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Background: Cognitive and implicit biases negatively impact clinicians' decision-making capacity and can have devastating consequences for safe, effective, and equitable healthcare provision. Internationally, health care clinicians play a critical role in identifying and overcoming these biases. To be workforce ready, it is important that educators proactively prepare all pre-registration healthcare students for real world practice. However, it is unknown how and to what extent health professional educators incorporate bias training into curricula. To address this gap, this scoping review aims to explore what approaches to teaching cognitive and implicit bias, for entry to practice students, have been studied, and what are the evidence gaps that remain. Methods: This scoping review was guided by the Joanna Briggs Institute (JBI) methodology. Databases were searched in May 2022 and included CINAHL, Cochrane, JBI, Medline, ERIC, Embase, and PsycINFO. The Population, Concept and Context framework was used to guide keyword and index terms used for search criteria and data extraction by two independent reviewers. Quantitative and qualitative studies published in English exploring pedagogical approaches and/or educational techniques, strategies, teaching tools to reduce the influence of bias in health clinicians' decision making were sought to be included in this review. Results are presented numerically and thematically in a table accompanied by a narrative summary. Results: Of the 732 articles identified, 13 met the aim of this study. Most publications originated from the United States (n=9). Educational practice in medicine accounted for most studies (n=8), followed by nursing and midwifery (n=2). A guiding philosophy or conceptual framework for content development was not indicated in most papers. Educational content was mainly provided via face-to-face (lecture/tutorial) delivery (n=10). Reflection was the most common strategy used for assessment of learning (n=6). Cognitive biases were mainly taught in a single session (n=5); implicit biases were taught via a mix of single (n=4) and multiple sessions (n=4). Conclusions: A range of pedagogical strategies were employed; most commonly, these were face-to-face, class-based activities such as lectures and tutorials. Assessments of student learning were primarily based on tests and personal reflection. There was limited use of real-world settings to educate students about or build skills in biases and their mitigation. There may be a valuable opportunity in exploring approaches to building these skills in the real-world settings that will be the workplaces of our future healthcare workers. [ABSTRACT FROM AUTHOR]

This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children's learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher's field notes, the PTs' reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children's artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children. [ABSTRACT FROM AUTHOR]

This paper argues that the neoliberal consensus about education finance has broken down due to growing economic inequality. First, I use a comparative historical analysis of political alliances to examine patterns of world trade and nations' policies for economic and educational development since World War II. The United States emphasized STEM-collegiate preparation for all students, while most countries continued the dual emphasis on technical-tertiary and higher education. Educational policy in the US and Pacific region also shifted towards a reliance on markets and student loans resulting in worsening economic inequality in access. Nations with dual technical and academic pathways in secondary and postsecondary education systems expand college enrollment rates more rapidly than the US. They also experience class conflict between the working–middle class and the new technological elite. Next, I examine how education policy shifted from national planning aligned with public funding to market-based incentives for institutional development, further exposing gaps in opportunity within nations. Finally, recognizing the variations in systemic causes of inequality, I argue that governments, education agencies, and civic activists can best promote equity by organizing to address barriers to opportunity for groups left behind in the wake of withering neoliberal education policy. [ABSTRACT FROM AUTHOR]

Purpose: This research explores the impact of parental educational attainment, race, ethnicity, gender and employment on the time parents spend educating their children during the COVID-19 pandemic. Design/methodology/approach: School closures to prevent the spread of COVID-19 have affected billions of students worldwide, and have had an impact on the economy and the society. With classes being cancelled or taught remotely, the importance of parental intervention in children's education has accelerated. Findings: The authors find that more educated parents allocate more time on child education, while higher income and employment have an adverse effect. Fathers are likely to spend more time than mothers in teaching and educating their children during COVID-19. Practical implications: The findings have implications in identifying children whose education suffers the most in times of a pandemic and determining the main target group of policies designed to train children, encourage parental involvement and support children's educational development. Originality/value: This is the first paper that examines the variations in parental time with children across social and economic subgroups during the COVID-19 pandemic. The authors also focus on the time parents spend educating their children rather than just supervising them. The authors additionally examine the determinants of the time children study on their own. Finally, the analysis is novel because it is based on the newest available data collected to examine the trends and experiences of individuals in the United States triggered by COVID-19. [ABSTRACT FROM AUTHOR]

Student borrowing is a major higher education public policy issue, with students in both England and the United States increasingly relying on loans to finance postsecondary education. Our paper examines prospective higher education students' attitudes towards debt in England and the United States. It exploits a unique dataset which allows us to compare students' responses to similar surveys conducted in both countries during the same time period. Our study is the first of its kind to explore how students' borrowing attitudes differ across the two countries. It confirms widespread loan aversion among prospective higher education students in both countries. But students in the United States are more debt averse than their peers in England. These debt averse attitudes also predict lower intentions to pursue higher education, potentially exacerbating existing inequalities in access. We consider how these attitudes to borrowing are likely shaped by each country's distinctive student loan system. We conclude that the design of loans matters. England's income‐contingent loan repayments, in contrast to North America's mortgage style repayments, make borrowing less risky and reduce the impact of loan aversion on participation decisions, while borrowing is more common, and the system less complicated, in England. Thus, there are lessons for other countries considering introducing student loans or reforming their provision. We contribute to the extant literature on the determinants of, and socioeconomic differences in, higher education participation and the overlooked role of student debt aversion. [ABSTRACT FROM AUTHOR]

Why are most African American students in lower-track classes in racially diverse schools? How does the nexus of home, school, and community impact African Americans' academic placement in a racially and economically diverse school district? This research used ethnographic methods to explore 38 African American middle school students' perceptions and experiences of academic placement in a racially diverse middle school and a segregated and disinvested African American neighborhood. This research introduces the term Plessy's Tracks to acknowledge the sustained racial caste system that manifests through lower-track classes and devalued homes and communities. Findings suggest students face multiple challenges and systemic inequalities when self-selecting classes. Also, racially segregated homes and communities have shaped racialized tracking while producing Black placemaking in homes, classrooms, and communities. [ABSTRACT FROM AUTHOR]

Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.'s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V. [ABSTRACT FROM AUTHOR]

The illegal wildlife trade (IWT) is a serious issue that threatens many species worldwide. Zoos and aquariums are in a prime position to educate visitors about this issue and work to reduce the impact of IWT. This article describes the work of four zoos across the United States that tested different ways to engage with visitors and broader communities regarding the topic of IWT. While each zoo used unique techniques to engage with the public, the authors identified common lessons learned that are relevant to all informal learning institutions interested in messaging complex topics to their audiences. The authors describe three commonalities that should be considered in the development of educational tools and messages: semantics and word choices, message framing, and the need for cultural sensitivity and respect when discussing challenging topics. [ABSTRACT FROM AUTHOR]

Which approaches are associated with better student learning outcomes in environmental education (EE)? We observed a sample of 299 day-long EE field trip programs occurring across the U.S.A. for youth in grades 5–8 (ages 9 to 14). We tracked the extent of use and quality of implementation of 66 programmatic, educator, and setting characteristics and measured student outcomes immediately after the programs using a retrospective survey. A series of complementary tests identified 11 characteristics that were most powerfully and consistently associated with learning outcomes, accounting for 18% of variance in learning outcomes. These included group size, naturalness, novelty, place-based pedagogy, verbal engagement, quality questions, transitions, and staging, as well as the responsiveness, comfort and clarity, and emotional support provided by the educator. Some of the most commonly promoted practices in the EE field were rarely observed. Implications are discussed for both practice and research. [ABSTRACT FROM AUTHOR]

While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants' perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one's community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field. [ABSTRACT FROM AUTHOR]

The purpose of this mixed‐methods study was to uncover how high‐achieving university Spanish instructors engage in the core practice of building a classroom discourse community at a doctoral‐level university in the southwestern United States. The second goal of this study was to determine whether student performance on reading and writing assessments was impacted by a focus on oral communication. Findings indicated that high‐achieving university Spanish instructors employed the use of personalized contexts for interaction and purposefully conceptualized planning and enacting of communicative tasks, although specific approaches in creating a classroom discourse community varied by the instructor. Despite the focus on oral communication in the participants' classes, student performance in courses taught by high‐achieving instructors was significantly higher in reading and writing assessments than the performance of students in courses taught by other instructors in the same course and language program. Findings support the notion that high‐leverage teaching practices have a palpable, practical impact on student learning. The Challenge: The enactment of high‐leverage teaching practices in world languages has become increasingly relevant in current discussions on teaching and learning. What can peering into the classrooms of high‐achieving language instructors tell us about their practices? What impact do these practices have on student performance? [ABSTRACT FROM AUTHOR]

US colleges and universities have operated on the belief that academics need the freedom to question received wisdom, test new pedagogical methods, and produce knowledge that can be transparently shared for the public good. However, the same institutions are increasingly engaged in competition for resources through externally imposed accountability measures, such as performance funding. This article draws upon qualitative data from a year-long ethnographic study of institutional reforms to critically interrogate the impact of performance funding in US higher education. Data depict three ways in which performance funding—and the resulting competitive pressures—negatively impact faculty's ability to impart their expertise for the benefit of their institutions: (1) a diminishment of control over the content of coursework and the curriculum; (2) a decline in shared governance; (3) and a chilling effect on scholarly inquiry and innovation. In turn, the central argument of this article is that institutional competition has the potential to undermine academic freedom and the intrinsic motivation of professors currently working in performance funding environments. This article also contends that similar policies that purport to catalyze positive learning outcomes could actually hinder the open exchange of ideas that foster a productive teaching and learning environment. [ABSTRACT FROM AUTHOR]