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In BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: 'the gap between our ideas and our aspirations and our attempts to operationalise them' (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research. [ABSTRACT FROM AUTHOR]

Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation's perceived values. Through our analysis, we developed and validated a robust codebook for students' values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration. [ABSTRACT FROM AUTHOR]

The purpose of this study is to derive a correlation between the technological thinking disposition and the computational thinking ability of gifted students in Korea. The correlation between each element was analyzed by looking at the sub-elements of computational thinking according to the components of technological thinking disposition. The experiment was conducted from September 2019 to February 2021 with 217 students of I Gifted School in Incheon, South Korea. The collected data were analyzed with Pearson's correlation coefficient using the statistical program R using Google COLAB. A summary of the study results is as follows. First, regarding the correlation between technological thinking ability, among the 6 components of technological thinking disposition, technological creativity and expression disposition and technological manipulation disposition show the highest correlation at 0.851. This shows that students who have an excellent ability to implement algorithms with new ideas or express them in various other attempts when implementing programs for gifted students also tend to enjoy program coding or have a tendency to like coding. Second, concerning the correlation between the technological thinking disposition and the sub-factors of computational thinking, some elements showed negative correlations and some had almost no correlation index. Students with high technological curiosity, however, tended to show a 0.287 in the parallelism factor compared to other factors. This showed a generally high trend. It can be said that students who want to know the functions, uses, forms, and characteristics of functions while implementing programs tend to have a better ability to divide large tasks into smaller tasks and process them simultaneously compared with other sub-elements of computational thinking. Third, regarding the correlation between computational thinking skills, the correlation between data analysis and pattern recognition was the highest at 0.637. This indicates that students who have an excellent ability to analyze a given coding problem also can find rules in data, showing that students at gifted schools in Korea tend to enjoy problem-solving. [ABSTRACT FROM AUTHOR]

This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI's connection of technology with learning, DDI's focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition. [ABSTRACT FROM AUTHOR]

Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students' reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students' design thinking dispositions is equally essential. [ABSTRACT FROM AUTHOR]

Design students must develop competence in a wide range of areas in order to be successful in their future practice. Increasingly, knowledge of design methods is used to frame both a designer's repertoire and their overall facility as a designer. However, there is little research on how students build cognitive schema in relation to design methods or how these schema relate to specific patterns of engagement as developing designers. In this paper, we report a multiple case study, capturing the experiences of four advanced undergraduate students enrolled in a User Experience (UX) design program at a large research-intensive institution. Through reflexive thematic analysis on our interview study outcomes, we describe the wide variety of metaphors that these students used to organize and frame their understanding of design methods, including both principles they used to consider methods as knowledge, and the ways in which they felt these organizing principles impacted their practice of design. We conclude with recommendations for further research on the uptake of methods-focused competence in design education and practice. [ABSTRACT FROM AUTHOR]

Design teams often rely on precedents, but the impact of using the direct experience of a precedent on design behavior requires further investigation. To explore this impact, fifteen teams of master students of architecture participated in two design sessions: one without and the other with a previous experience of visiting an example. The think-aloud protocol was applied, and a multi-layer coding based on FBS and precedent types was proposed to measure episodic (a specific design experience) and semantic (general design principles) precedents. Furthermore, a measurement was proposed to examine how and when the teams analyzed the precedents or applied them to solve the problem. Dynamic analyses were used to study the differences between the two conditions based on the distribution of precedents and the Problem-Solution index. Statistical analysis unfolded significant differences between the two conditions. In the second design session, the number of precedents, solution generations, and analyzing precedents were significantly increased. The first design session's episodic precedent had categorical similarity with both semantic and episodic precedents of the second design session. The results also indicated that design teams preferred to analyze the visiting experience of the precedent at the outset of the design session and apply other precedents for solving the design problem until the end of the session. While in the second design session, solution generation significantly increased, more episodic precedents related to the direct experience were used for problem framing. From another perspective, these precedents were also applied more to generate design concepts rather than refining design ideations. [ABSTRACT FROM AUTHOR]

While it has been recognized that science, technology, engineering, and mathematics (STEM) education requires an interdisciplinary approach, integrating multiple subjects in a meaningful way remains challenging for teachers. This study aimed to design a STEM curriculum, emphasizing explicit and continuous scaffolding of students' reflection on scientific and engineering knowledge. The primary goal was to foster knowledge integration in their engineering designs and enhance their attitudes toward STEM. The study involved fifty tenth-grade students who were guided to discuss and reflect on relevant scientific and engineering knowledge and to apply mathematics for data collection and analysis during the design of their technology products. The research instruments included an assessment of the progression of knowledge integration in students' engineering designs through student journals and pre- and post-test surveys on attitudes toward science, technology, engineering, and the learning environment. The results reveal that the introduction and explicit scaffolding students' reflection on scientific and engineering knowledge led to a gradual improvement in knowledge integration within their engineering designs. Students also significantly enhanced their attitudes toward STEM and the learning environment compared to the general school curriculum. This study contributes to interdisciplinary learning that promotes the integration of scientific and engineering knowledge in students' engineering design processes, and to interdisciplinary assessment that evaluates students' knowledge integration across learning progressions and outcomes. [ABSTRACT FROM AUTHOR]

There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]

STEAM contests play a pivotal role in maintaining students' interest and motivation in STEAM education. Finding factors that are related to students' continuance intention (CI) to participate in STEAM contests is important for promoting STEAM education. Previous studies mostly focused on exploring the relationships between students' behavioural attitude, positive affect and their CI for a STEAM contest. However, few studies have explored students' CI from the perspective of help-seeking attitude with the belief-attitude-behaviour model. Thus, this study investigated the relationships among students' hands-on making self-efficacy (HMSE), incremental belief of intelligence (IBI), help-seeking attitudes including instrumental help-seeking (IHS) and executive help-seeking (EHS), and their CI for STEAM contests based on the belief-attitude-behaviour model. A total of 405 elementary and junior high school students who took part in the 2022 STEAM PowerTech contest participated in this study. Structural equation modelling was used for confirmatory analysis to validate the hypotheses. Results indicated that EHS exhibited a negative association with CI, whereas IHS exhibited a positive association with CI. HMSE and IBI were negatively associated with EHS, and positively associated with IHS. This study implies that students with a high level of HMSE and IBI are inclined to exhibit IHS and thus have a strong CI for STEAM contests. The findings provide suggestions on enhancing students' CI for STEAM contests. [ABSTRACT FROM AUTHOR]

This study explores the influence that an educational intervention has on students generating requirements for a design task. An experiment was performed in a fourth-year mechanical engineering design course by giving the participants a design problem from which they had to generate a list of requirements. A lecture on requirements was given and then the students were given a second problem. The two problems were tested for similarity. The data was evaluated using ideation metrics of variety, novelty, and quantity adapted to this study. Variety was assessed using eighteen categories to classify each requirement. Novelty was evaluated on the level of uniqueness of the requirement against the complete set generated, based on both syntax and semantic filtering. Findings suggest that the lecture had a positive impact on the students in increasing the variety of the requirement. All novel requirements belonged to the activity performed after lecture. Finally, the quantity of the requirements generated after the lecture were found to be statistically significantly higher. It is shown through a second study that the students before the lecture performed similarly to practicing engineers with three or more years of experience. This suggests that using undergraduate students in the final year of their program may be adequate as surrogates for engineering practitioners for requirement identification studies. This is an important methodological contribution for the engineering design research community to justify the use of students as participants in experimental studies. [ABSTRACT FROM AUTHOR]

Based on Folk theory, Media Equation, and AI literacy research, the study constructed an interview outline and selected 72 students in 4th and 5th grade in three primary schools located in the Minhang and Putuo districts of Shanghai (two in the Minhang district and one in the Putuo district) as the study participants for focus group interviews. The study found that the availability of voice interaction is an essential basis for children to judge the level of intelligence of a machine; additionally, chatting is also the starting point for young children to build a close relationship with AI. Although AI cannot replace their friends, it can become a friend to them. While children expect the future of AI to be beyond the current level of intelligence and emotion and to enable the full use of machines in multiple scenarios and various fields, they are also concerned about issues such as privacy breaches that devices may cause in the future and believe that technology should not develop outside of human control. [ABSTRACT FROM AUTHOR]

This paper explores the possible relationships between students' positive attitudes and interest toward technology and teachers' approaches. The study was conducted with a sample of students (N = 2312) from 5 to 8th grade of primary school in Croatia. Reduced descriptions of teachers' approaches were used as predictors of students' positive attitudes and interest. Multiple regression was used to determine correlations between teachers' approaches and students' attitudes. The results show a weak but positive correlation between students' attitudes and interests and teachers' approaches typical of the flexible teacher profile. This refers to approaches in which teachers ensure that they understand the purpose of learning, implement activities that are useful from the students' perspective, and allow students to do what they are successful at. Although the characteristics of Croatian technology teachers fit the flexible teacher profile, the correlated approaches identified here do not dominate. Despite the results, due to the complexity of the influence on students' interests and attitudes, further research is needed that considers other possible predictors and their interactions. [ABSTRACT FROM AUTHOR]

Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers' views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children's comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions—governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed. [ABSTRACT FROM AUTHOR]

Spatial thinking is ubiquitous in design. Design education across all age groups encompasses a range of spatially challenging activities, such as forming and modifying mental representations of ideas, and visualizing the scenarios of design prototypes being used. While extensive research has examined the cognitive processes of spatial thinking and their relationships to science, technology, engineering, and mathematics learning, there remains a knowledge gap regarding the specific spatial thinking processes needed for open-ended problems, which may differ from those assessed in close-ended, analytical spatial tasks. To address this gap, we used educational design-based research to develop a nature-inspired, design-by-analogy project and investigate the spatial thinking processes of young, novice designers. 16 children from an international school in the Netherlands participated in this five-week design project. Multimodal evidence from classroom recordings and children's design works were triangulated to offer insight into the key spatial thinking processes involved in their creation of nature-inspired, analogy-based design prototypes. Our results revealed spatial thinking processes that might not align with those assessed in conventional spatial tests and may be unique to design or open-ended problem-solving. These processes include abstracting spatial features to infer form-function relationships, retrieving a range of relevant visual information from memory, developing multiple possible analogical matches based on spatial features and relationships, elaborating and iterating on the design concepts and representations to make creative and suitable solutions for the design challenge, as well as visualizing design prototypes in practical usage scenarios. By highlighting the nuanced differences between spatial thinking in open-ended, divergent thinking tasks and conventional spatial tasks that demand single correct solutions, our research contributes to a deeper understanding of how children utilize spatial thinking in design and open-ended problem-solving contexts. Furthermore, this case study offers practical implications for scaffolding children's analogical reasoning and nurturing their spatial thinking in design education. [ABSTRACT FROM AUTHOR]

Singapore has prospered since independence by developing its human resources under a distinctly Singaporean meritocratic system. Recent developments in public discourse, and findings from interviews with leading Singaporean personalities, however, point towards the system's increasing undesirability. Among other problems, our study participants blame the system for worsening class divisions in society; for damaging the mental well-being of students; and for leading to a narrowing of society's definitions of success while leaving Singaporean workers unprepared for challenges of the future economy. Our paper shows that for Singaporeans to be ready for these challenges and to find purpose and meaning in the future economy, the current meritocratic systems require reform. We argue for a new kind of political decision-making to allow Singaporean society to reorder its basic values and priorities towards a more democratic, inclusive and compassionate meritocracy. [ABSTRACT FROM AUTHOR]

The OECD has become a notable predictor of the future needs of society and education. In youth education, the OECD spearheads global strategies, initiatives and recommendations about the curriculum and goals for education. By evoking the sense of 'crisis' in 'traditional education' the OECD functions as a central node of precision education governance, in which so-called best practices of precise, flexible and highly individualised and personalised youth education are disseminated throughout its member states. In the most recent OECD youth strategies and education policy initiatives, we show how the present youth education is governed through evoking various future(s) of youth education. By analysing these predictions and visions discursively, we argue that the future of youth education is approached from both utopian and dystopian predictions by the OECD, and this works as a premise for arranging present and future youth education in a highly targeted and individualised manner. We argue, that the future visions drawn up by the OECD are an example of precision education governance, where the future education is hyper-individualised, arranged by co-operation of public and private sector, and where the goals and contents of education follow global recommendations and 'best practices'. [ABSTRACT FROM AUTHOR]

The Chilean educational system is widely known as one of the most marketized systems globally. However, new political dynamics have emerged, challenging the extent to which education has been privatised and set in train what we might call the 'unmaking of the market'. Across the literature, there are numerous accounts on making markets. However, what does 'unmaking' the market look like as a project, process, and set of outcomes, especially in a context where markets as a mode of coordination of social life more generally, and education as a sector in particular, have become common sense? This paper draws from a larger study on the making of the education market in Chile over a forty-year period. Focusing on the latest Bachelet's reforms (2014–2018), which aim to roll back privatisation and put into place the strengthening of public education, undoing the institutionalisation and legitimation of market-making mechanisms, and the materialisation of the market through its interiorisation in education actors. Here I show the emergence of a new discourse: a progressive dispute of the public(in)education. Chile finds itself in an interregnum; the old is potentially dying, but a new social order is yet to be born to stabilise a new epistemic moment. [ABSTRACT FROM AUTHOR]

The market for degrees preparing for careers in European politics has developed over the last 20 years. Starting from the French case, this paper proposes to understand how students move towards these orientations. Based on mixed-methods sociological study, the article shows that students in European politics masters programmes are not so much from the international upper bourgeoisie as from the rising middle and upper social classes, for whom international capital is a distinctive resource. Then, it shows that pursuing a European career allows them to reconcile two seemingly contradictory rationales: on the one hand the incentive to specialise urgently to enter the job market and on the other hand the eagerness to prolong their Erasmus experience. The driving force behind these careers is accordingly as in the possibility of starting more an international career than a European one. [ABSTRACT FROM AUTHOR]

Using data from its national university entrance exam, we examined the relationship between armed conflict and student achievement in Afghanistan. Exploiting the province-year variation in exposure to conflict intensity, we estimated the relationship between conflict and exam results generally and by gender for all test takers from 2014–2019. Findings show that a one standard deviation increase in conflict intensity at the province-year level was associated with a 2.9 percentage point reduction in the probability of passing the exam, a 0.096 score point reduction in total exam scores, and a greater detrimental impact on women's exam results. [ABSTRACT FROM AUTHOR]

This article examines the roles of university elites in enhancing internationalisation agenda in Indonesian higher education. This is done by exploring the relationship between internationalisation and cosmopolitanism. Drawing from two stages of field studies of the internationalisation of Indonesian universities, interviews with key correspondents in the sector, and an analysis of related documents, I argue that there is a tension between the way the university elites see themselves as the agents of cosmopolitan culture and the way they are positioned as intermediaries of global interest and agenda. Cosmopolitan culture that appears to be symbolic, universal, and democratic as represented by the university elites belies the instrumental purpose of internationalisation that yokes higher education into the global marketplace. A shift from mere cosmopolitanism to cosmopolitics would equip the university elites with the analytical tools of global geopolitics regarding the internationalisation of higher education. [ABSTRACT FROM AUTHOR]

We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large proportion (84.1%) of the variance in the quality assessments they received from the REF's expert peer review process. Further, with the important caveat that we cannot attribute causality, we found that there were strong associations between what the subpanel perceived to be excellent research and the adoption of particular methods or approaches. Most notably, units that returned more interview‐based work typically received lower scores, and those which returned more analyses of large‐scale data and meta‐analyses typically received higher scores. Finally, we applied our 2021 model to articles submitted to the previous exercise, REF2014. We found that education research seems to have become less qualitative and more quantitative over time, and that our 2021 model could successfully predict the scores assigned by the REF2014 subpanel, suggesting a reasonable degree of between‐exercise consistency. [ABSTRACT FROM AUTHOR]

This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both "looking inward" to delve into specific types of emotions and their interactions as well as "looking outward" to explore how emotions relate to other crucial dimensions of language teachers' professional practices such as identity, mindfulness, and resilience, is emphasized. [ABSTRACT FROM AUTHOR]

Teaching is by no means 'an emotion-free zone', and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or 'emotional rules' in English as a Second Language (ESL) classrooms and genuine emotions which results in 'emotional labour' for ESL teachers. Especially, 'English only' language policies and monolingual ideologies can lead ESL teachers and students to experience a range of emotions around authentic language use in the form of translanguaging. While research on students' attitudes toward translanguaging has mushroomed in recent years, fewer studies have concentrated on the emotions of teachers in relation to translanguaging in the ESL classroom. To bridge this research gap, this study investigates six university teachers' emotions related to translanguaging via semi-structured interviews in ESL classroom settings across three Asian countries (Mongolia, Japan, and the United Arab Emirates). The study revealed complex and conflicting teacher emotions around translanguaging including pride, comfort (related to feelings of safety), shame (related to linguistic inferiority complexes), guilt, and frustration. Based on the findings, practical recommendations are provided on the need for greater awareness and open dialogue on emotions in ESL classrooms for improved teacher and student wellness. [ABSTRACT FROM AUTHOR]

This brief Commentary examines how the nine articles in the Special Issue on Second Language Teacher Emotion Labor build on sociologist Arlie Hochschild's conceptualization of emotional labor as well as more recent poststructuralist orientations to language teacher emotion labor by scholars in applied linguistics. To that end, it focuses on two common themes that run throughout these articles: the effects of feeling rules on language teachers and the role of power and its beneficiaries. It discusses how the articles in this Special Issue expand and develop our understanding of language teacher emotion labor through applying it to new contexts by drawing on additional, complementary theoretical perspectives, and through using a broader range of research methods. Recommendations for future research are offered in the conclusion. [ABSTRACT FROM AUTHOR]

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

This case study explores an English learner (EL) teacher's lived experiences of emotions concerning teacher collaboration in the US. The analysis of the EL teacher's weekly journals and the recordings of her bi-weekly meetings with a teacher educator demonstrates that the teacher experienced a great amount of emotion labor under the feeling rule of "being supportive." The major sources of her emotion labor include (1) content teachers' lack of training concerning ELs; (2) the lack of systematic administrative support; and (3) her perceived teacher identity. The analysis also shows how her emotional reflexivity developed through reflection and collaborative dialogue with her mentor on her emotional experiences, empowering her to take a more active role in building a professional partnership with content teachers. The article ends with implications for language teacher education and further studies on language teacher emotions. [ABSTRACT FROM AUTHOR]

There have been many studies on teachers' emotional labor and on how the ethics of caring affect teachers' emotional labor. Yet, little research has examined teacher emotional labor under current neoliberal discourses in the education systems in Brazil. Using interviews and diaries, this study investigated the emotional labor of a Brazilian school teacher of English when teaching according to critical literacy studies. The findings indicated that her emotional labor was related to the political situation in Brazil, neoliberalism discourses and emotional rules, as well as clashes between teacher roles and her desire to teach critically. She felt torn between acting according to what she believed was good for her students and her critical literacy practice versus obeying the emotional rules for teachers' and students' roles at her school. As she did that, she experienced both domination and resistance. The study concludes with implications about neoliberalism as related to teacher emotional labor. [ABSTRACT FROM AUTHOR]

Tensions between external sources of power and internal feeling rules in the workplace, i.e., emotion labour, can have a profound effect on professional dimensions. The purpose of this article is to report on a study that explored a secondary language teacher's emotion labour and its influence on her professional (de)motivation and agency. Framed in narrative inquiry, this longitudinal study collected data through narrative interviews and drawings between February 2020 and March 2022. The participant was an EFL (English as foreign language) teacher who held teaching posts at three different state secondary schools and a private language centre in Argentina. During this period, the teacher grappled with emergency online teaching due to the Covid-19 pandemic and lengthy teacher strikes. Drawing on analysis of the short stories constructed from the narrative interviews, the tensions between external and internal feeling rules and their interplay with (de)motivation and agency are chronologically mapped out. [ABSTRACT FROM AUTHOR]

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

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

There is limited contemporary evidence around students' experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students' private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes. [ABSTRACT FROM AUTHOR]

This article considers the ways in which a group of postgraduate students position themselves in a multicultural classroom at one university in the UK. Research indicates that postgraduate students actively negotiate and renegotiate their learner identities and belonging in the context of higher education environments and develop new subject positions. The study examines students' constructions of their own identities as learners and considers their changing identities from the perspective of agency. Our data collected from focus groups and one-to-one interviews with students prior to the outbreak of the Covid-19 pandemic, comprise a large proportion of non-UK/EU students, amongst whom Chinese students are the single largest constituency. Findings show that students' experience of learning is constitutive of the identification work they do during lectures and group-work to position themselves as participants of HE, and in the process, practice othering of students belonging to non-traditional participants in UK higher education. [ABSTRACT FROM AUTHOR]

This article argues that paying attention to affect offers new theoretical insights into critical thinking and reflexivity that deepen scholarly understandings of the entanglement between 'thinking-feeling' in higher education pedagogies. In particular, this article brings together the literatures on affect theory and critical thinking in higher education to make a contribution to the analysis and sorting through of various conceptions about critical thinking in higher education, and to figure out how those conceptions operate in affective ways. It is suggested that a more refined understanding of the role of affective thinking in higher education can provide new political openings for negotiating sensitive and controversial socio-political issues in universities. To illustrate the potential of this theoretical contribution, this article discusses a concrete example that concerns how students may engage in and respond to political activism involving the colonial legacies of western universities. [ABSTRACT FROM AUTHOR]

Although the constructs of teacher power and authority are widely adopted in the study of classroom management, less is known about how faculty power, authority, and career stage intersect. This interpretive, qualitative study is thus guided by the following question: What role do formal, expert, and referent power play in the approaches and practices of exemplar university teachers across career stages? We adopted a three-pronged teacher authority framework to explore the conceptualizations and utilizations of formal, expert, and referent power by exemplar college teachers in early, mid-, and late career stages. Our findings highlight both the tasks and tensions perceived by faculty in each career stage, as well as the forms of power these teachers draw on to navigate the classroom. Ultimately, exemplar teachers encouraged student engagement, learning, and relationships through pedagogical, personal, and relational authority. [ABSTRACT FROM AUTHOR]

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

Scholarship of Teaching and Learning (SoTL) practices often require brokering across academic and disciplinary boundaries. As a group of seven diverse international SoTL scholars, we utilise scholarly personal narratives (SPN) as our methodology to document and explore our experiences of brokering across our multiple roles, disciplines and contexts. Guided by Simmons's 4M framework, we examine brokering within and across micro, meso, macro, and mega levels, illuminating the complexity of brokering. Our focus in this article is on the ways that brokering strengthens one's sense of identity, sense of legitimacy, and sense of community as a SoTL practitioner. Our study contributes to the broader SoTL literature by seeking to reaffirm SoTL as its own unique and legitimate field, emphasising the importance and complexity of brokering, and encouraging and supporting others who work within SoTL. [ABSTRACT FROM AUTHOR]

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

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

How can we better mediate processes of learning at large institutions? Learning analytics are used primarily in online and blended learning environments to expose patterns in learning behaviour or interaction. They make use of digital traces from virtual learning environments and combine this with other learner data. The goal is to assist both educators and learners in improving their practice. In this work, we apply the concepts of 'psychological tools' and more 'knowledgeable others' from Lev Vygotsky, and Reuven Feuerstein's model of Mediated Learning Experiences to define prerequisites that learning analytics at scale must reach, in order to be a meaningful tool for mediating learning. We present findings from an in-depth qualitative study with educators and learners at a large, online institution of higher education. We then map insights gained from this study to our model of mediated learning. The resulting analysis and recommendations indicate that we need more inclusive and dedicated practices in learning analytics development, as well as institutional will to create more complex and meaningful tools. [ABSTRACT FROM AUTHOR]

This study draws from the notion of chronotope to explore how time and space play out in the formation of Chinese international doctoral students' perceptions of publishing. It is contextualised in a New Zealand research-intensive university, using data generated from four participants through online qualitative surveys and one-on-one semi-structured interviews. The findings show that the students perceive doctoral publishing as simultaneously, sometimes contradictorily, a bonus, a necessity and disciplinary engagement in the time–space contexts of doctoral study, academic career and disciplinary community. This study also reveals a contextual and cultural formation of perceptions, which involves constant and dynamic interplay among various normative, cultural and ideological forces in international, national, institutional and personal spheres that are manifested in different material and/or discursive time–space contexts. It concludes that supervisors and students should open up to uncertainties that breed the possibilities for not only misunderstandings but also deep mutual understandings. [ABSTRACT FROM AUTHOR]

Over the past ten years, there has been an increasing focus on physical learning spaces in higher education. By now, what do we really know about the relation between space and student learning? What does the research landscape look like, and how has it developed? A systematic review of peer-reviewed 108 articles on the physical learning space for the period 2009–2019 was performed. A broad and fragmented field emerged that is to some extent under-researched and under-theorized. Few articles contain theory sections, and very few authors refer to each other's work in their articles. On the other hand, a diversity of themes, methods and perspectives can be seen. Overall, the review can contribute to an overview of what we know – and what we do not know – about the complex relationship between student learning and learning spaces. [ABSTRACT FROM AUTHOR]

Authentic learning is gaining popularity in higher education, particularly for courses related to research skills, where authentic assessments can overcome trepidation from both students and faculty. Prior literature has demonstrated the potential value of authentic client-based projects (CBPs) in such settings. However, questions remain about how best to scale authentic learning across different student cohorts, including both undergraduate and postgraduate courses. This paper explores two case studies of authentic learning applied across undergraduate and postgraduate research courses. We explore the impact of different forms of authentic learning, ranging from in-class activities to fully authentic client-based projects, on both student satisfaction and success rates. The results suggest that client-based projects represent a trade-off between satisfaction and learning at the undergraduate level but can be highly successful at postgraduate level if implemented effectively. We provide practical tips for how faculty may scale authentic learning and assessments across undergraduate and postgraduate courses. [ABSTRACT FROM AUTHOR]

Within the United States' academic system, faculty often confront academic norms and practices that contradict liberatory curricular and pedagogical practices. Using data from a critical race participatory action research study based in the United States, this study explores how academic and disciplinary narratives inhibit faculty consciousness and demonstrates how faculty members' consciousness relate to the curricula and pedagogy they utilize. In this study, three psychology faculty members describe inhibiting academic and disciplinary narratives including: race only belongs in courses centered on issues of diversity, racist knowledge that is part of the cannon must persist, and the inclusion of race into a course requires extensive expertise. This study utilizes the framing of critical race conscience to analyze the academic and disciplinary narratives that inhibit faculty members' consciousness and thus, the curricula and pedagogical practices they implement. [ABSTRACT FROM AUTHOR]

Switching between languages requires the participation of executive functions (EFs) which comprise both the 'hot' affective aspects (hot EFs) and the 'cool' cognitive aspects (cool EFs). However, the role of these EFs in language switching is not clear. This study employed a word valence categorization task to explore the effects of hot (i.e. emotional valence and emotional congruency) and cool (i.e. inhibitory control ability, IC ability) EFs on high- and low-IC Chinese-English bilinguals' language switching costs. The results showed smaller language switching costs for positive than negative emotional words, for emotional incongruent than congruent trials, for positive than negative emotional words in emotional congruent trials and for negative emotional words in emotional incongruent than congruent trials. Moreover, hot and cool EFs worked interactively, with larger language switching costs for negative emotional words and the same pattern in emotional congruent trials for high-IC participants over low-IC ones. These results indicate that various aspects of hot EFs affect language switching costs individually and interactively, while also modulate the effects of cool EF on language switching costs during Chinese-English emotional word comprehension. These findings have implications for extending the Bilingual Interactive Activation plus (BIA+) model by incorporating both hot and cool EFs. [ABSTRACT FROM AUTHOR]