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This article examines a popularized term, the Global Education Reform Movement (GERM), and its underlying paradigm of neoliberalism. It elucidates neoliberalism's maddening effects on the education sector, especially public education. To analyze these effects, I draw from and adapt Michel Foucault's analytical approach to madness. My analysis focuses on the following maddening effects of neoliberalism on education: (1) it obstructs us from seeing inequalities; (2) it creates a desperate passion amid the rise of school choice; and (3) it eliminates reason and creates unreason in the school selection and admissions processes. My analysis is based on reflections on my decade-long research on school marketization and school choice in Canada. I conclude by suggesting that collective visions and concrete steps are needed to move toward equitable educational structures, discourses, and practices that resist or challenge the neoliberal education reform madness (NERM).

For decades, there has been a well-coordinated effort to unmake public education in Canada and around the globe. Neoliberal reformers have undermined public education through increased privatization, marketization, and managerialism. Government austerity measures have shaped policy that falsely necessitates, validates, and legitimizes the privatization of public education. All of these forces that fuel the neoliberal reform movement diminish the collective aims, benefits, and responsibility of/for public education. Instead, the movement encourages systems that ration education. The moves to emulate business models in education systems exacerbate inequities and run counter to the purpose of public education. Indeed, attempts to marketize, commodify, privatize, and dismantle public education are well-organized and coordinated. Yet, in Canada, provincial and territorial fragmentation has veiled the well-organized rhetoric and tactics of neoliberal education reforms. As a result, community and political responses have often been confined within borders. The reformers have been centrally organized, but the resistance has not. Recognizing that provincial and territorial borders can act as barriers to collective advocacy, this special issue is intended to share activities, research, and writing from across Canada about the tactics and impacts of privatization, to recognize the efforts being made to organize a collective response to privatization efforts, and to encourage national conversations beyond borders.

While the past two decades have witnessed a surge of studies on the researcher identity of English as a Foreign Language (EFL) academics, research on how the intertwined connections between EFL academics and the larger ecological system within an institution affect their researcher identity construction remains relatively scarce. Utilizing a three-tier system framework, this study seeks to address this gap by exploring how EFL academics (micro level) in China navigate the complexities of aligning their researcher identity (re)construction with institutional practices (meso level) of a national policy (macro level). Adopting a case study design, this study collected and triangulated data from three sources: semi-structured interviews, narrative frames, and document analysis. Data analysis revealed that there were (mis)alignments between EFL academics' research expectations of national research policy and interpretations of research policy at the institutional level, and participants adopted different responses in re-adjusting their research practices to align with research policy. The study implies the need for university administrators to take into account academics' disciplinary features, research values, and needs when implementing institutional research policies. Such an orientation provides more opportunities and resources to shape, rather than break, the researcher identities of EFL academics and ultimately facilitate the sustainable development of higher education.

With the rise of neoliberal reforms and efforts to privatize education, there is a growing need to examine how actors and groups from the public and private sectors influence educational policy change together. In this article, we advance a critical approach to understanding the changing discursive space of educational politics by following discourses through an expansive policy network that goes beyond its traditional boundaries. Specifically, we draw on argumentative discourse analysis (ADA), which allows for the analysis of how and why various actors and groups come together to assign certain meanings to educational phenomena or problems, leading to policy responses or changes. Rooted in Foucault's notions of discourse and power, ADA offers a unique approach to discourse analysis that can illuminate policy change through discourse coalitions. Three case studies from educational policy scholarship are discussed to illustrate the value and utility of ADA in future critical education policy studies.

The ultimate aim of this research was to explore the contribution of teacher preparedness or readiness (in terms of their academic background, confidence in teaching science and career satisfaction) towards the achievement in science among Malaysian and Singaporean eighth-graders. The TIMSS 2011 international assessment of student achievement at the eighth grade comprises written tests together with sets of questionnaires that gather information on the educational and social contexts for achievement in science. The TIMSS 2011 science achievement scale was used to gauge Grade 8 students' science achievement. Confidence in Teaching Science Scale and Teacher Career Satisfaction Scale was used to explore science teachers' confidence in teaching science and career satisfaction, respectively. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011 study using two-stage random sample design. Higher science achievement among Singaporean eighth grade students was related to teachers having more teaching experience, being confident in science teaching, and being satisfied with careers. However, these findings were not evident in Malaysia. The findings of such a research may help science educators and policy makers to identify and nurture the strong learning prerequisites of early adolescents in different education systems.

In this manuscript, we recognize that young children learn stories that propagate white supremacist narratives through selective traditions of early childhood curriculum. The role of early childhood teachers, therefore, is to critically examine curriculum for biases, omissions, and distortions, as well as to rewrite curriculum to tell accurate stories and disrupt what Viet Thanh Nguyen refers to as "narrative scarcity". Through a qualitative study of pre-service teachers' (PSTs) re-imaginings and revisions of early childhood structures, processes, and texts, we highlight the moves that teachers made to rectify, represent and expand narratives related to communities of Color.

As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve visitors' learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students' responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition's primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future.

This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children's linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children's play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children's identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.

In this secondary systematic review of single-case and controlled group design intervention studies conducted with transition-age autistic youth, we examined features of 48 studies with 273 participants that measured at least one "problem behavior" outcome (Prospero registration number: 231764). We searched 11 databases for relevant studies, and the final search date was November 2022. Our primary aims were to determine how problem behaviors were defined and selected for reduction, how functions were determined, and the interventions used to address them. Studies were coded and codes were tabulated and converted to percentages to answer each research question. Thirty-eight percent of studies defined problem behavior, and 88% of studies implemented behavioral strategies to reduce problem behaviors. Behaviors with low potential for harm constituted the majority of the 67 outcome variables (61%), while behaviors with high potential for harm were a minority (39%). The most common intervention target was stereotypic behavior. Fewer than half of studies: reported procedures for selecting behaviors, reported procedures to determine behavior function, or ascribed functions to behaviors. We were unable to report on some demographic features of participants (e.g. race/ethnicity) because they were rarely reported in primary studies. We conclude that problem behavior is poorly conceptualized in this research.

This study evaluated the efficacy of two proposed methods in an operational standard-setting study conducted for a high-stakes language proficiency test of the U.S. government. The goal was to seek low-cost modifications to the existing Yes/No Angoff method to increase the validity and reliability of the recommended cut scores using a convergent mixed-methods study design. The study used the Yes/No ratings as the baseline method in two rounds of ratings, while differentiating the two methods by incorporating item maps and an Ordered Item Booklet, each of which is an integral tool of the Mapmark and the Bookmark methods. The results showed that the internal validity evidence is similar across both methods, especially after Round 2 ratings. When procedural validity evidence was considered, however, a preference emerged for the method where panelists conducted the initial ratings unbeknownst to the empirical item difficulty information, and then such information was provided on an item map as part of the Round 1 feedback. The findings highlight the importance of evaluating both internal and procedural validity evidence when considering standard-setting methods.

Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three "resistance narratives," or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one's identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for "failing" to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.

This study examined the effects of an integrated approach that combines segmentation and self-explanation designs on learner achievement for meaningful video-based learning. This was a pretest-posttest research design with a sample size of 121 participants randomly assigned to one of four different types of video instructions (continuous, segmentation, self-explanation, or the combination of segmentation and self-explanation). Participants engaged in video instruction that used either a continuous video or segmented video clips and incorporated either self-explanation prompts or no self-explanation prompts. The results showed that participants in the combination and segmentation conditions outperformed those in the continuous condition in evaluation ability, and participants in the combination condition outperformed those in the continuous condition in the overall performance after controlling for prior knowledge. The current study indicates that the combined design can effectively facilitate student learning by engaging them in meaningful video-based learning.

Having an affirming and inclusive school environment is pertinent to the well-being of LGBTQ+ students of color. However, research indicates that existing school policies and protections are insufficient to support this population. The present study investigates how LGBTQ+ individuals of color perceived their K-12 experiences related to their intersectional identity and their interactions with school counselors. In a focus group of three LGBTQ+ college students of color, participants recounted how they navigated their identities during their K-12 schooling. The analysis yielded five themes related to the participants' identities: (a) isolation, (b) delayed identity development, (c) peer pressure and aggression, (d) teachers' bias and (micro)aggressions, and (e) heteronormative curriculum and extracurricular activities. Regarding the students' experiences with school counselors, three themes emerged: (a) school counselors were too busy to talk, (b) uncertainty about who was an ally, and (c) unsureness of confidentiality. Findings underscored the unique challenges LGBTQ+ students of color encounter related to receiving support and engaging in identity development. We discuss implications and recommendations for school counselors and school systems.

This non-experimental quantitative study investigated medical school faculty members' behavioral intention to use and actual usage behavior of technology in inquiry-based learning activities in medical schools in the United States by applying the unified theory of acceptance and use of technology (UTAUT). In medical education, situational problems for students to solve typically incorporate instructive clinical cases to guide problem-solving and prepare them for their professional lives as clinicians. Technology-infused inquiry-based learning pedagogy can require significant paradigm shifts for both students and instructors. It can impact the level of responsibility students take upon themselves for their own learning, and use of a pedagogy instructors may find unfamiliar, to deliver content. Major findings demonstrated performance expectancy, effort expectancy, and social influence had a significant relationship with behavioral intention to use technology for teaching medical education inquiry-based activities. Gender and voluntariness of use were both found to have significant effects on the relationship between performance expectancy and behavioral intention to use technology. The results of this study can aid stakeholders in providing support mechanisms for faculty to adopt technology for teaching and learning. This is possibly the first of its kind on the application of this theoretical model to address medical educators' behavioral intention to use and actual usage behavior of educational technologies for the delivery of inquiry-based learning activities.

Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre-service and in-service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre-service teachers (PTs) and ITs within asynchronous online videos. Methods: Asynchronous video lectures from four pre-service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught. Results: The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject-specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination. Conclusions and Discussion: This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject-specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours.

Background: While the effectiveness of tutoring-style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring-style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring-style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring-style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring-style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring-style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring-style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich-interactions in the tutoring-style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one-interactions in the videos than the control group participants. We also found that instruction in the tutoring-style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring-style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring-style videos.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

They [Covenant Fellowship Church] recently installed a new member of the OB board by membership vote. You might think this was a step in the right direction, but this newest OB member has said, 'if Min Chung had an adulterous affair and fathered an illegitimate child, I would still follow him because he is anointed by God.' Great... 'elders' who are blindly loyal to the pastors. Sounds like the perfect person to help Min Chung squirrel his way back to the pulpit. (1) They [the Korean Central Presbytery] determined that Chung was guilty but has done enough for restoration to ministry. They also ruled that the period when Chung wasn't preaching at CFC was enough discipline for his sin. 'Regarding recovery, the pastor reconciled with his victim, and regarding his relationship with God, he recognized his sin before God and relies on the blood of Christ,' Rev. Sungwoo Nam, KCP clerk, said in a statement. 'We judge that his relationship with God is restored as we consider the grace of God. We remind him to abide by the BCO (Book of Church Order), and we believe that he should return to ministry.' (2), As the above illustrations show, Min Joshua Chung remains an ordained pastor today, keeping his clerical credentials within the Presbyterian Church in America. In what ways could someone who was [...]

We report the observation of gravitational waves from two compact binary coalescences in LIGO’s and Virgo’s third observing run with properties consistent with neutron star–black hole (NSBH) binaries. The two events are named GW200105_162426 and GW200115_042309, abbreviated as GW200105 and GW200115; the first was observed by LIGO Livingston and Virgo and the second by all three LIGO–Virgo detectors. The source of GW200105 has component masses $8.{9}_{-1.5}^{+1.2}$ and $1.{9}_{-0.2}^{+0.3}\,{M}_{\odot }$ , whereas the source of GW200115 has component masses $5.{7}_{-2.1}^{+1.8}$ and $1.{5}_{-0.3}^{+0.7}\,{M}_{\odot }$ (all measurements quoted at the 90% credible level). The probability that the secondary’s mass is below the maximal mass of a neutron star is 89%–96% and 87%–98%, respectively, for GW200105 and GW200115, with the ranges arising from different astrophysical assumptions. The source luminosity distances are ${280}_{-110}^{+110}$ and ${300}_{-100}^{+150}\,\mathrm{Mpc}$ , respectively. The magnitude of the primary spin of GW200105 is less than 0.23 at the 90% credible level, and its orientation is unconstrained. For GW200115, the primary spin has a negative spin projection onto the orbital angular momentum at 88% probability. We are unable to constrain the spin or tidal deformation of the secondary component for either event. We infer an NSBH merger rate density of ${45}_{-33}^{+75}\,{\mathrm{Gpc}}^{-3}\,{\mathrm{yr}}^{-1}$ when assuming that GW200105 and GW200115 are representative of the NSBH population or ${130}_{-69}^{+112}\,{\mathrm{Gpc}}^{-3}\,{\mathrm{yr}}^{-1}$ under the assumption of a broader distribution of component masses.