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The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

The article discusses the navigating manuscript rejection. Topics include the study demonstrating how common manuscript rejection is among faculty of all academic ranks in hopes to normalize rejection and open conversations about rejection in mentorship; approach, innovations related to the study design, and reason for the rejection of the study to quantify on the fate of manuscripts.

This article discusses the use of policy documents, faculty opinions, and Mendeley counts in assessing the quality of research articles in the field of anaesthesia and pain medicine. The study found that policy documents and faculty opinions, which are included in the Altmetric Attention Score (AAS) algorithm, rarely cite or recommend articles, and do not correlate with the Altmetric Impact Factor (AIF). However, there was a strong correlation between AIF and readership counts from Mendeley. The authors conclude that policy documents and faculty opinions are not reliable indicators of academic quality, while Mendeley readership counts may be more useful. [Extracted from the article]

Purpose: The Dutch Nursing Science Faculties developed the Leadership Mentoring in Nursing Research program, which aims to increase the cadre of nurse scientists, strengthen nursing research within universities, and improve the career development of postdoctoral nurses. The purpose of this article was to describe the development of the leadership and mentoring program to foster its replication and to present a formative program evaluation. Design: The leadership mentoring program was developed using a three‐step procedure: a systematic review of the literature on successful leadership programs was conducted; theoretical underpinnings were identified and input; and feedback was solicited from national and international experts and changes made, resulting in the final program, which was executed from February 2016‐2018. Findings: A 2‐year leadership and mentoring program for postdoctoral nurses working in research was developed and executed. Ten fellows completed the program and worked on their leadership development, developed their own research programs, and established research collaborations. Formative evaluations showed that the fellows highly valued the program sessions. We have learned several key lessons on how to structure, implement, and evaluate the leadership and mentoring program. Conclusions: Through the leadership and mentoring program, the fellows are immersed in concerted leadership development focusing on the academic leadership role. Formative evaluations showed that the program was valued by the fellows and that several key lessons were learned. Clinical Relevance: Through the leadership and mentoring program, 10 postdoctoral nurses strengthened their leadership in research and will further develop their role in healthcare research, clinical practice, and education. [ABSTRACT FROM AUTHOR]

Project Based Learning (PBL) is a concept adopted in higher education that is focused on the mode of learning by implementing projects using the concepts studied during a course. This model is now extended even to middle schools. This paper is a case study on the implementation of PBL in the engineering course. PBL implementation has several issues to be considered before offering it to the students. The issues are more related to the faculty and the institution. A survey was carried out among the students and faculty to know the effectiveness of PBL implementation. A set of questions were asked to the students to know the technical and non-technical advantages and limitations of the PBL. Descriptive questions are used to know the general opinion of the students and faculty about PBL. Various observations are made based on the outcome of the survey. As the overall outcome of the survey, the faculty and students are of the opinion that the PBL will enhance the learning outcome of the course, provided sufficient time and resources are available to implement the project and the faculty can guide the students with regular monitoring of the project's progress. Faculty competency in handling the concepts practically, and availability of time and resources are of concern. Both faculty and students felt that PBL must be practiced in the engineering curriculum to enhance the skills of the student. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

The education industry was completely transformed by the advent of the COVID-19 pandemic. The industry has upscaled itself to cater to millions of consumers. The purpose of this paper is to understand the attitudinal, awareness, and perceptional issues in virtual and offline learning, especially during the pandemic, as well as to study the academic industry in total and adopt a combined approach. The use of technology and the increased use of the Internet in the last few years have made various new interventions in the industry. This paper also highlights the alteration and dissimilarities between modern education and the traditional mode of education. This study was undertaken to understand which mode of education is more preferred by the students, through the use of primary data and secondary data. One of the findings is: a majority of the people in this research are conscious about virtual education, but prefer the offline mode of education. This paper has also tried to categorise the trials faced by the stakeholders of the industry, in terms of the attitude of the faculty as well as the students, awareness regarding the technological advancements, and perceptions regarding the same. The researchers conclude that all the stakeholders have to bring about huge changes in their skills and attitude to make blended learning a reality. [ABSTRACT FROM AUTHOR]

This paper analyzes the process of creating the assessment instruments for the Final Year Project (FYP) by education faculty based on the opinions of the lecturers. Qualitative methodology was used, with a case study design and the in-depth interview as a data collection technique. Four lecturers participated as relevant informants. The results show that: (a) the faculty decided to create the instruments due to the lack of clear assessment criteria among the lecturers in the first years (2009-2015); (b) work was carried out on three assessment instruments over two years (2015-2017): a tutor's report (without grade), a document rubric (80% of the mark), and an oral presentation rubric (20% of the mark). It is concluded that the assessment instruments were created through the necessity of the faculty to achieve a more objective and effective FYP assessment. The creation of the instruments followed some steps to encompass the degree competencies and the objectives, types, and criteria of the FYP. The paper presents the process of creating assessment instruments and the advantages of their use, specifically the treatment of rubrics as the main assessment instrument. It seems necessary to carry out further research on assessment instruments for dissertations and theses, given their proven relevance. [ABSTRACT FROM AUTHOR]

In recent years, with the acceleration of urbanization and the implementation of compulsory education, the pressure on students' study and life has increased, and the phenomenon of psychological and behavioral problems has become increasingly prominent. Therefore, the school has regarded students' mental health education as the top priority in teaching work. Effective expression classification can assist psychology researchers to study psychology and other disciplines and analyze children's psychological activities and mental states by classifying expressions, thereby reducing the occurrence of psychological behavior problems. Most of the current mainstream methods focus on the exploration of text explicit features and the optimization of representation models, and few works pay attention to deeper language expressions. Metaphors, as language expressions often used in daily life, are closely related to an individual's emotion, cognition, and psychological state. This paper studies children's smiling face recognition based on deep neural network. In order to obtain a better identification effect of mental health problems of children, this paper attempts to use multisource data, including consumption data, access control data, network logs, and grade data, and proposes a multisource data-based mental health problem identification algorithm. The main research focus is feature extraction, trying to use one-dimensional convolutional neural network (1D-CNN) to mine students' online patterns from online behavior sequences, calculate abnormal scores based on students' consumption data in the cafeteria, and describe the dietary differences among students. At the same time, this paper uses the students' psychological state data provided by the psychological center as a label to improve the deficiencies caused by the questionnaire. This paper uses the training set to train five common classification algorithms, evaluates them through the validation set, and selects the best classifier as our algorithm and uses it to identify students with mental health problems in the test set. The experimental results show that precision reaches 0.68, recall reaches 0.56, and F 1 -measure reaches 0.67. [ABSTRACT FROM AUTHOR]

Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings. Lay Description: What is currently known about this topic?: AI has the potential to enhance various aspects of teaching, including classroom management and personalizing teaching methods.Incorporating AI into education has garnered significant interest due to its perceived benefits in improving learning outcomes. What does this paper add?: This paper provides a comprehensive investigation into the effects of AI adoption in teacher education, highlighting both the opportunities and challenges associated with its implementation.It offers insights into how AI can influence different dimensions of teaching, such as classroom management, learning environment inclusivity, and teacher‐student relationships. Implications for practice/or policy: The findings of this study underscore the importance of integrating AI into teacher education programs to leverage its potential benefits in enhancing teaching practices.Policymakers and educators should consider the implications of AI adoption in education and develop strategies to address challenges while maximizing the advantages of AI technologies in teaching and learning. [ABSTRACT FROM AUTHOR]

In contemporary discourse, sexuality is being presented as something fluid, with research persisting in framing sexuality as negotiable to some extent. This way of examining sexuality is problematic because as one discovers how identity changes, a certain terminology, such as 'trend' or 'phase' becomes prominent giving the illusion Lesbian Gay Bisexual Trans + (LGBT+) pupils with Special Educational Needs and Disabilities (SEND) are easily influenced and too immature to form LGBT+ identities because of their SEND. Educators viewing sexuality and gender identity as a phase/trend can result in providing limited support due to the misconception that information about LGBT+ concepts is unimportant for pupils with SEND or that one can simply stop being LGBT+. This paper discusses Special Educational Needs (SEN) teachers' views involving their pupils' ways of exploring their LGBT+ identities and examines how this links to the misconception of their sexuality and gender as a phase/a trend due to their SEND. The paper is framed by intersectionality which allows for a detailed analysis of how identities interact when used as an analytic tool. The paper calls for more nuanced thinking of sexuality and gender in the lives of LGBT+ pupils with SEND, which will help to decrease inequality. [ABSTRACT FROM AUTHOR]

This paper presents an in-depth study and analysis of the relevance of early childhood education to occupational psychotherapy using a virtual-assisted affective interaction approach. Starting from the educational theory of interactive cognitive psychology, the theoretical basis for parent-child picture book education for interactive learning is explored, as well as the theoretical development after the introduction of AR technology. Firstly, the analysis of young children's emotions involves massive image processing, and the use of cloud computing architecture leads to high latency, while young children's safety is a latency-sensitive service. Secondly, face recognition accuracy based on static images is not high due to problems such as inconspicuous facial features of toddlers and low-quality kindergarten surveillance videos. In this paper, a face identity correction model based on location features is proposed and the superiority of the model is demonstrated through experiments. Finally, this paper analyzes and mines the emotional data of young children. The level of kindergarten teachers' awareness of early childhood mental health education generally showed an upward trend as their titles rose, and there were significant differences in the seven dimensions of early childhood mental health, the purpose and meaning of early childhood mental health education, implementers, targets, content, pathways, and effects; significant differences existed between teachers of different kindergarten natures, and there were significant differences in the purpose and meaning of early childhood mental health education, implementers, targets, content, pathways, effects, and mental health education for young children. Therefore, this paper proposes a face identity correction model based on position information, which considers both the correlation between pixel values in the spatial domain and the correlation between frames in the temporal domain. This paper has developed an emotion analysis system for kindergartens and put it into use in kindergartens to meet the needs of monitoring the safety of young children and evaluating early childhood education and has received good feedback from users, demonstrating the effectiveness of the system. [ABSTRACT FROM AUTHOR]

With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated. Lay Description: What is currently known about the subject matter? Despite the several studies available on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. What this paper adds? In this paper, we provide an overview result on the basis of a systematic literature review conducted to explore and categorize existing scenarios for deploying IoT in the education domain.On the basis of our findings from the systematic literature review, we provide the following: A comprehensive discussion on the benefits of incorporating IoT technologies in education. We structured our discussion around three dimensions related to education perception, learning principle, and learning mode.A comprehensive discussion on three relevant qualities that will challenge the deployment of IoT in education, namely, security/privacy, scalability, and humanization. What is the implication of this work? This work structures the scenarios available on IoT in education and provides a framework that can be used for further analysis/discussions by researchers and practitioners.This work provides necessary statistics on the IoT in education topic that can be used by researchers to construct a pragmatic research direction on this topic. [ABSTRACT FROM AUTHOR]

Background: Faculties, as educational systems, comprise various educational groups, faculty members, researchers, students, and administrative staff. The management of data records related to the performance and activities of the faculty and its members leads to better monitoring, identification of weaknesses and strengths, and, ultimately, promotion of the faculty's performance. Dashboards are data management tools that can be used for monitoring and evaluating a faculty's performance. Objectives: This study aims to develop a protocol for the design of a faculty performance dashboard with a sequential mixed methods approach. Methods: This cross-sectional study will be conducted in the Faculty of Allied Medical Sciences, AJA University of Medical Sciences, in 2023. A mixed methods study with a sequential mixed (qualitative and then quantitative) design will be conducted in four phases. First, all the resources related to the functional dashboard are reviewed to identify its operational requirements. Second, the requirements and necessities of the software are determined by qualitative (interviews) and then quantitative (Delphi) methods. In this phase, 8 people will be interviewed during the qualitative phase, and thematic analysis will be used to analyze the data. For the quantitative step, the 2-round Delphi technique will be conducted by the purposive selection of 21 individuals. Data analysis for the quantitative step will be conducted in SPSS v. 22 by using descriptive statistics, including mode, median, mean, and percentage of agreement. Third, software coding will be performed in C# programming language in Visual Studio. Finally, 15 people among faculty members and managers will be selected by using purposive sampling to evaluate the software. In this phase, the qualitative method and then the quantitative method are used for software evaluation. In the qualitative method, the think-aloud protocol will be used to evaluate usability, and in the quantitative method, the users' satisfaction with the dashboard software will be assessed using a questionnaire. The validity and reliability of the questionnaire have been confirmed previously (Cronbach's alpha: 0.94). The data will be analyzed using descriptive statistics in SPSS v. 21. Results: The paper identifies four steps that should be followed when designing and adopting performance dashboards to support student agency and empowerment. Conclusions: The final product of this study is a dashboard for monitoring, evaluating performance, and managing resources at the faculty level. [ABSTRACT FROM AUTHOR]

Millions of full-text articles are downloaded per month using pirate websites. The purpose of this study was to survey professors and academic librarians on their knowledge, usage and teaching of pirate websites to students. A 21-question survey with adapted Likert scale and free text questions was sent to six academic librarian listservs and primary corresponding authors of top ten evolutionary and bioinformatics and computational biology journals since 2019 from Google Scholar rankings. Academic librarians (48%) and professors (60.5%) are not actively teaching about pirate websites. What is taught is how to ethically and legally access full-text articles, not the existence of pirate websites and how to use them. Concerns about espionage, viruses, and malware for affiliated institutions are concerns for professors and librarians. Sci-Hub continues to be the most known of pirate websites. Librarians and professors are satisfied with the selection of journal title offerings from their affiliated institutions, but desire additional resources for their research. Ease of use continues to be a reason why pirate websites are used, and cost in accessing full-text articles continues to be a concern for librarians and professors. [ABSTRACT FROM AUTHOR]

E-assessment is an umbrella term that comprises a complex array of tools of varying capacities. This paper focuses on the topic of e-assessment from the perspective of its strategic institutional development in higher education. The paper argues that research on e-assessment has been dominated by a focus on investigating benefits of use and adoption rather than building an understanding of development and implementation. The current paper proposes a qualitative assessment and process-specific framework, both to investigate e-assessment and chart its institutional development. This framework is an annual assessment life cycle, and one case illustrates its use to elaborate an institutional development agenda for e-assessment. The institutional inquiry into e-assessment consisted of interviews with 22 academic staff members using the assessment life cycle. The goal was to identify how technology played a role in assessment in general. The information gathered was used to construct an institutional overview of how electronic and paper-based modes supported assessment. The overview, which used the life cycle framework, revealed a subtle interplay between assessment stakes, type, stages and modes. Initial stages in the assessment life cycle are substantively supported electronically. Middle stages (submission, marking, feedback return) present great complexity and different uses of paper and electronic modes depending on the assessment type. High-stakes summative assessment shows a hybrid process, where both paper and electronic modes fulfil substantive roles in supporting the assessment stages. The later stages of the cycle are mainly paper based regardless of assessment type. Low-stakes e-assessment may be an all-electronic process. This simplified institutional overview of the state of e-assessment and the emphasis on the cyclical nature have helped to elaborate a differentiated development strategy for various e-assessment forms, considering assessment type and particular stages as the foci of development. [ABSTRACT FROM AUTHOR]

Young carers face a variety of challenges at school. While schools can be vital places of support, the assistance they receive at school often seems selective and fails to consider the unique life situations of individual students. This paper examines the perspective of multiple actors in the student's school environment and explores how schools can develop comprehensive, sustainable support systems for young carers—systems that consider and involve as many actors as possible in the student's school environment. In a secondary analysis of two interview studies, we analyzed how young carers as well as their parents, teachers, and school counsellors perceived the school support the carers received. We then developed an integrated model that incorporates these differing perspectives. The model offers an approach for implementing low-threshold support for young carers within existing school structures in relation to their family situation and outlines conditions that can support both recognized and "invisible" young carers, as well as other students. [ABSTRACT FROM AUTHOR]

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

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

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]

In the light of global calls to decolonise the curriculum and the national impact of the Black Lives Matter movement, there is pressure on social work academics to review, deconstruct and decolonise social work curricula. Social work education places strong emphasis on anti-oppressive, relationship-based practice that acknowledges diversity, social and economic injustice. This creates additional complexities and pressures for educators attempting to deconstruct social work curricula. This paper considers the emotional labour that such a task entails, and the usefulness of applying psychoanalytic concepts to understanding this emotional labour. It does this by exploring a critical incident and examining the complexities that educators face in constructing decolonised curricula within a marketised academy. It makes recommendations about the kinds of resources that are needed to support educators, especially Black educators. [ABSTRACT FROM AUTHOR]

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying pre-algebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation. Results: Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time. Discussion: Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users. Implications for practitioners: The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students. [ABSTRACT FROM AUTHOR]

This article aims to draw attention to increasing genericism in nurse education in the United Kingdom, which sees less specialist mental health education for mental health nursing students and offers opposition to such direction. In 2018, the Nursing and Midwifery Council produced the 'Future Nurse' standards which directed changes to pre‐registration nurse education. This led to dissatisfaction from many mental health nurses, specifically regarding reduced mental health content for students studying mental health nursing. Concerns have been raised through public forum and evolved into a grassroots national movement 'Mental Health Deserves Better' (#MHDeservesBetter). This is a position paper which presents the perspective of many mental health nurse academics working at universities within the United Kingdom. Mental health nurse academics collaborated to develop ideas and articulate arguments and perspectives which present a strong position on the requirement for specialist pre‐registration mental health nurse education. The key themes explored are; a conflict of ideologies in nursing, no parity of esteem, physical health care needs to be contextualized, the unique nature of mental health nursing, ethical tensions and values conflict, implications for practice, necessary improvements overlooked and the dangers of honesty and academic 'freedom'. The paper concludes by asserting a strong position on the need for a change of direction away from genericism and calls on mental health nurses to rise from the ashes to advocate for a quality education necessary to ensure quality care delivery. The quality of mental health care provided by mental health nurses has many influences, yet the foundation offered through pre‐registration education is one of the most valuable. If the education of mental health nurses does not attend to the distinct and unique role of the mental health nurse, standards of mental health care may diminish without assertive action from mental health nurses and allies. [ABSTRACT FROM AUTHOR]

Political impetuses for raising the professional status of the careers sector in England have spanned more than a decade, driving an assiduous pursuit for professionalisation linked to the training and upskilling of its workforce. This paper builds on previous work by the authors and explores the necessity, and integration of theory for practice through the delivery of a training programme for adult career advisers to meet the requirements of units from the Qualification Curriculum Framework (QCF) Diploma 6 in Career Guidance and Development. The findings indicate that successful careers pedagogy should accommodate trainers' reflexivity and their theoretical stance(s). The integration of theory and reflection offers a powerful lens through which practice can be developed, supporting career advisers and trainers to engage in reflexive and reflective learning. The paper offers an original insight into the pedagogic approaches utilised and their effectiveness from both career advisers and trainer's perspectives. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Anxiety is common in women, nurses and nurse educators and can negatively impact overall mental well‐being and work–life satisfaction.Anxiety increased during the COVID‐19 pandemic.Hope is a personal resource that can be employed to help cope with anxiety.Professional identity, 'our why', is important to recognize and revisit as a way to add value to daily work in anxious times. What this paper adds to existing knowledge?: Compassion fatigue has contributed to burnout and turnover of nurses and nursing faculty.Knowing our 'why' helps understand the motivation in our work.Using hope as a personal resource, and sharing my lived experience, could be useful to other nursing faculty struggling with anxiety. What are the implications for mental health nursing?: There is a need for mental health resources within healthcare and education systems to support nurses and nurse educators not only during the COVID‐19 pandemic but through future healthcare crises.Support programmes and interventions need to be developed to sustain and retain both nurses and nursing faculty. Background: Providing patient care and nurse education in today's healthcare environment is high‐stress, often resulting in high‐anxiety among both nurses and nurse educators. The impact of the COVID‐19 pandemic on nurse faculty is largely unexplored. Aims: The aim was to share the experience of living and work working with anxiety in the nurse faculty role during the COVID‐19 pandemic. Materials & Methods: This is a lived experience narrative of one nurse faculty member. Results: Through daily purposeful self‐motivation and reflection, yoga, and brief outdoor respites, the author was able to strengthen professional identity, to see value in her work and to activate the personal resource of hope (Nursing Management, 52, 2021, 56; Journal of Occupational and Organizational Psychology, 93, 2020, 187). Discussion: 'Nursing faculty are essential to the profession' and likely experienced 'emotional exhaustion' during the pandemic (Nursing Education Perspectives, 42, 2021, 8) in their efforts to buoy students. It needs to be acknowledged that nursing faculty can experience anxiety, secondary trauma (International Journal of Environmental Research and Public Health, 17, 2020, 8358) and compassion fatigue, through listening to students' experiences and offering reinforcement during chaotic times. Conclusion: Little is known about what nursing faculty experienced as they attempted to support students (Nursing Education Perspectives, 42, 2021, 285). It is hoped that by sharing this lived experience, nurses and nurse faculty will understand how employing hope as a personal resource and re‐engaging with their professional identity will help them cope with the significant stresses that future healthcare pandemics or disasters may bring. [ABSTRACT FROM AUTHOR]

This paper presents the retrospective reflective accounts of three master's alumni and their tutor who openly shared their thoughts on their experience of engaging in online peer-led group reflective practice through the 'Share Your Research Ideas' (SYRI) project. This project ran at the University of Manchester during the second half of the academic year 2019–2020, a time of the COVID-19 pandemic. It consisted of a series of online seminar sessions, which offered a space for students to reflect individually and in groups upon their experience of undertaking educational research. The contribution of this reflective piece is threefold, it aims to: 1) illustrate how the 'Peer-Led Group Reflective Practice' (PLGRP) pedagogical approach can be monitored and facilitated in an online learning environment, 2) identify the influence of such a pedagogical approach on those students who engaged in the project and, 3) show how reflective conversations between tutor and students over time as well as the learnings obtained from them can inform course design and shape subsequent learning experience. Thus, our goals are to document how the reflective conversations undertaken during and after the SYRI project contributed to significant student experience and life-long learning and to draw implications for future practice. [ABSTRACT FROM AUTHOR]

Anemia is a global public health problem, especially common among children in developing countries, which affects their physical and mental health development. However, there is currently a lack of research on the relationship between anemia and academic performance. The objective of this study was to explore the association between anemia and academic performance, and the possible factors mediating this association among Chinese children. The data for this study came from the baseline survey of the Chinese Education Panel Survey Elementary School Cohort. The cohort was conducted from September 2018 to June 2019 in 160 elementary schools, covering 20 provinces and 40 counties/districts throughout China. Paper-based questionnaires were used, completed by 4th grade students, parents, head teachers, main teachers, and principals. The data used included questionnaire responses, physical measurements, and academic performance of 17,695 students. Based on students' hemoglobin levels and school altitude data, we grouped them into anemia and nonanemia categories using WHO criteria. The anemia group had 1,154 individuals, while the nonanemia group had 16,541 individuals. An ordinary least squares regression and mediation effect analysis were conducted. Our findings found the prevalence of anemia was 6.52% among Chinese Grade 4 students. Students without anemia had a higher average test score for three academic subjects than students with anemia (P < 0.001); their test scores for Chinese, Mathematics, and English were also higher (P < 0.05). Multivariate regression analysis showed a negative association between anemia and average test scores as well as individual test scores for the three subjects. Mediation analysis found that anemia affected academic performance directly (P < 0.05), and indirectly by decreasing the cognition score (P < 0.05). The indirect effect was 19.9% of the total effect. Findings highlighted anemia affected academic performance both directly and indirectly. Nutrition-related interventions should be implemented to prevent a decrease in academic performance among students with anemia. [ABSTRACT FROM AUTHOR]

Despite extensive research looking at the phenomenon of burnout, little is known about how individuals working in traditionally high-burnout occupations understand the term. Interviews were conducted with six teachers working in state schools in England centring on how the term burnout was understood and how it was used or encountered. Reflexive thematic analysis was employed from a critical realist perspective to analyse the data generated. All participants described burnout as a stress-related condition, yet for some participants the point at which stress became burnout was unclear leading to an understanding that burnout was the point at which one was unable to work. Many participants highlighted an individualistic understanding of burnout, perceiving it as representing an individual deficit rather than an organisational failing. This was often reinforced by where the term was encountered (at work or in the media) and was linked to the stigma many participants associated with burnout. This paper concludes that individualistic framings of burnout obscure its organisational determinants while reinforcing notions that mental well-being is something which should be personally – and privately – managed by individuals. [ABSTRACT FROM AUTHOR]

Background: Nursing education starts in the classroom environment with a focus on the nurse educator-nursing student relationship. 'Presence' is defined as "a practice where the caregiver relates her/himself to the other in an attentive and dedicated way, by doing so learns to see what is at stake for the other; from desires to fear, and, in connection with this, come to understand what could be done in this particular situation and who she/he can be for the other". 'Presence' forms an integral part of the nursing profession and the value thereof should be facilitated during teaching and learning. Reflective practices may offer a teaching–learning strategy to facilitate presence in nursing students by nurse educators in large class settings. Having large classes presents challenges including from nurse educators' lack of knowledge about alternative teaching approaches; time demands for designing, implementing and testing new teaching methods; a lack of confidence in implementing new teaching approaches in the classroom; selecting and grading assessments; as well as feelings of discomfort and anxiety. A model to facilitate presence through reflective practices has already been developed and published by the present authors. The model relies on well-established steps in theory development covering concept analysis, model development and description (published in two papers by the present researchers) and model evaluation (the subject of this paper). The evaluation was carried out by a panel of experts and nursing participants. Methods: An explorative and descriptive qualitative design was followed. The developed model was evaluated and refined in two steps (covered in this paper). In Step 1, the model was evaluated by a panel of experts in model development, reflective practices and presence. The panel used critical reflection resulting in the refinement of the model. Step 2 involved an empirical phase where the model was evaluated by participants through participatory evaluation. Participants were selected through purposive sampling. Data collection methods included online semi-structured focus group interviews with nurse educators and virtual World Café sessions with nursing students. Content analysis was done through open coding. Results: Five themes emerged from the empirical phase, namely: Theme 1: understanding of the model; Theme 2: benefits of the model; Theme 3: limitations of the model; Theme 4: pre-existing conditions needed for successful implementation of the model; and Theme 5: recommendations for further development of the model. Conclusions: The results produced a refined model to be implemented into the curriculums of undergraduate, postgraduate and continuous professional development programmes across nursing education institutions. This model will significantly contribute to the body of knowledge and increase nurses' awareness of presence by transforming the way they feel, think, care and act in practice, which contributes to personal and professional development. [ABSTRACT FROM AUTHOR]

Fluency Assessment and Benchmarking for Literacy in Education (FABLe) is the first mobile application being developed for the assessment of foundational literacy skills in India. FABLe passages are currently available in English for Grades 2, 3 and 4, with plans to expand to other Indian languages. FABLe is designed to administer curriculum-based measures for reading (R-CBMs) that have been validated in the Indian context. This paper describes the preliminary benchmarking procedures being undertaken for the Indian student population and how FABLe screens for students at-risk for reading difficulties. Student performance data based on initial FABLe results are compared with international benchmarks and teacher perception data. Overall, FABLe scores are lower than international benchmarks. FABLe was able to accurately identify students needing additional support, with the majority of students identified at-risk falling below the 19th percentile in FABLe. [ABSTRACT FROM AUTHOR]

Background: The existing literature has predominantly focused on instructor social presence in videos in an asynchronous learning environment and little is known about student social presence on webcam in online learning in the context of COVID‐19. Objectives: This paper therefore contrasts students' and teachers' perspectives on student social presence on webcam in synchronous online teaching through co‐orientation analysis. Methods: Data were collected through an online questionnaire with 14 statements that measured participants' perceptions of webcam use in three constructs in social presence (i.e., emotional expression, open communication, and cohesion). 154 students and 36 teachers from two higher education institutions in Hong Kong responded to the questionnaire, and their responses were analysed using the co‐orientation model. Results and conclusion: Results reveal the perceptual gaps between teachers and students on the use of webcam to promote student social presence by showing how teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it. Through analysing individual constructs/items, this paper argues that using webcams in synchronous online learning could enhance student social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion. Implications: The paper advises against the adoption of a clear‐cut policy that webcams should be either recommended or not recommended for online learning. Instead, teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study. Lay Description: What is currently known about the subject matter: Teacher presence through videoconferencing is important to the construction of social presence.Student presence on webcam is relatively understudied in online learning during COVID‐19.Teachers struggled to use webcams for online learning during the pandemic.Teachers and students have different concerns about using webcams for online learning that either party may not be aware of. What this paper adds: The current study contrasted teachers' and students' perceptions of student presence on webcam in online learning under COVID‐19.This is the first study using co‐orientation model as the analytical method for this area.There were perceptual differences between students and teachers on the use of webcams in which teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it.Using webcams in synchronous online learning could enhance social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion. Implications of study findings for practitioners: The paper advises against the adoption of a clear‐cut policy that webcams should be either recommended or not recommended for online learning.Teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study.It reveals how co‐orientation model can be a useful tool for perception studies in higher education. [ABSTRACT FROM AUTHOR]

Creating a culturally safe learning environment is critical for Aboriginal teachers in universities. This paper explores my experience as a new lecturer convening an Aboriginal and Torres Strait Islander social work course at an Australian university. As an Aboriginal woman teaching to a large class of non-Aboriginal students, establishing cultural safety became a priority early on. Through reflecting on my journey from feeling vulnerable at the beginning of the course, to developing a safe and collaborative learning and teaching experience, this paper presents the rare perspective of an Aboriginal academic in the teaching space, and offers practical ways to develop cultural safety in university classrooms. IMPLICATIONS Aboriginal social work teaching academics need to feel culturally safe in the classroom setting to sustain them in their role. Engaging non-Aboriginal students to feel safe through collaborative learning enhances the learning and teaching experience for everyone and contributes to cultural safety for Aboriginal academics. Aboriginal academics teaching Aboriginal-specific content risk being traumatised through intensive and consistent exposure to traumatic content that may be personal to them. Universities need to provide practical support to new teaching academics to best equip and prepare them for the role. [ABSTRACT FROM AUTHOR]

Background: Inter‐professional collaboration (IPC) has been recommended for many years as a means by which the needs of children with developmental language disorders (DLD) can be met at school. However, effective IPC remains difficult to achieve and our knowledge of how to support it is limited. A shared understanding between those involved has been identified as critical to IPC. Aims: To examine the literature, as one source of data, for evidence of a shared understanding between the fields of speech and language therapy (SLT) and education about children with DLD and how such needs can best be met at school. Methods & Procedures: An integrative review of the literature was undertaken. A systematic search of the published, peer‐reviewed literature (between 2006 and 2016) was conducted for empirical and theoretical papers and a manual search was undertaken to obtain a representative sample of policy/professional guidelines. A total of 81 papers across SLT and education were included in the review. The papers were scrutinized using a qualitative content analysis. Main Contribution: Although some commonality between perspectives in the literature was identified, differences between the fields dominated. These differences related to how DLD is conceptualized; how children's needs are assessed; which outcomes are prioritized and how best these outcomes can be achieved. We also found differences about what constitutes useful knowledge to guide practice. We suggest that the nature of the differences we identified in the literature may have negative implications for practitioners wishing to collaborate to meet the needs of children with DLD in school. The perspectives of practising SLTs and teachers need to be sought to determine whether the findings from the literature reflect dilemmas in practice. Conclusions: Effective IPC is essential to meet the needs of children with DLD in school; yet, it remains difficult to achieve. Our review of the literature across SLT and education indicates evidence of a lack of shared understanding about DLD. If these differences are also evident in practice, then a conceptual model to support IPC may be warranted. [ABSTRACT FROM AUTHOR]

The Information and Communication Technology (ICT) has become a common place in all areas of life. It is a necessary part of today's world. It provides the opportunity to accelerate, enrich and expand your skills; motivates and engages learners in learning. In fact, culture and society must be adapted to the challenges of the age of knowledge. The spread of ICT has resulted in rapid technological, social, political and economic transformation, which has emerged in a network society organized around ICTs. The 21st Century is the age of ICT. Throughout the world, there is a tendency to use ICT in teaching learning processes. Educator and learner must gain access to technology to improve learning skills and academic development. The ICT in teaching learning process involves the use of computers, computer software and other devices for processing, transmitting and retrieving data and related services. In this paper it is emphasized on the previous studies conducted on ICT competence and Attitude of faculty members towards using ICT in teaching and learning activities in higher education institutions. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss the limitations of law interpretations and policy regulations as they pertain to inclusion and exclusion of people with physical disabilities in physical education. We believe interpretation of the law has professional implications that must be addressed. Specifically, the ideal and the reality of the laws as applied to the students with physical disabilities is not the same. We believe we have a duty to include people with physical disabilities in movement activities. To conclude the paper, we, the authors, discuss current research in perspective-taking for pre-service teachers as a solution for including people with physical disabilities in physical education, recreation, and sport. [ABSTRACT FROM AUTHOR]

QR codes provide potential opportunities to improve interaction in different areas of application. Even so, this technology has been utilised in punctual and specific standalone applications, being barely applied to broader contexts, such as the educational one, where different scenarios can be considered to take advantage of the same QR-code approach. In this paper, key issues for the development of applications that utilise QR codes to improve sharing and availability of resources are presented, specifically focusing on improving interaction and acceptance. In this way, a holistic approach has been developed where the system is aimed at improving the interaction between educators and students. On the one hand, educators use a web interface to manage educational resources and announcements and automatically generate QR codes. On the other hand, students scan those QR codes using a mobile device, obtaining updated information related to their lectures. This scenario has been evaluated by educators and students, obtaining good results in terms of acceptance, cognitive burden, and overall usability. The approach provides development clues and the evaluation method that can be applied to different contexts, thus representing a generalisable solution. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to examine how teacher reflection could result in possible change in practice. The essential value of teacher reflection is to think about improvements to be made for practice. This paper adapted Ward and McCotter's reflection rubric into a Teacher Reflection survey scale to explore and examine the varying years of teaching experience, teaching level and designation on teachers' teaching practices. A total of 436 primary and secondary school mathematics teachers took part in an online survey. Confirmatory factor analyses were conducted to validate the survey instruments. Findings suggest that there were no major differences in teacher reflection based on their years of teaching experience, designation, and teaching levels. Correlational, regression, and path analyses of the three dimensions of teacher reflection (i.e. Focus, Inquiry, and Change) and teacher Change Practise revealed interesting associations among these variables. Findings indicate that the Focus dimension is the basis of teacher reflection and from there it extends to the Inquiry and Change dimensions and ultimately to Change Practise. This study suggests that the focus on a transformative mindset based on intentional reflection is a powerful stimulus for change and growth in teaching practice. [ABSTRACT FROM AUTHOR]

Background: Early childhood teachers (ECTs) play a significant role in equipping children with oral language and emergent literacy skills ahead of school entry. They are well positioned to play a vital role in ensuring preschool children receive a high‐quality preschool curriculum to prepare them for later literacy learning. Aims: The purpose of this study was to explore early career ECTs' views and confidence regarding their role in providing preschoolers with oral language and emergent literacy support and to examine their perceptions of their preservice preparation. Methods & Procedures: Nine Australian early career ECTs were recruited via purposive sampling for an in‐depth, semi‐structured interview. Data were analysed using an inductive thematic analysis approach. Outcomes & Results: Participants attached strong significance to their role in facilitating children's oral language growth and emergent literacy skills and reported a range of practices to support children's learning. However, they rarely referred to using established language facilitation strategies or using dialogic book reading prompts. Further, emergent literacy concepts such as phonological awareness and print awareness were not routinely described as features of participants' classroom activities. Participants did not consistently make a clear conceptual distinction between the constructs of oral language and emergent literacy and often used these terms interchangeably. Notably, participants indicated that they did not feel confident in their ability to identify preschool children who were not meeting developmental language milestones and reported that they felt poorly equipped to do so by their preservice training. Conclusions & Implications: ECTs' strong willingness to support preschool children's oral language and emergent literacy skills may be hindered by gaps in their knowledge; these may contribute to important and missed opportunities for identifying and supporting preschoolers' oral language and emergent literacy growth. What this paper adds: What is already known on this subject?: High‐quality learning experiences in preschool are important for maximising preschoolers' oral language and emergent literacy growth. Early childhood teachers can play an important role in facilitating this development and preparing children for later literacy learning. What this paper adds to existing knowledge?: The study findings provide insight into ECTs' perceptions of their role and support in developing children's oral language and emergent literacy skills. The results indicated ECTs did not feel confident with their knowledge of children's language milestones or identifying children with language difficulties. Participants reported that their preservice training left them underprepared in the area of oral language. What are the potential or actual clinical implications of this work?: ECTs demonstrated a strong willingness to support preschoolers' oral language and emergent literacy skills. However, their self‐reported knowledge gaps and low confidence may have implications for the early detection of children who are not reaching language developmental milestones in a timely way. [ABSTRACT FROM AUTHOR]

Most children with disabilities are included in general physical education (Snyder, de Brey & Dillow, 2016). Unfortunately, interviews with students with disabilities suggest that they often do not feel they have been properly accommodated and welcomed by their physical education teacher (Lieberman & Block, 2017). Additionally, physical educators consistently report not feeling adequately prepared for inclusion (Obrusnikova & Block, 2016). It is well known that most physical education teacher education programs only require one course in adapted physical education, and information in these courses tend to focus on disabilities, legal requirements, and general strategies for modifications (Kwon, 2018; Piletic & Davis, 2010). Placing a child with a disability in general physical education without support may not meet the intent of inclusion. Perhaps adding a rationale for inclusion and for accommodating and welcoming students with disabilities could be presented through a social justice lens. The purpose of this paper is to present the use of social justice in introductory adapted physical education courses as a means of changing future physical educators' attitudes toward working with students with disabilities. The paper will begin with an introduction of ableism and an ablelistic mindset that can lead to stereotypes and prejudice. This will be followed by a definition of social justice and presentation of the three key principles of social justice (equality, equity, and participation) with application to training future physical educators. [ABSTRACT FROM AUTHOR]

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

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

The paper presents an evaluation of History and Korean Studies WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with past students and host-supervisors. The results revealed that both past students and hostsupervisors expected the internships to facilitate students to gain hands-on experiences and develop 'soft-skills.' There was a gap where past host-supervisors consistently mentioned teamwork in their expectations, yet none of the past students had teamwork as one of their expectations. Both past students and host-supervisors view the program as beneficial for students, therefore, they suggested that the programs continue to be offered. Upon being asked what the benefits of internships were for themselves however, the host-supervisors put forward benefits that were more related to the library. [ABSTRACT FROM AUTHOR]

The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research. [ABSTRACT FROM AUTHOR]

Higher Education Institutions (HEIs) all over the world are facing severe impending restrictions either on account of global competition and also as a consequence of the accreditation labels they are trying to acquire. Also academic career requirements severely condition the kind of research that faculty and researchers should carry on. Both factors lead to important amounts of neglected knowledge. Moreover, HEI seldom act as Learning Organizations (LOs) since there is not a sharing culture of knowledge, research, teaching outputs or contents. Knowledge Management (KM) could meaningfully help to overcome this situation promoting a wider degree of trust among faculty that induce a greater share of knowledge and the recognition of the associate rewards. It could also enhance a deeper and more efficient multidisciplinary research and by embedding in syllabi the research outputs. Eventually, some of the research outputs can also be useful to the community. In this paper, we propose a KM methodology to be applied to ISEG--a Portuguese HEI--in order to enhance its performance towards an LO. It should be subject to periodic re-examination based on faculty opinions collected through surveys, interviews with top management elements and other instruments for regular consultation. [ABSTRACT FROM AUTHOR]

Access to clean and functional toilet is quintessential in meeting children's physiological and psychosocial needs in a learning environment. However, little is known on experiences of children's access to quality toilets while in preschool institutions within urban settings of sub-Saharan Africa countries. This paper draws from a study that explored experiences of vulnerable children in early childhood development education (ECDE) institutions in underserved and informal urban settings of Kenya and South Africa. 11 urban ECDE centres were purposively selected and 17 teachers were recruited as key informants. Data was collected using an adapted infrastructural checklist, observation and conversational interviews. Findings indicated that a majority of toilets in ECDE centres were inadequate, inappropriate, poorly maintained, or had structural weaknesses which affected children's experiences of access and use of the facilities. Scheduled toilet visits as a control measure and toilet avoidance potentially exposed them to psychosocial and health risks. Insights into children's toilet facilities, managing their access in institutions located within informal and low resourced areas, and investment policies that target preschool children' sanitary facilities are given. Suggestions are made for interventions for children's positive toilet experiences in poor urban areas. [ABSTRACT FROM AUTHOR]

The rapid deployment of emergency remote teaching in the pandemic presents sweeping societal‐level information systems phenomena worthy of scholarly inquiry. This paper reports findings from teacher interviews conducted with K‐12 public school teachers, exploring how digital access and use gaps in communities reflect wider digital and social inequalities as schools fulfilled emergency remote teaching mandates, becoming swept up into e‐learning technology expansion trends propelled by mandates, and unfettered corporate edtech. Results show persistence of home and school level digital affordance gaps as hindrances to pandemic pedagogy. We build upon theory of the digital divide, and crisis and critical informatics literature considering how critical approaches to the study of socio‐technical systems research can inform these understandings, providing insights into how localized digital inequities contribute to broader digital inequality and social inequality, in the educative processes expected of public education in democratic societies. Our work gives voice to one highly pressured and conflicted stakeholder in these dynamics—K‐12 public school teachers—and demonstrates some of the ways in which digital inequity gaps may play a further magnifying role of societal division through expanding edtech deployment in K‐12 grades, if current edtech trends hold. [ABSTRACT FROM AUTHOR]

Aims: This paper focuses on how social inequality is associated with overweight and obesity in children. There is a lack of research with a focus on an important distinction in social inequality, namely geography. The aim of this study was to reduce this knowledge gap by looking closely at the links between rurality and overweight. Methods: The findings in this paper are based on in-depth interviews with school nurses and teachers in rural Norway. The focus was on their experiences with and knowledge about overweight and obesity numbers in rural versus urban areas. Results: We used Bourdieu's terminology to address the challenges related to urban–rural differences, and found that cultural factors connected to tradition, identity and courtesy play an important role in the rural overweight and obesity discourse. Conclusions: Actors and 'experts' working with overweight and obesity and national guidelines need to understand rural contexts and customs and address problems of the countryside on rural, not exclusively urban, premises. Different contexts imply different needs when it comes to reducing the inequalities between rural and urban areas regarding overweight and obesity. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues. Design/methodology/approach: The study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed. Findings: The findings indicated that faculty staff faced uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faculty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services. Practical implications: A need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified. The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students' personal support plans. A concerted effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff are recommended. Originality/value: This paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care programmes. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: There are individuals living with serious mental illness in both healthcare and academia.The high stress nature of these fields can worsen or trigger mental illness, burnout, moral injury, and compassion fatigue in employees.Mental health nurses have the needed skillset to foster change in these settings. What this paper adds to existing knowledge?: This paper describes the holistic experiences of a nurse faculty member living with serious mental illness and highlights lessons learned in both healthcare and academic settings.In addition to insights from the experience, the paper also shares suggestions for moving forward, reducing burnout, and supporting employees in these fields. What are the implications for practice?: This lived experience narrative showcases the effect that high‐pressure occupations have on individuals with serious mental illness.Mental health nurses have the training and experience to transform the experiences of employees in healthcare and academia.Through assessment, deep listening, and powerful questioning, these nurses in partnership with the employees themselves can design and implement interventions that have a lasting impact for these populations. Introduction: First‐hand accounts from clients living with mental health challenges deepen provider understanding and offer direct insight into the lives of those with chronic mental illness. There is a gap in the literature surrounding the lived experience of serious mental illness in the professional setting. Aim: This narrative outlines the challenges and opportunities for those living with serious mental illness in healthcare and academia. Methods: The author reviewed personal journals and reflected upon her years as both a nurse and faculty member to highlight the experience of living with serious mental illness in these professions. Findings: These high‐pressure fields place inordinate demands on faculty and staff; yet, there are few organizational supports in place for employees. Despite the push to improve resiliency and ease burnout, healthcare organizations and academic institutions still struggle to identify the best interventions and methods of support for staff. Discussion: Mental health nurses and nurse coaches are uniquely positioned to ease this burden and help create inclusive workplaces for those with serious mental illness. [ABSTRACT FROM AUTHOR]