Search

The purpose of the present study was to analyze Adapted Physical Activity Quarterly (APAQ) publications over the journal's fourth decade (2014–2023) and compare them with previous documentary analyses of the first 3 decades. Consistent with prior documentary analyses, publications were coded and analyzed based on the use of theory, research participants, topic, whether the study was an intervention, first-author country affiliation, and research method. The total number of published research papers increased substantially (n = 61) from the third to the fourth decade. Similar to prior documentary analyses, most of the research was quantitative (n = 140; 57.5%), followed by qualitative research (n = 96; 39.5%). There were far more qualitative-research publications in the fourth decade compared with the third decade (n = 34). This may reflect the continued acceptance and growth of qualitative research compared with 10–20 years ago. It may also reflect the value of rich in-depth exploratory research using small samples. Additional trends included more review papers and meta-analyses, possibly reflecting the increased knowledge base in particular areas requiring synthesis. The diversity of topics also increased, with papers on dignity, classification, coaching, and the Paralympics playing more prominent roles. The number of international publications also grew substantially. In brief, the current paper outlines both similarities and differences in APAQ's published research over the 4 decades of its existence. [ABSTRACT FROM AUTHOR]

Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches. [ABSTRACT FROM AUTHOR]

The Australian Early Years' Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey's experiential education theory, case study and multiple perspectives to provide a holistic view of participants' various lived experiences. The paper critically examines elements within early childhood educators' professional identities and discourses that enabled and constrained one setting's reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants' journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership. [ABSTRACT FROM AUTHOR]

Copyright of Trans/Form/Ação is the property of Trans/Form/Acao 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.)

Educational institutions face challenges of bridging gaps between teaching, research, and practice to ensure that students' knowledge and competencies are current and relevant to practitioner communities. Research apprenticeship is a student research model that supports students in becoming knowledgeable and competent members of the IS research community of practice. In this paper, I present the model and a survey among IS graduates to evaluate their learning outcomes based on the Researcher Development Framework. Responses are analyzed based on the concepts of "legitimate peripheral participation" and "community of practice." Results show that the model supports students in becoming legitimate members of the IS research community of practice and acquiring domain knowledge and competencies that IS practitioners value. The model thereby helps to reduce the practice-research gap. I discuss the implications and provide suggestions for both educators and practitioners. [ABSTRACT FROM AUTHOR]

Finnish vocational education and training (VET) delivered via online learning has been little studied from the perspective of student well-being. In this study, we examined how VET teachers perceive their students’ joy in online learning environments. The research was conducted as a themed interview with 20 VET teachers. The teachers answered questions regarding positive emotions, engagement, relationships, meaning, and accomplishment concerning the students’ joy of studying. The results showed that, according to the teachers’ perceptions, good digital skills helped the students to manage the online platform, and collaborative online platform used for their studies. The students experienced the joy of studying when the tasks in the online implementation included variety, activity, and work-life orientation. According to the teachers, students experienced the joy of studying when they received individual control and when the teacher also managed the group activities. Work-life oriented guidance also contributed to the students’ joy of studying. [ABSTRACT FROM AUTHOR]

As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis‐à‐vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when AI intertwines with instruction and examine how this hybrid teaching intelligence is being perceived by the students. The insights of this paper are extracted by analysing a case study that utilizes an AI‐driven system (MOVES‐NL) in the context of learning integer arithmetic. MOVES‐NL is an advanced interactive tool that deploys whole‐body movement and immediate formative feedback in a room‐scale environment designed to enhance students' learning of integer arithmetic. In this paper, we present an in‐situ study where 29 students in grades 6–8 interacted individually with MOVES‐NL for approximately 1 hour each with the support of a facilitator/instructor. Mixed‐methods analyses of multimodal data sources enabled a systematic multifaceted account of students' cognitive–affective experiences as they engaged with MOVES‐NL while receiving human support (eg, by asking students to elaborate on their digital actions/decisions). Finally, we propose design insights for instructional and technology design in support of student hybrid learning. The findings of this research contribute to the ongoing discourse on the role of hybrid intelligence in supporting education by offering practical insights and recommendations for educators and designers seeking to optimize the integration of technology in classrooms. Practitioner notes What is already known about this topic Students and teachers develop different relations with and through AI, beyond just interacting with it. AI can support and augment the teachers' capabilities. Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices. What this paper adds This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments. The results show that the system and the facilitator's feedback were complementary to the success of the learning experience. AI‐enabled students to reflect upon and test their previous knowledge and guided teachers to work with students to consolidate challenging topics. Findings provide insights into how the teacher–AI collaboration could engage and motivate students to reflect conceptually upon mathematical rules. Implications for practice and/or policy This study encourages practitioners and scholars to consider hybrid teaching intelligence when designing student‐centred AI learning tools, focusing on supporting the development of effective teacher–AI collaborative technologies. What is already known about this topic Students and teachers develop different relations with and through AI, beyond just interacting with it. AI can support and augment the teachers' capabilities. Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices. What this paper adds This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments. The results show that the system and the facilitator's feedback were complementary to the success of the learning experience. AI‐enabled students to reflect upon and test their previous knowledge and guided teachers to work with students to consolidate challenging topics. Findings provide insights into how the teacher–AI collaboration could engage and motivate students to reflect conceptually upon mathematical rules. Implications for practice and/or policy This study encourages practitioners and scholars to consider hybrid teaching intelligence when designing student‐centred AI learning tools, focusing on supporting the development of effective teacher–AI collaborative technologies. [ABSTRACT FROM AUTHOR]

Ivan Illich’s Deschooling Society presented a radical critique of formal educational structures, emphasising their potential detriment to the fundamental ‘right to learn’, and the theory of Deschooling Society turned out to be his profound introduction to world academia. This paper examined the applicability of Illich’s educational ideas to Open and Distance Learning. A critical examination assessed the feasibility of Illich’s proposed alternatives, particularly learning webs, aimed at enhancing educational openness and flexibility. Without disregarding the pervasive dominant educational system, the paper asserts the enduring significance of Illich’s educational theory, affirming its relevance in the context of Open and Distance Learning. It advocates for the continued integration of his ideas into contemporary educational discourse. [ABSTRACT FROM AUTHOR]

The rock ‘n’ roll generation has retired, and this raises questions about whether their educational needs differ from the generations before them. This paper presents a study of a course called ‘Graffiti for Seniors.’ The course had nine participants, all women, which constituted two groups: (A) people who are artists or artisans and (B) people who are curious about graffiti as an expression and culture in general. The methods used was participant observation and interviews. When the data had been gathered, Howard McClusky’s theory of educational needs guided the analysis, as this theory offers a diversity of alternative needs compared to later theories. The material was reviewed to find expressions related to the theory’s five dimensions. We conclude that the most prominent needs are coping needs and expressive needs. Coping needs address dealing with society’s ideas about aging, but also about gender, and challenging these norms. Expressive needs demonstrate the importance of engaging in activities that are performed for their own sake and allowing individuals to express themselves. A limitation of this study is that it is performed in a single context, and therefore, future studies in other contexts using the same theory for analysis would contribute to a fuller understanding of how different courses meet various educational needs among older adult learners. A practical implication of the study is the insight that older adults can benefit from educational arenas where they enjoy the freedom of expression and where they can challenge and explore norms connected to gender and age. [ABSTRACT FROM AUTHOR]

Background Objective Method Results Discussions and Conclusions Leaderboards are among the most popular gamification elements in education. Some studies have implemented leaderboards and reported their individual effects on students' learning. Despite the emergence of relevant empirical studies, most of the existing reviews have only investigated the holistic impact of gamification. No previous systematic reviews were identified examining the individual use of leaderboards.To address this gap, this review aims to systematically synthesise the existing empirical evidence concerning leaderboard use in education, examine their designs and effectiveness, and propose leaderboard design recommendations in gamified educational settings.This systematic review drew upon 20 articles (22 studies; 29 interventions) published from 2014 to 2023.The results found that using leaderboards can have a beneficial influence on students' learning motivation, engagement, and performance, but their effectiveness largely depends on their designs. Thus, this review examined the effectiveness of specific leaderboard design practices on students' learning and proposed four corresponding leaderboard design recommendations based on well‐established educational and motivational theories as well as pertinent empirical studies.Notably, this review found that all included studies were undertaken in higher education and around half of them had short durations (less than or equal to 1 h). More longitudinal studies in other educational levels (e.g., primary and secondary schools) are thus called for to examine the validity and generalisability of the recommendations proposed. [ABSTRACT FROM AUTHOR]

This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional investigations. [ABSTRACT FROM AUTHOR]

In education theories, threshold concepts are key concepts within a discipline, and students must learn and understand them. Once they have comprehended those threshold concepts, it is argued that students' critical analysis and comprehension will be transformed and enhanced. Intersectionality and participation are among the key threshold concepts in Gender and Development (GAD) theories and practices. However, within the classroom settings, students can find it challenging to understand the two concepts, and how to apply them in the development context from an equitable and inclusive approach. This practice note shares my experience of designing assessments and activities using the threshold concept approach, where students learn about intersectionality and participation through a high-stake roleplay over three weeks, during which I observe the students' interactions with each other, as well as how they apply intersectionality and participation theories in their strategies and negotiations. Based on students' learning experiences over three years, I argue that the use of roleplay is highly effective and creates a safe space for students to navigate troublesome knowledge and embrace GAD threshold concepts through trial and error. [ABSTRACT FROM AUTHOR]

This article explores the significance of educational theory in student teachers' reflections on former compulsory school experiences. The student teachers participating in this study were given a two-part assignment: (1) to create a digital pictorial narrative about one of their former teachers, (2) to write an academic text based on their narratives. We ask what kind of shifts can be observed in student teachers' reflections when they reflect on their prior experiences from compulsory school alone as opposed to reflecting on their prior experiences in light of educational theory. The student teachers' language in the two texts was significantly different, and we found it valuable to use Vygotsky's theory of language and thinking in the analysis. The text highlights two findings: when utilising educational theory, the student teachers' focus shifted (1) from the teacher's traits to the teacher's actions and (2) from the pupil's perspective to the teacher's perspective. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

AbstractClinical teachers do not acquire teaching skills through their traditional health professional education. Faculty development programmes are required to train these clinicians in essential educational theory and practical teaching skills. Such interventions are critical to successful clerkship experiences and preparedness for professional practice. However, sustained engagement in these programmes is challenging. Education and healthcare organisations have differing priorities often resulting in competing demands placed on clinical teachers. The twelve tips described in this article offer logical and simple approaches to designing large-scale faculty development programmes for clinical teachers. These tips emphasise the application of system theory to identify and address key regulatory, institutional, and individual barriers to implementation, risks to successful delivery and tools for upscaling faculty development programmes. [ABSTRACT FROM AUTHOR]

Introduction: Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-) configured, and that this (re-)configuration is influenced by the goals of the individual learner. However, this principle has not yet been tested empirically. Methods: In this study, upon entering a CSCL environment, we therefore experimentally manipulated the goals that students pursued while learning. In one condition, we induced learning goals while in the other condition, no goals were induced. A total of 233 pre-service teachers collaborated in dyads on the task to analyze an authentic, problematic classroom situation by aid of educational evidence. We measured their internal scripts both at pre-test (i.e., before collaboration and before goal induction) and post-test (i.e., after collaboration and goal induction), focusing on the scriptlet level. Results: Results show that goal induction had no effects on the kinds of scriptlets participants selected during collaboration. However, results from Epistemic Network Analysis show that learning goal induction led to significantly different combinations of scriptlets (especially to more relations between scriptlets that are indicative of pursuing learning goals) than no goal induction. Furthermore, participants from the learning goal induction acquired significantly more knowledge about educational theories and evidence than students from the control condition. Conclusion: This study is among the first to provide direct evidence for the internal script configuration principle and demonstrates the effectiveness of inducing learning goals as a scaffold to support students' knowledge acquisition processes in CSCL. [ABSTRACT FROM AUTHOR]

BACKGROUND: There has been substantial development of shared decision-making (SDM) methods and approaches in the past few decades, but despite this, building capability and scaling application of SDM in clinical practice remains a challenge. Here the authors describe the development and initial experience with a new virtual Practical Approach continuing education program for busy practicing clinicians who care for people with complex, chronic, and costly conditions who are frequently faced with preference-sensitive decisions. This program was designed to provide plain language training in SDM for real-world clinical practice using an easy 4-step approach that does not require prior training or formal education in SDM theory or methods. METHODS: The authors describe the development of the Practical Approach program using established evidence-based principles. The program was piloted in 4 different settings across 2 chronic conditions. Qualitative interviews of program participants were conducted to observe SDM attitudes and observed performance in repeated case-based simulation role-play exercises to assess knowledge and skills performance. RESULTS: The authors observed improved and more realistic SDM attitudes in qualitative interviews with program participants after exposure to the program compared to baseline, and they similarly observed improved knowledge and skills demonstrated in sequential simulations conducted as participants were exposed to the program. Post-program focus groups revealed that participants perceived the program to be feasible, acceptable, and useful. CONCLUSIONS: Initial experience with the Practical Approach program suggests that it may beneficially affect basic SDM knowledge, skills, and attitudes in busy practicing clinicians who are novices in SDM. It also has demonstrated initial feasibility, utility, and acceptability. [ABSTRACT FROM AUTHOR]

This article examines the concept of prosthetic memory and textual inheritance by analyzing Nicole Krauss's novel, "The History of Love," with the insights of philosopher Bernard Stiegler. Stiegler argues that texts act as posthuman mechanisms that transmit knowledge and memory. He emphasizes the interdependent relationship between technology and culture, highlighting the significance of technological artifacts in preserving societal practices and enabling new ways of incorporating technical objects into our connection with the past. Krauss's novel exemplifies this idea by showing how texts and images serve as prosthetic aids for memory, allowing for the preservation and transmission of the past. The article also discusses the role of technology in preserving and reconstructing historical memory, enabling the present generation to engage with and comprehend narratives from unfamiliar pasts. It uses the example of a young girl named Alma Singer to illustrate this concept, as she seeks to understand her father's language and her literary namesake. The article suggests that our interactions with technology shape the future of memory. [Extracted from the article]

The purpose of this qualitative study was to know the coping mechanisms of coaches in strategy and tactic implementation from the perspective of the coaches. Furthermore, to investigate the importance of communication and coaching dynamics, The researcher used phenomenology approach to gain understanding of the human behaviors through the eyes of the participants. The study included five participants who were purposely selected for in-depth interviews. Thematic analysis in phenomenology were used to analyze the data in this study. This study is anchored on the theory of Humanism by Abraham Maslow (1938) it is an educational theory that places learner at the center of the educational experiences. Once the data collection is complete, all interviews were thematically identified and categorized into two themes. The following topics were identified as themes: 1) coping mechanism of coaches, 2) Importance of communication and dynamics, these were the most prominent themes that emerged from coaches' experiences in strategies and tactics implementation. Game strategy and tactics are indispensable elements in the realm of games, serving as the guiding principles and practical maneuvers that lead players to victory. The study recommends implementing strategies such as emotional intelligence training, resilience-building workshops, fostering open communication channels, encouraging flexibility in game plans, and promoting team cohesion to address coaches' struggles effectively. These recommendations aim to enhance coaches' abilities, leading to improved team performance and a more fulfilling coaching experience. [ABSTRACT FROM AUTHOR]

Background: While previous studies have linked mindfulness to reduced academic procrastination, the mechanisms involved remain under-explored. This study deepens the understanding by investigating how learning vigor mediates the mindfulness and procrastination relationship, and how harsh parenting influences this mediation. Methods: This study, adopting a positivist research approach, utilized a cross-sectional design. Data were collected from 800 students at three middle schools in Henan Province, China, through cluster random sampling. This approach yielded 800 questionnaires. The participants sequentially completed four questionnaires: the Mindfulness Attention Awareness Scale, the Utrecht Work Engagement Scale-Student, the Aitken Procrastination Inventory, and the Harsh Parenting Questionnaire. After removing 67 invalid questionnaires due to incomplete responses and patterned answers, a total of 733 valid questionnaires were obtained, with 53.3% girls and an average age of 13.12 years (SD = 1.01), leading to an effectiveness rate of 91.63%. Upon data collection, SPSS 26.0 software was used for correlation analysis, mediation analysis, and moderated mediation analysis to assess the relationships between variables. Results: (1) Mindfulness negatively predicts academic procrastination; (2) Learning vigor serves as a mediator in the relationship between mindfulness and academic procrastination; and (3) Harsh parenting moderates the relationship between mindfulness and learning vigor. Specifically, the positive impact of mindfulness on learning vigor is more pronounced in individuals experiencing lower levels of harsh parenting compared to those with higher levels. Conclusion: This study reveals that mindfulness significantly protects against academic procrastination in adolescents, with 52.27% of this effect mediated by increased learning vigor. Additionally, it shows that high levels of harsh parenting weaken mindfulness's positive impact on learning vigor, tempering its overall protective influence on procrastination. These insights, which apply Trait Activation Theory to educational psychology, not only deepen our understanding of the dynamics between mindfulness and procrastination but also have important implications for addressing academic procrastination in Chinese adolescents. [ABSTRACT FROM AUTHOR]

Adult learning theory, or andragogy, is one way to promote a culture of lifelong learning and enhance excellence within nursing. Applying the principles of andragogy to continuing education can enhance nurse educators' ability to meet the needs of new graduate and experienced nurses. [ABSTRACT FROM AUTHOR]

Gamification involves the application of game mechanics, dynamics, and components in non-game contexts. Its use in higher education has been increasingly prevalent. Despite the growing scientific literature on gamification, there is limited analysis of its pedagogical foundations. This article explores the conceptual definitions of gamification, along with the learning theories and motivations that underpin its use as a methodological approach in higher education. To achieve this, four research questions were formulated. The first examines the emerging conceptual frameworks of gamification, the second assesses its applications in educational settings, the third reviews the educational theories that support it, and the final question analyzes the benefits of gamification on learning outcomes. The findings indicate that gamification draws upon constructivism, connectivism, as well as the theories of self-determination and flow. Furthermore, its impact on motivation and learning is positively affirmed. [ABSTRACT FROM AUTHOR]

Teachers' emotional leadership plays a crucial role in influencing college students' learning engagement. This study, grounded in Affective Events Theory, surveyed 1034 Chinese college students (649 females and 385 males) to examine their perceptions of teachers' emotional leadership, achievement emotions, emotional susceptibility, and learning engagement. The findings reveal that teachers' emotional leadership has a significant positive impact on college students' learning engagement. Specifically, college students' achievement emotions mediate the relationship between teachers' emotional leadership and their learning engagement. Additionally, college students' emotional susceptibility moderates the relationship between teachers' emotional leadership and their achievement emotions; however, it does not moderate the impact of teachers' emotional leadership on learning engagement through achievement emotions. This study validates the application of Affective Events Theory in the educational field, deepens the understanding of the mechanism and boundary conditions of emotional leadership's impact on learning engagement, and offers insights for enhancing college students' learning engagement. [ABSTRACT FROM AUTHOR]

This paper makes a case for developing a theory of quality ecologies in early childhood education and care, and presents our initial thoughts around how that might be done, including how it might create a space for further thinking, research and discussion. First, the politicised, positivist nature of dominant contemporary interpretations of quality is discussed, including our case for theoretical experimentation and diversification. Then, we discuss existing applications of ecologies theory in education research and the opportunities it presents, followed by our thinking so far around how it can be applied to critical theorisations of quality ecologies. Last, we outline our research program and what we envisage can be accomplished by a theory of quality ecologies in early childhood education. [ABSTRACT FROM AUTHOR]

This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The data analysis showed that the teacher successfully constructed a personally relevant, institutionally expected, and socio-culturally embedded PPT that manifested her teaching beliefs. The teacher constructed the PPT through five essential and interrelated steps: (a) identifying effective teaching practice; (b) crystalising a core concept from effective teaching; (c) proposing theoretical tenets around the core concept; (d) configuring the theoretical tenets into a preliminary PPT; (e) refining the PPT in relevant communities. The theory construction experience deepened the teacher's understanding of teaching and enhanced her confidence in engaging with educational theories and university-based scholars. However, the teacher's lack of knowledge about educational theories and hands-on tools for theory construction posed significant challenges to the teacher. This study generates new empirical evidence and conceptual insights into teacher theory construction, enriching international discussions on the theory-practice gap in education. The research findings also suggest practical implications for frontline teachers, facilitating their engagement with theories to close the theory-practice divide in their situated contexts. [ABSTRACT FROM AUTHOR]

The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the ways in which trauma can create, compound, and exacerbate disabilities and special educational needs, these empirically validated causal links have not informed inclusive education theories, policies, and practices. Trauma- and its varied configurations and manifestations- is a constituent element of oppression linked to, inter alia, human rights violations and social inequities and as a result, it should inform understandings of the genesis and exacerbation of children's special educational needs and disabilities. This is an issue that highlights the imperative of developing theories of inclusion that acknowledge and address the intersections of disability, impairment and trauma and their impact on educational accessibility, participation and achievement. [ABSTRACT FROM AUTHOR]

We adapt the Becker et al. (2015) model to study intergenerational educational mobility in Indonesia with a focus on the role of complementarities. We develop an empirical methodology for testing whether parental financial investment is complementary to school quality and parent's education. The empirical analysis is based on two estimating equations derived from the model: a quadratic mobility equation specifying the association between a father's and his children's schooling, and a linear investment equation specifying the optimal financial investment in children's schooling as a function of fathers' schooling. We find that the mobility curve is convex in rural, and linear in urban areas, even though parental education is complementary to financial investment in both locations. School quality is complementary to investment in all rural households but only in educated urban households. It is a substitute in uneducated urban households. Public investment in school quality is expected to improve absolute mobility in most households, but worsen relative mobility. [ABSTRACT FROM AUTHOR]

There are surely few writers who have had a more profound impact on European culture, and in the broadest range of fields, than St. Augustine, and this despite the fact that he was North African. Nonetheless, while Augustine is still called upon in debates on interfaith dialogue and in theological and philosophical disputes, one area of his large corpus has received scant attention—his philosophy of education. Although there are references throughout Augustine's writings to his philosophy of education, he devotes only a single text to its elaboration—De Magistro—On the Teacher. The fact that this work has been largely overlooked by scholars is disappointing, because the De Magistro, despite its use of theological language, retains a very modern and contemporary thematic with interesting insights for any contemporary theory of education. In this article we provide a primer in reading Augustine's De Magistro. [ABSTRACT FROM AUTHOR]

Assessments play a vital role in postgraduate orthodontic education. They are the means to ensure postgraduate students meet the training standards of their respective programs. The visibility of student learning is crucial to the development of a postgraduate's knowledge, skill and attitudes that will eventually define the clinician's education and competence for the practice of orthodontics. This essay presents the argument for making learning visible in postgraduate orthodontic education and explains its importance. It highlights the educational theories that underpin the practice of formative feedback and articulates the significance of formative and summative assessments approaches and evaluation frameworks. Integral to formative assessments is feedback. The essay discusses three levels of feedback – macro, meso and micro – and how each can support and enhance student learning. A brief description on the significance of peer learning introduces five formative assessment classroom practices in an ERASMUS-based postgraduate orthodontic training program conducted at the National University of Singapore. They demonstrate the value of peer learning and feedback that makes learning visible to the teachers and to the postgraduate students. The essay ends with a short exploration on how technology is being harnessed to make learning visible. In particular, the current trajectory of Artificial Intelligence development, such as Open AI's ChatGPT and Google's Gemini, offers educators and students new and innovative ways to enhance teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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.)

The employability of graduates has become a central topic in higher education policy and research. However, the construct still needs to be clarified. The objective of this paper is to demonstrate the applicability of an operational employability model in analysing the transition from study to work on a sample of graduates in Croatia as part of a larger Eurograduate pilot survey. The model has been rooted in the theories of human capital, cultural and social capital and constructivist educational theory. Factor analysis was applied to reduce the number of measured variables into factor scores that were used as predictors in multiple regression analysis. Cox regression, logistic regression and linear regression were applied to test the employability model. The results showed that cultural capital, human capital, and bridging social capital, as well as high-impact practises during studies, such as volunteering and internships, have a positive impact on the likelihood of finding employment in less time after graduation in an occupation that vertically matches the qualification, and in a job with a higher monthly income. The results have shown that cultural capital, human capital, and bridging social capital influence the probability of finding employment in a job that matches the level of qualification in a shorter time after graduation and in a job with a higher monthly income. These findings have practical implications for educators, policymakers, and employers, providing insights into the factors that can enhance graduate employability. [ABSTRACT FROM AUTHOR]

"Inoperative Education as Drift Between Eastern and Western Philosophies" expands upon recent notions of "inoperativity" in educational philosophy in the West through an encounter with the Taoist philosophy of Zhuangzi. Thus far, the concept of inoperativity has largely been inspired by Giorgio Agamben, the contemporary Italian critical theorist. Educational theory has taken up inoperativity in order to rethink the school as a space of free time, the student as a studier, and the gymnastic body, to name only a few. Through a comparative, philosophical analysis, inoperativity is rethought in a decisively Taoist register in order to generate three movements of inoperativity: drift as use, drift as use of uselessness, and drift as deactivation of learning (un-learning). [ABSTRACT FROM AUTHOR]

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges. [ABSTRACT FROM AUTHOR]

This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this query: 'How do I improve my professional educational practices in education with values of human flourishing?' This responsibility includes making public evidence and values-based explanations of educational influences in learning, in contributing to the global knowledge base of education. The notion of excessive teacher entitlement was coined by Ratnam to characterise the putative deficit view of teachers that is projected onto them. Craig (2013) developed Schwab's concept, the teachers' 'best-loved self', to embrace teachers' input in promoting the learning and well-being of all in the institutions they serve (Ratnam & Craig, 2021). My experiences of being a living contradiction are grounded in a tension between my best-loved self and my experience of excessive entitlements. Living educational theories research in which individual practitioner-researchers generate their validated, evidence- and values-based explanations of educational influences in their own learning, in the learning of others and in the learning of the social formations that influence their practice with values of human flourishing, have helped me leverage the potential for growth afforded by this tension. The perspective draws insights from the disciplines of education including Habermas's Critical Theory. It also includes insights from other methodologies such as autoethnography, action research, phenomenology, self-study and narrative inquiry. [ABSTRACT FROM AUTHOR]

This article is about the life journeys and influential contributions of six marketing visionaries: Wroe Alderson, Robert Bartels, Philip Kotler, Michael Baker, Jagdish Sheth, and Shelby Hunt. Drawing from a range of sources including research journals, biographies, autobiographies, popular press articles, personal websites, and curriculum vitae, the study examines: 1) Personal Life, 2) Education and Career, and 3) Key Contributions to Academia and Society. This exploration informs how the visionaries have shaped the field of marketing, each leaving a distinct legacy that continues to influence contemporary marketing practices. By presenting a multifaceted understanding of their life journeys and contributions, this article serves as an invaluable resource to comprehend the human beings behind the research that may have shaped their influential contributions to the marketing discipline. [ABSTRACT FROM AUTHOR]

This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different frames: the quality assurance frame, the school-university partnership frame, the socialisation frame, and the expert teacher frame, each opening up particular positions but also closing off others. This study challenges the uncritical acceptance of the benefits of triadic mentoring, while also offering a novel theoretical perspective for the study of its complexities. [ABSTRACT FROM AUTHOR]

This research identifies the characteristics of respondents and evaluates the impact of training on the implementation of managerial functions at the Lukas Enembe Hospital - Central Memberamo. Findings show that the majority of respondents in the treatment group were women (70.0%) and the majority were under 30 years old or between 30-40 years old. In contrast, the control group was dominated by women (65.0%) and most were aged 30-40 years. In terms of work experience, the treatment group tended to have work experience of ≤5 years, while the control group had work experience of >5-10 years. The implementation of management functions in the treatment group showed a significant improvement after training, with a decrease in the poor and moderate categories, and an increase in the good category. Statistical analysis with Asymp.Sig value. 0.000 indicates a significant effect of training. Recommendations include the implementation of ongoing training with follow-up sessions, the use of relevant case studies, regular evaluations, as well as the integration of Leininger's theory in the educational curriculum and collaboration between educational institutions and RSUD. Researchers are advised to choose an appropriate research design and conduct in-depth data analysis to evaluate the impact of training in a statistically significant way. [ABSTRACT FROM AUTHOR]

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education. [ABSTRACT FROM AUTHOR]

Surgical education demands extensive knowledge and skill acquisition within limited time frames, often limited by reduced training opportunities and high-pressure environments. This review evaluates the effectiveness of extended reality-based head-mounted display (ExR-HMD) technology in surgical education, examining its impact on educational outcomes and exploring its strengths and limitations. Data from PubMed, Cochrane Library, Web of Science, ScienceDirect, Scopus, ACM Digital Library, IEEE Xplore, WorldCat, and Google Scholar (Year: 2014–2024) were synthesized. After screening, 32 studies comparing ExR-HMD and traditional surgical training methods for medical students or residents were identified. Quality and bias were assessed using the Medical Education Research Study Quality Instrument, Newcastle–Ottawa Scale-Education, and Cochrane Risk of Bias Tools. Results indicate that ExR-HMD offers benefits such as increased immersion, spatial awareness, and interaction and supports motor skill acquisition theory and constructivist educational theories. However, challenges such as system fidelity, operational inconvenience, and physical discomfort were noted. Nearly half the studies reported outcomes comparable or superior to traditional methods, emphasizing the importance of social interaction. Limitations include study heterogeneity and English-only publications. ExR-HMD shows promise but needs educational theory integration and social interaction. Future research should address technical and economic barriers to global accessibility. [ABSTRACT FROM AUTHOR]

Copyright of Tsinghua Journal of Education is the property of Tsinghua University 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.)

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education 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.)

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production. [ABSTRACT FROM AUTHOR]

This article reconstructs the debates on the woman question in which nineteenth-century French liberal economists participated: it aims at showing that their analysis contradicted their conviction that, in Bastiat's words, "men's interests, when left to themselves, tend to... work together for progress and the general good." Indeed, French liberals are usually labeled optimistic: they denounced the pessimistic and fatalist character of the "English school of economics" based on Ricardo's rent theory and Malthus's law of population. On the contrary, they attempted to prove that economic development improved the situation of all, especially that of workers. However, their optimism did not extend to their analysis of the situation of women: most of them recognized that women were not benefiting from the general improvement in terms of wages, labor conditions, and social mobility. The article then shows that the reasons they gave to explain the bad situation of women present many challenges, linked respectively to the issue of state intervention and wage theory. Moreover, it is unlikely that the only solution they proposed for improving it, that is, the promotion of female education, could have worked. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research 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.)

Background: Effective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring's personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS). Methods: A systematic scoping review using Krishna's Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion. Results: Of 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring's CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes. Conclusion: Recognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors. [ABSTRACT FROM AUTHOR]

AbstractDatafication, the process where users’ actions online are pervasively recorded, tracked, aggregated, analysed, and exploited by online services in multiple ways, is becoming increasingly common today. However, we know little about how children, especially non-Western children, perceive such practices. Through one-to-one semi-structured interviews with 36 children aged 11–14 from Chinese middle schools, we examined how Chinese children perceive datafication practices. We identified three knowledge gaps in children’s current perceptions of datafication practices online, including their lack of recognition of (i) their data ownership, (ii) data being transmitted across platforms, and (iii) datafication could go beyond video recommendation and include inferences and profiling of their personal aspects. Through contextualising these observations within the Chinese context and its unique online ecosystem, we identified cultural traits in Chinese children’s perceptions of datafication. We drew on education theories to discuss how to support the future digital literacy development and design online platforms for Chinese children. [ABSTRACT FROM AUTHOR]

Educational leadership theory is a dynamic and multifaceted subject that emerged from enterprise leadership perspectives, but it necessitates alignment with the practical aspects of educational management. To comprehensively grasp the evolution and present research status of this theory, content analysis is employed in this study to systematically analyze and quantify pertinent information. The key findings are as follows: Firstly, empirical research serves as the predominant research method in studying educational leadership theory. Within this field, qualitative and quantitative research methods are employed simultaneously. Moreover, case studies play a crucial role in advancing the development of issues and the construction of theories. Additionally, the distributed leadership theory has gained significant prominence within the realm of educational leadership. Current research methods employed in this theory are still in a stage of maturity, relying primarily on qualitative research to uncover underlying patterns among social phenomena through examination of specific cases. Finally, the primary focus of educational leadership theory lies in studying school managers and teachers. In light of the influence stemming from distributed leadership theory, teacher leadership has garnered increasing attention from scholars and has emerged as a burgeoning area of interest. This study contributes to the field by presenting a comprehensive framework for cognitive educational leadership theory through an extensive content analysis, thereby offering valuable insights into its overall developmental trajectory. These findings provide a macro-level perspective on educational leadership theory, particularly beneficial for subsequent researchers, especially those new to the field, seeking to grasp the broader landscape of this discipline. [ABSTRACT FROM AUTHOR]

Service learning has many documented benefits for students. The benefits to the communities are less clear. This study examines the unfolding of an environmental service-learning partnership from the perspective of one participating community liaison. We examine a new model of university-community engagement, where undergraduate students are paired with a local community to address environmental issues in courses that focus on adaptation and mitigation. We use actor-network theory (ANT) to explore the experiences of one community liaison, focusing specifically on factors that helped build and maintain the partnership and produced benefits for the community. Findings highlight the community liaison's agency in negotiating partnership goals and determining the definition and treatment of environmental concerns. We conclude by identifying the insights an ANT perspective holds for service-learning and community-engagement research and practice. Plain Language Summary: Service Learning as Community Partnership Service learning has many benefits to students, but the impact on the community is less clear. This study explores a university-community environmental service-learning partnership from the community's perspective. Undergraduates take courses in environmental issues and are paired with local communities to help address these issues. We focused on one partnership that produced benefits for the community and found that nonhuman entities helped this partnership develop. Additionally, agency and representation play an important role in how the community and environment are defined. [ABSTRACT FROM AUTHOR]

The architectural studio and architectural design teaching constitute the basic structure of architectural education. In architectural education, however, the process of "building" or "making" is an essential component of the learning process. Learning by doing is the learning and reinforcement of acquired knowledge and skills by transforming them into practice. This approach is an experience learning strategy that replaces textbooks and classroom lessons, where learning occurs passively, with active participation from the student to maximize effectiveness. As an educational theory, "learning by doing" has important potentials for architectural education. Experimental structures/pavilion designs produced by adopting this approach have recently become increasingly common in the field of architectural education. With experimental structures, students gain different learning experiences including design, structural theory, structure and construction. In this study, an analysis of experimental structures, which are small-scale pavilion applications designed and built by students, is conducted. In the study, 12 experimental structure/pavilion practices conducted by different architecture schools between 2010 and 2022 are analyzed and their place in architectural education is discussed. The results obtained reveal that learning by doing/experiencing by building 1:1 scale structures supports learning in architectural education and should be emphasized in the architectural education learning process. [ABSTRACT FROM AUTHOR]