Search

Evaluation is one of the most difficult areas of educational pursuits. The most common type of evaluation and assessment is through a written examination. The majority of the time, questions is drafted right before the examination without going through a quality control process, which might cause confusion or incorrect interpretation of the questions by the students. Students' self-confidence and self-esteem grow as a result of their increased understanding of the question paper's structure, and they then affirm their ability to complete the task. The design of the question paper is prepared, with consideration given to the objectives, the various forms and types of questions, and the various content areas, a projected time, Level of difficulty anticipated. In order to enhance the standard of student evaluation and assessment, this article focuses on offering instructions and a scientific technique for creating effective question papers. [ABSTRACT FROM AUTHOR]

The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary 'epistemic line' and associated oppressions.

This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

This paper unpacks our efforts as external evaluators to work toward decolonizing our evaluation practice. Undertaking this writing exercise as a form of reflective practice demonstrated that decolonization is much more complex than simply translating materials, organizing locals to collect data, and building participants' capacity around Western modalities. While this complexity is clear in the decolonization literature, practice-based examples that depict barriers and thought processes are rarely presented. Through this paper, we deconstruct our deeply held beliefs around what constitutes good evaluation to assess the effectiveness of our decolonizing approach. Through sharing our critical consciousness-raising dialoguing, this paper reports our progress thus far and provides information and provocations to support others attempting to decolonize their practice.

Background: Despite increasing support for models in physical education, ambiguity exists concerning the role of teachers in the implementation of models. Very generally, some scholarship seems to suggest that teachers should work as technicians and use models in an instrumental manner. Other scholarship suggests that teachers should use models in ways that are responsive to the contexts in which they are working. This suggestion positions teachers more as craftspeople. Ambiguity is problematic given that teachers have been identified as 'key players' when it comes to the implementation of models. How teachers are positioned in research may have a significant impact on further research and pedagogical practices. Purpose: This paper has two specific aims. First, we aim to provide a detailed map of how scholars have positioned teachers within physical education models literature. Second, we aim to provide a reinterpretation of our findings using Deweyan theory. Data production: The scoping review conducted here is based on the framework provided by Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." "International Journal of Social Research Methodology" 8 (1): 19-32]. It involved: (1) the development of a research question which was: in which ways does PE models literature position teachers? (2) the identification of potentially relevant literature through searches of the Web of Science, SPORT Discus and Google Scholar databases. The search terms used were: 'Physical education' AND 'Models-based practice;' OR; 'Pedagogical model;' OR; 'Instructional model;' OR; 'Curriculum model;' OR; 'Model;' OR; 'Teacher,' and literature needed to be published between 2010 and 2021 in English, (3) the selection of literature for the review. This occurred as an iterative process that involved going back and forth between the potentially relevant literature and our research question, (4) charting of the literature, done through inductive thematic analysis. This involved a close inspection of the included texts and the identification of recurring types of positioning in the corpus, and (5) a theoretical reinterpretation of teacher positioning achieved in models scholarship. Findings: In the physical education scholarship on pedagogical models, teachers are positioned as: (1) resistant to using models; (2) incapable of using models correctly; (3) mechanical reproducers of models; (4) struggling implementers of models; (5) needing models to change their ordinary practices; (6) capable of using models correctly with support; (7) adapters of models, and (8) collaborators with researchers when implementing models. Discussion: Three issues are raised for discussion. The first relates to the potential disempowerment of teachers achieved by models. The second relates to the relationship between teachers and researchers. The third relates to how models themselves are conceived. Conclusion: The paper is concluded with two general reflections that follow from the issues raised in the discussion.

Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability (SA) in the early years. Altogether 101 preschoolers (Ngirl = 45, M age = 4.54, SD = 0.75) were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children's paper folding skills: Basic Folding Skill (BFS) and Advanced Folding Skill (AFS). The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: (1) there was a significant age-related increase in the paper folding performance; (2) child age could significantly predict both BFS (β = 0.551, p < 0.001) and AFS (β = 0.627, p < 0.001), while parental involvement could only predict BFS (β = 0.246, p < 0.001); (3) after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; (4) BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed. [ABSTRACT FROM AUTHOR]

This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using nonparametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommended learning facilities are suggested to do to enhance students' positive perception and critical thinking skill. [ABSTRACT FROM AUTHOR]

In a paper introduction presentation of scientific papers, the presenter needs to understand the contents of a paper, summarizes them by slides and explains them to the audiences, such as participants the paper introduction activity, and discuss the contents with participants. However, if the presenter does not have enough skills for reading the contents deeply or for creating understandable slides, participants are not able to get the importance of the paper precisely and do not have fruitful discussion. For such situation, participants give questions to understand the paper. Therefore, questions regarding to the contents from other participants implicitly suggest problems with the presenter's understanding of the paper and creating the slides. Therefore, it is valuable for the presenter to reflect on their skills that are used to prepare the paper introduction presentation based on the questions asked by other participants. This research proposes a reflection support environment for promoting the active and sufficient reflection using the questions asked by other participants. Our environment prepares an interface that records the activities involved in preparing the presentation, such as understanding papers and creating slides. Our environment also provides an interface with which the presenter can compare the recorded activities and the participants' questions. By comparing the questions with their understanding of papers and created slides, the presenter is encouraged to recognize the insufficient points of their reading and presentation methods. [ABSTRACT FROM AUTHOR]

Design as a construct has multiple meanings depending on context, function, and agenda. This paper proposes to set out functions of design as it manifests in the context of technological activity for the purposes of technology education. The importance of context and by association intention in technological and designerly activity is presented with reference to recent reforms of lower secondary school subjects in Ireland, in an attempt to demonstrate the complexity of design's treatment in technological activity. Critical to the success of designerly outcomes and outputs, is having a clear intention for the objectives of learning. This paper proposes a framework of articulations of design in the context of technological activity that attempts to position its utility with respect to the development of capability. Unpacking 'learning about design', 'learning by design' and 'learning to design' provides delineated intent that makes explicit learning, pedagogical, and evaluative decisions, reinforcing the position that it is what learners can "do" opposed to "know," that is central to technological activity.

This paper reports on the recent activity of the pan‐European consensus of the ADEE Special Interest Group for Pre‐Clinical Operative Skills. Following the previous recommendations from the group, and in order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre‐clinical operative skills needs to be created. This paper reports European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum and provides recommendations relating to session structure and timing of curricular elements for basic operative dental clinical skills teaching. [ABSTRACT FROM AUTHOR]

Sustainability in university curricula remains important for equipping graduates from all disciplines with capabilities to respond to complex social, economic, and environmental challenges in their future professional roles. Situating sustainability learning within disciplinary contexts is needed for learners to apply sustainability theory to their future professions. Furthermore, developing capabilities is important to enable graduates to act in differing professional contexts. In response to these needs, this paper contextualises safety as part of sustainability in undergraduate engineering studies by exploring the complementarity between professional capabilities for safety in engineering and key capabilities found in sustainability education literature. The paper draws on findings from interviews with 41 pipeline engineers undertaken to build an understanding of differing views on engineering capabilities necessary for safety decision making. The results show synergies between safety and sustainability capabilities in the context of engineering practice and the opportunities to contextualise safety within sustainability in engineering education. From a safety perspective, given the expanding sustainable development agenda, there is an opportunity to increase education for public safety in engineering curricula within the scope of sustainability education and to shift learning from competencies to capabilities-based outcomes.

The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.

Vice Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities ('top 100') globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of literatures and illustrative biographical examples to highlight the critical importance of an intersectional analysis that situates merit as form of advantage/disadvantage precisely because of the way in which these discourses are framed and enacted.

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students' confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

This paper is framed as an email conversation between the authors, a lifespan developmental psychologist with expertise in the field of wisdom and an educational scientist with expertise in the field of giftedness. We discuss how giftedness is defined and whether the definition, and the concept in general, is still useful in today's world. We draw three conclusions. First, "giftedness" has taken on a particularly literal meaning as it tends to favor students that are already privileged. Second, educational systems should aim to identify and promote all students' individual profiles of strengths and interests instead of focusing on promoting the "gifted" ones. Third, given the current state of the world, educational systems should aim to empower "gifting" students who engage themselves for a greater good, instead of "gifted" students competing for grades and achievements.

Copyright of Journal Applied Computing / Revista de Cómputo Aplicado is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners' academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes -- standardization of questions, the efficacy of Bloom's taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom's taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison. [ABSTRACT FROM AUTHOR]

This paper extracts the characteristics of the view of ability in educational practices during the period of rapid growth in Japan, focusing on the influence of these perceptions on the Ministry of Education's educational policies. The analysis draws on the debate about "vocational aptitude tests" and "observation guidance." Teachers' critical perceptions of "vocational aptitude tests" and "observation guidance" depend on their views of desirable ability. The main findings obtained are as follows. Since the 1990s, attention has been focused on non-cognitive ability; a similar view of ability (expansion of the view of ability) can be seen in educational practices in the 1960s. However, this expansion of the view of ability does not only appear in educational practices. According to the analysis of "ability and aptitude, etc." included in a reference document on observation guidance (presented by MoE, based on the French observation curriculum), an expansion of the view of ability can also be confirmed to be present in educational policy. The view of ability in educational practices may even coincide with that in educational policies.

A significant ongoing initiative is to identify the conditions under which financial education is most effective, as it has been shown to work much better in some circumstances than others. One factor to consider is mathematical capability, as it has been linked to improved financial knowledge and financial outcomes. In this paper, we investigated one aspect of math capability: math confidence (that is, self-reported math ability). We examined how this factor interacts with financial education (measured by the number of financial education courses taken) with data from the 2018 National Financial Capability Survey (NFCS). We found that both mathematical confidence and financial education were positively associated with financial behaviors and, moreover, that the effects were largely independent rather than acting as substitutes -- suggesting that future intervention work should consider both factors.

This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to traditional modes of teaching when interventions are brief and sporadic. This research was scaffolded across the zone of proximal teacher development (ZPTD) as conceptualized by Warford (2011). The aim of the study was to investigate how metacognitive awareness facilitated intermediate phase mathematics teachers' ZPTD, i.e., from their actual knowledge to "proximal development". 10 intermediate phase mathematics teachers participated in the qualitative research (n=10). The professional development intervention was conducted on two consecutive Saturdays, infused with an adapted lesson study approach. The data was collected through (i) individual interviews, (ii) reflective prompts, (iii) observations, and (iv) reflective journals. The data from each data source were coded and categorized and were triangulated to answer the research question. Participants deemed the professional development intervention and the accompanying materials as supportive and showed increased metacognitive awareness of their personal teaching praxis during and after the intervention, hence growth along the ZPTD occurred.

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli's domain-general theory on giftedness as an interplay of creativity, above-average ability, and task commitment; and Krutetskii's mathematics-specific theory on gifted students' abilities. In a "proof of concept", we illustrate how the abilities offered in Krutetskii's theory can be mapped to the three traits described by Renzulli. This is realized through a mapping process in which two raters independently mapped the abilities offered by Krutetskii to Renzulli's traits. The results of this mapping give first insights into (1) possible mappings of Krutetskii's abilities to Renzulli's traits and, thus, (2) a possible domain-specific specification of Renzulli's theory. This mapping hints at interesting potential phenomena: in Krutetskii's theory, above-average ability appears to be the trait that predominantly is addressed, whereas creativity and especially task-commitment seem less represented. Our mapping demonstrates what a mathematics-specific specification of Renzulli's theory can look like. Finally, we elaborate on the consequences of our findings, restrictions of our methodology, and on possible future research.

The objectives of this study are to determine the ability of students Pendidikan Bahasa dan Sastra Indonesia (PBSI), FKIP, Universitas PGRI Yogyakarta (UPY) in writing scientific papers; and to find out the difficulties of students in writing scientific papers. The research method used is descriptive qualitative. The population in this study were PBSI students who were conducted in the odd semester of the 2021/2022 academic year. The sample is 31 students of class G-1 who take Psycholinguistics courses. Data in the form of scientific papers were collected in the middle of the semester of Psycholinguistics lectures. The scientific paper was analyzed using research instruments. The writing ability assessed includes five aspects, namely (1) ideas, (2) organization, (3) grammar, (4) diction, and (5) spelling. Based on the assessment, each is categorized into five, namely (1) very good with a score range of 86-100, (2) good with a score range of 68-85, (3) sufficient with a score range of 48-67, (4) less with range of values from 32 to 47, and (5) very less with a range of values

When students receive the same score on a test, does that mean they know the same amount about the topic? The answer to this question is more complex than it may first appear. This paper compares classical and modern test theories in terms of how they estimate student ability. Crucial distinctions between the aims of Rasch Measurement and IRT are highlighted. By modeling a second parameter (item discrimination) and allowing item characteristic curves to cross, as IRT models do, more information is incorporated into the estimate of person ability, but the measurement scale is no longer guaranteed to have the same meaning for all test takers. We explicate the distinctions between approaches and using a simulation in R (code provided) demonstrate that IRT ability estimates for the same individual can vary substantially in ways that are heavily dependent upon the particular sample of people taking a test whereas Rasch person ability estimates are sample-free and test-free under varying conditions. These points are particularly relevant in the context of standards-based assessment and computer adaptive testing where the aim is to be able to say precisely what all individuals know and can do at each level of ability.

To explore a cohort of mental health nurses' views and experiences in developing and applying critical appraisal of research skills to identify helping and hindering factors. In accordance with evidence-based practice principles, there is an expectation that student (mental health) nurses will become competent in understanding research to make judgements about its trustworthiness and applicability in the clinical setting. This process is termed the 'critical appraisal of research' and it is deemed important to healthcare professionals because it facilitates the use of evidence from research to underpin practice. The study incorporated qualitative secondary research using thematic analysis and a poststructural lens. Following undertaking a module including tuition on the critical appraisal of research, a cohort of student mental health nurses' submitted essay reflections focusing on critical appraisal experiences were thematically analysed. The thematic analysis included both deductive and inductive components in adjunct to a poststructuralist analysis to explore influencing factors of language, meaning and subjectivity. The study identified there are both pedagogical factors and wider societal considerations influencing the critical appraisal of research experiences. Psychological and emotional factors, incorporating anxiety components were identified as a key barrier to engagement and understanding which has not previously been identified in comparable research. Enablers to the understanding and application of critical appraisal skills were identified as peer learning, accessing academic supervision, gaining a satisfaction of personal learning and self-directed learning with library skills support. The findings indicate that there are specific pedagogic considerations which can be applied when supporting mental health student nurses in developing and gaining skills in the critical appraisal of research. It is recommended that these are applied universally for nursing students and considered for other populations of healthcare students. • A key barrier to critical appraisal comprehension included anxiety experiences. • Satisfaction with learning promoted growth in knowledge. • Accessing academic supervision was perceived to enable progression immediately. [ABSTRACT FROM AUTHOR]

Education policies in South Africa are aimed at redressing the legacies of under- and inequitable development, and at making learning opportunities available to all the citizens of this country. The "Amended Norms and Standards for School Funding Policy (2006)," which also outlines the no-fee policy, should be implemented in South African schools to promote the well-being of learners. The purpose of this conceptual paper is to shed light on capabilities needed for the implementation of the policy in South African schools. The paper proposed the implementation of Amartya Sen's "Capability Approach," which is a broad framework that can be used to evaluate various elements of well-being and in terms of the no-fee policy. A capability analysis was applied and key capabilities were identified in the no-fee policy of 2006. The paper suggests that capabilities such as autonomy, accountability and knowledge be implemented by principals of schools to cultivate a conducive school environment for the more effective implementation of the no-fee policy. The findings show that if principals apply the identified capabilities, learners' well-being might be enhanced. The results indicate that an application of a capability approach framework may be deemed desirable for the effective implementation of the no-fee policy.

Strengths-based coaching has emerged in past decades as an asset-based approach that can help individuals identify, harness, and leverage their strengths to achieve professional and personal goals. This paper shares the design and outcomes of a year-long strengths-based coaching program to support leadership development within the context of one university's women's leadership initiative. Program outcomes and changes in participants' perceived confidence in identifying and applying their strengths in different contexts were evaluated through an online survey using a Likert-based REDCap survey tool after participation in the program. Findings strongly suggest that most participants lacked the self-confidence and/or self-awareness to recognize their own strengths in a granular way prior to the program. Themes that emerged in the survey findings point to the following program outcomes: participants gained an increased ability to identify and value one's own leadership strengths, an increased ability to recognize and value the strengths of others, and a supportive community of women leaders to share experiences and reflect on the application of their strengths as part of their leadership journey. Further studies are needed to understand and measure how a program such as this can impact one's leader identity, self-awareness, and self-confidence. Given the critical need for women's leadership opportunities, this program shows promise as a means to strengthen women's leadership across career stages and disciplines.

In this paper, we analyze recently collected data that conducts a unique assessment of high school student performance for over two thousand students from five Chinese provinces. Across three domains of scientific intelligence tested, we document heterogeneous gender gaps in academic performance. These differences generally arise due to differential productivity of inputs to the education production process and not differential levels of inputs. At many quantiles of the achievement distribution, girls perform better than boys when identifying scientific issues, whereas the converse holds on the portion of the assessment that measures whether one can apply scientific evidence. These differences may partially explain the subsequent gap in decision to major in specific STEM disciplines in college. Further, our results imply caution from using a single summative gender achievement gap measure when gender gaps in subject knowledge are not constant across each domain of intelligence examined within the test.

This paper reports the findings on motivational factors influencing teaching as a career choice from a qualitative study carried out in Scotland. Ten students undertaking a PGDE (Professional Graduate Diploma in Education) programme at one Scottish university were interviewed. The results indicate that the choice of a teaching career derived from the students' internal needs for personal achievement and from an altruistic dimension pertaining to helping and influencing young people. For some students, negative educational experiences played an important part in shaping their altruistic sense of offering the next generation an enjoyable school experience. Perceived intrinsic rewards of teaching appeared to deter and counteract negative thoughts or remarks about teachers' workload, salary and status.

It is estimated that approximately 97 million people in the world have complex communication needs and may benefit from alternative and augmentative communication (AAC). Although AAC is considered an evidenced-based intervention, device abandonment remains common, and researchers have attempted to analyze the causes of people abandoning devices. These devices have been prescribed following extensive assessment and often a protracted period of negotiation with a funding body. In this paper, we present the process of AAC prescription using a new model called the Communication Capability Approach by adding the Capability Approach from Amartya Sen to the widely used Participation Model. This allows clinicians to see individual daily decision-making as a valid choice of the individual. We propose reframing the concept of device abandonment as the person and their family making a choice to use a full range of multimodal communication to meet their own needs. This changes the tone of the narrative to viewing the person using AAC as competent and able to exercise self-determination and agency in this decision rather than as abandoning the device. AAC choices can be made on a day-to-day basis, according to the context of use so that people do not abandon devices but rather use whichever mode of communication is appropriate to the context.

The advancement of inclusive education policies worldwide has given greater weight to social justice practices in educational settings. However, inclusion in preschools has received less attention from researchers. This article examines a 4-year-old child's participation in a mainstream preschool in Australia from a cultural-historical perspective. In particular, this study used the concept of secondary disability to analyse the data, and in this process identified a contradiction between the teacher's perceptions of the child's abilities and the teacher's reported understanding of the parent's perceptions of the child's abilities, which 'clouded' the child's position within the preschool setting. Eight hours of video data were gathered across eight months. The findings indicate that understanding the child's personality and potential can operate as a 'pedagogical password' for the teacher to enter on to the child's unique developmental trajectory. This paper argues that identifying the unique developmental pathway of the child is essential to reduce secondary disabilities.

Asset-based approaches to public service reform suggest a need for policymakers to shift attention from 'fixing' the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach's utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable.

This paper examines Karagiozis--Greek shadow puppet theatre for children--as a way to explore how the Arts might support socially just education in the early years. As authors from diverse cultural backgrounds with different experiences of arriving and residing in Australia, we consider themes of social justice identified in a Karagiozis play and an interview with a Greek-Australian Karagiozis puppeteer, drawing on Nussbaum's (2000) Capability Approach. Layered analysis of the data provides a basis for examining: (1) the potential of Karagiozis for exploring social justice themes with young children; and (2) intersections between social justice themes identified in Karagiozis and circumstances for multicultural groups in the Australian context. This paper builds awareness about the value of employing the Capability Approach as a framework for exploring matters of social justice and contributes to dialogue about the value of the Arts in opening possibilities for young children's learning and meaning-making about social justice matters in local and global contexts.

Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed. [The study was presented at the Nordic Educational Research Association (NERA) that took place March, 8-10, 2018 and will be presented at the Conference on Literacy to take place August, 4-7, 2019.]

Affirmative action in education is once again in the media and cultural spotlight. The Trump administration, along with a decidedly rightward shift on the Supreme Court, signal a bleak outlook for affirmative action policies in higher education. However, as educators, we can also use this historical moment to have robust and critical conversations in our classrooms centered on advancing justice and interrogating the polemics of meritocracy--a concept that undergirds much of the affirmative action narrative. This paper seeks to provide social justice-oriented educators with the critical tools necessary to have meaningful classroom conversations about the historical and contemporary narrative of the affirmative action debate.

Communication infuses all dimensions and stages of life, influencing one's self-determination and quality of life. A number of empirical studies have demonstrated that people with severe disabilities continue to develop communication and language skills well into their adult years and make measurable gains when provided with appropriate communication services and supports. Several myths about age, ability, and experiences limit opportunities for persons with severe disabilities. In this paper, we confront and address these myths.

Objectives In line with the aims of this special issue, the purpose of this paper is to forward a position on the concept of sport parenting expertise through the presentation of six key postulates. Design Literature review and position statement. Method By adopting methods associated with an academic position paper, a statement is presented that we believe encapsulates sport parenting expertise. Six key postulates of parenting expertise, formulated from critically reviewing and interpreting relevant literature, are then presented. Results We propose that sport parenting expertise is dependent on the degree to which parents demonstrate a range of competencies; namely that parents, (a) select appropriate sporting opportunities and provide necessary types of support, (b) understand and apply appropriate parenting styles, (c) manage the emotional demands of competitions, (d) foster healthy relationships with significant others, (e) manage organizational and developmental demands associated with sport participation, and, (f) adapt their involvement to different stages of their child's athletic career. Conclusion Expertise in sport parenting requires parents to develop knowledge and utilize a range of intrapersonal, interpersonal, and organizational skills in order to support their child, manage themselves, and operate effectively in the wider youth sport environment. Recommendations for applied researchers to further investigate these postulates and substantiate the components of sport parenting expertise are offered. [ABSTRACT FROM AUTHOR]

One strength of network analysis is its ability to encapsulate social heterogeneity. Here, we leverage that strength to examine another dimension of individual heterogeneity: heterogeneity of skills, knowledge and experience. This skill heterogeneity is difficult to quantify, but is vitally important to outcomes for both individuals and teams. Complicating the matter, skill diversity can be present on multiple levels. Individuals have different kinds of skills, but they also have different degrees of specialization. Skill diversity on a team level may come from individual skill diversity or focused researchers in different areas. Here, we illustrate our network-based method for characterizing skill sets in a context of increasing importance: scientific collaboration. Using data from the field of economics, we create network-based measures of paper scope, individual specialization, coauthor alignment and team skill diversity. We then use those measures to examine the relationship between skill diversity and publication outcomes. [ABSTRACT FROM AUTHOR]

Current selection test procedures for any higher-learning program rely on evidence of attainment in a specific domain (Gagné, 1995; Boyle & Radocy, 1987; Subotnik, & Jarvin, 2005). Pertinent to the assessment and selection of gifted young musicians for elite programs is the notion of obvious talent being due to all or a combination of factors of ability, practice, opportunity, personality, and/or passion and as such presents complex issues around the question of skill maintenance and/or skill loss (Simonton, 2005). This paper outlines the issues surrounding testing for the selection of musically-gifted primary graduates to elite secondary school music programs. A single case study of initial findings of a multi-phase research project where past and present music teachers reflect on entry test experiences is presented. The data collected through an online questionnaire and a semi-structured interview offers a representative framework for the investigation. The main purpose in gathering this narrative data is to track and gain understanding of entry test processes from 1980 to 2014 at a specialist music high school in Sydney, Australia. Results to date demonstrate an evolving test design model characterized by pedagogic influences, shifts in student recruitment emphasis, and innovative curriculum change. Strategies for further refinement of a process for high stakes selection and placement that are both fair and reliable are at the core of the subsequent phases of research and will be explored in this paper.

Are you keen to get a paper published in Nurse Researcher? I often get enquiries from prospective authors asking for advice and am always happy to respond. What follows are some useful tips to explore when planning a paper for publication. [ABSTRACT FROM AUTHOR]