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This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia's first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the "Australian Curriculum: The Arts." Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders' individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education.

Although the Paralympic Games have been around for over 60 years, women remain underrepresented in almost all aspects of the Paralympic Movement. It has been suggested that a way to increase women's involvement is through the implementation of mixed-gender events. On paper, this approach makes sense. However, when it comes to the implementation of mixed-gender opportunities for women, it is less clear how effective these events are in increasing participation by women in Para sport. Through document analysis and interviews with athletes and organizers of mixed-gender Paralympic sport, we explore the various strategies that four mixed-gender sports have used to address the issue of gender parity. Using critical feminist theories, we illustrate how larger social, political, and cultural ideas about gender influence women's experiences within these events and discuss the potential of using mixed-gender initiatives to address gender parity within the Paralympic Movement. [ABSTRACT FROM AUTHOR]

This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The "lack of experience" and "lack of confidence" are key variables that heighten anxiety which can impact the effectiveness of presentations. "Process anxiety" was positively associated with presentation effectiveness whereas "performance anxiety" was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.

Aims: Inpatient falls among older adults are a relentless problem, and extant inpatient fall prevention research and interventions lack the older adults' perspectives and experiences of their own fall risk in the hospital. Theory‐guided research is essential in nursing, and the purpose of this paper was to describe the process of developing a theoretical framework for a phenomenological nursing study exploring older adults' lived experiences of being at risk for falling in the hospital. Method: Based on philosophical nursing underpinnings, the Health Belief Model (HBM) was selected as the theoretical model. The limitations of the model led to expansion of the model with established concepts associated with accidental falls among older adults. Results: The HBM was selected as the guiding model due to its ability to capture a broad range of perceptions of a health threat. The HBM was expanded with the concepts of embarrassment, independence, fear of falling, dignity and positivity effect. The addition of these concepts made the theoretical framework more applicable to age‐related developmental behaviours of older adult and more applicable to nursing research. Conclusion: The Expanded HBM theoretical framework may guide future nursing research to develop fall prevention interventions to decrease fall rates among hospitalized older adults. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society.

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

The First 1000 Days (the period from conception to a child's second birthday) is an important developmental period. However, little is known about experiences of parents with refugee and migrant backgrounds during this period. A systematic review was conducted according to PRISMA guidelines. Publications were identified through searches of the Embase, PsycINFO, PubMed, and Scopus databases, critically appraised, and synthesised using thematic analysis. A total of 35 papers met inclusion criteria. Depressive symptomatology was consistently higher than global averages, however maternal depression conceptualisations differed across studies. Several papers reported changes in relationship dynamics as a result of having a baby post-migration. Consistent relationships were found between social and health support and wellbeing. Conceptualisations of wellbeing may differ among migrant families. Limited understanding of health services and relationships with health providers may impede help-seeking. Several research gaps were identified, particularly in relation to the wellbeing of fathers, and of parents of children over 12 months old. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) has the potential to enhance learning when integrated into mathematical classroom activities. Teachers are being asked to include CT concepts in their core disciplines; however, there is an open question as to how best to equip teachers to integrate CT into their practice. Oftentimes teacher candidates enter math and science methods courses with emerging ideas of what CT might be but little formal experience with the construct (Yadav et al., 2014). Relatively little is understood about the most effective ways to support candidates' understanding of CT, and how to support them in integrating CT into disciplinary instruction. In this paper, we describe a novel method of introducing teacher candidates to CT through a five-lesson module within the context of an existing pre-service teacher math and science methods course. We use an Experience First, Formalize Later format inspired by Stats Medic (2018) to help develop teacher candidates' intuitions around CT primarily through firsthand experience and the roles it can play in their math and science classrooms. This paper presents the instructional materials for this innovative approach for integrating CT into a pre-service mathematics and science methods course. We will also present data from teaching these materials with a cohort of 14 teacher candidates. Collectively, this work contributes a novel strategy for integrating CT into pre-service methods courses and contributes to our understanding of the relationship between CT and the existing disciplines of K-12 math and science, especially as seen by teacher candidates entering the profession.

This article reports on a national study commissioned by Tennis Australia to assess the positive role that sport, specifically tennis, has on the lives of LGBT+ people in Australia. It explores specifically the role of tennis in building social solidarity and community capital through leisurely and organised sporting activities. Theoretically, this paper is anchored in the work of Putnam, where we demonstrate how sport promotes and bridges social capital. Scholarship that explores how sport can be a source of celebration and enjoyment for LGBT+ people remains underexplored. To gain comprehensive insights into the perceptions and lived experiences of LGBT+ tennis players, we employed a qualitative research design drawing on the methods of semi-structured interviews, focus groups, and participant observation. In total 27 interviews were conducted, 3 focus groups and over 50 hours of observations at various LGBT+ tennis clubs and tournaments in Sydney, Hobart, Perth and Melbourne. Our paper makes a significant contribution to scholarship by assessing the ways in which sport can advance inclusion efforts for LGBT+ people, and positively impact their lives and overall wellbeing. Our research clearly indicated that those who play tennis reported improvement in their mental and physical health whilst also enhancing their social capital.

Background: A move beyond static and representational accounts of science learning and becoming through relations is needed. Purpose: In this paper extra-learning activities in science offered by a community organization to an elementary class over one academic school year are assessed in light of their contributions to science learning and becoming. The latter is explored through a theoretical grounding and focus on the entanglements of bodies, materials, and affect. In doing so, the paper speaks to the affective turn in science education. The study is grounded in a non-representational and subjective reading of the work affect is doing yet also attends to the role of materials and bodies within that process, speaking to materialism, embodiment, and dignity. Sample: One elementary school class, participating in a one-year long activity assumed by a community organization (CO). Design & Method: Data was collected through a video ethnography of the science activities assumed by the CO. Through interaction analysis, telling moments of joint-engagement in science were analysed by centering body-material-affect entanglements. By juxtaposing these moments with background information from interviews of the teacher and the instructor, a bricolage of data sources led to narratives presented as three stories. Results: Making evident entanglements through three stories, the paper offers insights into ways non-representational embodied and material forms of learning and becoming can be studied and documented and the insights they might offer into understanding learning and becoming in science. The stories speak to the kind of work entanglements make evident in terms of lived affect in science but also moments of relations between participants and dignity affirming or undermining work in science learning and becoming. Conclusion: More studies are needed to engage with body-material entanglements in and through affect and report on the manner affect supports dignifying forms of engagement with science.

This paper reflects on the recounts of a group of 'old boys' about their transition from elite schools to university. Analysis of semi-structured interview data reveals that this transition was not always straightforward. Although educational background has traditionally determined access to, and progress through, university, this paper details the challenges that confronted a group of old boys as they negotiated a landscape that did not align with the positionality they had assumed in their schooling. Defining this as a 'bubble bursting' moment, the participants relay how negotiations of their positionality provoked a reflexive accounting of what to keep and what to reject in the formation of undergraduate identities. The discourses that surround the educational choices made by elite school students indicate how tightly bound notions of achievement and academic excellence define expectations and concomitant senses of Self. Exposure to a larger, and more diverse student population, as well as changed social strata, resulted in the questioning of the elite school environment and the preparation that it provided. This paper explores a currently under-theorised aspect of the literature to detail how the emotions and feelings that elite school alumni experience frames the transition to university.

The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher. However, early- and mid-career researchers (EMCRs) are key to the future of interdisciplinary research. This paper asks, 'Why and how do EMCRs become interdisciplinarians?' It draws on analysis of interviews supplemented by ethnographic observations from a research project exploring the development of interdisciplinary expertise in universities. This paper outlines six common intersecting career pathways through which EMCRs come to work across disciplines. The diverse and often ad hoc nature of interdisciplinary research careers implies that support systems, resources and training need to be adaptive and flexible.

The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors were interviewed during the first month and after 5 and 10 months of their mentoring involvement employing phenomenological in-depth semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was subsequently applied using QSR NVivo software for data analysis. This paper reports the findings of an IPA analysis of one of the central theme of mentors' experience, common to all interviewed mentors: initial motivation to volunteer in formal youth mentoring relationships (FYMRs). The findings of the IPA analysis are discussed using the framework of self-determination theory (SDT) with its continuum of autonomous and controlling motivations. As a result, we argue that the initial motivations of mentors can be assessed according to the level of autonomy in mentors' motivation, in other words, congruence of their motivations with the authentic self. We argue that the level of congruence of mentors' motivation with the authentic self can be considered as the quality feature of the mentors' motivation. We conclude that, in theory, this feature has an impact on the subsequent dynamics and perceived satisfaction of formal youth mentoring relationships. We recommend that the mentors' motivation, and specifically, the level of autonomy in mentors' motivation to volunteer with socially disadvantaged children be assessed in mentoring programmes as a qualitative feature in mentors' training and recruitment.

This paper engages with digital urban futures prospectively, departing from most existing geographical work that has tended to explore the future retrospectively. I do so by first discussing a methodology that is sensitive to the meanings and significations of the future as well as future‐making as an active process, or as 'practised'. I argue that such an orientation is necessary to challenge the established view of the future as an endpoint or as a priori in social and cultural geography and, correspondingly, invite a more processual and emergent understanding of the future as multiple, never complete and always becoming. Using the example of Singapore's Smart Nation initiative, I then show how this methodological approach can be employed to study the way urban dwellers encounter, engage and evaluate possible futures in their everyday spaces and lives. Focusing on futures prospectively is significant insofar as it directs attention to their relationality and open‐endedness, which, in turn, provides the latitude to consider and construct different forms of futures. Beyond the methodological contribution, this paper offers an epistemological intervention that not only unpicks how knowledge about the future is currently produced in the literature but also multiplies our ways of studying futurity and future‐making. This paper engages with digital urban futures prospectively, departing from most existing work that has tended to explore the future retrospectively. Using the example of the E‐Payments programme in Singapore, I show how a prospective methodological approach can be employed to study the way urban dwellers encounter, engage and evaluate possible futures in their everyday spaces and lives. [ABSTRACT FROM AUTHOR]

Nature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children's nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children's nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental, and experiential factors that are associated with children's nature connection that will be of interest to educators, parents, researchers, and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.

This qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students' unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors' insights adds new knowledge to the field that is dominated by students' experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students' challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

This paper draws on Bakhtin's (1981) notions of discourse and ideological becoming to investigate how adolescents' experiences with young adult literature and other texts might inform their thinking around issues of social justice. We engaged in a number of activities with the young adolescent participants: thought maps, illustrations of poignant scenes, written accounts of personal experiences, and focus group interviews. Using these activities as our data for this paper, we explain how the young adolescent participants called upon discourses of social justice to engage in the process of ideological becoming. Thus, the paper concludes that texts have the potential to affect students' ways of thinking and being in profound ways.

Introduction: A positive childbirth experience promotes women's health, both during and beyond the perinatal period. Understanding what constitutes a positive childbirth experience is thus critical to providing high‐quality maternity care. Currently, there is no clear, inclusive, woman‐centered definition of a positive childbirth experience to guide practice, education, and research. Aim: To formulate an inclusive woman‐centered definition of a positive childbirth experience. Methods: A six‐step process was undertaken: (a) Key concepts associated with a positive childbirth were derived from a rapid literature review; (b) The key concepts were used by interdisciplinary experts in the author group to create a draft definition; (c) The draft definition was presented to clinicians and researchers during a European research meeting on perinatal mental health; (d) The authors integrated the expert feedback to refine the working definition; (e) A revised definition was shared with women from consumer groups in six countries to confirm its face validity; and (f) A final definition was formulated based on the women's feedback (n = 42). Results: The following definition was formulated: "A positive childbirth experience refers to a woman's experience of interactions and events directly related to childbirth that made her feel supported, in control, safe, and respected; a positive childbirth can make women feel joy, confident, and/or accomplished and may have short and/or long‐term positive impacts on a woman's psychosocial well‐being." Conclusions: This inclusive, woman‐centered definition highlights the importance of provider interactions for facilitating a positive childbirth experience. Feeling supported and having a sense of control, safety, and respect are central tenets. This definition could help to identify and validate positive childbirth experience(s), and to inform practice, education, research, advocacy, and policy‐making. [ABSTRACT FROM AUTHOR]

There is a gap in research on how best to support exercise in moderate to severe MS. The objective of this study is to share perspectives of people living with MS and physiotherapists on their experiences in a randomized clinical trial of online physiotherapy vs. an active comparator. Semi-structured exit interviews were conducted with volunteer participants from the online and comparator arms of the trial, and focus groups were held with study physiotherapists. Transcripts were analyzed using reflexive thematic analysis. Perspectives from participants with MS yielded three themes: usability of their program, utility of their program, and motivation to participate. Visual and dexterity impairments limited the usability of the online program. Having an opportunity "to be pushed" was valued by participants in both trial arms. Motivation to exercise was variable, and participants desired periodic face-to-face contact with their physiotherapists. Perspectives from trial physiotherapists yielded similar and complementary findings concerning usability and utility. Participants with MS and physiotherapists found the online physiotherapy platform useful for supporting exercise, yet they identified some limitations. As the appeal of online platforms has increased since the pandemic, it will be important to consider the needs of people with moderate to severe MS. NCT03039400. People with moderate-to-severe MS and physiotherapists involved in a clinical trial found online physiotherapy useful for supporting exercise. Physiotherapists and participants using the online program desired improved platform accommodations for people living with MS with visual and dexterity impairments. Physiotherapists and people living with MS from both the online exercise program and comparator groups perceived a need for more face-to-face contact and opportunities to build therapeutic alliance. Perspectives from prescribing physiotherapists and people living with MS about supporting exercise online may have practice implications during and post-pandemic. [ABSTRACT FROM AUTHOR]

Gamification possesses a great potential to shape human behaviors and performance. However, the mixed results in gamification research suggest the need to develop a thorough understanding of the mechanistic underpinnings of gamification. Although self-determination theory (SDT) provides a solid theoretical framework to achieve such purposes, it has been mostly applied superficially, limiting its potential to significantly impact gamification research and practice. This paper suggests that SDT, particularly three ideas in SDT -- a continuum of motivation, the mutually supportive nature of basic psychological needs, and the functional significance of an event -- have not been fully explored in gamification research and practice. Attention to the three ideas and relevant SDT literature will advance gamification research and practice in the following ways. First, the idea of continuum of motivation can serve as a powerful framework to conceptualize gamification. Second, the ideas of mutually supportive nature of basic psychological needs and the functional significance of an event can help us develop a nuanced instead of simplistic approach to gamification design. Finally, the three ideas suggest important research directions that have yet to be fully explored in current gamification research.

This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology.

Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers' beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (videorecorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties.

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

Background: Several studies suggest that deviations from proper authorship practices are commonplace in medicine. The aim of this study was to explore experiences of and attitudes towards the handling of authorship in PhD theses at medical faculties in Denmark, Norway, and Sweden. Methods: Those who defended their PhD thesis at a medical faculty in Scandinavia during the second half of 2020 were offered, by e-mail, to participate in an online survey. Survey questions dealt with experiences of violations of the first three of the ICMJE authorship criteria and misuse of authorship order in the thesis articles, as well as respondents' attitudes to these matters. Both questions with fixed response alternatives and questions with free-text responses were used. Quantitative data were analysed statistically using the Table functions in SPSS 25 and Chi-2 tests. Free-text responses were analysed qualitatively using manifest content analysis. Results: 287 valid questionnaires were returned (response rate: 34.1%). Almost half (46.0%) of the respondents reported that the ICMJE authorship criteria were not fully respected in at least one of the papers in their thesis, while a vast majority (96.7%) found it important that authorship is handled according to the ICMJE authorship criteria. 24.4% reported inadequate handling of authorship order in at least one paper. The qualitative results provide a wide spectrum of examples of how the ICMJE authorship criteria are circumvented. Conclusion: Despite increasing educational efforts to reduce deviations from good research practice at Scandinavian universities, the handling of authorship in medical papers remains problematic.

In this paper, we reflect on Luisa Marco-Bujosa's paper, "Soul searching in teaching science for social justice: an exploration of critical events through the lens of intersectionality." Our goal is to offer the reader a deeper understanding of the principles and epistemologies of Afrocentric schooling that were foundational to Faith's intersectional experience as she taught science for social justice. We then consider Faith's experiences in light of these refined understandings.

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This paper shares my former literacy learner and friend - Marie's journey - and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys.

This study focused on how adopted adults who have reunited with at least one birth family member experienced identity shifts related to their original birth certificates (OBCs). Framed by the Communication Theory of Identity (CTI), 50 adopted adults discussed their experiences related to their OBCs and how their identities are connected to this symbol through three of the layers of CTI, the personal, enacted, and relational layers. Participants discussed the presence of an ambiguous and unsolvable identity that interpenetrated with their other identity layers. Findings extend CTI to include an additional layer for adoptees – phantom identity – which can explain the life adoptees would have lived had they not been adopted. This identity was salient for participants as it manifested in ways such as expressing frustration with obstacles in gaining access to their OBC and refocusing their professional life to support other adopted adults. Moreover, findings offer implications for the examination into current adoption record practices in the United States, additional state mutual consent registries, and increased access to adoption-competent counselors for adoptees. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical approach to foregrounding the children's voices. We consider that this approach contributes to knowledge and understanding about exploring the nuanced and complex relationship between the children's external worlds and their internal feelings, and supporting them to process and communicate this. We suggest that the method presented is transferable, and present our ethically engaged, arts-based planning framework that can be used if others wish to adopt this way of working.

This paper addresses a call for submissions to provide greater clarity on the defining features of experiential learning. This is accomplished with a critical review of literature relevant to experiential learning and a qualitative-leading, mixed-method investigation exploring the defining features, canonical works, and theoretical foundations of experiential education occurring in natural settings. Postulations about experiential learning can be organized by foundational literature (ranging from Rousseau to Dewey) and definitional literature (with the formation of professional societies, research, and definitions). This is investigated further by exploring the perspectives of experiential education experts and practitioners, revealing the knowledge base to be broad and eclectic yet lacking cohesiveness. Personal experience was the single most agreed upon source of knowledge. There was not a shortage of information, but instead an overall lack of organization and cohesiveness within the field. The investigation identified the following defining features: personal experience, existential engagement, agency, fluid affordances, flexible pedagogy, empirical and conceptual ways of knowing, freedom, and precision. In addition to these insights on experiential education, this study offers a research methodology that may be useful for clarifying how experiential learning occurs within higher education settings which, in turn, can help implement it more equitably.

The AUD2IT-algorithm is a tool to structure the data, which is collected during an emergency treatment. The goal is on the one hand to structure the documentation of the data and on the other hand to give a standardised data structure for the report during handover of an emergency patient. AUD2IT-algorithm was developed to provide residents a documentation aid, which helps to structure the medical reports without getting lost in unimportant details or forgetting important information. The sequence of anamnesis, clinical examination, considering a differential diagnosis, technical diagnostics, interpretation and therapy is rather an academic classification than a description of the real workflow. In a real setting, most of these steps take place simultaneously. Therefore, the application of the AUD2IT-algorithm should also be carried out according to the real processes. A big advantage of the AUD2IT-algorithm is that it can be used as a structure for the entire treatment process and also is entirely usable as a handover protocol within this process to make sure, that the existing state of knowledge is ensured at each point of a team-timeout. PR-E-(AUD2IT)-algorithm makes it possible to document a treatment process that, in principle, does not have to be limited to the field of emergency medicine. Also, in the outpatient treatment the PR-E-(AUD2IT)-algorithm could be used and further developed. One example could be the preparation and allocation of needed resources at the general practitioner. The algorithm is a standardised tool that can be used by healthcare professionals of any level of training. It gives the user a sense of security in their daily work. [ABSTRACT FROM AUTHOR]

I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education.

How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children's performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children's perspectives and experiences of transitions.

Background: The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing. Purpose/Hypothesis: This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions. Data/Methods: The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches. Results: Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience "social inclusion" and "professional respect" at school and work. Students with disabilities are more likely to "intend to leave their engineering programs" and professionals with disabilities are more likely to have "thought about leaving their engineering jobs" compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity. Conclusion: These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.

An introduction is presented in which the author discusses articles within the issue on topics including the role of visual experiences and sociocultural pressures in the shaping of body images of people diagnosed with blindness, feasibility and acceptability of using videoconferencing tools to present an adapted job-search intervention, and low vision rehabilitation of optometrists providing services in the Pubjab, Pakistan.