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The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic 'Social distinctions and prejudices in Denmark'. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using—we assume—information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students' homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives: This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods: We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions: Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description: What is already known about this topic: Annotation and response behaviours are two primary actions in social annotation.Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience.Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds: This paper revealed students' behavioural patterns in social annotation activities.This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy: The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings.Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours.Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation.Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours. [ABSTRACT FROM AUTHOR]

This paper takes the wind turbine of the new energy pumping unit as the study subject, which mainly analyzes realistic wind speed estimation on the windward side of the wind turbine and then proposes a wind turbine speed control method based on wind speed estimation. The support vector regression (SVR) model is built first in this study, and the parameters of the SVR model are optimized by the particle swarm algorithm. The SVR II wind speed prediction model is constructed and the working characteristic curve of the wind turbine is generated by gathering wind speed and output power data from the wind turbine at the assigned test location. The prediction model can compensate for the disturbance of system inertia and make the output wind speed more accurate. The effective wind speed acting on the turbine surface can be obtained by substituting the predicted wind speed into the optimal blade tip velocity ratio equation. Suppose the wind turbine is in maximum power tracking control. In that case, the optimal speed can be given directly by the model SCR III, and the speed can be tracked in real-time by the controller to accomplish the largest wind power capture. The optimal speed tracking control uses the calculated effective wind speed if the wind turbine is under constant power output control. In this paper, 14,000 sets of characteristic samples were extracted within the range of wind speed variation of 4–20 m/s, and model verification was carried out for models SVR-I, SVR-II and SVR-III. Finally, the predicted effective wind speed value and the actual value are within ±0.3 m/s of each other. In practical engineering applications, the forecasted effective wind speed value can entirely substitute the actual value. This work put forward a maximum power tracking control approach that can satisfy new energy pumping units' energy conservation needs. [ABSTRACT FROM AUTHOR]

This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics' perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today's complex higher education environment and responds to critiques about the original triangle's static nature, recognising oscillation within the space and adding a fourth apex representing students' identities. The adapted model, supported through academics' lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice. [ABSTRACT FROM AUTHOR]

Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand ‘education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics’ with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler’s (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al’.s (2015) social cartography that maps out ‘soft-reform’ and ‘radical reform’ spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does not examine systemic racism. Thus, among states that are legislating more ethnic studies, the vast majority do not legislate anti-racist positions. This paper concludes that there is little evidence of anti-racist ideas being legislated into primary and secondary education in the United States, and that most curricular reforms toe a non-critical ideological line. [ABSTRACT FROM AUTHOR]

This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of teachers who work in government-funded specialist educational settings. Findings show that teachers have prominent levels of emotionality, a drive for creativity and dedication to inclusive practice, but ultimately work within a context perceived through conflict and dilemma. Previous related decision-making models are used to compare results, with some distinct differences emerging. Findings indicate that rather than enabling inclusion, standardized curriculums create an environment of professional (self)exclusion and reduce access to professional support. Increases in responsibility burden and negative emotional effects are explored. Although teachers view access to standardized curriculum programs as vital to educational inclusion and the enhancement of their professional expertise, the utilization of the current offering in Australia is makeshift at best and fraught with internal conflict. The implications of these findings are discussed, and future recommendations for research are prioritized. [ABSTRACT FROM AUTHOR]

Despite increasing support for models in physical education, ambiguity exists concerning the role of teachers in the implementation of models. Very generally, some scholarship seems to suggest that teachers should work as technicians and use models in an instrumental manner. Other scholarship suggests that teachers should use models in ways that are responsive to the contexts in which they are working. This suggestion positions teachers more as craftspeople. Ambiguity is problematic given that teachers have been identified as 'key players' when it comes to the implementation of models. How teachers are positioned in research may have a significant impact on further research and pedagogical practices. This paper has two specific aims. First, we aim to provide a detailed map of how scholars have positioned teachers within physical education models literature. Second, we aim to provide a reinterpretation of our findings using Deweyan theory. The scoping review conducted here is based on the framework provided by Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." International Journal of Social Research Methodology 8 (1): 19–32]. It involved: (1) the development of a research question which was: in which ways does PE models literature position teachers? (2) the identification of potentially relevant literature through searches of the Web of Science, SPORT Discus and Google Scholar databases. The search terms used were: 'Physical education' AND 'Models-based practice;' OR; 'Pedagogical model;' OR; 'Instructional model;' OR; 'Curriculum model;' OR; 'Model;' OR; 'Teacher,' and literature needed to be published between 2010 and 2021 in English, (3) the selection of literature for the review. This occurred as an iterative process that involved going back and forth between the potentially relevant literature and our research question, (4) charting of the literature, done through inductive thematic analysis. This involved a close inspection of the included texts and the identification of recurring types of positioning in the corpus, and (5) a theoretical reinterpretation of teacher positioning achieved in models scholarship. In the physical education scholarship on pedagogical models, teachers are positioned as: (1) resistant to using models; (2) incapable of using models correctly; (3) mechanical reproducers of models; (4) struggling implementers of models; (5) needing models to change their ordinary practices; (6) capable of using models correctly with support; (7) adapters of models, and (8) collaborators with researchers when implementing models. Three issues are raised for discussion. The first relates to the potential disempowerment of teachers achieved by models. The second relates to the relationship between teachers and researchers. The third relates to how models themselves are conceived. The paper is concluded with two general reflections that follow from the issues raised in the discussion. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the "coalface" of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students' learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators' awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) "Who are we as Catholics and what is our mission?" (ii) "What do we believe?" and (iii) "How do we practice?" The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same. [ABSTRACT FROM AUTHOR]

This paper aims to raise questions about the role that cultural capital might have to play in English schooling. With the term being used by both the Department for Education and the Office for Standards in Education (Ofsted, the English schools' inspectorate) as a means of describing certain key characteristics of a school's curriculum, the authors of this paper consider what the term actually now means in this educational context. To ground this consideration in a real‐world context, we present some data from a 2‐year study, which evaluated an intervention programme for disadvantaged young people in one English local authority. One aspect of this programme was the development of cultural capital for disadvantaged young people, and in the course of the evaluation a number of teachers were interviewed about how they saw this role and what cultural capital meant to them. As we explore in the paper, while English policymakers' and regulators' views of cultural capital are both narrow and perhaps, in some senses, deviate from both traditional and contemporary definitions of the term, teachers take a much richer and more flexible approach to the idea. With this in mind, we explore both the term itself and what it means for these teachers. [ABSTRACT FROM AUTHOR]

Context: Realist evaluation is increasingly employed in health professions education research (HPER) because it can unpack the extent to which complex educational interventions work (or not), for whom under what circumstances and how. While realist evaluation is not wedded to particular methods, realist interviews are commonly the primary, if not only, data collection method in realist evaluations. While qualitative interviewing from an interpretivist standpoint has been well‐articulated in the HPER literature, realist interviewing differs substantially. The former elicits participants' views and experiences of a topic of inquiry, whereas realist interviewing focuses on building, testing and/or refining programme theory. Therefore, this article aims to help readers better understand, conduct, report and critique realist interviews as part of realist evaluations. Methods: In this paper, we describe what realist approaches are, what realist interviewing is and why realist interviewing matters. We outline five stages to realist interviewing (developing initial programme theory, realist sampling/samples, the interview itself, realist analysis and reporting realist interviews), drawing on two illustrative cases from our own realist evaluations employing interviewing to bring theory to life. We provide a critical analysis of 12 realist evaluations employing interviewing in the HPER literature. Alongside reporting standards, and our own realist interviewing experiences, this critical analysis of published articles serves to foreground our recommendations for realist interviewing. Conclusions: We encourage HPE researchers to consider realist interviews as part of realist evaluations of complex interventions. Our critical analysis reveals that realist interviews can provide unique insights into HPE, but authors now need to report their sampling approach, type of interviewing and interview questions more explicitly. Studies should also more explicitly draw on existing realist interviewing literature and follow reporting guidelines for realist evaluations. We hope this paper provides a useful roadmap to conducting, reporting and critically appraising realist interviews in HPER. Realist interviews are increasing in #MedEd #HPE but how can we better understand, conduct, report & critique them? This work teaches us that @charlreessidhu @KarenMattick @VanNBNguyen @crndvs [ABSTRACT FROM AUTHOR]

Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum ideologies underpinning their justification. In doing so, the paper highlights the chameleon‐like nature of this change agenda in aligning with contemporary trends to advance the study of computer technology on the curriculum. The paper argues that current manifestations of the study of computer technology in schools are at odds with broader curriculum reform goals and international policies and raises questions about students' access to such knowledge. [ABSTRACT FROM AUTHOR]

This systematic review, adhering to the PRISMA framework, investigated the utilisation of ChatGPT, a language model developed by OpenAI, throughout Kindergarten to 12th grade (K‐12) educational settings. The review synthesises findings from 13 selected papers, encompassing the strengths, weaknesses, opportunities, and threats (SWOT) analysis of ChatGPT's implementation in K‐12 education, implications for various stakeholders, and practical recommendations. It is highlighted that ChatGPT could empower educators through curriculum, lesson planning, materials generation, differentiation, and optimising student learning experience through personalised learning. However, concerns regarding academic integrity and output quality must be addressed. The paper provides pedagogical recommendations and ethical considerations to utilise ChatGPT better. It contributes to the ongoing discourse about AI, particularly ChatGPT's role in K‐12 education, further inspiring future research and educational practices and facilitating the effective integration of ChatGPT into K‐12 educational settings where collaboration arises as a key role, in particular under the approach of co‐design for learning. [ABSTRACT FROM AUTHOR]

This paper describes the past, present, and future of medical education in Cambodia. Although doctor training began in 1902, the first medical school was not founded until 1946. Since the colonial era, the curriculum and teaching strategies have been strongly influenced by the French system, dominated by didactic lectures and the apprenticeship model. Three chronic issues have plagued medical education in the country following the Khmer Rouge regime: a shortage of doctors, poor-quality training, and lack of relevance to the current and future population needs. An increasing number of medical schools and yearly student enrollment have addressed the first issue. Today, the fundamental challenges have shifted from quantity to ensuring the quality and relevance of medical education. Competency-based medical education (CBME) has been adopted as a new curricular model to tackle the latter two issues. Active collaboration between government institutions, public universities, and development partners drives this curricular reform at the national and institutional levels. This paper further examines the challenges associated with medical education and proposes recommendations. [ABSTRACT FROM AUTHOR]

Despite the pervasive impact of US imperialism, it is often ignored in US schools and teacher preparation programs. This paper introduces the concept of imperial evasion, which refers to the process of ignoring and denying imperialism and its effects. The authors argue that it is imperative that educators work to interrogate imperialist ideologies through curricula, and prepare future educators to disrupt such ideologies, policies, and practices in schools. Using a collaborative scholarly personal narrative approach, the authors discuss their experiences and approach to designing and teaching a course on migration and education at a US university. Ultimately, this paper responds to calls to disrupt imperial ideologies in education by (1) providing a framework for identifying and naming imperial evasion and how it operates through schooling; and (2) describing and reflecting on curricular and pedagogical approaches to disrupting such evasions in a teacher education course. [ABSTRACT FROM AUTHOR]

AbstractThis paper investigates the causes of students’ preference and disinclination for high school geography. The paper draws on data from 135 students from years 11, 12, and 13 (aged 16–18 years) from seven secondary schools in the Ba district, Western division, Fiji Islands. We used the posterior inductive reduction model to analyze and identify the themes that connected the interviews conducted with the study participants. We discovered that the multidisciplinary and exciting nature of geography, teacher influence, and the notion that geography offers the opportunity for high scores constituted the significant factors explaining students’ favorable attitudes toward geography. On the other hand, perceived subject difficulty, lack of outdoor activities, and negative societal impression of geography constituted the push factors underlying students’ disinclination towards the subject. The findings suggest that the inclusion of a broader range of topics, assessing and realigning the current curriculum, and integrating technology in the geography classrooms would generate interest in the subject. [ABSTRACT FROM AUTHOR]

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject still influenced by what I have labeled as the neocoloniality of power. In some countries, attempts to decolonize RE through multi-faithism are being forsaken, reverting the subject to the Christonormativity of the colonial era. The paper contends that the process of reconceptualizing RE with an anti-colonial mindset should inspire innovative ideas for an anti-colonized RE aligned with the educational goals in an African postcolonial environment. [ABSTRACT FROM AUTHOR]

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

In recent years, Game-Based Learning (GBL) has been widely adopted in various educational settings. This paper aims to review empirical studies that adopt GBL in the field of AI education and explore its future research perspectives. After a systematic keyword search in the online database and a snowballing approach, a total of 125 empirical papers with 133 studies were targeted as samples. Results indicated that the games in AI education are mainly fell into five categories: Puzzle games are the most used in the curriculum (27.07%), followed by Reasoning strategy games (23.31%), Robot games (18.05%), Role-playing games (9.02%) and Simulation games (6.77%). Among them, 22.39% of games were with real characters, 11.94% were with virtual characters and 64.18% were with no characters. Besides, games were used in three main forms in AI education: games as teaching tools (78.95%), games as student works (12.03%), and games as a competing mechanism (9.02%). Researchers mainly paid attention to the effect of GBL on students' Opinions and Attitude (52.96%) and Learning achievement (24.04%), while the other three categories such as Skills and ability, Interaction, and Cognition were not extensively measured. The cross-sectional analysis, research gaps, and potential directions for future research were also discussed. [ABSTRACT FROM AUTHOR]

Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

In their efforts to dissuade Africans from engaging fruitfully on matters of design, including design anthropology, colonialists dismissed the indigenes as only capable of designing witchcraft and sorcery for which they were sadly famed in colonial anthropology. Arguing that twenty-first century African universities need to include design anthropology in the curriculum, this paper contends that the future of anthropology, and of Africa, lies in design as is evident in discourses and practices on designer babies, designer humanoid sex robots, industrial robots, designer robotic spouses, synthetic biology, Artificial Intelligence, human enhancements, nanofabrication, biohacking, gene and genome editing, reverse engineering and rewiring humans, gene and genome deletion, social designs and so on. Drawing on autoethnography and extensive literature review, the paper argues that design anthropology is increasingly becoming relevant in a world that is rethinking modernist designs which are at the core of the Anthropocene. Put differently, design anthropology enables [African] graduates to engage with contemporary, empirical issues of design in a twenty-first-century world where the discipline can only survive by shifting focus from an obsession with sterile discourses about, inter alia, the past and present of African witchcraft, culture, society and sorcery. [ABSTRACT FROM AUTHOR]

This paper explores relationships and sexuality education (RSE) in New Zealand secondary schools. After conducting a nationwide survey of teachers and producing a report on the challenges reported by RSE teachers, we began to develop a paper exploring the perennial issues faced by RSE teachers as they enact curriculum policy. Given that these issues endure, we considered how else we could approach the paper: in particular, what different questions could we ask of our data; and what alternative analytics offer potential for thinking in new ways about the perennial issues, and move us beyond telling the same old story? Asking these questions led us to Bacchi’s What’s the problem represented to be? (approach to policy analysis. Using data from our survey to focus our attention on key issues for teachers, we work with extracts from national government guidance for schools and teachers on RSE to apply this approach. Under five headings developed through the data analysis, we present five ‘provocations’ – or deliberately provocative proposals for the future of RSE in New Zealand. We hope the ideas in this paper may spark different ways of thinking about RSE policy and practice, with the ultimate aim of delivering meaningful and responsive RSE in secondary schools. [ABSTRACT FROM AUTHOR]

This paper explores the meaning of 'decolonization' in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author's own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination. [ABSTRACT FROM AUTHOR]

This paper argues that public pedagogy—an educational activity that takes place outside of the traditional classroom setting—has had a potent impact on the history of racism in the United States of America (USA). Yet this paper questions why the education academy's scholarship has not shown a commensurate focus on the subdiscipline of public pedagogy, particularly racialized public pedagogy. I explore these topics by first examining a fateful confluence of historical circumstances involving slave codes and indentured servant laws governing low-income white workers, laws passed by the Barbados Assembly in 1661, that made their way across the Atlantic to be lifted, word for word, by leaders of colonial territories that became the USA. These laws ended up regulating not only the legal status of black slaves and white indentured servants in the USA, but also regulating social relations between those same black and white people. The resulting black–white social relations led to the evolution of racialized customs in what eventually became the USA, inspiring practices that undergirded black inferiority and white superiority for hundreds of years. Those customs contributed to the construction of what I have labelled a United States (US) values infrastructure dominated by racism, which I contend is a racialized values infrastructure that exists to this day. To gain more insight into this phenomenon, this paper considers the question: how might the complexity of racialized public pedagogy be addressed in the scholarship of education literature and be imagined in a way to fit into an anti-racist curriculum? [ABSTRACT FROM AUTHOR]

The paper introduces an approach that facilitates whole-class curriculum co-creation and presents a case study conducted in a higher education institution in Hong Kong where it was implemented. The approach enables students to actively contribute to constructing a curriculum in partnership with teachers and practitioners, using scenario development techniques within the technology-enhanced learning environments. In this sense, the study is compatible with and contributes to contemporary higher education requirements for future-ready students, able to work in fast-changing, digitalized and globalized working environments. The case study describes the implementation of the approach in undergraduate and postgraduate knowledge management courses. The mix-method design was employed, including content analysis of scenarios, a questionnaire asking for students' feedback, and teacher's observations. The findings revealed that the approach enabled students and the teacher to work more collaboratively and co-create some aspects of the knowledge management courses (e.g., identifying and compiling relevant subject trends), even if some challenges were experienced. The paper points to the need for students' ownership when it comes to developing curricula that better consider students' experiences and meaning-making processes. The paper contributes to contemporary higher education discourse by providing conceptual and practical guidance on how to enact whole-class curriculum co-creation for teachers interested in such practice. [ABSTRACT FROM AUTHOR]

Many changes have taken place in initial teacher education (ITE) programmes over the last number of years in countries such as Israel, Portugal, Jamaica, Ontario (Canada), and England. This paper outlines some of these changes, why they occurred, and to the extent possible, how effective these changes have been from the experience of the teacher educators who have written this paper. In particular, they describe one significant change that would greatly improve ITE in their respective jurisdictions. In the latter part of the paper, the writers discuss current trends and possible directions for teacher education across international contexts. With its contrasting accounts of ITE in different national contexts across the world, this article argues for high quality initial teacher education to provide a global educational workforce in which teachers and learners can flourish within an equal, yet diverse and decolonialised ecosystem. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

This paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation. [ABSTRACT FROM AUTHOR]

What: Regarding education, disability inequality is arguably a structural and systemic issue. The social model of disability, enshrined in teacher education programs in the UK, espouses the ways in which school environments, rather than disabled children themselves, need to adapt and change. However, the role of psychology in addressing disability-related systemic injustice is less clear. The aim of this paper is to consider the potential role of the psychology of education in working towards disability justice in schools. Why? Many inclusive teacher-education programmes set out the ways in which environments may be created to include disabled children. Psychologists have focused on disabled children's needs to access and participate in the classroom, but often do not consider their exclusion in social model terms, from curriculum materials, classroom displays, or material culture more generally. Favazza and colleagues (e.g. 2017) now offer a sizeable body of research showing that disability representation in school classrooms is negligible. This lack of representation is reflected among the staff in the teaching profession, where the 2016 census suggests that 0.5% of English teaching staff declared a disability (DfE, 2017), and more recent census data show that disability data were not collected (DfE, 2023a). It is this lack of representation of disabled people and its possible psychological underpinnings that this paper addresses. How? This paper uses social and affirmative model lenses to (a) explore the ways in which disability may be seen as a structural inequality in contemporary UK education and (b) suggest ways in which researchers and practitioners in the Psychology of Education may work towards disability justice. This may be achieved by considering extant research practice and through research focusing on the perceptions of and attitudes towards disability, alongside existing psychological work that focuses on disabled children's individual needs. [ABSTRACT FROM AUTHOR]

This paper explores how students participating in a co-curricular scholarship programme in a large Australian university develop their employability. It seeks to add to recent literature regarding different approaches to graduate employability through examining how participating students' capital acquisition is shaped by and internalised within the structure and culture of the scholarship. The paper also offers an example of how comprehensive and integrated co-curricular scholarship programmes can facilitate graduate employability. It suggests that despite curricular intentions to promote comprehensive and processual approaches to employability, students' employability internalisations are influenced by possessive and positional messages and cultural cues within the scholarship programme. These insights serve as important considerations for higher education institutions seeking to instigate or improve their employability curricula. [ABSTRACT FROM AUTHOR]

The evolution of digital technologies has frequently been hailed as a 'game-changer' in education. However, like previous technological innovations, such as television, these recent developments have failed thus far to demonstrate any significant large-scale improvement in the quality of educational provision or in educational outcomes. The papers in this special issue suggest that there is potential to change this scenario. Digital platforms such as Binogi have been able to exploit technological advances such as vastly improved crosslinguistic machine translation ushered in by artificial intelligence to make curriculum content much more accessible to multilingual students. Drawing on the papers in this special issue, I highlight three dimensions of digital learning environments that have demonstrated pedagogical credibility to enhance multilingual learners' development of literacy and their acquisition of academic content in the target language: (a) they provide extensive access to and promote engagement with written (and oral) input in the target language, (b) they provide instructional scaffolds within the digital environment to promote both awareness of how language works and intentional learning of academic concepts and subject matter content, and (c) they encourage and enable students to become autonomous learners who are capable of self-regulating and evaluating their own learning. [ABSTRACT FROM AUTHOR]

The importance of notetaking for English for academic purposes (EAP) students and teachers is growing due to a rapid increase in the number of universities offering English as a medium of instruction (EMI) courses around the world (e.g. [Teng, H. C. 2011. "Exploring Note-taking Strategies of EFL Listenerst." Procedia - Social and Behavioral Sciences 15: 480–484.]). While there have been several studies on second language (L2) notetaking that focus on the types and styles of notes students take (e.g. [Siegel, J. 2016. "A pedagogic cycle for EFL note-taking." ELT Journal 70 (3): 275–286]; [Crawford, M. 2015. "A Study on Note Taking in EFL Listening Instruction." JALT2014 Conference Proceedings, Tokyo, JALT, 416–424]; Tsai and Wu 2010), student perspectives regarding their stated beliefs about and reported habits related to notetaking remain in need of further exploration. This paper reports on an investigation of notetaking from EAP students' perspectives. It presents the results of a cross-cultural survey on the views and habits expressed by Japanese (n = 256) and Swedish (n = 272) students. Findings from the study demonstrate the similarities and differences between students in the two countries in relation to notetaking in EAP courses. [ABSTRACT FROM AUTHOR]

Background: In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student‐constructed concept maps and its association with inquiry task performance. Objectives: This study explored students' concept mapping style and its association with task performance in computer‐based inquiry learning. Methods: An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student‐constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored. Results and Conclusions: Two major concept map styles were identified: (1) knowledge‐oriented concept maps (KCMs) mainly representing problem‐related subject knowledge as a set of concepts and their relationships, and (2) problem‐oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher‐quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task. Implications: Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes. Lay Description: What is currently known about the subject matter: Concept maps (CMs) can facilitate complex thinking and reasoning in inquiry learning.There is little investigation into the content of student‐constructed CMs.It is unknown how CM content might associate with inquiry task performance. What this paper adds: Students constructed two major styles of CMs in computer‐based inquiry learning.The two styles of CMs are problem‐oriented and knowledge‐oriented CMs.Students constructing problem‐oriented CMs performed better in the inquiry task. Implications for practitioners: Analysing student‐constructed CMs helps understand student thinking in inquiry.Students are encouraged to build problem‐oriented CMs in inquiry learning. [ABSTRACT FROM AUTHOR]

Background: A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem‐solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage. Objective: This study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage. Methods: The qualitative study employed two data sources to triangulate findings, using: (1) semi‐structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing‐in‐action, reflection‐in‐action, and reflection‐on‐action. Results and Conclusions: The findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age‐appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning. Implications: The study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, age‐appropriate instructional method that avoids decontextualised teaching and surface‐based learning. Instead, it encourages collaborative student work and contextualised learning, steering away from isolated and generic approaches. Lay Description: What is currently known about this topic: Teaching coding and computational thinking concepts and skills is complex due to their abstract nature.Teaching resources such as work samples, curriculum connections and tools are available to primary school teachers.There is no consensus on the most effective methods to teach these abstract concepts and skills.Primary school teachers default to applying general teaching strategies due to the lack of an age‐appropriate, specific activity sequencing model to use during coding instruction. What does this paper add: The study fills the existing gap by presenting a newly conceptualised instructional model, which considers the students' developmental stage of learning and pedagogical best practices.The study trialled the 3C Model with primary school students in a classroom setting.The study found that employing the pedagogical approach of the 3C Model increased students' engagement levels and resulted in enhanced curriculum learning outcomes. Implications for practitioners: Without an age‐appropriate instructional sequencing model students may not be grasping the underlying concepts.Simply focusing on the code without emphasising concepts such as decomposition and algorithmic thinking will result in shallow learning.Key considerations in using the 3C Model are ensuring that conceptual development occurs using physical computing devices and language students are familiar with prior to introducing coding language and its symbolic representations.Primary school teachers should consider incorporating physical interactive digital devices, physical movement, staged language development and subsequent coding procedures within the context of an engaging and authentic problem. This approach enables students to effectively grasp and represent coding and computational thinking concepts and skills, surpassing mere procedural and rote learning. [ABSTRACT FROM AUTHOR]

Rapid technological advancements, globalisation, environmental crises, and ongoing conflicts have contributed to an increasingly quickly changing social, cultural, and work environment for current and future generations. In this paper, we argue that the traditional schooling system and approaches to curriculum and pedagogy that are based on nineteenth century industrial age models might reach their limit to prepare students sufficiently for the expectations and challenges of life and work in future. While so-called 21st-century education has seen a nominal change in classroom layouts and increased use of teaching technology, we would argue that not much has changed in terms of the underlying structures of schools and the mostly pre-described curriculum schools and teachers must operate under. While current education systems struggle with many challenges from teacher burnouts to increasing student dis-engagement (e.g. rising truancy in New Zealand), we posit that new challenges lie ahead that will further disrupt, if not implode, current approaches to schooling and curriculum. Drawing on theories such as Biesta's World-Centred Education and Pinar's notion of Currere to reconceptualise curriculum, we would argue that schooling needs to move away from the traditional 'static map' of curriculum content to a more dynamic approach to schooling that allows teachers and schools to chart new territory, together with their students, for a rapidly changing future. As guiding compass of sorts for dynamically exploring an uncertain future with students, we propose Teschers educational approach to Schmid's Art of Living as a starting point. [ABSTRACT FROM AUTHOR]

BACKGROUND: We analyzed data from a study to evaluate the effectiveness of the Relationships Under Construction (RUC) sexual risk avoidance education program promoting positive youth development and healthy relationships. METHODS: Twelve schools in the Midwestern region of the United States randomized to the intervention implemented RUC in health or science classes, while control schools collected study measures and implemented the standard curriculum. RESULTS: Post‐randomization analyses revealed significant differences in grade, race/ethnicity, and prior relationship education at baseline between intervention and control students. Subsequent analyses controlled for these differences. We distributed parental notification letters to 641 students, and no parents requested that their adolescent opt out of data collection. We obtained assent and baseline computer‐assisted survey interviews or paper‐and‐pencil instrument forms from 100% of these students. Findings suggest that RUC significantly reduced sexual activity (odds ratio = 0.56, p =.046) at 3‐month follow‐up, compared to those in the control group. RUC also reduced pornography viewing and improved attitudes about delayed gratification, beliefs, decision making, and negative outcome expectations. CONCLUSIONS: Our findings suggest that RUC improves sexual attitudes, beliefs, and behaviors among this population of adolescents. Additional research is needed to assess RUC impacts among diverse populations. [ABSTRACT FROM AUTHOR]

Inquiry-based project learning is an internationally recognised pedagogical approach where children work collaboratively to research and discover the answers to their questions through discussion, representation, and evaluation. This paper explores the findings from Phase One of a qualitative study examining how this approach has been interpreted in early childhood settings in Aotearoa/New Zealand. The findings from an online questionnaire sent to all settings registered on the New Zealand national data base revealed that the international discourse surrounding this approach has been a key influence in this context. There was, however, also evidence that more localised approaches that value indigenous knowledges, in alignment with the national early childhood curriculum, Te Whāriki (Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf) have been developed. Whilst participants identified pedagogical and practical challenges of undertaking inquiry-based approaches, the educational value of this approach for children was also strongly championed. [ABSTRACT FROM AUTHOR]

In this paper we address the question of whether academic educational planning programmes are prepared to provide future planning professionals with the essential expertise to promote the transformation towards carbon-free cities and regions. Drawing upon interviews with master's programme directors and involved academic teachers from European schools of planning, we argue that in view of transformative planning there is a need for adjustments in terms of knowledge areas and methodological skills. Our results also suggest reconsideration of normative and ethical aspects of planning as well as the attributed roles of planners and planning educators. [ABSTRACT FROM AUTHOR]

This study aims to assess the impact that delivering an introductory interventional radiology (IR) lecture series has on the knowledge and perception of the specialty among medical students in a resource-limited setting with, until recently, no IR presence. An introductory four-hour lecture series in IR was delivered to third-year medical students in Tanzania. Prior to and following the lecture series, participants completed a 27-item paper-based survey assessing their knowledge and perception of the specialty. Out of a class of 213, the pre- and post-lecture survey was returned by 148 (69.5%) and 151 (70.9%) respondents, respectively. 94.5% of respondents indicated that they were aware of IR as a specialty. Among respondents, 97.3% expressed interest in having IR lectures integrated into their curriculum, compared to 29.0% that reported having any prior IR training. 27.3% believed their knowledge in IR compared to other specialties was either "good" or "excellent", which improved to 43.3% (p<0.001). Identification that IR physicians consult patients directly, have outpatient clinics, have inpatient beds, and do rounds improved from 55.4% to 81.1% (p<0.001), 49.7% to 60.3% (p=0.066), 48.3% to 66.7% (p=0.001), and 52.0% to 66.2% (p=0.013), respectively. By introducing short lectures on IR-relevant topics, knowledge and perception of IR improved among Tanzanian medical students. Early education and exposure to IR should be prioritized to promote the continued growth of the specialty in this setting. • Over 99% believed that IR could play an important role in patient care in sub-Saharan Africa. • Despite 97.3% indicating interest in IR, only 29.0% had any prior training. • A single lecture series in IR significantly improved medical students' knowledge. [ABSTRACT FROM AUTHOR]

Scene text detection has been widely studied on haze‐free images with reliable ground truth annotation. However, detecting scene text in inclement weather conditions remains a major challenge due to the severe domain distribution mismatch problem. This paper introduces a domain adaptation curriculum learning method to address this problem. The scene text detector is self‐trained in an easy‐to‐hard manner using the pseudo‐labels predicted from foggy images. Thus, our method reduces the pseudo‐labeling noise level. Then, a feature alignment module is introduced to help the network learn domain‐invariant features by training a domain classifier. Experimental results show that our method improved significantly on both synthetic foggy data sets and natural foggy data sets, outperforming many state‐of‐the‐art scene text detectors. © 2024 Institute of Electrical Engineers of Japan and Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject: Restraining and secluding health consumers for safety reasons continue to be used in psychiatric inpatient facilities even though they have no therapeutic value and have negative effects on consumers, families and staff.Six Core Strategies (6CS) for reducing seclusion and restraint have been developed to address this problem but there are very few effectiveness studies in inpatient adolescent psychiatric facilities. What the paper adds to existing knowledge: We used a mixed methods approach to evaluate the implementation of 6CS in an adolescent psychiatric facility. The implementation was successful. It eliminated the use of seclusion, substantially reduced the use of restraints and significantly reduced staff absenteeism.Using thematic analysis on feedback surveys, we identified five dominant themes that described consumers' and carers' experiences during their stay at the facility: communication, service delivery, flexibility, consistency and internal feeling states. What are the implications for practice: This study provides support for the feasibility of a comprehensive and broad‐based intervention program such as 6CS to reduce seclusion and restraint practices in inpatient mental health facilities.This study also demonstrates the value of using surveys to gather consumer and carer feedback and improve outcomes for service users. Introduction: Seclusion and restraint practices are routinely used in psychiatric facilities but are controversial for ethical, legal and safety reasons, and can cause significant harm to consumers, staff and organisations. Six Core Strategies (6CS) for reducing seclusion and restraint were developed to address this problem but very few studies have examined their effectiveness in adolescent settings. Aim/Question: To evaluate the implementation of 6CS in an adolescent inpatient psychiatric facility. Method: We retrieved archival data from an acute adolescent psychiatric ward that implemented the 6CS. Using a mixed methods approach, we evaluated outcomes on the use of seclusion and restraint, nursing staff sick leave and feedback surveys. Results: Findings showed an elimination of seclusion, and a significant reduction in restraint use and staff absenteeism in the 12 months after project implementation. Thematic analysis of feedback survey responses identified communication, service delivery, flexibility, consistency and internal feeling states as dominant themes in consumers' and carers' experience on the unit. Discussion: The 6CS is feasible and may be effective in reducing seclusion and restraint, which in turn may have a positive impact on staff wellbeing. Implications for Practice: Implementation of the 6CS with executive support, combined with staff and programmatic changes at a local level is recommended. [ABSTRACT FROM AUTHOR]

We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of care and plática to self reflect and critically analyze our particular approach to co-teaching–what we term 'comadre co-teaching.' This paper demonstrates how co-teaching meets institutionalized expectations for teaching excellence, but most importantly, serves to sustain us as faculty of color and mothers. We present brief narratives of our co-teaching experiences as examples of what it looks and feels like to have support in navigating the chaos of teaching during a pandemic. We also offer lessons learned of what it takes to create and sustain a support network among historically marginalized faculty. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on course design, expectations, grading, and feedback, and (4) technology issues. Also, we reported four agentive responses (1) adopting a positive attitude, (2) reexamining our teaching practices and educational goals, (3) exploring alternative pedagogical approaches, and (4) strategically implementing technology to enhance teaching and learning. These intentional reflections became opportunities for us to revisit our positionality, analyze our teaching experiences, and transform them into tools in supporting students. This study calls for more resources for professional development, as well as further conversations and collaborations among teachers and researchers. [ABSTRACT FROM AUTHOR]

A significant proportion of the teaching and learning in PhD programs is conducted independently by the candidate under the supervision of one or more supervisors. Supervisors and students are usually expected to meet regularly to ensure that students are on track to produce a dissertation as independent researchers. Yet few studies to date examine how teaching and learning within supervision meetings is interactionally achieved. In this paper we use a conversation analysis approach to study how supervisors formulate their student-solicited feedback. Specifically, we show that equivocation in giving feedback serves a pedagogical purpose that balances competition between the institutional goals of teaching with the expectations that PhD students should already be competent researchers. While supervisors provided equivocal feedback in both early and late stages of candidature, we show here how the nature of this feedback changes, showing the sensitivities of supervisors to the developing capacities of their supervisees. [ABSTRACT FROM AUTHOR]

This paper explicates the codes that prescribe and shape the marine engineer student in times of massification and high attrition rates in Danish non-university higher education. In a case study of a Danish school of marine engineering, the Bernsteinian concept of knowledge structures and Legitimation Code Theory support analysing the official curriculum along with teacher and student interviews to determine what is considered knowledge and whose knowledge is deemed important. We find that teachers' pedagogical decisions are embedded in the epistemological and social conventions of their individual educational backgrounds. Their struggles on content and pedagogic approach make it difficult for students to understand what is legitimate knowledge and who can claim to be a legitimate knower. To offer more students epistemic access to non-university academic study and increase student success, the epistemic and evaluative logics of the pedagogic discourses to which students are exposed must be clarified and made explicit. [ABSTRACT FROM AUTHOR]

Roughly speaking, the spectrum of multiplicative functions is the set of all possible mean values. In this paper, we are interested in the spectra of multiplicative functions supported over powerfull numbers. We prove that its real logarithmic spectrum takes values from − 2 / (4 + 2) = − 0.26160... to 1 while it is known that the logarithmic spectrum of real multiplicative functions over all natural numbers takes values from 0 to 1. In the course of this study, we correct and complete the proof of Granville and Soundararajan on the spectrum of all multiplicative functions. • Correct a proof of Granville and Soundararajan on the spectrum of multiplicative functions. • Extend the study of spectrum to multiplicative functions supported over powerfull / squarefull numbers. • The key idea of proof is the construction of accurate auxiliary multiplicative functions to decompose the original ones via Dirichlet convolution. [ABSTRACT FROM AUTHOR]