Search

This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the 'metaverse'). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations.

In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

There has been an increasing demand for healthcare analytics skills and competence by healthcare organizations. Although many universities have established programs and courses on healthcare analytics, most of these curricula have been designed for information systems (IS), information technology (IT), or analytics students. It is unclear how these curricula would fit the needs of healthcare professionals who have little IT knowledge and background yet also need analytics for their clinical or administrative job roles. This research reports on the design of an executive MBA course intended for an audience of healthcare professionals. The learning objectives, topic coverage, software tools, and assessment methods are presented along with students' perceptions of these aspects of the course. Several important lessons learned are shared and future directions are proposed, which can help other educators design similar healthcare analytics courses for professional audiences.

The study reported on here was conducted to explore four Grade 7 mathematics teachers' understanding of the relationship between the objectives indicated in the CAPS for teaching different topics/concepts and instructional time stipulated for doing so. Seven lessons were studied in 4 primary schools in the Vhembe district of the Limpopo province, South Africa. A constructivist philosophical approach was used. The data collection methods included interviews and classroom observations. The main finding indicates teachers' understanding of instructional time as either a regulatory or a teaching tool. The ability to translate instructional time into social time depends on the level of teachers' curriculum literacy. Consideration of how CAPS objectives could be fulfilled based on the topic/concept to be taught and the stipulated instructional time, influenced the learners' conceptual understanding, procedural fluency, and competency in mathematics. The conclusion underscores the importance of instructional time as both an essential authoritative regulatory tool and signal of a pedagogic device and communication required to advance the instructional objectives.

Working while attending college has become a reality of the student experience, especially for low-income, adult, and BIPOC students. Particularly, off-campus employment is commonplace but may not be fully understood by higher education professionals as an educationally effective activity. This paper is grounded in current literature on the necessity and the benefits of off-campus employment, along with the need for high-impact practices. We, the authors, encourage institutions to reframe off-campus employment as an activity that is educationally effective for those students who engage in it.

Social-emotional skills are crucial for preschool children's mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the "EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more meaningful and substantial. However, limited resources are available, especially the ones that could help the teacher evaluate vivid steps dynamically. This study fulfills the need for a coursebook, especially ELT, evaluation method by following the research and development design proposed initially by Dick and Carey that many experts have simplified. The design was constructed from a sequence of steps, namely ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thirty participants conducted an evaluation phase based on the product trial evaluadesign, followed by a Focus Group Discussion (FGD). The data were gathered using a questionnaire and the interview guidelines. The instruments were developed based on the ideal coursebook criteria. They are shaped in quantitative and qualitative forms and analyzed using Creswell's data analysis technique. Thus, a set of evaluation methods was designed: SQRAR (Survey, Question, Read, Analyse, and Recommend). The design benefits the teachers by allowing them to evaluate the coursebook systematically and effectively. Survey results demonstrate strong consensus among English teachers, advocating for urgent development of such evaluation models. Implementation of the SQRAR model involves detailed stages emphasizing thorough evaluation and constructive feedback, with micro and macro evaluation options discussed. The model ensures comprehensive evaluation, consistency, and alignment with learning objectives and provides clear recommendations for coursebook improvement.

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students' knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model's suitability, practicality, and beneficial impact on language proficiency. The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model's success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

Despite coverage of materials development principles in the applied linguistics literature, principled production of open textbooks has not received attention. To address this gap and demonstrate the interdisciplinary potential of materials development research, the authors drew upon concurrent verbalization and interview data they collected while composing their first coursebook, a freely available open textbook designed for first-year university writing courses that enroll English first-language and second-language learners, to discern how they applied principles. Qualitative content analysis of the data indicated the novice textbook writers focused on learning objectives to negotiate textbook relevancy and currency concerns, tried to create relatable content, and employed varied repetition and layering to build modular chapters. This study illustrates the generalizability of materials development research and principles and offers a view of open textbook authorship for teachers interested in the activity.

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the "authenticity dilemma". Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue "Perspectives on Authentic Learning" through the lens of the authenticity dilemma.

Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1 - t4). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the "Portrait Values Questionnaire," and teachers' perception of their school climate was measured with the "12-Item School Climate Measure Scale." "Random Intercept Cross-Lagged Panel Models" along with "Multiple Imputation" for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's "Higher-Order Value Types: Openness to Change, Conservation, Self-Enhancement, and Self-Transcendence" and their corresponding dimensions of a perceived value-related school climate of "Innovation, Stability, Performance, and Support." For the dimensions "Innovation and Openness to Change," the analyses revealed that the perceived value-related school climate of Innovation predicted teachers' value-related educational goals of "Openness to Change" significantly from t1 to t2, while an effect in the opposite direction from t2 to t3 and from t3 to t4 was found. For the dimension "Stability and Conservation," the analyses revealed that the perceived value-related school climate of "Stability" predicted teachers' value-related educational goals of "Conservation" from t3 to t4. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.

Despite declines in private-sector union membership in the United States, labor relations remains an essential topic within the field of human resource management. However, most undergraduate students have little experience with labor unions, making it difficult to enhance learning by applying labor relations concepts to their prior experiences. The current lesson addresses this gap by teaching students about labor relations through the exploration of an authentic collective bargaining agreement (CBA) and an analysis of an actual work stoppage (i.e., strike or lockout). Students will learn about how different elements of the CBA influenced negotiations and factors that contributed to a work stoppage, leading to a basic understanding of how the human resource management decisions they make as managers can directly impact organizational outcomes. The lesson also serves as a tool for synthesizing content from throughout the semester in an undergraduate human resource management course.

This phenomenological study aimed to develop a framework integrating play into preschool curriculum based on educators' lived experiences using play-based methods. Fifteen educators from 12 centers were interviewed using theoretical sampling. Data analysis revealed nine pathways linking play types, educator roles, and learning objectives. Results culminated in a comprehensive framework elucidating how educators actualize educational goals through play.

Background: The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments. Objective: The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes. Methods: This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education. Results and Conclusions: From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

Many students have expressed that they feel highly distressed by the state of the world they are inheriting. Extreme weather and wildfires around the globe, and increasingly sobering assessments about projected futures by researchers, activists, and global leaders have led to a growing consensus that the world is at a turning point when it comes to the social and ecological impacts of climate change. Education itself is entangled with and dependent on the same unsustainable political-economic system that has led to climate change in the first place. University educators will need to invite deepened engagement with the realities of climate change on and beyond their campuses, and create more opportunities for climate education across all areas of the university.

Background: There are many children with neurodisability who are unable to rely on speech to communicate and so use a range of augmentative and alternative communication (AAC) methods and strategies to get their message across. Current instruments designed to measure the outcomes of speech and language therapy interventions lack specific attention to communication outcomes that are valued by non-verbal children with neurodisability, their families and support networks. This qualitative meta-synthesis was conducted to identify valued communication outcomes to inform the next stage of developing a novel outcome measure. Aims: To systematically identify and synthesise the qualitative evidence about which communication outcomes non-verbal children with neurodisability, their family members, healthcare professionals and educators think are important to achieve, specifically which communication outcomes are most valued by: (1) non-verbal children with neurodisability; (2) parents or other family members of non-verbal children with neurodisability; and (3) professionals who work with non-verbal children with neurodisability. Methods & Procedures: A systematic search of bibliographic databases and the grey literature was undertaken to identify qualitative studies that included evidence of views expressed by children, family members, healthcare professionals and educators on outcomes in relation to the communication of non-verbal children with neurodisability. All papers meeting the inclusion criteria were quality appraised using the Critical Appraisal Skills Programme Qualitative checklist, although none were excluded on this basis. The data synthesis involved organising coded data into descriptive themes which were then synthesised into analytical themes. Main Contribution: We found 47 papers containing qualitative data meeting the inclusion criteria from research situated in 14 countries. The views of 35 children, 183 parents, six other family members, 42 healthcare professionals and 18 educators are represented in the review. The included studies contained very few data reported by children themselves; most data were provided by adults, especially parents. Three main analytical themes were identified: Experiences of communication and expectations; adapting to and acceptance of AAC; and becoming an autonomous communicator. Conclusions & Implications: This meta-synthesis brings together the limited qualitative research findings about what parents, professionals and children consider are important communication outcomes for non-verbal children with neurodisability. The synthesis identifies key gaps in our knowledge about the perspectives of children and their siblings. This synthesis will inform primary research to understand valued communication outcomes in this group, and ultimately the development of a patient-reported outcome measure (PROM) that can be used to demonstrate the effect of interventions, at both clinical and service levels.

It is widely agreed that the relationship between poverty and education is bi-directional: poor people lack access to a decent education, and without the latter people are often constrained to a life of poverty (Van der Berg, 2008). Poverty as a "lifetime, and life-wide status" thus develops into a self-fulfilling prophecy that is difficult to emerge from. We acknowledge the interplay between the notions of "poverty," and "disadvantage," especially in the wide context of education, and school leadership more specifically, as the focus of this conceptual paper, and thus use them interchangeably in order to advocate for full, and equal opportunities in life as a matter of equity, and fairness. Moreover, we firmly regard education as a direct social justice contributor both in the provision of equal life opportunities, and in imparting students with the responsibility for the perpetration of such opportunities (Waite and Arar, 2020). In this conceptual commentary, we stretch this scholarship of social justice further by troubling the notion of poverty from a social justice lens, and redefining it as a type of "under-privilege" in order to engage scholars, policymakers, and stakeholders in meaning-making, and action. We seek to provide our contextual, inclusive, and problematized re-definition of poverty in relation to schooling, and education by portraying students to be considered at risk at any point in time. We ultimately ask ourselves, and our readers to reflect upon this quintessential question: "What is the purpose of education epitomized by?"

The Individualized Education Program (IEP) should include a summary of the student's current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students' IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K-2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

This study explores teachers' perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.

This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.

This essay describes a student-designed framework implemented by an honors program because of budget constraints. The framework's implementation, involving structured student leadership, feedback integration, and curricular adaptations, is detailed along with an exploration of the positive consequences of implementing a student-designed approach to co-curricular offerings. Benefits of the approach include better fulfillment of the honors mission, meaningful student leadership development, program growth, and eventually increased resources.

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers' beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers' beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers' implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence without incorporating the outcome categories. Such a binary model of evidence can be limiting, privileges measures of skills and knowledge over habits of mind and values, and risks excluding validated psychometric tools as a source of measurement. An argument is made for a new 2x2 outcome matrix which incorporates outcome category and evidence type as a possible alternative to the dominant direct vs. indirect dichotomy.

This study investigates in-depth information about the factors influencing the digital transformation of an educational establishment to becoming a high-performance education organization through the dimensions of digital enterprise architecture, digital transformation, and high-performance education organization using structural equation modeling (SEM) as a tool to verify the model. A sample of 520 staff members, selected using a multi-stage random sampling method from 22 departments under the Office of the Basic Education Commission (Head Office), Ministry of Education, Thailand, answered an online questionnaire. The results revealed that the model was valid and fit with the empirical data. The results also showed that business architecture, data architecture, application architecture, technology architecture, security architecture, human capital architecture, and infrastructure architecture had a direct and indirect influence on the context of digital transformation and high-performance education organizations. There was technology architecture and human capital architecture that had an indirect influence on high-performance education organization; other than that, there was none. All hypotheses (H1-H10) were supported by statistical criteria. These results indicate that digital enterprise architectures are essential development tools influencing an organization toward becoming a high-performance education organization.

This action research aims to improve teachers' ability to enrich, redesign, develop, and test the "ahlussunah waljamaah" (Aswaja) Annahdliyah curriculum in strengthening Islamic moderation in 25 "madrasah ibtidaiyah" (Islamic elementary schools) in Kedu Caresidenan, Central Java, Indonesia. The method used was participatory action research modeled by Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, an experimental type of action research. The research findings state that Islamic moderation through strengthening the Aswaja Annahdliyah curriculum is carried out by enriching and redesigning the curriculum in the aspects of objectives, content/materials, methods/activities, and assessment/evaluation. The form of strengthening the Aswaja Annahdliyah curriculum is carried out by developing a curriculum by providing material on the basic principles of Aswaja, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah in the aspects of "fikrah" (thought), "aqidah" (belief), "harakah" (movement), and "amaliyah" (worship practices). As a result, teachers know the depth and breadth of the curriculum in terms of objectives, content, methods, and evaluation at the level of "fikrah," "aqidah," "harakah," and "amaliyah," determining basic competencies, operational verbs, materials, material enrichment, and selecting appropriate learning models, methods, strategies, and media. Future research needs to explore curriculum strengthening for Aswaja Annahdliyah at the high school or university level.

In the fall of 2019, our large southeastern metropolitan university launched a campus strategically situated in downtown Orlando. As we all remember, in the spring of 2020, as our campus was starting to build momentum as a student and community-centered hub, the world shut down because of a global pandemic. Our challenges over the last several years have been multifaceted. Our university lost key administrators who championed the efforts of the new campus and we have been trying to reclaim the vision and purpose of this space. We have also had a dearth of faculty engagement at the new campus partly because of so many remote courses and meetings. These challenges impact all stakeholders involved with the downtown campus. To reclaim our purpose, we interviewed key stakeholders (N = 21) connected to the university and/or the community to then use their perspectives on the downtown campus as well as their thoughts on community-engaged scholarship (CES) to create a strategic plan to move forward. To code our 188 (N = 188) units of analysis we used the six categories of community engagement as identified by Gordon Da Cruz, (2018). These categories include community-identified issues, scholarly investigation of public issues, collaborative and mutually beneficial community-university partnerships, collaborative knowledge production, institutional resources for the public good, and integration with faculty scholarship. Our findings reveal the following breakdown: community-identified issues (n = 12), scholarly investigation of public issues (n = 15), collaborative and mutually beneficial community-university partnerships (n = 66), collaborative knowledge production (n = 26), institutional resources for the public good (n = 50), and integration with faculty scholarship (n = 19). We used these distinctions as well as stakeholder suggestions to build a strategic plan and our seven primary goals or objectives for moving forward into our next phase.

This research reports the implementation of an evaluation instrument of the slope concept in high school students. The design of this study was based on four dimensions: Skills, Properties, Uses and Representations (SPUR model; Thompson & Kaur, 2011) and on three conceptualizations: constant ratio, behavior indicator and trigonometric conception. This work adopts a qualitative approach to analyze the students' productions and a quantitative approach when obtaining the percentages of the student's responses. The general objective of the work is to evaluate the effect produced by a group of tasks designed with the SPUR model on the slope concept in high school students. The results show that students have traditional conceptualizations of the slope as a constant ratio and trigonometric conception. However, these conceptualizations emphasize more procedural aspects than conceptual ones. This finding could partially explain why students can solve certain tasks of procedural nature but not conceptual tasks that usually require a multifaceted view of the slope.

This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.

While program-level learning objectives are required for medical school accreditation, session-level learning objectives are not, although many institutions use them. Most pre-clerkship basic science medical educators (PCBSMEs) do not have formal pedagogy training, so it is unknown when PCBSMEs learn about learning objectives or how they communicate them to students. A questionnaire was designed to phenomenologically explore these aspects during PCBSMEs' time as a student and as an educator. Qualitative data underwent inductive thematic analysis and generated two descriptive themes. Theme Educator Experiences describes how respondents learned about and used learning objectives as a student and as an educator. Theme Educator Communications describes how PCBMSEs communicate with students about using learning objectives. The relationship between themes suggest learning occurs following Bandura's Social Cognitive Theory. Findings indicate potential obstacles preventing implementation or communication about learning objectives, regardless of training. Strategies to proactively expose PCBSMEs to pedagogical concepts regarding learning objectives are recommended.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

The academic benchmarking process is broadly employed by private secondary education providers and educational stakeholders in Tanzania to examine the benefits and drawbacks of service delivery. The study explored the use of academic benchmarking in providing quality education in Tanzanian secondary schools. Employing a cross-sectional research design, data were collected from 188 participants and subsequently analysed both descriptively and thematically. The study found that the academic benchmarking process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and the adoption of best practices from benchmarked schools. Further, the findings reveal that six types of academic benchmarking are utilized in Tanzanian secondary schools. According to the study, proper academic benchmarking in secondary schools will improve educational results among secondary school graduates. Furthermore, academic benchmarking in secondary schools affects school rankings, which reflect a school's potential to do well at the end of national examinations. The study concludes that academic benchmarking enhances the provision of quality education by influencing future performance and commitments to work on secondary schools' goals, vision, and mission. Moreover, the study provides both theoretical and practical insight to the understanding of the necessity of academic benchmarking in secondary schools.

This essay draws from a study conducted as part of graduate thesis work at George Mason University. The thesis examined the purpose of human rights education and critical media literacy, and the international inducements to include these subjects in the national education systems of United Nations (UN) member states. It compared the United States (U.S.) educational system to those of other, similarly developed UN member states that have successfully implemented human rights education and critical media literacy into their national education. The comparison revealed a lack of implementation in the U.S. despite its member state status and agreement to do so. The study also looked at decades-long appeals from U.S. educators and scholars to embed these subjects into curricula, and the impact this education may have on protecting and advancing democracy. Based on the findings, a new undergraduate college course was designed. The essay that follows describes the structure, design, learning objectives, and expected outcomes of the course.

Internationally, the trend of student-centered learning in higher education has emphasized the importance of aligning student learning outcomes with corresponding assessment methods. This study is conducted at a university in Vietnam by investigating 32 sets of syllabi and test specifications varied from English Language programs to English as a Medium of Instruction (EMI) courses. The findings reveal that a lack of precision in verb usage within learning outcomes can introduce ambiguity, potentially hindering the effectiveness of both teaching and assessment. The study also highlights the significance of balancing the quantities of requirements within a single learning outcome to foster a positive and manageable learning experience. As a result, it is believed that a careful selection of verbs in writing learning outcomes, coupled with a balanced approach to requirements, can contribute to a more coherent and effective curriculum within linguistic programs.

This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers' perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers' narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers' understanding of picture books' possibilities as teaching materials, benefits for fostering students' bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers' narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

The occupational therapy doctorate degree requires a capstone experience and project to be completed within a specific occupational therapy (OT)-related setting. The doctoral capstone experience and project can be difficult to complete in the highly specialized Neonatal Intensive Care Unit (NICU). This paper provides a sample outline of the doctoral capstone experience and project in the NICU. The NANT Core Competencies, written by the National Association of Neonatal Therapists Professional Collaborative, were utilized as a guideline to track student progress and ensure understanding of neonatal therapy topics. This paper follows one student's doctoral capstone experience and project in the NICU while mentored by an occupational therapist. Learning objectives related to utilizing the NANT Core Competencies, gaining clinical skills, and participating in program development were created. The site mentor trained, supported, and educated the student in the NICU while monitoring her progress during the fourteen weeks. Overall, the student successfully completed all objectives. This paper provides an example of the doctoral capstone experience and project in the NICU utilizing the NANT Core Competencies to support the mentor-student relationship and student learning with educational topics provided in the competencies guiding the capstone experience. With details including student progress, weekly mentor-student meetings, and roles/responsibilities of the student and mentor, this paper serves as a resource and guideline for OT faculty as well as potential mentors of occupational therapy doctorate students in the NICU setting. Additionally, this paper highlights the feasibility of the completion of the OT doctoral capstone in the NICU.