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Background: Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence-based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. Methods: The Sexual Health Equity Project team used a Community-Based Participatory Research approach to develop a four-module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. Results: The resulting sexual consent intervention, "Ask Me First--Choices," is comprised of four modules covering topics including definition of sexual consent; decision-making strategies and practice; communicating consent and refusal, identifying situations of consent and non-consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. Conclusion: Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence-base of sexuality education for adolescents with intellectual and developmental disabilities.

We propose the 'flow of a proof' as a construct that relates to the balance lecturers achieve in their presentation between the proof as a whole and its different parts, taking into account various aspects (informal, contextual) of proof classroom presentation. We conducted expert interviews in which we presented two different proofs of the same theorem to five experienced tertiary level mathematics lecturers and asked them to reflect on features of these proofs and of proofs in general, and on their considerations and practices when teaching proofs. The lecturers related to a rich collection of proof features and pedagogical considerations. Our findings demonstrate the subjectivity of lecturers' considerations as well as tensions they experience between striving towards mathematical accuracy and adjusting the proof presentation to their students; these tensions influence the flow of the proof, which is an outcome of the choices that the lecturers make. We discuss our findings in light of existing literature about mathematicians' pedagogical considerations and the existence of a shared pedagogical culture.

The authors in this article suggest the use of autoethnographic activities in classrooms to value and honor diversity in schools to promote multicultural education. Students can share their stories and experiences with their own voice. Autoethnography is the qualitative methodology that connects personal experiences to make meaning of social and cultural issues. Through the authors' own accounts of their experience as a student, they share the importance for educators to build relationships with their students. This can be done by demonstrating vulnerability, showing care for the students, and including their stories in the classroom. Suggestions of how autoethnographic activities can be utilized in classrooms are offered.

Purpose: Calculating an organization's carbon footprint is crucial for assessing and implementing emission reductions. Although Finnish higher education institutions (HEIs) aim for carbon neutrality by 2030, limited research exists on plans to reach a similar target in any country. This paper aims to address the shared and individual challenges Finnish HEIs have with carbon footprint calculations, reductions, resources and offsetting. Design/methodology/approach: A survey was targeted to sustainability experts in all 38 HEIs in Finland to identify key patterns and trends in the focus fields of the study. SWOT analysis was used to classify main strengths, opportunities, weaknesses and threats, based on which a series of policy recommendations was drafted. Findings: Finnish HEIs are committed to carbon footprint tracking (97%, annually by 87%). The lack of standardization and the number of external stakeholders complicate accounting indirect emissions, impeding comparability and reliability. Only 39% had set separate emission reduction targets, suggesting a preference for carbon footprint over other environmental impact indicators. Insufficient monetary and human resources emerged in 23% of institutions, especially those smaller in size. Only 52% had clear offsetting plans, with shared concerns over trust and responsibility. Originality/value: By including both research universities and universities of applied sciences, the findings provide an unprecedented outlook into the entire Finnish HEI sector. The policy recommendations guide HEIs both locally and globally on how to improve their transparency and scientific integrity, reflect on core successes and weaknesses and how they complete their objectives of education, research and social impact while promoting stronger sustainability.

Under the noisy-channel framework of language comprehension, comprehenders infer the speaker's intended meaning by integrating the perceived utterance with their knowledge of the language, the world, and the kinds of errors that can occur in communication. Previous research has shown that, when sentences are improbable under the meaning prior (implausible sentences), participants often interpret them nonliterally. The rate of nonliteral interpretation is higher when the errors that could have transformed the intended utterance into the perceived utterance are more likely. However, previous experiments on noisy channel processing mostly relied on implausible sentences, and it is unclear whether participants' nonliteral interpretations were evidence of noisy channel processing or the result of trying to conform to the experimenter's expectations in an experiment with nonsensical sentences. In the current study, we used the unique properties of Russian, an understudied language in the psycholinguistics literature, to test noisy-channel comprehension using only simple plausible sentences. The prior plausibility of sentences was tied only to their word order; subject-verb-object (SVO) sentences were more probable under the structural prior than object-verb-subject (OVS) sentences. In two experiments, we show that participants often interpret OVS sentences nonliterally, and the probability of nonliteral interpretations depended on the Levenshtein distance between the perceived sentence and the (potentially intended) SVO version of the sentence. The results show that the structural prior guides people's final interpretation, independent of the presence of semantic implausibility.

Education about catastrophes often begins with, and at times even focuses on, passing down catastrophe memories. For this education, catastrophe memories that are unique to the survivors must be translated carefully to ensure that they can be understood by successors who may not have experienced a catastrophe themselves. This study elaborates on the structure of the translation of these memories between the survivors and successors. It also focuses on the educational significance of the practical application of such translations. Section 1 describes the purpose of this study while Section 2 examines the reasons for the emphasis on passing down survivors' memories in catastrophe education. Section 3 focuses on telling-listening exchanges while passing down these memories and examines the structure and characteristics of such exchanges. It was identified that it is imperative that these exchanges should communicate the experience that cannot be translated in words or is incommensurable. If both, the survivors and successors, are truthful to the incommensurability, and if they both dare to experience it, they will be able to find the potential and possibilities to transform human lives and societies while weaving together the narratives of catastrophe memories that would be transformed and generated endlessly.

This study examines classroom teachers' third-turn repeats marked with the Japanese epistemic stance marker "ne." The author conducted multimodal conversation analysis on video recordings of English-language classrooms in Japanese secondary schools. The analysis focused on the teachers' gaze direction during their third-turn repeat, which was marked with the epistemic stance marker. "Ne" marks the sharedness of the repeated item between the speaker and the hearer. By treating the repeated item as shared with the recipient and changing the recipient from the student who answered to the other students who did not answer, the teachers treat the repeated item as also having been available to those who did not answer. Teachers are thus including non-respondent students in the knowing party. The author terms such practice as "inclusive third-turn repeat," which teachers canonically deploy as an inclusive practice in classroom interaction. Depicting how this practice establishes a common knowledge status of the students, the study highlights classroom teachers' pieces of work towards the goal of co-production of knowledge.

Background: Motor competence is the ability to perform goal directed human movements in a co-ordinated, accurate and error free manner. The aim of this study was to compare the accuracy of coaches' perceptions of children's motor competence with their actual motor competence. Method: This study examined the motor competence of children with intellectual disabilities (n = 100) and coaches' perceptions of children's motor competence (n = 10). Participants were assessed using TGMD-3. Coaches completed an adapted version of the pictorial scale of Perceived Movement Skill Competence. Results: The predictive power of coaches perceived motor competence versus children's actual motor competence was assessed. Conclusions: This research will provide insight for sports organisations to determine whether coaches can accurately report on the motor competence of children with intellectual disabilities.

What does it mean to teach, live, and imagine one's futures amidst a global pandemic? How to respond to the reality of unequal and overlapping crises, COVID-19 being one of them? Can alternative understandings of time help us create a more just post-pandemic university? Drawing on environmental humanities, disaster and critical time studies, in conversation with qualitative data, this article theorizes a 'pedagogy of scale': a practical and conceptual centering on multiple temporalities and diverse interpretative frames. The analysis argues for the need to attend to overlapping, non-linear, and changeable scales of time, reference, and meaning that students draw on in order to make sense of crises: every crisis, even as unprecedented as COVID-19, is embedded in environmental processes, long-term vulnerabilities and injustices. These overlooked and overlapping scales interweave personal, planetary, and theological notions of time--from ecological deep time to the divine time--meaning, and self. In its focus on asynchronicity, overlap and multiplicity, the analysis extends current theorizations of temporality and crisis in higher education, challenges paradigms of mastery, advocates for epistemic plurality, and embraces decolonial notions of human subjectivity, providing a much-needed critical model for the post-pandemic university.

In this article, we present the evaluation of a kindergarten teachers' professional development programme, 'Upgrading the quality of the pre-school environment' conducted by the participating teacher--thee programme is aimed at the improvement of the quality of Early Childhood Education and Care. The evaluation, which followed a mixed-method design, combining quantitative and qualitative approaches, was based on Guskey's (2002) five levels model. ?he Interconnected Model of Teacher Professional Growth (Clarke, D., & Hollingsworth, H., 2002) was used to study participants' professional growth. Fourteen teachers serving in public Kindergartens in Greece participated in this study (n=14). Findings showed that the overall programme, the acquisition of knowledge and competences and the possibility of their application in the teaching practice were assessed as positive. The significance of a supportive context in the application of new knowledge and practices was also outlined. Moreover, the main correlations between domains of the Interconnected Model of Teacher Professional Growth are presented, which depict the sequences through which the changes in the teachers occurred. Therefore the present research provides valuable information regarding the design of future professional development programmes aiming to improve the quality of the preschool environment.

Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites' approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students' professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students' success in academia and research.

English proficiency assessments have become a necessary metric for filtering and selecting prospective candidates for both academia and industry. With the rise in demand for such assessments, it has become increasingly necessary to have the automated human-interpretable results to prevent inconsistencies and ensure meaningful feedback to the second language learners. Feature-based classical approaches have been more interpretable in understanding what the scoring model learns. Therefore, in this work, we utilize classical machine learning models to formulate a speech scoring task as both a classification and a regression problem, followed by a thorough study to interpret and study the relation between the linguistic cues and the English proficiency level of the speaker. First, we extract linguist features under five categories (fluency, pronunciation, content, grammar and vocabulary, and acoustic) and train models to grade responses. In comparison, we find that the regression-based models perform equivalent to or better than the classification approach. Second, we perform ablation studies to understand the impact of each of the feature and feature categories on the performance of proficiency grading. Further, to understand individual feature contributions, we present the importance of top features on the best performing algorithm for the grading task. Third, we make use of Partial Dependence Plots and Shapley values to explore feature importance and conclude that the best performing trained model learns the underlying rubrics used for grading the dataset used in this study.

One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have the necessary skills to provide more intensive individual support for pupils who need it. Check-in/Check-out (CICO) is a research-based individual support system that is widely used in PBS schools. The Finnish application of CICO includes an individual behavior assessment process for pupils with persistent challenging behaviors. In this article, we examined which pupils in Finnish PBS schools are provided CICO support, and in particular, how many have identified needs for specific pedagogical support or behavior-related disabilities, and whether educators find CICO to be an acceptable way of supporting behavior in an inclusive school setting. CICO support was found to be used the most in the first four grade levels, and support was offered mainly for boys. The number of pupils receiving CICO support in participating schools was much lower than expected, and CICO seemed to be secondary to other pedagogical supports. The social validity of CICO was equally high for all grade levels and pupil groups. The experienced effectiveness was somewhat lower among pupils with a need for pedagogical support in basic academic skills. The results suggest that Finnish schools may have a high threshold for starting structured behavior support despite its high acceptability. Implications for teacher education and the development of the Finnish version of CICO are discussed.

Background: The world experienced challenges due to the COVID-19 pandemic which resulted in school closures across the globe in early 2020. Schools pivoted to remote delivery of learning using a variety of online and offline resources. PE is vital in providing motor development opportunities for children and it is essential to ensure that the provision of quality PE experiences is continued, even in the context of a pandemic. It was in this context that the "PE at Home" lessons were developed. Purpose: This study examined teachers' and parents' experiences of using the "PE at Home" resource and contributes to documenting the PE home-learning experience and can inform how the education system might respond and incorporate remote teaching into the future. Methods: A mixed-methods study utilising online surveys with 29 teachers and 173 parents/guardians and online interviews with five teachers, five parents and seven resource developers was undertaken. Quantitative data were descriptively analysed while qualitative data were analysed using a thematic approach (Braun, V., and V. Clarke. 2006. "Using Thematic Analysis in Psychology." "Qualitative Research in Psychology" 3 (2): 77-101). Findings: The "PE at Home" lessons had excellent viewership with over 27,000 Facebook and 937 website views. Three themes (i) ensuring the 'E' remained in PE; (ii) home-schooling and physical education; (ii) and context and relatability were developed from the data. While some parents demonstrated that their knowledge of PE was that it consisted of physical activity, other parents along with teachers and developers reflected on the educative component of the lessons. The "PE at Home" lessons provided teachers with a resource to share with parents to support parents home-school during COVID-19 school closures. An Irish resource featuring Irish children and aligned with the Irish curriculum was seen as a strength by both parents and teachers. Conclusion: The "PE at Home" lessons address the teaching and learning of PE in multiple contexts, particularly in an online environment, and they can be used in multiple ways to promote learning.

Assessment is an issue that is central to the lives of educators and students alike. At all levels, from programmatic to course-specific, instructors strive to assess in a way that accurately measures achievement or progress relative to one's goals. This paper reports on students' experiences with alternative assessments in our undergraduate mathematics course for non-STEM (Science, Technology, Engineering and Mathematics) majors. The course, Creative Thinking in Mathematics, designed to fulfil the university's general education requirement for mathematics, was recently revised and renamed to highlight the role of creativity in mathematics. In the course, students engage in mathematics using creative approaches and consider how these approaches connect to other disciplines, their career aspirations, and important mathematical discoveries throughout history. This shift in course emphasis necessitated revisions to assessments in ways that mirrored the course's instructional approach. This article describes the alternative assessments, outlines the research study, and reports on the results relative to students' experiences with these assessments, both prior to and during the course, highlighting a need for instructors to reconsider traditional assessments.

This study aims to describe the challenges that faculty faced in the transition to distance education in higher education during the COVID-19 pandemic in spring 2020. The study presents the results from a nationwide questionnaire, answered by 1,963 individuals, concerning the transition among university faculty in Sweden. The results highlight the main obstacles and describe the practices in teaching, supervision, and examination. Educators faced challenges regarding technology, pedagogy, and working conditions. According to them, distance education was lacking in several ways, including best practices for distance education and online teaching and IT support and employer support. Simultaneously, the crisis resulted in a huge leap forward in distance education. Three months after onset, about half of the respondents had tried some new pedagogical ideas and were more positive towards distance education than they were in the past.

Diabetes self-management education through peer support has been beneficial, especially in regions with limited medical resources. Studying the effects of education offered by trained peers of patients will facilitate tailoring the peer-led education programs to the regions' specific needs. Here, we evaluated changes in diabetes-related indicators in Filipino patients who received a peer-led education. We used data on 23 patients (age, 67.83 ± 6.69 years; 82.6% female) who participated in all five surveys performed every 6 months from March 2017 to March 2019. After the second survey until the end of this study, the participants were educated in diabetes self-management by their 13 peers who previously had received the training in diabetes self-management. Participants' knowledge of diabetes and the related 'cause, risk factors, nature of diabetes and complications' subindicator were greater on all surveys after starting the peer-led education compared with those on the second survey (i.e. before starting the education); these values did not differ between the first two surveys. Because increasing patients' knowledge can enhance their ability to self-manage their disease and thus improve their quality of life, strategies to expand patients' knowledge about diabetes should be included when organizing peer-led education in regions with limited medical resources.

Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils' self-regulation capacities and SRE influence in managing learning situations. This study investigated variations in the four sources of SRE and how these variations were related to SRE, reading skills and arithmetic skills. The participants were 1284 pupils in Grades 2 to 5. SRE and the sources of SRE were explored via questionnaires completed by the pupils. Latent profile analysis was used to search for subgroups with similar combinations of sources. Five distinguishable and informative profile groups emerged with differences in SRE levels and basic academic skills. The greatest variations were in mastery experiences and emotional states, which were the most sensitive sources for detecting interindividual differences in the domain of self-regulation. Multiple positive sources contributed to higher SRE, while low exposure to sources was related to both lower SRE and low basic academic skills.

The Math Kangaroo is one of the biggest international mathematics competitions. In Finland, the number of participants has been around 15,000 in recent years. In this research, we considered Finnish fourth to ninth graders' performance in the Math Kangaroo Finland 2011, 2015 and 2019. We investigated the following problems: What kind of homogeneous subgroups contestants form based on their answer choices? Can misconceptions or answering choice strategies explain answer choices that were more popular than the correct answer? The subgroups obtained by LCA were described by contestants' general answering strategies and number of correct answers. We also looked at those wrong answer choices which were more popular than the correct one. It turned out that a strategy called estimation was a possible reason for these. Furthermore, misconceptions were more common among fourth to seventh graders' than older students and they mostly occurred in geometry.

In this article, graduated physics teachers' views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers' views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.

Across the United States, schools are implementing Restorative Practices (RP) in an effort to reduce exclusionary discipline and improve school climate through fostering a relationally driven school community. Emerging research has begun to examine the implementation and efficacy of RP as an alternative to punitive discipline approaches. While most research has focused on middle and secondary school implementation, this mixed method bounded case study adds to the body of knowledge by exploring how an elementary school began RP implementation. The case study specifically describes the RP processes utilized during the first year of RP implementation, structural facilitators, and alignment with Schoolwide Positive Behavior Intervention and Support, Second Step, and Responsive Classroom. Data include 19 interviews with teachers, staff, and parents, as well as analysis of administered staff surveys. Findings indicate staff implemented tier one community building RP circles, integrated RP with other behavioral supports, and that staff buy-in was influenced by strong leadership and ongoing professional development. Additionally, we explore ways in which the school integrated RP practices across all facets of the school community, including within classrooms and during staff and parent teacher organization meetings.

The purpose of this article is to present a design for additive manufacturing assignment focused on creativity rather than functionality and to analyze its results (N = 70) acquired during five years. The assignment teaches the unique advantages of additive manufacturing to engineering students and encourages learning from failure to achieve designs that are possible to manufacture. The students of the course assignment were in their fourth year of studies and pursued master's degrees in mechanical engineering. The article presents the design for additive manufacturing course assignment in enough detail for it to be applied by educators in the sphere of additive manufacturing. The result assessment is performed with a numerical method and a jury method. The statistical significance of the correlation of the numerical approach with the jury approach is evaluated. The study conducts a multi-point creativity assessment on a large sample of parts created by students acquired over five years with the support of 10 jury members. This assessment process gives insight on how creativity in design for additive manufacturing can be quantified and can be readily applied by educators. The data of the jury evaluation are verified with an interrater reliability evaluation. Our results indicate that conducting the course assignment for multiple years increases the quality of the student work. The improvement of the results is theorized to be partly due to students gaining inspiration from an increasing number of high-quality parts from previous years of the assignment. The numerical method of result assessment can be used for evaluation when resources are scarce; however, the jury method should be used if possible.

This study examined the effectiveness of a physical activity (PA) intervention among obese Hispanic children delivered by a free mobile phone game application (app) recommended by a pediatrician. A sample of 40 (age M=10.16[2.01] years) children participated in this pilot study. Pre- and posttest data were collected on participants' PA attitudes, intention, and objectively measured PA. The intervention was a game-based exercise prescription to engage in at least 20 minutes daily for seven days in moderate-to-vigorous PA (MVPA) delivered by their primary care pediatrician. The results showed a statistically significant decrease in sedentary time (SED) (t(26)=3.03, p=0.007, d=0.66) and an increase in moderate PA (MPA) (t(26)=3.19, p=0.005, d=-0.69), vigorous PA (VPA) (t(26)=-5.74, p<0.001, d=-1.25), and MVPA (t(26)=-9.09, p<0.001, d=-1.89). In addition, the study showed increase in PA attitudes (t(26)=-3.63, p<0.001, d=-1.10) and PA intention (t(20)=-3.13, p=0.001, d=-0.94) after the intervention. This study provides evidence that a mobile app gaming-based exercise prescription may help to engage obese Hispanic children in health enhancing PA.

Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class "CE 506-Prestressed Concrete" at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education.

Mathematics and statistics major master graduates of a Finnish university answered a questionnaire about the master thesis process. Their response was analyzed to find connections of the topic and supervisor selection to the factors supporting and preventing the master thesis progress. Certainty of the thesis topic and of selecting a supervisor does not seem to predict smoother thesis progress than uncertainty of the selections. Students who are not very sure but still fairly sure about the both selections provisionally meet more supporting factors and less preventing factors than other students. An interesting observation is that there are factors which support the progress of some students but prevent the progress of some other students. Mathematics teacher specialization students' experiences differ slightly from those of the other specializations students, in particular, their theses are graded lower and they hesitate more the selection of the master thesis supervisor.

The Autism Spectrum Disorders in the European Union (ASDEU) survey investigated local services' use experiences of autistic adults, carers and professionals with interventions for autistic adults. The majority of the 697 participants experienced recommended considerations prior to deciding on intervention and during the intervention plan and implementation. Psychosocial interventions were the most commonly experienced interventions, while pharmacological interventions NOT recommended for core autistic symptoms were reported by fairly large proportions of participants. Family interventions were experienced slightly more commonly by carers than adults or professionals. Less than the 26% of autistic adult responders who had experienced challenging behaviors reported receiving an intervention to change them. These results provide insights for improving gaps in service provision of interventions among autistic adults.

Thinking and writing draw on those who have gone before, in a more than abstract way. In this article, I answer the call of one philosopher--Novalis, the early German Romantic--in the form of a séance, which is really a dialogue with the dead. I speak to him, as a Maori writer, about the abstract philosophical issues that Maori encounter and anticipate his responses and his thinking. I suspect Novalis would have taken delight in this sort of a-rational event, especially with his own tendency to focus on the supernatural and invisible realms. He revered the dead and darkness. He was an interdimensional communicator "par excellence," and my aim in this article is to speculate alongside him and, as a Maori writer, form some productive ideas in community with him.

In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school's least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school's overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.

This study aimed to provide a quantitative synthesis on the effect of the Sport Education Model (SEM) on basic need satisfaction, intrinsic motivation, and prosocial attitudes in physical education (PE). We conducted a systematic review and meta-analysis on experimental studies conducted before August 2020. The initial search yielded 6061 articles, with 25 articles (n = 2937) meeting the inclusion criteria. The articles were analyzed using five separate analyses using two- and three-level random-effects models and Hedges' g effect size. The study showed the SEM to have a positive heterogeneous medium effect on autonomy (g = 0.43; CI 95% [0.12, 0.74]), competence (g = 0.42; CI 95% [0.17, 0.67]) and relatedness (g = 0.57; CI 95% [0.28, 0.85]) need satisfaction, intrinsic motivation (g = 0.63; CI 95% [0.37, 0.89]), and prosocial attitudes (g = 0.46; CI 95% [0.09, 0.83]). All a priori categorical moderators were statistically insignificant. The analyses indicate that the SEM is more need-supportive and promotes intrinsic motivation and prosocial attitudes more compared to the skill-drill, direct, and traditional instructional styles used in PE. However, high-quality experimental and comparative trials testing the efficacy of the SEM on broad outcomes are needed. Specifically, the concept of novelty, potential negative outcomes, and essential behavioral outcomes, such as physical activity, should be included in the future. Further, the fidelity of the interventions should be measured and reported with more transparency and detail.

In Ireland, physical education (PE) in the first three years of second level (12-15 years) is taught within the broader program area of Wellbeing, which necessarily influences the aims and objectives which need to be achieved. Within this context, Y-PATH PE4Me is proposed as an underpinning curriculum model to serve as an appropriate and valuable guide to aid delivery of second-level PE. Y-PATH PE4Me aims to enable every student to lead a sustained physically active life. This proposed curriculum model is facilitated by (i) utilising pedagogical strategies to foster an autonomous motivational climate, and (ii) maintaining a consistent focus on core learning outcomes, which emphasise the development of positive attitudes and motivation towards physical activity, health-related knowledge and awareness, and core movement skills. Y-PATH PE4Me offers a structured model to guide well-aligned pedagogical decisions towards the goals and philosophy of wellbeing-aligned PE.

This paper reports on inservice science teachers' collaborative feedback to each other on videos of their classroom teaching during debrief sessions. We aimed to understand how the teachers' feedback reflected their vision for science education and how they collaboratively identified and discussed the misalignments between their vision and actual classroom practices. Ten videos of debrief sessions involving 17 K-12 science teachers participating in a teacher leadership professional development program were analysed. The feedback captured the teachers' reflections as they collaboratively identified issues that were important to them and attempted to resolve them together. Our initial analysis of the data led us to frame our study within the literature on critical reflection, democratic practices, and student agency in science education. The teachers had a deep awareness of the need for democratic practices and shared power in their classrooms. Their feedback, however, revealed the tensions that arose as they discussed enactments of each of these tenets in the classroom. This study contributes to the literature on feedback given among inservice science teachers and proposes a professional development model that supports teachers' professional learning in a social and democratic setting.

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

Research data management is essential for high-quality reproducible research, yet relatively little is known about how research data management is practiced by graduate students in Civil and Environmental Engineering (CEE). Prior research suggests that faculty in CEE delegate research data management to graduate students, prompting this investigation into how graduate students practice data management. This study uses semi-structured interviews and qualitative content analysis to explore how CEE graduate students work with data and practice data management in their research, as well as what resources and support would meet their needs. Many respondents touched on data collection, data management, disseminating research outputs, and collaboration and learning in their interviews. Several themes emerged from the interviews: data quality as a concern, as many CEE graduate students rely on secondary data for research; a gap between values and enacted practices; a connection between disseminating data and reproducibility; and a reliance on peer and self-directed learning for data management education. Based on these themes, the study recommends strategies for librarians and others on campus to better support CEE graduate student research data practices.

This article presents ideas and narratives of an experiment on the concept of energy developed for an honors seminar on energy and a mechanics course. We argue that energy is an idea best taught in an interdisciplinary manner. While most physics courses explore ideas such as mechanical energy and conservation of energy, it is imperative that a more practical view of energy as fuel be addressed since this has particular relevance to our students' future. We believe energy cannot be discussed without talking about entropy and that a proper introduction to energy can only be made by simultaneously discussing the idea of entropy. In this article, we present one lab activity related to carbon emissions from bicycling, designed to help elucidate this idea through the use of conceptual metaphors and embodied learning. The learning goals of the activity were to encourage students to understand that energy and entropy are intricately related and to have students gain a deeper understanding of the concepts by considering and discussing ways in which they apply to different contexts. We discuss the rationale, implementation, and outcomes of the activity.

This qualitative study includes nine semi-structured interviews with cybersecurity experts from different security-related organizations who are familiar with cybersecurity exercises. Its contribution to cybersecurity workforce development focuses on organizational learning rather than individual skills development and relevant competencies. It was found that the utilization of thematic analysis methods develop individual readiness and expertise. It also enhances the maturity of an organization's processes, roles, communication, and exercise capabilities. Moreover, the exercises increase social trust between individuals and organizations through business-to-business cooperation. However, there were several barriers and challenges in utilizing learned skills and competencies within an organization, including a need to increase the capacity of staff members who participate in the exercise.

This article reports on the early stages of a community-based participatory action research project aimed at understanding how medical, educational and social service providers in our community partner with refugee families whose children have special health care needs, what challenges they face, and how we might collaboratively address identified needs through forming a community of practice and collaboratively conducting action research. In this manuscript, we detail the methods used to gather interdisciplinary professionals from our community in focus groups centered on how participants collaborated and supported refugee families of children with special health care needs and how we could join together to engage in action research to benefit their work. Findings reveal strengths, barriers, and needs related to interdisciplinary collaboration and ideas for community-engaged action research projects on which the community of practice could focus moving forward. An implication of this study is the importance of participatory processes for initiating action research projects within the community. We also offer guidance around potential areas for improved practice across school, medical and community settings when serving refugee families whose children have special health care needs.

During teacher-centred classroom interaction, teachers often fail to solicit volunteer turn-takers. Even if students display their unwillingness to take a turn at the moment, teachers sometimes have no choice but to allocate them the turn, to move forward with the ongoing pedagogical activity. In such a moment, there can be a conflict between the students' autonomy in securing private time and the teacher's authority in forcing them to participate in the central activity. Paying special attention to such sensitive moments, this study explores how the teacher deals with them. The data for this study came from video recordings of English language classrooms in secondary education settings in Japan. Multimodal conversation analysis revealed that the teachers' particular embodied practice involves directing the gaze not towards the students but the notebook in their hands prior to turn allocation to a student. The teachers implemented this embodied practice in a sequentially recognisable manner. This practice allowed the teachers to mitigate their act of violating the classroom's social norm of 'allocating a turn to a willing speaker'. Based on the findings, this study discusses the classroom teacher's authority within the context of social relations with the students.

Editors of academic journals play a key part in the production of knowledge and the continuation of scholarly conversations about practical and intellectual issues of the day. While peer review, an essential part of journal processes, has received considerable attention in the scholarly and the popular press, much of it critical, the role of the chief editor remains rather shadowy and underexplored. Qualitative, semi-structured interviews with 11 editors of academic journals in the field of higher education probed for editors' thoughts about their work. The editors, located in seven countries, described dual roles as gatekeepers -- keeping up standards in the field -- and academic developers -- supporting and encouraging novice and other potential authors. They searched for balance between these often contradictory expectations amidst complexities and challenges of contemporary academia.

This case study describes the experiences and perceptions of school staff and students participating in restorative practices (RP) community building circles during the first year of school-wide RP implementation. Data sources include (a) beginning- and end-of-year surveys of school staff perspectives and experiences with implementing RP, (b) semistructured interviews conducted with 17 school staff, and (c) surveys of third- to fifth-grade (N = 107) students regarding their experiences participating in RP classroom circles. Across all data sources, the connection between community building circles and social-emotional learning (SEL) was evident and well articulated. Additionally, students and staff highlighted challenges in circle participation, equitable circle accessibility for all students, and tensions between RP and school discipline. The promise of RP to support SEL curriculum may only be realized if RP implementation is designed as a school-wide system to promote social development for both students and the adults who serve them.

Although the methods for medical education continue to evolve due to the development of medicines, the cadaver dissection course still plays a fundamental role. The cadaver dissection course allows students to learn to handle instruments correctly while actively exploring three-dimensional anatomy. However, dissection comes with the risk of accidental injury. In recent years, the number of classes offered for the cadaver dissection course has decreased while the amount of knowledge required in clinical medicine has increased. Simulation-based education (SBE) has been proven to be an effective educational method that enhances the development of practical skills by integrating learners' knowledge and skills. This study aimed to investigate the effect of SBE as a preparatory education course when taken prior to a medical student's enrollment in the cadaver dissection course. In the present study, an SBE assuming practical cadaver dissection course was performed in the Clinical Simulation Center. The frequency of injury rates per 1000 h of cadaver dissection course was significantly less in 2017 and 2018 compared to that in 2016. Two years after the implementation of the SBE, average student self-efficacy scores and written examination scores significantly increased, whereas self-contentment scores were relatively unchanged. The results showed that the implementation of SBE decreased the incidence of injuries and improved students' overall self-efficacy scores and increased acquisition of knowledge evident on written examination score. Therefore, SBE as a preparatory education course may effectively promote the combined development of dissection skills and anatomical knowledge in the subsequent fundamental cadaver dissection course.

This article will help youth coaches utilize theory-driven motivational strategies to benefit their athletes and themselves. Researchers and coach educators can also use the stories as educational intervention tools to teach coaches about motivational theories.

Research providing an evidence-base for autistic adult services is sparse. The Autism Spectrum Disorders in the European Union (ASDEU) network implemented an on-line survey to determine gaps in autistic adult diagnostic evaluation and post-diagnostic support services. More than 55% in all groups experienced most of the recommended features for diagnostic evaluation for autistic adults. In contrast, < 2% of adults or carers, and < 21% of professionals experienced each of the recommended features for post-diagnostic support. In contrast to 61% of professionals, only about 30% of autistic adults and carers had knowledge of good local services models for autism diagnosis in adulthood. There are major differences between good practice guidelines for diagnostic and post-diagnostic care for autistic adults, and what is actually experienced by services users and professionals.

This study examines the transformative experiences of a group of academic coaches who participated in the Target New Transitions (TNT) program during the 2014-2015 academic year. The TNT program trains undergraduate students, through professional development workshops and reflective exercises, to serve as year-round academic coaches for first-year students in Chicago's most impoverished high school districts. Semistructured interviews were conducted with 20 academic coaches in order to understand the transformative nature of the program in relation to social justice learning, translatable skills and values, and career development. Findings demonstrate that significant learning occurred in relation to coaches' awareness of social justice issues, including issues of power, privilege, and systemic causes of inequality; that learning was translatable to other academic and nonacademic settings; and that many students developed greater commitments to public service careers. Implications are also presented for colleges interested in further anchoring their institutional commitments within their local communities.

This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes emerged in the data: how science teacher leaders see personal/organizational change as a process; the importance of differentiated mentoring and support; the fellows' acceptance of roadblocks as part of the growth process; and finally, the value of reflection as a means to sustain leadership efforts beyond the fellowship. We explore the implications for professional development programs in districts, and in particular, those that address the need to cultivate teacher leadership.

This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year to teach secondary schools. This brought a doubt on the teaching approach used by science and mathematics tutors in teachers' colleges to prepare science and mathematics teachers during training. The researcher conducted the study to see if the Science Processes Skills (SPS) are well applied during training of the prospective science and mathematics teachers.The study employed qualitative approach with a case study design. Key informant interview and focus group discussion were the main methods of data collection whereby 32 respondents were purposively involved in data collection. Content analysis was used to analyze data thematically. The study found that the science and mathematics teachers during training were not prepared by using scientific approach which was science process skills such as problem and inquiry. Other methods contrary to science process skills and competence based curriculum were used such as lecture method and rare question and answers.

Where has all the hilarity gone -- and, with it, the ethics of the dark? In this article, I engage with our metaphysical entities of darkness (in Maori, Te Po) and nothingness (Te Kore). Undermining and re-declaring (only to un-declare once again) are more than just pleasurable exercise for my own indigenous group -- Maori; they are ethical necessities that keep one's certainties in check. Whether it is agreeable or uncomfortable, this acknowledgement of those first beings is necessary if we are to avoid taking ourselves too seriously. I then consider one controversial statement about trauma and lend my perverse, indigenous sense to it, reinterpret it and recalibrate it in light of our inherent fallibility as human citizens who are always destabilised by our own metaphysical entities. This drive to undercut ourselves by making our statements contingent on other things, I shall argue, is an ethical one.