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This paper opens with a family anecdote in which my future mother in-law, when asked what wise advice she would offer undergraduate university students, replied, "I would tell them it's not going to be okay." Can we learn to keep engaging with the world despite its inevitable disappointments? I propose that Stoic philosophy, by "orienting" our "attention" and "courage," can help us navigate the troubled post-COVID world we share. To help make this more concrete, I describe a critical moment I observed in which a maskless shopper insulted fellow patrons in a grocery store for wearing a mask. I then develop the Stoic themes of acknowledgement (a commitment to the facts) and affinity (reaching out to others to build community). In the conclusion I return to the "maskless shopper" incident to consider how my two Stoic themes might help open a dialogue with this person. After discussing the limitations to such an undertaking, given the surge in populism over the last decade, I conclude with the appropriately tough-minded Stoic proposition that despite the obstacles, we must keep trying.

The mathematics of budgeting and space can lead to a justice-oriented experience for elementary students as they design a proposal for an inclusive playground. The authors' work focused on creating the space for elementary children to see the interconnectedness between mathematics and a community social injustice, lack of inclusive playground access, through community-based mathematical modeling (CBMM). This article highlights how third- and fourth-grade teachers, a math coach, and a university professor (also authors of this paper) collaboratively and thoughtfully engaged in the CBMM cycle.

Theory is an important element of literacy research. Research designs are informed by theories that explain what literacy is, how it develops, and how it should be taught and evaluated. Sociocultural theories emphasize the socially situated nature of literacies engagement and practices, whereas cognitive theories emphasize the underlying skills and processes used when reading and writing print. Research designs oriented in one of these theories are common in literacy research. Whilst some researchers have identified ways to unify across literacy theories, there is little ongoing dialogue about the ways in which a socio-cognitive orientation can contribute to literacy research. This paper discusses a student case study from a research project that gathered and analyzed data on literacy difficulties in Victoria, Australia, using both sociocultural and cognitive understandings of literacy. It uses findings from this case to explore the utility of a socio-cognitive theoretical perspective when engaging in print literacy research, proposing that it helps to identify students' loci of print literacy difficulties, recognize factors enabling and constraining literacy development, and pinpoint pedagogical elements that may require adaptation. This paper outlines broader possibilities and challenges with taking a bi-focal stance in literacy studies and invites others working across literacy paradigms to connect and share their work.

This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the "dynamics" that support inclusive modes of education and the "dimensions" of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology.

This study aims to reveal the relationship between primary school students' perceptions of self-learning and decision-making skills and whether gender, the education level of parents, and the number of siblings cause a difference. Within the framework of the stated purposes, the correlational survey model, which is among the quantitative research approaches, was used as a method in the research. The population consists of public primary schools' students studying in the city centre of Diyarbakir in the 2021-2022 academic year. The sample consists of 420 students determined by the "Simple Random Sampling" method, which is one of the probability sampling types, among the participants in the population. Descriptive and inferential statistical methods were employed to analyse the data. In the study, it was determined that there was a moderate, positive, and significant relationship between primary school students' self-learning and decision-making skills. In the study, it was determined that the self-learning skills of primary school students differed significantly according to gender and the number of siblings, but did not differ significantly according to the education level of their parents. In addition, the decision-making skills of primary school students were found to differ significantly according to gender and did not differ significantly according to the education level of their parents and the number of siblings. [This work oral presented with abstract paper in the 6th international Eurasian Conference on Sport, Education and Society was held between the dates 24-26 October 2022, in Diyarbakir, TURKEY.]

This paper examines responses to questions about job satisfaction and inclusion from professionals in the information technology field. Responses from over 10,000 professionals were analyzed to determine if there were differences in response to these questions based on gender of respondent. This information, along with previous research on inclusion of women in higher education and industry, are discussed to determine similarities with previous research. Results from the study are used to suggest ways that educators can use the responses to improve recruitment and retention of females in technology majors and minors.

This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire's critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens.

Based on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act 'as if we were not friends', this article seeks to ponder the types of knowledge produced and raises issues related to the researcher's positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher's subjectivity is resolutely transformed.

This paper reports on research undertaken in two fully online, asynchronous university courses. Representing two masters' programs, one led to a degree in reading as a reading specialist, and the other, to a degree in special education as an educational diagnostician. This investigation explored how writing conferences helped graduate students to better communicate within their new professions. This comparative case study, framed by social presence theory, was conducted across one semester. The findings of this study point to three themes, (1) Components of the Online Learning Environment, (2) Metacognitive Thinking, and (3) Building Professional Identity. The three themes provide glimpses into graduate students' perceptions of synchronous writing conferences. The purpose of these conferences was to provide graduate students with the tools and support needed to encourage professional writing for their soon-to-be careers.

This paper aims to offer a new perspective on role modelling by examining adolescents' own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents' own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students' personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students' role models, teachers can facilitate the moral self-cultivation of adolescents.

Improving the transition and reentry success of youth involved in the juvenile justice system requires comprehensive career development that offers access and exposure to real-world careers, builds self-efficacy, and provides instruction in skills and competencies aligned with labor market needs. This paper describes a STEM (science, technology, engineering, math) specific model of career development that uses the tenants of Social Cognitive Career Theory (SCCT) to enhance STEM self-efficacy, career goals, and outcome expectations for justice-involved learners. Using design-based research (DBR), the curriculum was developed to provide instruction and virtual STEM career exploration and employment activities in a tablet-based Universal Design for Learning (UDL) framework. Examples of student work are provided alongside teacher and researcher interpretations of student learning and visible SCCT constructs. Implications for practitioners to enhance the career readiness and employment success of justice-involved learners are offered.

This paper describes the process of developing classroom culture that promotes reciprocal intercultural encountering in the primary school. Storycrafting, an oral storytelling method used for democratic encounters between participants, was used to connect classes in Scotland, Finland and Belgium over three cycles of design-based research. Abductive analysis produced a theoretical framework of seven key dimensions that influence the learning space for reciprocal encounters: power, knowledge, relatedness, purpose, structure, continuity and meaningfulness. These dimensions were used to identify four kinds of learning spaces that occurred during the implementation of the story exchange: the ambivalent space, the space of information, the transitional space and the space of reciprocal encountering. The intervention created a platform for children's encounters that reinforced mutuality and reciprocal interactions rather than Othering the exchange partners.

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.

The successful completion of a module measures student performance at tertiary institutions through ascertaining predetermined pass percentages. The lack of conceptualization of content by a student, may affect the students' academic achievement. This paper aimed to investigate students' perceptions on the factors that may impact Cost Accounting students' performance and determine if these factors have a significant association with a student's performance. The independent variables identified were attendance, age, gender, grade 12 results and language, whilst the dependent variable was academic performance in the Cost Accounting module. Using a sample of 180students registered for Cost Accounting II in their second year of study, the data collected from the questionnaires were analyzed with descriptive and inferential statistics. The study found that student attendance has a positive impact on student performance in the module. The findings of this study may be useful to higher education institutions and academics as it highlights the factors that influence students' academic achievement.

Purpose: The paper aims to clarify the relationship between perceived contextual issues and the self-efficacy beliefs of the employees with e-learning engagement for their competency development. It proposes a model for the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues. Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute the impact of the negative contextual issues which were not addressed through similar research. Design/methodology/approach: The paper focuses on an exploratory study using a deductive approach grounded on self-efficacy -- one of the main dimensions of Bandura's social cognitive theory. It adopted a mixed methodology, and primary data were collected through an online survey (792 responses analyzed through Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through thematic analysis). The population comprises employees of private commercial banks who have recently introduced e-learning. Findings: The paper provides empirical insights into the contextual issues influencing e-learning and how self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related to technological, organizational, personal and time-intensive factors influence e-learning engagement. The strengthening of self-efficacy beliefs (learners' enthusiasm and gaining) can be utilized to manage personal and time-intensive factors. However, technological and organizational factors cannot be managed through a similar approach as they did not report a significant relationship with self-efficacy. Originality/value: This paper fulfills an identified need to study how e-learning can be utilized as an effective competency development tool in the banking sector.

Purpose: This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis. Design/methodology/approach: This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants' narratives. Findings: The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years. Originality/value: This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.

A vast existing literature in educational research has been explored on Social Cognitive Theory (SCT) with the focus on addressing self-efficacy, self-regulation and social interactions in learning. This theory is used as a framework to predict behaviours and interventions. However, researchers have managed to comprehend and adopt the theory comprehensively with regards to all the factors involved specifically in the domain of pedagogical potentials in education and metaphysics. Thus, this paper has two-fold purposes. Firstly, this paper seeks to revisit the SCT from Islamic perspectives. Secondly, it attempts to propose a new pedagogical framework adapted from both theories for enhancing classroom teaching and learning. For this, the theoretical approach of Abdullah Nashih Ulwan has been compared and contrasted with an analytical approach by framing the references of the theory and the domain in education and well-being. Based on the analytic summary, this research has adopted comparative holistic visual representation by analyzing the SCT and Islamic perspectives. In consequence, a proposed learning model is given for a comprehensive view from both perspectives. The findings will advocate teachers and researchers when dealing with holistic human behaviour and personality development.

The purpose of this correlational study was to examine the relationship between academic motivation and social-emotional competency of student-athletes in terms of gender, grade, and active participation in sports. The study group consisted of 200 volunteer student-athletes studying at a sports high school. The Academic Motivation Scale and the Delaware Social-Emotional Competency Scale were used. According to the results, there was a significant difference between the mean scores related to the sub-dimensions of "Intrinsic motivation (IM)-to accomplish, Extrinsic motivation (EM)-introjected regulation, and amotivation" according to the variable of doing active sports, and "self-awareness, social-awareness, and EM-identified regulation" according to gender variable by independent sample t-test. The one-way ANOVA analysis results showed that there was a significant difference between the mean scores of "self-awareness, social-awareness, and IM-to know" sub-dimensions according to the variable of grade. The Pearson Moments Multiplication Correlation test showed that there was a negative relationship between the sub-dimensions self-awareness and social-awareness via EM-identified regulation. This study showed a low negative correlation between academic motivation and social-emotional competency in student-athletes. Significant differences were found between various sub-dimensions according to the variables of gender, grade, and active participation in sports. [This paper was presented at the 13th FIEP European - 29th FIEP World Congress in Istanbul in September, 2018.]

The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here, Henry inquires into the pedagogical commitments necessary for dissent as a mode of bridge-building to occur. These commitments are (1) an orientation toward remembrance, understood less in terms of a commonality of religious identity and more in terms of a "structural condition of the present"; and (2) an embodied attention to the proximity of the other. The paper concludes with some thoughts on the nature of the pedagogical content that could be helpful in enacting these commitments. Henry suggests that pedagogies of dissent require theological content that (1) reworks past traditions, without justifying or downplaying their shortcomings; and (2) is explicit in its rejection of heteronormativity through a sensitivity to the lived experiences of LGBTQ people.

While technology advancement and scientific innovation have created new topics and fields of inquiry in STEM education, external content experts such as university scientists/researchers have been increasingly involved to enhance K-12 teachers' disciplinary understandings and professional development (PD). However, few studies have scrutinized scientist-facilitated PD programs regarding teacher epistemology, about "how" and "in what ways" the programs impact teachers' epistemological understandings of disciplinary knowledge. To address the gap, this paper investigates the process by which teachers construct epistemological understandings and teaching practices in interacting with scientists. Informed by theories of epistemic cognition and social cognition, we conducted an interactional ethnography in a school-university partnered PD program with six primary teachers. Based on participant observation, teacher interviews, and classroom videos and artifacts, we identified three patterns of teacher-scientist negotiation: reciprocal negotiation of knowledge presentation, observation and interpretation of scientist practices, and inconsistency in knowledge translation. The teachers' professional responsibility and knowledge served as a critical filter in their decisions of selecting, interpreting, and rejecting scientist inputs, leading to respective epistemological stances and pedagogical actions. The research uncovers the situated and multifaceted negotiation of teacher epistemology and offers implications for researching and supporting their epistemological development.

Introduction: This paper concerns the ontological position of library and informations science in the networked society. The aim of the study is to understand library use and library functions in the age of Internet and artificial intelligent programmed search engines. Theoretical approach: The approach discusses so called sociocognitive tools in knowledge sharing and creation by the way social processes are described in Luhmann's systems theory. The capacity in these tools is mainly discussed by using the extended mind theory from cognitive science and theories of distributed and situated learning, which show how tools extend human capacity. The importance of tools as part of human development is also discussed by using theories of cultural evolution. Discussion and conclusions: Artificial intelligence tools in a distributed design have a capacity to independently be a part in social knowledge processes, because these programs are good at finding patterns. In this way they extend the human mind to such an extent that library and information science needs to rework its positions on topics such as relevance and meaning seeking. Practical implications are that libraries need to go back to its roots in the way libraries worked in the era before the information explosion. It was a period when more emphasis was on making the library itself capable to expose a lot of possibilities in the literature through knowledge organisation, and not so much on the librarian as a guide to information searching. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

In recent years, educational practitioners have become more aware of the importance of cultivating students' social and emotional skills, in order to facilitate adaptation beyond academic contexts. Emotional intelligence (EI), the ability to regulate one's own and others' emotions appropriately, has often been targeted in educational interventions. Previous studies suggest that EI promotes various positive social outcomes such as social support, prosocial behaviour, and subjective well-being. However, a growing body of research has also shown that EI may sometimes lead to antisocial behaviours such as indirect aggression and support for others' retaliation, but this "darker side" of EI tends to be overlooked. We argue that emotional intelligence without empathy can bring about manipulative or aggressive behaviour, and highlight the need to explore further how EI interacts with other personality traits in determining different social outcomes. This review addresses both the "bright" and the "dark" side of EI, aiming to offer a comprehensive, balanced perspective on its adaptive functions. Based on Reinforcement Sensitivity Theory (RST), our paper proposes that there might be a common mechanism by which EI links to both prosociality and aggression. Our analysis leads to the conclusion that researchers need to elaborate on the motivational mechanism underlying the behaviours of emotionally intelligent individuals, while teachers would be well-advised to pay attention to the motivations that support students' socially adaptive behaviours.

Drawing upon the social network theory and social cognitive theory, this research proposes a model that assesses team performance from the mediating aspect of knowledge application, which represents a team's learning process whereby an effective retrieval mechanism enables the team to access knowledge. In the model, team performance relates to three knowledge facilitators (i.e., team learning orientation, cluster resources availability, and cluster social relationship) via the mediation of knowledge application. The model also takes collective learning efficacy as a moderator. The research hypotheses of this study are tested using data of work teams from a large high-tech industry zone in Taiwan. Finally, this paper presents managerial implications and research limitations based on the empirical results.

This paper analyzes the effects of entrepreneurship education and entrepreneurial passion on entrepreneurial intention in Morocco. The developed model suggests that entrepreneurship intention depends on two variables, entrepreneurship education and entrepreneurial passion, mediated by entrepreneurial self-efficacy. We use structural equation modeling to test the proposed model, based on a sample of 148 scientific and technical students from the Higher School of Technology, Khenifra, Morocco. The results demonstrate that entrepreneurial passion has a strong positive relationship on entrepreneurial intention, even when entrepreneurial self-efficacy is introduced as a mediator. Further, the relationship between entrepreneurship education and entrepreneurial intention is fully mediated by entrepreneurial self-efficacy. The findings confirm that entrepreneurial self-efficacy is a central psychological mechanism that can convert entrepreneurship education into entrepreneurial intention. Therefore, individuals need to feel more self-efficacious in order to choose an entrepreneurial career, and entrepreneurship education should orient students towards an area in which they feel truly passionate.

Contemporarily, universities are perceived as neoliberal entities, self-absorbed, driven by corporate interests, markets and economic goals, rather than perceived as providing a public good, concerned for the wider world (del Cerro Santamaria in "Review of European Studies," 12(1), 22-38, 2020). This perception of universities as individualised communities rather than collective communities (Rousseau in "Social Currents," 7(5), 395-401, 2020) accentuates the responsibilisation of individuals who are viewed as responsible for solving their own problems (Martinez and Garcia in "What is neoliberalism," 2000), including ensuring their own safety (Garland in "The British Journal of Criminology," 36(4), 445-471, 1996). Set against this social-political backdrop, this paper, using data from an online survey about students' perceptions of on-campus safety at a university in the north of England, shows how some students, particularly women students, view others as dangerous, rather than view them as vulnerable groups who are residing on the margins of an inequitable society. The porous borders of the university campuses amplify some students' perceptions of dangerous others and students' suggestions for campus security to keep out such others arguably serve to aggravate rather than relieve their perceptions of unsafety. Yet the porous borders of the campuses should be seen as advantageous because an ecological university can connect its students to the wider world to help facilitate care for the other (Barnett in "The ecological university," 2018). In doing so, this may enhance students' own sense of well-being and safety in the urban environment. This is a timely argument amidst a global pandemic, where the university restricts access to unauthorised others and, in doing so, facilitates the makings of an exclusive community.

Numerous preservice primary school teachers begin their training with a negative attitude towards mathematics: this phenomenon can have important consequences for their training path and for their future teaching. How teachers' training programs could affect preservice teachers' attitudes is one of the main issues in research on future teachers in the field of mathematics education. However, longitudinal studies developed during specific teacher development programs are still rare in the research field of teacher development. In this frame, this paper reports on the results of a longitudinal 2-year study carried out within the initial training of 35 preservice primary school teachers. According to the three-dimensional model of attitude towards mathematics, we developed the analysis of future teachers' emotional disposition towards mathematics, vision of mathematics, and perceived competence in mathematics, at the beginning of the training path and after 2 years. We found two main results on two different levels. First, a positive change in future teachers' attitude towards mathematics, generalized over all the three dimensions, occurred during the training period, and this result opens the issue of the relationship between formative choices and change in attitude. Second, our data confirm the strong relationship between the three dimensions of attitudes: every change in one dimension affects the other two dimensions.