Mr. Andres Manjon. Method: We have used a travel digital luggage weigh scale to measure each paper waste per classroom. All data have been collected on an Excel sheet. Results: We have collected 140 kg of paper waste along the school year. Primary School classrooms have achieved the heaviest waste (53 kg), followed by the Teachers´Lounges (50 kg), Secondary School classrooms (21 kg), Bachillerato classrooms (15kg), Basic Technical Education FPB (2 kg) and Preschool -Infantil (0 kg). Conclusions: The amount of paper waste and its quality have been certainly improved along the school year due to the implementation of the Litter Less Campaign. This project has encouraged students and teachers to a more responsible paper consumption at our EcoSchool. [ABSTRACT FROM AUTHOR]

Copyright of Misan Journal of Academic Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 research paper investigates the students' attitudes toward learning English grammar and the possible factors that may affect the learning process. The significance of the study is revealing the attitudes of the English department students of Raparin University towards English Grammar. For this, some questions were raised to identify the students' perspectives, methods, and techniques used by the instructors. The research was carried out at the English language department in the College of Basic Education at the University of Raparin. The study involved 40 second and thirdyear EFL learners who participated in an online questionnaire that included 20 items and the mixed method used to gather the data. The results present that while students recognize the importance of grammar in language learning, they find it challenging to learn. Also, the researcher discovered that the technique instructors use to teach grammar is unsuitable, and students find grammar complex because of its numerous rules. Finally, the study illustrates the significance of encouraging and nurturing positive attitudes among learners toward learning the language's grammar to enhance teaching effectiveness. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Purpose: The paper aims to present what is known from the school principals who participated in the International Successful School Principalship Project (ISSPP) in Mexico. The paper reviews 14 publications (5 articles, 5 conference papers and 4 books) on successful school principals in Mexico that were published between 2009 and 2021 as part of the ISSPP. The papers were analysed using a conceptual framework consisting of perceived qualities of the principal, school organisation, suitability of teachers and principals, educational materials and methods and educational infrastructure. Design/methodology/approach: A scoping study review methodology was used to explore publications and conference proceedings on ISSPP research on Mexican principals and schools in order to answer the question: What do we know about successful school principals in the Mexican context? Conference papers, journal articles, book chapters and books formed the knowledge base for the review. Findings: As a result of the analysis across the five analysis categories it was found that the principals emphasised improving the educational quality of their schools and understood this as the basic criterion to judge their leadership success. Principals were central to school success and a nested model was produced to show how the successful school is built from the core of the principal, as a socio-emotional skills role model, to a culture of continuous improvement. The model included principal socio-emotional skills, school organisation, continuous improvement of teaching and principal practices and having appropriate educational materials, methods and infrastructure. Originality/value: The ISSPP has produced a large amount of research. The paper is the first review of the substantial contribution from ISSPP research in Mexico. The model produced from the review adds to the several models produced in the ISSPP. [ABSTRACT FROM AUTHOR]

The South African Basic Education System does little to provide skills, needed to survive outside the schooling system, for those who do not wish to pursue post-secondary school education. The education system produces secondary school graduates who are poised, as content carriers and an un-employable labour force. A research question grappled with in this paper is whether this secondary school curriculum design inherited from the colonial formal education system is beneficial for South African learners? The paper argues that the continuation of the provision of this curriculum is tantamount to contributing very little to the national educational strategic goals of creating a skilled workforce needed to run the South African economy. Additionally, this also contributes to the exacerbation of the unemployment in South Africa. From a decolonial point of view, the paper provides a comprehensive overview of the basic education curriculum from the colonial period until the contemporary period and shows how it has contributed to huge numbers of jobseekers visa-versa employees and subservient of the curriculum design and schooling system. Methodologically, this paper is informed by a qualitative research approach in the form of document review. The research revealed four major important elements in decolonization of the school curriculum namely; history lesson, social justice and self-determination, formulation and execution of the protection of indigenous knowledge systems and promoting the significance of indigenous languages and use. [ABSTRACT FROM AUTHOR]

Purpose: Chinese Educators, referred to as Jiaoyujia (教育家) in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's (李吉林) contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods: A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen's "Asia as method" idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings: Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value: This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China. [ABSTRACT FROM AUTHOR]

Introduction: Of 360° Virtual Reality (VR) is possibly produced and sufficiently effective as a consumer‐friendly VR learning medium. Therefore, it is also expected to be useful in the dental practice field, as a self‐learning medium for non‐face‐to‐face skill training during the ongoing pandemic (COVID‐19). Accordingly, this study was conducted to assess 360° VR self‐learning media for a periodontal instrument operation. Materials and Methods: We recruited 30 participants who had never experienced instrument training. We offered basic education and initial assessment (IA), then divided them into three groups: 1) PAPER: trained only with paper handouts; 2) 2D: trained with 2D video; 3) VR: trained with 360° VR. Each group performed self‐learning and mid‐term assessment (MA). Subjects then implemented home self‐learning with the same media for one week, which was then followed by a final assessment (FA). Result: Analysis of IA‐to‐FA improvement scores showed that VR and 2D video were significantly higher than the PAPER groups. Meanwhile, analysis of MA‐to‐FA improvement scores showed that only VR was substantially higher than the PAPER group. Although VR and 2D video groups were not considerably different, VR scores were numerically higher than 2D video in all improvement score analyses. Discussion: Both 2D video and 360° VR training were helpful to participants for an effective self‐learning and also had good portability and accessibility as online‐based learning methods. 360° VR showed higher learning efficiency than regular 2D video, possibly due to its autonomy, 360° visual information and physical and immersive characteristics, which positively affected self‐training. Conclusion: Our findings showed the potential of 360° VR learning media and, further, suggest its usefulness as a novel self‐learning method in future dental education. [ABSTRACT FROM AUTHOR]

Recent expansions in prison school offerings and the re-introduction of the Second Chance Pell Grant have heightened the need for a better understanding of the effectiveness of prison education programs on policy-relevant outcomes. We estimate the effects of various forms of prison education on recidivism, post-release employment, and post-release wages. Using a sample of 152 estimates drawn from 79 papers, we conducted a meta-analysis to estimate the effect of four forms of prison education (adult basic education, secondary, vocational, and college). We find that prison education decreases recidivism and increases post-release employment and wages. The largest effects are experienced by prisoners participating in vocational or college education programs. We also calculate the economic returns on educational investment for prisons and prisoners. We find that each form of education yields large, positive returns due primarily to the high costs of incarceration and, therefore, high benefits to crime avoidance. The returns vary across education types, with vocational education having the highest return per dollar spent ($3.05) and college having the highest positive impact per student participating ($16,908). [ABSTRACT FROM AUTHOR]

Only recently, primary education institutions in the Philippines started to embrace research, resulting in few investigations into research productivity and affecting factors. This mixed method triangulation study measures senior high school scientific research productivity and influencing factors. A total of 130 students, 68 papers, nine faculty, and ten evaluators were the participants in the study. Results showed low research productivity in the quantity and quality of papers. Results also revealed a significant relationship between student and teacher scientific research skills (SRS) and research policy to the quality of research. In conclusion, there is a need for improvement in primary education research productivity by increasing student and teacher SRS and holistically formulating a research policy. [ABSTRACT FROM AUTHOR]

Copyright of Desenvolvimento e Meio Ambiente is the property of Universidade Federal do Parana 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.)

Teaching and learning isiXhosa poetry continues to pose challenges for both teachers and learners in South African basic education. The abstract nature of poetry makes it difficult for both groups to grasp the figurative meanings embedded in each line of the poems. Teachers who rely on rote learning and learners who master cramming find teaching and learning poetry difficult, as these skills offer little or no results in the teaching and learning of poetry. It is against such a backdrop that this paper seeks to investigate the use of augmented reality (AR) in education and how it can assist in the teaching and learning of isiXhosa poetry. The use of AR in language learning has been extensively studied by several scholars. AR is found to enhance learning and decrease learners' cognitive load. In contrast, some scholars argue that it is not ready for total integration into language classes. Despite strides that have been made in the study of augmented reality in language learning and teaching, there is a paucity of extended research on the use of augmented reality in teaching and learning isiXhosa poetry. In this paper, I will review existing data and examine augmented reality activities and technologies that can be used in the teaching and learning of IsiXhosa poetry. This paper will contribute towards improving the teaching and learning of isiXhosa poetry in basic education and assist literature educators in integrating modern technologies in their teaching. [ABSTRACT FROM AUTHOR]

The current Mother Tongue-Based Multilingual Education [MTB-MLE] policy in the Philippines is beset with numerous issues, and this adversely affects the quality of basic education provided across regions. To address this, this policy paper suggests reviewing the current MTBMLE policy through a more systematic policy reform mechanism that is participatory. This way, all concerned stakeholders in the Filipino education community contribute to the growth of the basic education instruction in the country by ensuring proper implementation of a mother tongue-based instruction policy. Anchored on the Rational Choice Theory (Becker, 1976), which believes on the following assumptions: individualism, optimality, structures, self-regarding interests, and rationality, this policy paper suggests a framework that the Department of Education can utilize in reviewing the existing policy and creating feasible decisions to improve the instruction in basic education. The proposal also drew inspiration from how the Bilingual Education Act of the United States of America became a promising legislation that has emphasized the importance of multicultural and multilingual classrooms in the country. [ABSTRACT FROM AUTHOR]

South African teachers are faced with corruption during teacher promotion processes, and this remains unabated. This qualitative paper used three purposively selected case studies of victim teachers to investigate the impact of this corruption on victim teachers. The paper used the Crisis Intervention Theory to underpin the theoretical framework for the analysis. Key informant interviews (KIIs) were administered on a senior union member to solicit crucial data while the primary participants (n=3) were interviewed on face-to-face approach to collect data. Relevant literature was also used to provide supportive and corroborative scientific propositions. The paper discovered that corruption during teacher promotion processes in the South African Basic Education sector was reality. However, in some instances, such claims could not be backed by sustainable evidence. Victim teachers have suffered traumatic experiences resulting in stress, health challenges, relational challenges with colleagues and resignations. The department did not assist victim teachers needing emergency counselling and psychological rehabilitation to cope with the emanating pressure. It is recommended that authorities punish perpetrators of corruption. Victim teachers need to be assisted through professional resolving of their grievances and therapeutical intervention. [ABSTRACT FROM AUTHOR]

Teachers' questioning plays an essential role in shaping collective argumentative discourse. This paper demonstrated that rationality dimensions in teacher questions can be assessed by adapting Habermas' three components of rationality. By coordinating Habermas' construct with Toulmin's model for argumentation, this paper investigated how two secondary mathematics teachers used rational questioning to support student participation in collective argumentation. This paper identified various ways in which two participating teachers used rational questioning to support student participation in argumentation via contributions of argument components. The results establish a theoretical connection between the use of rational questions and students' contributions of components of arguments. The results indicated that not all rational questions were associated with a component of argument, and rational questions may additionally support argumentation in general for the development of a culture of rationality. The study has implications in terms of theory and professional development of teachers. [ABSTRACT FROM AUTHOR]

This paper draws on 3 years of ethnographic research with young children and their families in a northern English town, employing a more‐than‐human lens to pay attention to what, beyond humans, might be involved in the emergence of children's literacies. The paper focuses on the role of the body and place in the emergence of young children's vocalisations and talk. In particular, the paper rethinks the dominant assumption that children's language is primarily for the purpose of transparently conveying meaning. It does this by drawing on posthuman and decolonial scholarship on childhood and language, and particularly on the work of Glissant on opacity and difference, in order to interrogate the relationship between expression, understanding and power. Thus, the paper outlines how an understanding of the relationship between body, place and talk might inform pedagogy by highlighting the need for space to embrace divergent, complicated, irrational, playful and non‐functional language practices in early childhood, rather than looking for rapid, straight line development. [ABSTRACT FROM AUTHOR]

The growth of information and communication technologies (ICT) has considerably altered teaching and learning processes in higher education. Although ICT has the potential to improve the educational system to a great extent, English departments in the university of Duhok seem to be incapable to achieve these benefits because of specific obstacles. This paper investigates the barriers faced by the teachers at English departments in the University of Duhok in integrating ICT tools in teaching the EFL in classrooms. This study aims at determining the reasons teachers do not use ICT in classrooms. A total of thirty-four English teachers from The College of I Basic Education and The College of Languages were involved. A closed-ended questionnaire was distributed and interviews were conducted. The results revealed that the teachers are willing to use ICT in their lessons, but they face many barriers. The main barriers are lack of access to ICT resources, lack of access to the internet inside the classroom, lack of training, insufficient technical support. Moreover, lack of institutional encouragement is another discouraging factor for the teacher to use ICT. In addition, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT in education. [ABSTRACT FROM AUTHOR]

Incarceration comes with its own sets of difficulties. People are thrust into social situations that are antagonistic to typical life, such as defending against rape, fighting lengthy appeals, and living and working around often unfavourable people and conditions. Additional challenges are time and opportunity, resources, effective instruction, and psychological states of both students and instructors. This paper describes the universal challenges and subjective experiences as instructor for an adult basic education and general education program within the state operated prison context. The paper includes constructs that may help educators prepare and plan in such a dynamic and dangerous environment. [ABSTRACT FROM AUTHOR]

Motivation is the driving force that generates and sustains action towards the achievement of a set goal. It is closely related and affects teachers' efficiency and effectiveness in the classroom, which have far reaching implications for national transformation since the teacher is the live wire of education enterprise. This paper delves into the place of motivation for repositioning Universal Basic Education (UBE) for national transformation. The status of UBE teachers' motivation was portrayed in relation to motivational factors and it is evident that UBE teachers lack proper motivation and this affects their service delivery negatively. The lack of motivation among UBE teachers is evidence in the poor and irregular payment of salaries as well as lack of incentives; work overload, poor teaching environment and facilities as well as low status of teachers in the society. The paper also elucidated the roles of motivation in teaching profession for national transformation. These roles include: Production of goaloriented teacher; production of conscientious and pain-staking teacher; helps to make a teacher maintain a friendly classroom environment; and helps to check brain drain in the teaching profession. Suggested strategies for motivating UBE teachers for national transformation include: enhancement and prompt payment of teachers' salaries and allowances; provision of car and housing loans; provision of free medical services for teachers and their children/wards; provision of free and compulsory in-service training, and provision of better teaching and learning environment in UBE school. Conclusion was drawn. [ABSTRACT FROM AUTHOR]

The main subject of our paper is the problem of didactic grasping of literary genres in the process of literary education at the lower secondary level. Pupils gradually encounter genological terms within of literary education and acquire basic knowledge about the types of literary genres and their genre codes. Through the designed activities, we pursue the adoption of these hard-to-grasp, abstract, genre codes and their features through experiential learning during the educational process. In the activities, we provide the pupil with concrete tasks, with the help of which they become familiar with the necessary knowledge and with the aesthetic component. By proposing activities, in this paper we try to deal with the didactic problem of teaching genre codes without forcing and preserving the artistic-aesthetic reading of literary texts. [ABSTRACT FROM AUTHOR]

At present, the informatization of basic education quality assessment has become a hot topic in the field of education and is playing an increasingly important role. Based on the theory of deep convolutional neural network, this paper adopts the methods of mathematical analysis and experimental research to construct a regional basic education quality assessment model. The model solves the data informatization problem of education quality assessment. In the simulation process, two key modules of data self-assessment and expert assessment of the deep convolutional neural network are realized by ASENET+SQL SERVER, and the assessment results are integrated by using the weighted average method and the fuzzy comprehensive assessment method. The experimental results show that the quantitative analysis of the quality assessment is carried out by using the logic and support relationship, and the results of comprehensive qualitative analysis and quantitative analysis are realized and segmented when the threshold level is 9, the MIOU obtains the highest value of 0.7501, and the MIOU of the multi-stage method of the quality evaluation model proposed in this paper is 0.8116, which is 6.15% points higher than the traditional multi-stage algorithm, which effectively improves the current stage area quality of basic education. [ABSTRACT FROM AUTHOR]

Purpose: Using a political economy framework, this paper examines the financing trend, by investigating three systematic spikes occurring between 2004 and 2016. The study aims to provide a useful review of the interaction of politics, financial decisions and educational outcomes. Additionally it provides a useful guide, especially to academics, to identify political and economic conceptualizations that will predict expenditure decision-making of political actors and to be able to provide policy advice on the future effect of such decisions on availability and accessibility of public goods. Design/methodology/approach: The paper adopts a secondary data analysis approach, drawing upon secondary data sources such as from the Ministry of Education, budget statements from the Ministry of Finance, as well as relevant policy documents. Additional information for the study was also extracted from the manifestos of the two leading political parties in Ghana – the New Patriotic Party and the National Democratic Congress and their viewpoints on financing of education in Ghana. Findings: Using two epochal years when financing of education peaked (2008 and 2012), which coincided with election years, the trend lends itself to being interpreted as opportunistic spending. It appears to give credence to a conclusion that the increases in spending are more politically directed and nonneutral. Originality/value: This paper fulfills an identified need to study the trend of basic education financing in Ghana, which will help policy actors make better-informed decisions with the introduction of the novel "adaptive opportunism" framework analysis tool. [ABSTRACT FROM AUTHOR]

A strong financial system is the axis around which the development of any nation depends. India, at present, is reaping the benefits of “Scarcity Premium”. It is evident from the stats that India is amongst the few nations which has registered a positive growth whereas the nations across the globe are bearing the pangs of Inflation. To carry these benefits forward, we need to educate our locals about the various financial services which are available at their disposal. Time and again, various initiatives are taken by the Financial Regulators to increase the awareness among the masses. These initiatives help increase the Financial Literacy levels in the country which in turn would lead to growth of the nation. The objectives of the current paper are to study how the various initiatives taken by the Government for Financial Inclusion affect the investment decision of masses and to provide future course of action for increasing the financial literacy levels. The paper concludes that basic financial education should be started right from the school level so that it leads to increased financial literacy levels of the nation which ultimately results in growth of the nation. [ABSTRACT FROM AUTHOR]

The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa's education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges' promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate. [ABSTRACT FROM AUTHOR]

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

Principals as crucial change agents are required to ensure that education changes are successfully implemented, and that school improvement takes place. This paper focuses on the challenges that principals experience regarding aspects within the education system. The qualitative approach and phenomenological design were utilized, and semi-structured interviews were conducted with purposely selected participants (13 principals). As national department, the Department of Basic Education (DBE) in South Africa is strategically structured to service and support all the entities within the education system. The DBE places enormous pressure on principals to ensure that academic standards are met, quality teaching and learning takes place and that continuous education changes are implemented successfully. The importance of the education districts and Circuit Managers within the DBE to give continuous and relevant support is accentuated. This paper emphasizes that the challenges mentioned by the participants are ironically associated with aspects within the education system - the system that is supposed to support principals. Recommendations are made to the DBE to implement relevant strategies and planning through education districts and Circuit Managers to improve the indispensable support to principals. [ABSTRACT FROM AUTHOR]

Growing literatures highlight global shifts in education brought by spreading neoliberal values and marketisation. Parallel literatures address parenting styles. Parents, these literatures observe, are increasingly made responsible and/or voluntarily take responsibility for educational inputs alongside mainstream schooling. Much parental investment is in the so-called shadow education sector of private supplementary tutoring. Examining Chinese patterns, this paper notes longstanding high enrolment rates in both academic and non-academic supplementary education prior to government restrictions that brought a sharp marketplace jolt. The paper then employs parental interview data to show the rationales for such investment despite efforts by the Chinese authorities to retain schooling as a fully-sufficient form of education. The strengthened government policy altered the picture, but it seems likely that in the competitive society many parents will still secure supplementary support to manage what they feel to be a precarious environment. [ABSTRACT FROM AUTHOR]

Over the years, India has implemented social reforms aimed at providing education to all. This is observed from the growth in GER (Gross Enrollment Ratio) over the years that has resulted in a decrease in the number of students absent in schools. Coronavirus, nonetheless, has disturbed this scenario and is testing the functions, efficiencies, and practices of India's schooling framework. This research paper, written for stakeholders in government, and the education sector, anticipate the extent to which there is a need of continuing the imparting of education. The main objective of this paper is to provide an overview of the newer ways that may help continue the process of learning and teaching amidst this lockdown situation that is prevailing across the world. This disruption of education has forced pushed the policymakers to consider another way of imparting quality education (both primary and secondary). This has resulted in the use of a 'blended (mixed) learning methodology' that incorporates one-to-one learning (classroom) as well as one-to-many (e-learning). In this context, the authors would like to emphasize the need of strengthening the basic education framework that imparts education to all. [ABSTRACT FROM AUTHOR]

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students' performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree's course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms. [ABSTRACT FROM AUTHOR]

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Under the background of rapid development of "digital China," digital economy, and information technology, how to promote digital transformation in education is an important issue in education. Basic education is in urgent need of guidance for the paths to digital transformation. The paper analyzes the main connotation of digital transformation in education, classifies and summarizes the effects and problems of the exploration and practice of the national information- based teaching experimental areas. On this basis, the paper brings forth the path of digital transformation with continuous iteration as the core concept: Basic education organizations should make clear of the objectives of education development, choose and determine specific paths and measures in terms of the construction of the institutional system and digital capabilities according to their own realities, and promote their implementation. After the implementation for a period, these organizations should, according to the objectives of their work, research and judge the effectiveness of the paths, promptly adjust the paths and measures, and continuously promote their implementation. Through continuous iteration and optimization, basic education organizations will effectively accelerate the process of digital transformation in education and incessantly march toward the objectives of educational work. Finally, the paper, through a case study of the administrative departments of basic education, proposes specific suggestions for stepping up high-quality development of basic education. [ABSTRACT FROM AUTHOR]

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Copyright of Intersaberes is the property of Centro Universitario UNINTER 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 electronic document is a "live" template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. One book, one pen, one child, and one teacher can change the world quoted Malala Yousafzai. And to facilitate this, all one needs is a school. Today, the role of the school from being just a four walled structure has enlarged to accommodate a larger perspective which includes a myriad of activities encompassing the overall development of the child. Apart from basic education, a host of pre-requisites have become the norm - be it the plethora of activities related to sports, or activities related to the development of the creative genius, or activities intending to develop the overall personality including Emotional Quotient and the Intellectual Quotient of the child. Education today, albeit, does concentrate on teaching and learning nevertheless, the focus and the selling point has now shifted to the availability of facilities. Thus, with the array of schools today, showcasing their infrastructure and facilities in our visible universe, the choices for a parent to enroll their young minds are superfluous. There are schools which are of international stature and those who are not international, aspire to be one. Then come the residuals - the municipal run schools, often alleged to be overlooked by both the enrollers and the facilitators. And yet they have an audience - the marginals for whom education is a virtue and getting it completed in the limited available options is an obligation. Often symbolized as a place for education for those with limited financial viabilities, do these institutions necessarily mirror poverty and insignificance? Are these schools sustainable and guarantee the development of the child to compete in the ever challenging environ of today's world? Do they have the infrastructure facilities which can bring out holistic development of the child? We put this to test by examining these schools run by the Brihan Mumbai Municipal Corporation (BMC) in the eastern suburbs of Mumbai, where several schools were visited and examined under various indicators such as Classroom Infrastructure, Teaching Infrastructure and other collaterals for a school. To do this differently we used Oxford and UNDPs (United Nations Development Programme) Multi-Dimensional Poverty Index approach - a concept used in Macro Economic Analysis to calculate the Poverty Index and Depravation of households in a country. We remodeled this economic concept to calculate the depravation index of these BMC run schools in the Mumbai region. The results obtained - though not startling yet reaffirming, indicated that most of these schools can be classified as less deprived withstanding the fact that they do provide what they set out to do - that is basic education. [ABSTRACT FROM AUTHOR]

As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners’ needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students’ opinion on the new curriculum. Results obtained from 371 respondents reveal students’ satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students’ intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students’ deep thoughts on their target language needs for policymakers and curriculum designers to consider. [ABSTRACT FROM AUTHOR]

While computing has been (re)introduced into the basic education curricula in various countries, its actual implementation appears to be inconsistent. There are schools in which computing education is commonplace, while the implementation seems to be lagging behind in others. There is emerging evidence that some teachers do not consider computing education relevant, meaningful and important and, thus, intentionally neglect its provision. This is problematic as understanding the principles of code and computing is crucial for agentic citizenship in the post‐digital era. This paper argues that one main reason for these teachers' reluctance is the economy‐driven discursive framing of computing education, which is in contrast with the socialization‐oriented manner in which teachers approach their work. To contribute to resolving this issue, the present paper introduces a transversal approach to computing education. It conceptualizes code as a sociomaterial text with social and societal histories and consequences. Theoretically and conceptually, the approach draws on the pedagogy of multiliteracies. The leading idea is that digital technologies are examined with students from functional and critical dimensions and through micro and macro perspectives. The use of wearable sports technologies, such as activity wristbands, are used as practical examples to put the theoretical ideas into context. Practitioner notesWhat is already known about this topic Computing has been (re)introduced in the curricula of basic education in various countries.Some teachers are found to be reluctant to teach computing in basic education.What this paper adds This paper introduces a transversal multiliteracies‐based approach for computing education.Implications for practice and policy Computing should be included in curricula and classrooms in a holistic manner that includes both functional and critical approaches to computing. [ABSTRACT FROM AUTHOR]

Copyright of Intercathedra is the property of Poznan University of Life Sciences Press 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.)

Researcher-based efforts to protect participant identity are common in qualitative research. Most Institutional Review Boards expect statements regarding researchers' plans to protect participants' privacy, often including assigning participant pseudonyms. These confidentiality practices are ubiquitous in qualitative scholarship, yet relatively unexamined. Drawing on Barad's discussions of queer intra-action, this paper explores the implications of a U.S. Southeast-based K-12 educator's efforts to participate in a research project as an LGBTQ + teacher ally, when such discussions put her and those she discussed at substantial personal and professional risk. Based primarily on two interviews, during which the participant explicitly examined, and sometimes rejected, the researcher's efforts at achieving participant confidentiality, this paper centers the participant, her perspectives, and her needs as we explore the importance of an overt and iterative participant confidentiality process in qualitative research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine teachers' perceptions regarding the implementation of the redeployment policy in secondary schools of the Dutywa Education District, in the Eastern Cape in South Africa. Teachers who have been in affected schools observed that teachers are reluctant to comply with the redeployment policy. The non-compliance by identified teachers, who are in excess, could have potentially have a negative impact on schools where they were expected to render services. Piaget's theory of constructivism was adopted to guide this research in its discussion of the emerged findings. A case-study research design was adopted. A qualitative research approach was employed and semi-structured interviews were used to gather data from eight purposively sampled teachers. The collected data was analysed through a thematic approach. Prior to the collection of data from the participants, ethical measures such as seeking permission from the Department of Basic Education, principals and teachers was sought and granted to the researchers. Furthermore, participants were guaranteed of anonymity, confidentiality, non-violation of their rights, safety and non-interference in their teaching duties. It emerged that teachers perceived the redeployment policy as a means to remove them from their families and comfort zones. Furthermore, they felt insecure in their jobs, demotivated to perform their functions optimally, to the extent that some have suffered ill-health emanating from the stress and frustration brought about by the redeployment policy. It can be concluded that proper engagement with teachers by the Department of Basic Education officials, in making them understand and own the policy, is the key. Awareness campaigns for the affected parties, such as teachers, teacher unions, parents and departmental officials, are imperative to make the teachers aware of the significance of the policy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Acta Scientiae (1517-4492) is the property of Acta Scientiae 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 presents a novel process perspective on educational equality policies by examining the relationship between gender equality discourses and gender binary inequalities in the deliberative design process of the Finnish Basic Education Core Curriculum 2014. The analysis applies Nancy Fraser's theory of three-dimensional justice to feedback comments (n = 73) and the equality statements included in the draft and final core curricula. The study demonstrates how gender equality discourses affirm or transform gender binary inequalities and how they changed statements between curriculum versions. The findings show that transforming gender binarism was possibly a challenge to promoting equality in the curriculum design process: No discourse alone was able to transform binarism, and only discourses affirming binarism changed the final curriculum. This paper argues that a combination of redistributive and recognitive equality discourses can contribute to the transformation of gender binarism to make it a core element of educational equality discourses. [ABSTRACT FROM AUTHOR]

This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics; the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics; and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment. [ABSTRACT FROM AUTHOR]