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Many U.S. school districts now rely on instructional coaching to promote reform. Yet facets of coaching policy remain vague, and there is considerable variation in the structures and practices of coaching. We use longitudinal, qualitative data to analyze changes in instructional coaching, as a capacity building policy instrument, in one mid-sized urban-emergent school district from 2014 to 2019. Applying concepts of organizational learning theory, this paper documents how district leaders designed and implemented three distinct forms of coaching. We argue coaching shifted from a tool for teacher support, to a resource for school improvement, and lastly to a lever for boosting coherence. Further, we demonstrate how particular problems and leaders triggered different degrees of organizational learning on–and changes to–coaching. In sum, the paper explains how a district alters the definitions and structures of instructional coaching. By illuminating how educational leaders tinker with capacity building instruments, this paper contributes to the instructional reform literature and advances the field's understanding of the evolution of capacity-building instruments. [ABSTRACT FROM AUTHOR]

The paper explores the efforts of Kerala to align its undergraduate education with global standards and competence through the introduction of the Four-Year Undergraduate Programme (FYUGP) in the realm of curriculum reforms. The paper highlights the significance of curriculum reforms in the context of transforming the State of Kerala into a people-centric knowledge society. It examines the structure and content of FYUGP introduced in the state universities with effect from the 2024–25 academic year. It includes details of teaching-learning methodology, critical thinking, creativity, vocational and entrepreneurship skills that are integral to the structure of the new curriculum. The article proposes a curriculum that encourages students to learn with curiosity and enjoyment through self-involvement. How to enable students to doubt and question with an unending thirst for knowledge is what the curriculum should entail. It should help students attain higher-order cognitive benefits. [ABSTRACT FROM AUTHOR]

With the conviction that formulaic expressions in a language are carriers of stable thought patterns of its culture, the paper conducts a thematic analysis of Chinese educational idioms with the goal of exploring the traditional Chinese educational values reflected in the Chinese language use. Altogether, about 100 Chinese idioms that pertain to teaching, learning and parenting are identified from a Chinese Chengyu (idioms) dictionary. Findings of this study challenge the common practice of borrowing Western pedagogical discourses to justify curriculum change initiatives in China, arguing that the traditional Chinese educational discourses should be retained in order to secure a strong cultural identity for young generations. [ABSTRACT FROM AUTHOR]

Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via structured interviews. Although four of the six teachers reported the intervention to be highly feasible, multi-tiered instruction did not align with the beliefs of two teachers. Teachers' feedback combined with child-level narrative and vocabulary outcomes led to curriculum revisions and to the creation of additional implementation supports. Findings suggest system-level barriers influence the sustainability of multi-tiered instruction in early childhood settings. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Our objective was to understand the perspectives of current and recently graduated pediatric residents concerning the impact of the COVID-19 pandemic, and subsequent curriculum changes, to their education. INTRODUCTION: Residency programs have experienced unprecedented alterations to education in the form of changing expectations, schedules, and opportunities during the COVID-19 pandemic. Little is known regarding resident perceptions of how these changes impact their education and ultimate career preparation. METHODS: An anonymous and voluntary electronic IRB exempt survey was sent to pediatric residents at a mid-sized residency program in the mid-Atlantic in August of 2020. This cross-sectional study survey consisted of a series of multiple choice questions with optional short answer responses. RESULTS: Twenty-two pediatric residents across all training years completed the survey for a response rate of 36%. The majority of residents, 59.1%, were interested in directly caring for COVID + patients; however, the minority (36%) felt prepared to care for COVID + patients. Most residents (63%) responded that graduate medical education programs should not have authority to exclude residents from taking care of patients with certain diagnoses and 95% of respondents indicated that they would prefer an opt out system instead. CONCLUSION: The majority of resident respondents had a strong interest in caring for COVID + patients and report that they value frequent updates from program leadership to guide their patient care. Residents also overwhelmingly support an opt out system when caring for future patients with particular infectious diagnoses rather than a mandated exclusion approach. [ABSTRACT FROM AUTHOR]

As public health aims to improve health outcomes of all populations, social justice is argued to be the philosophy on which public health is based. A social justice approach to population health requires the field to recognize that the inequities in society have negative consequences for health. The purpose of this work is to develop a framework for integrating social justice into a public health curriculum. We used an interprofessional approach to create a definition of social justice, and develop a training program and evaluation plan. The program weaves social justice throughout the core MPH curriculum. The social justice definition is the foundation of the curriculum which is composed of eight key social justice domains with competencies directly aligned with each of the domains. Our evaluation plan focuses on students' change in understanding of social justice in public health. The overarching goal is to explicitly integrate social justice into an MPH curriculum such that students can work toward health equity and justice in their careers. [ABSTRACT FROM AUTHOR]

The Journal of Management Education publishes various sections that cater to different objectives and formats. The article provides an overview of the different types of articles published in the journal, including empirical, conceptual or theoretical, review, instructional innovation, instructional change in context, essay, and interview articles. Each section has specific requirements and focuses on different aspects of management education. The article also highlights the articles featured in the December issue and expresses gratitude to the authors, reviewers, and editorial team members for their contributions. [Extracted from the article]

As the importance of right-wing populist parties (RPPs) has grown significantly in Europe, with some even forming governments, the attendant political and policy programs are attracting greater attention. However, to date most of the relevant research has been focused on the core slogan policies of RPPs, relating to immigration and the economy. This has left the parties' educational policies understudied. In seeking to address this situation, we analyse changes in the citizenship-education curricula that Poland's schools pursued during the years 2017 to 2022, with the country's ruling party (Law and Justice — PiS), thus offering a case study of a typical RPP. This article scrutinizes citizenship-education curricular changes pursued by PiS —with an approach that regards this as the field that best allows the desire to reconstruct the model of citizenship to be discerned. We also explore a process of "civic de-socialization," and the new system of values being put in place in the curricula, by the Polish government. We examine whether the new provisions this entails fit into the ideological system of right-wing populists, and we conclude by developing hypotheses, and seeking to conclude theoretically, that ideological radicalization in education is being observed, in the wake of years of rule by an RPP. Interesting in this regard is the finding that more profound changes were not put into effect until a second stage to the reforms was reached. Overall, the case of the curriculum pursued in Poland by PiS points to a new ontology of citizenship, more nativism, and an anti-progressive agenda. [ABSTRACT FROM AUTHOR]

Background: This study observes the trends and patterns among trainees during the coronavirus disease 2019 (COVID-19) pandemic and their response to resident education and hospital/program support. Methods: An anonymous online 31-question survey was distributed to medical students and postgraduate year residents. Topics included were demographics, clinical responsibilities, educational/curricula changes, and trainee wellness. Descriptive analysis was performed for each set of demographic groupings as well as 2 and 3 group comparisons. Results: Total 1051 surveys collected, 930 used for analysis: 373 (40.1%) male, 434 (46.6%) aged 30-34 years, 588 (63.2%) white, 417 (44.8%) married, 168 (18%) with children, and 323 (34.7%) from the Northeast region. The Northeast experienced difficulty sleeping, feelings of guilt, hopelessness, and changes in appetite (P =.0077). The pandemic interfered significantly with relationships and living situations (P <.0001). Trainees 18-34 years believed the pandemic affected residency training (P <.0001). Surgical residents were concerned about reaching numbers of operative procedures to graduate (P <.0001). Residency programs adhered to ACGME work restrictions (P <.0001). Conclusion: We aim to provide continued educational support for our trainees' clinical development and well-being during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students. [ABSTRACT FROM AUTHOR]

This study was undertaken to assess the extent of changes brought by the Lesotho General Certificate of Secondary Education (LGCSE). The LGCSE replaced the British General Certificate of Secondary Education (GCE O level). The new system was hailed as modern and progressive, recognizing wider ability performance. The study employed a comparative research methodology within qualitative research paradigm, comparing two Accounting syllabuses from GCE O level and LGCSE. Document and discourse analysis was used to obtain data. The study found that despite the educational rhetoric accompanying the introduction of the LGCSE, the syllabuses did not reflect any substantial changes or shifts. [ABSTRACT FROM AUTHOR]

Highlights: One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices. In this regard, primary emphasis is still placed on memorization rather than learning dialogue, collaboration, tolerance, and life expectation for today's globalized communities. Few voices from Iranian teachers have been heard in international publications. This study collected focus group interviews from 84 Iranian primary school teachers in Tehran, Shiraz, and Yazd. Findings show that the interviewed teachers agreed on the urgent curriculum changes, including English, Law, and Entrepreneurship in the primary teaching. Additionally, the educational focus should be broadened from the current emphasis on assessment from the early years of schooling. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The engagement of community partners, including patients, is increasingly recognized as important in developing medical education curricula. Structured methodology for partner engagement in curriculum development is lacking in the existing literature. This article describes a structured approach to engaging community partners to provide input on revising a curriculum for pediatric residents about pregnancy options counseling with adolescents. METHODS: We used the five-step Method for Program Adaptation through Community Engagement: (1) development of a panel of community partners including patients and professionals, (2) and (3) partner evaluation of the existing curriculum and recommendations for revisions, (4) summarization of partner feedback, and (5) development of the revised curriculum. We surveyed partners about their perceived impact on the revision and satisfaction with the process. RESULTS: Seventeen partners participated. Five experienced adolescent pregnancy, while the remaining 12 included healthcare and social service professionals. All partners provided multiple recommendations, generating 124 discrete recommendations. Twenty recommendations were suggested by multiple individuals. The authors reviewed all recommendations by category during consensus meetings and determined which recommendations would be incorporated into the revised curriculum to meet stated learning objectives. We implemented 14 of these 20 recommendations, including adding a values clarification exercise, information about mental health crisis resources, and more detail about adoption. We also incorporated 15 individual recommendations pertaining to curriculum clarity. Recommendations from professionals and patients were similar. Fourteen out of 17 participants completed the survey at the close of the project. All respondents understood their roles, were satisfied with their degree of engagement, and felt that their expectations for participation were met or exceeded. CONCLUSIONS: This study describes a methodology for a formal process to engage community partners in curriculum development and revision processes. Such methodology can ensure that medical education curricula are optimally attuned to the needs of key community members and integrate the patient's voice. [ABSTRACT FROM AUTHOR]

When Polikoff suggests that we cannot do education reform at scale unless we make these structural changes, then, I think we need to take very seriously the possibility that we cannot do education reform at scale, full stop. When I disagree with Polikoff's suggestion that greater state control is a viable alternative to our earlier attempts, it is mainly because I don't think this suggestion is different enough I . i I Beyond Standards i is a necessary read both for the straight shooting it does, and also for the light it shines in the direction of what a new genre of education policy scholarship ought to address. Morgan Polikoff's new release is a requiem for the consensus approach to education reform that has dominated U.S. politics and school governance for 30 years. As Polikoff says, "districts have made those adoption choices, teachers are implementing the adopted materials, and teachers display higher knowledge about the standards than teachers in other states" (BS, 49). [Extracted from the article]

This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload. [ABSTRACT FROM AUTHOR]

In recent years, the emergence of digital technology and the creation of new opportunities and contexts have given rise to significant changes in the teaching and learning strategies and evaluation processes used in artistic disciplines, including use of the digital portfolio. This work consisted of a systematic analysis of the literature produced on this subject thus far in JCR, SCOPUS, and ERIC to detect practices, limitations, and opportunities. Following the analysis of the selected sample, which consisted of 32 articles, three main categories were established: development of artistic competences, teacher training and employability. The main findings related to the benefits of the digital portfolio for the development of competences, artistic identity and digital literacy through reflective practices. The study concluded that more experimental studies are needed to explore the digital portfolio and the design of more flexible and sustainable platforms, and demonstrated that there is a clear need for curricular changes to bring about improvements. [ABSTRACT FROM AUTHOR]

OBJECTIVES: High-quality research forms the basis of evidence-based practice and sets the foundation for trainees to develop critical thinking skills and approach clinical problems with an inquisitive mind. The attitudes to research however vary widely and there are significant barriers to conducting research relevant to each clinical discipline. Understanding both the attitudes of residents to research and the barriers to conducting research could allow for strategies to improve this core aspect of clinical development. This aim of this study was to characterise current attitudes and perceived barriers towards conducting research among residents in Obstetrics and Gynecology in Trinidad and Tobago. METHODS: An online survey was sent to all residents in the four major public hospitals in Trinidad and Tobago. The 10-min previously piloted questionnaire contained questions related to demographics, career level, research experience, attitudes to research as well as perceived barriers to conducting research. RESULTS: The response rate was 74% (48/65). Although most (77%) respondents were interested in performing research, lack of time (56%) and insufficient training in research (59%) were the main barriers. Lack of mentorship or supervision as well as departmental issues such as access to case notes, electronic databases and bureaucratic issues were also found to hamper a research-oriented environment. CONCLUSION: For residents in Obstetrics and Gynecology, curricula revision is urgently required to include protected research time, training in research methodology, formal and dedicated research mentors in order to promote a research-oriented culture that ensures a greater understanding and output of research in this specialty. [ABSTRACT FROM AUTHOR]

While the Church and the Christian Academy share a common mission, the relationship between the two has had challenges. This article, based on plenary sessions offered at the 2022 SPCE Conference in San Diego, CA, addresses three questions regarding why this relationship has suffered in recent years. The article closes with recommendations for ways schools can rebuild a healthy relationship with the church. [ABSTRACT FROM AUTHOR]

This is part 2 in a two-part article series. This article seeks to expand upon the Inquiry Design Method for Christian Education, IDMCE, by explaining how to implement IDMCE in the Christian education setting. The article also demonstrates how to utilize IDMCE as a template for creating research-based unit designs for curriculum in Christian education by providing an example of a complete unit. In this example, all seven steps of IDMCE are thoroughly explained. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Lesbian, gay, bisexual, trans* and queer/questioning + (LGBTQ+) healthcare teaching within UK medical schools is currently lacking, potentially impacting on patients' confidence in health services and ability to access care. The current study conducted a multi-site analysis aiming to investigate medical students' perceptions towards the teaching of LGBTQ+ healthcare in UK medical schools, as well as to gain a greater understanding of medical students' level of knowledge of LGBTQ+ healthcare, and preparedness for working with LGBTQ+ patients. METHODS: Medical students (N = 296) from 28 UK institutions responded to a 15-question online survey distributed via course leads and social media. Thematic analysis of qualitative data was conducted, as well as statistical analysis of quantitative data using SPSS. RESULTS: Only 40.9% of students reported having any teaching on LGBTQ+ healthcare, 96.6% of whom said this was one-off or very irregular sessions. Only 1 in 8 felt their knowledge and skills on LGBTQ+ healthcare was sufficient. 97.2% of students questioned wanted more knowledge on LGBTQ+ healthcare. CONCLUSION: The current study highlighted that UK medical students felt underprepared for working with LGBTQ+ patients due to insufficient education. Given that teaching on LGBTQ+ healthcare is often optional and extra-curricular, it may not be reaching those who need it most. The authors are calling for the mandatory inclusion of LGBTQ+ healthcare in the teaching of all UK medical schools, within their individual curriculum frameworks, and with regulatory support from the General Medical Council. This will ensure a wider understanding among medical students, and subsequently qualified doctors, of the health inequities and unique health issues LGBTQ+ people face, which will better equip them to provide high-quality care to LGBTQ+ patients, and start to tackle the inequities they face. [ABSTRACT FROM AUTHOR]

The author comments on an article published within the issue which explores the gap between how marketing research is taught in business schools in Great Britain and how the practitioner world of market research is evolving. Topics covered include the challenge of re-aligning the academic and practitioner communities in marketing research, and the need to change in the curriculum as well as a new name for the sector that reflects the trend from surveys to big data.

The current master's curriculum in English Translation major in Iranian universities has not satisfied the demands of the society in which it was developed. Translation students have complained that some essential skills are not considered in the curriculum. Therefore, this study is aimed at proposing some guidelines for curriculum reformers in Iran to update the curriculum. To investigate effective components for updating the curriculum, it is necessary to focus on the curricula of other universities in foreign countries and compare them with that of Iran. For this aim, a qualitative-comparative analysis is used to compare the revised master's curriculum of English Translation in Iran with seven prominent Asian universities, to investigate the strength and weaknesses of the curriculum in Iran, and to recognize the effective components included in the curriculum of those seven prominent universities to be recommended to update the curriculum of Iranian universities. Hence, the curricula of eight universities have been compared with five criteria, including the title of the Master's degree, the number of credits, the course structure, the instructional objectives, and the course content. Results show that to update the curriculum of Iranian universities, a list of courses and instructional objectives needs to be added to train translators who can work with technological tools. To achieve this objective, a course named "co-translator software" should be added to the curriculum. The other objective is to improve students' interpretation skills, which are accessible by adding a course in interpretation. The findings provide novel information for Iranian curriculum reformers to work on updating the curriculum. [ABSTRACT FROM AUTHOR]

Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change? Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the "spirit" of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities. [ABSTRACT FROM AUTHOR]

Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers' knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed and researcher-implemented programs, meaning we know far less about the outcomes of PD designed and implemented by districts. Given that implementation and associated outcomes may look different without tight research parameters, we need more systematic research about district-designed and implemented PD. During early years of PD implementation, it is more likely to observe changes in more proximal outcomes, including an increased sense of trust and collaboration with colleagues, which could, in turn, support teacher retention. Any intervention, but especially those that necessitate substantial changes in instructional activities, likely takes time to promote changes to downstream outcomes like high-stakes assessments of teaching and student achievement. Purpose/Objective/Research Question/Focus of Study: We analyze the relationship between the design and implementation of an ambitious PD/professional learning (PL) program, called Learning Together to Advance Our Practice (LEAP), and a range of outcomes across 3,000 teachers in the District of Columbia Public Schools (DCPS). We examine the extent to which teacher-reported frequency of participation in two specific PD structures—one-on-one coaching and team seminars—are each associated with improved outcomes of interest. Proximal outcomes include teacher perceptions of the PL program and peer culture at their school, as well as school- and district-wide retention. More distal measures include teacher classroom practice and student achievement. Research Design: We capitalize on researcher-designed and district-administered survey questions, along with rich administrative data, to understand the relationship between this at-scale, intensive PL program and a range of outcomes over two years, from 2016 to 2018. DCPS implemented LEAP simultaneously in every school at the beginning of the 2016–2017 school year. As a result, our ability to identify how our outcome variables would have changed in the absence of LEAP is limited. We address this issue by measuring differential implementation because the frequency of teacher participation in LEAP varied within schools, within LEAP teams within a year, or within a teacher across a two-year period. We hypothesize that more exposure to LEAP yields greater improvements in outcomes. In separate models, we attempt to limit competing explanations by controlling for: (1) observable attributes of teachers and time, and unobservable, time-invariant attributes of schools; (2) unobservable, time-invariant attributes of LEAP teams; and (3) unobservable, time-invariant attributes of teachers. Conclusions/Recommendations: We find that greater reported engagement with LEAP is associated with improved teacher perceptions of LEAP and the peer culture at their school, as well as improved teacher retention, especially at the school level. This suggests that PL programs that center within-school connections and supports for teachers—in this case, vertically structured LEAP teams led by school-based LEAP leaders—may support positive school-level outcomes. However, we find little evidence of improved teacher skills and teacher contributions to student achievement, at least in the first two years of LEAP implementation. It will take more time and research to understand the degree to which and ways in which the district's investment in LEAP is associated with the range of desired outcomes. [ABSTRACT FROM AUTHOR]

The first macromarketing seminar held in 1976 represented a first attempt to "hack the system" of business schools to bring a societal focus to the teaching of marketing. This effort resulted eventually in macromarketing becoming a major field of the marketing discipline. Today, forces outside the business school are pointing business schools to broaden their curricula to include social responsibility in the form of macromarketing, sustainability, and marketing for a better world. The purpose of this article is to discuss the challenges and opportunities of teaching macromarketing and sustainability concepts to business students so that more macromarketing managers would develop and exert their influence in marketplaces around the world. Important points include (a) the imperative for macromarketing-minded educators to advocate for curriculum changes in their own business schools, and (b) the need for macromarketing-minded educators to become more capable teachers of macromarketing and sustainability content with students more skeptical about such content. This article offers a constructivist approach to setting the stage for students engaging macromarketing and sustainability content for the first time. Embracing the paradox of managerial macromarketing and integrating experiential learning highlight this approach. [ABSTRACT FROM AUTHOR]

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers’ DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p < .001, I2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p < .001, I2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers’ instructional changes, describing support practices in greater detail, and advancing technological supports. [ABSTRACT FROM AUTHOR]

Background/Context: Instructional policy aims to shift the nature of teaching and learning. Decades of policy studies have highlighted the challenges inherent in these aims and the conditions necessary to support such change, including a robust infrastructure to support teacher learning. Further, teachers themselves must perceive and experience their policy environment to be supportive of calls to shift instruction. Purpose/Objective/Research Question/Focus of Study: In this study, we examine the connection between teachers' perceptions of their policy environments and their instructional practices over time, in the context of college-and-career-readiness (CCR) standards implementation. While conducted in the context of standards implementation, our findings apply to supporting instructional change through policy more broadly. Setting: We examine implementation of CCR standards in two unique state contexts: Texas and Ohio. These states represent important differences in demographics and in their approaches to CCR standards implementation over time. Research Design: We use a convergent mixed-methods design that draws on state-representative teacher survey data at two points in time (allowing for a trend analysis to understand how teachers' perceptions and experiences evolve), longitudinal interview data with state education leaders, and interview data with educators in one case study district in each state. Data Collection and Analysis: Surveys measured teachers' perceptions of their policy environments, as well as their self-reported instructional practices. Interviews focused on understanding state- and district-level policies, guidance, and resources, and educators' enactment of standards. Survey analysis included descriptive analysis of patterns over time and hierarchical linear modeling. To unpack broad-based survey patterns, we coded qualitative data and developed assertions based on emergent patterns. Findings/Results: We found that Texas teachers agreed more strongly than Ohio teachers that their policy environment had aligned, specific, and stable resources, as well as accountability mechanisms in place. Specificity of guidance and resources for standards implementation predicted teachers' use of standards-emphasized instruction in 2019. These patterns reflected each state's approach to policy implementation: a robust state-level infrastructure for guidance and support in Texas, compared with fewer state-developed resources in Ohio in favor of local control. Still, aspects of teachers' local context—in particular, lack of infrastructure for ongoing, embedded professional learning—limited teachers' ability to engage in state-developed guidance. Conclusions/Recommendations: Our study offers enduring lessons about how to establish the policy conditions necessary to support teachers to change instruction. Findings suggest a need for states to develop resources that clarify instructional shifts for teachers, and districts must balance these top-down resources with ongoing opportunities for educators to adapt resources to suit their students' needs. [ABSTRACT FROM AUTHOR]

The changing global scenario throws a big responsibility to higher education institutes to prepare future ready students. The curriculum is the most important input, which can play a vital role in the overall development of students. Present work identifies the need for curriculum change in the 21st century and presents a responsible approach to curriculum development at the Bachelor's level. The dynamics of curriculum design have been discussed from an international perspective with a more integrated and collaborative approach. Different dimensions of the curriculum have been identified and mapped to the needs of various stakeholders from both the academia and industry perspective. An integrated process framework has been presented for the development of the curriculum taking care of the major stakeholders. The proposed framework will support the academic institutions and their stakeholders to identify the gaps and offer a curriculum-based solution towards student development, in a more responsible manner. [ABSTRACT FROM AUTHOR]

This article seeks to delve deeper into the discourse about the epistemic decoloniality of Westernised higher education in South Africa. Discrete academic studies have indicated that African Knowledge paradigms have not found a home in South Africa's Westernised academies yet; knowledge patterns remain foreign and colonized. The current curriculum at a section of Historically White Universities in South Africa largely reflects the colonial and apartheid worldviews and is disconnected from African realities, including the lived experiences of most black South Africans, taking into account Arts and Humanities. Based on an examination of the decoloniality project and curriculum dishonesty and reform through literature study, the article calls for critical rethinking and reconfiguration, which should position South Africa, Africa, and last of all, the globe at the centre of knowledge production. Epistemic decoloniality at South Africa's Historically White Universities should not be pursued with knowledge violence but rather with scholarly debate. This article introduces the framework of decoloniality by tracing the genesis of (South) Africa's knowledge coloniality and initiates a discussion on the current epistemic decoloniality in South Africa's Westernised higher education. The focus is on curriculum justice and knowledge integration across Historically White Universities in South Africa. The last portion of the paper applies the proposed measures to evaluate the cogency of decolonial discourses. [ABSTRACT FROM AUTHOR]

Guided by social cognitive theory (SCT), this research investigates the structural relationships among local culture, teacher efficacy, and teachers' exercise of curricular autonomy. A total of 605 Korean elementary school teachers completed survey questionnaires that underwent structural equation modeling analysis with a phantom model approach to identify the motivational factors and their relationships. The results indicate that teachers' degree of internalization of mainstream Korean culture and teacher efficacy influence their implementation of the reform agenda, while teacher efficacy mediates the effect of culture. Theoretical and practical implications for scholars, policy-makers, and practitioners are provided. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or 'three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers' core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the 'three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile. [ABSTRACT FROM AUTHOR]

The term "life-related," a significant characteristic of new political textbook(s) in China's new curriculum reform at senior high school level, means that the textbook(s) should be based on the learners' life experiences and designed to enhance learning in daily life. There has been little relevant research about student perspectives on how "life-related" a textbook is, especially on comparing students from urban and rural areas. This paper has two aims: Firstly, to compare the perspectives of the urban and rural students about how "life-related" a textbook is; and secondly, to concentrate on identifying the effecting factors on the student perspectives. In this study, the results of questionnaire survey (N = 569), with 285 students from a urban school and 284 students from a rural school, indicated that the political textbook (Politics and Life, in short P&L) is more related to urban students' daily life. Findings from semi-structured interviews and content analysis of the textbook suggested that public resource, family background, and the urban-oriented textbook content may explain the urban-rural difference of students' perceptions on political textbook. [ABSTRACT FROM AUTHOR]

Through an exploration of the experiences and narratives of racially minoritised students, in this article, I argue that Politics curricula in the United Kingdom can largely be defined as epistemologically ignorant as a result of whiteness and Western-centrism. While there is a growing body of scholarship that has drawn attention to the whiteness and coloniality of Politics curricula, little, if any, has considered this from the perspective of racially minoritised students of Politics. This article addresses this gap in the literature and serves to prompt the Politics disciplines to look inwards and interrogate how whiteness and colonial logics continue to shape the study of Politics while also offering recommendations for curricula change based on students’ lived experiences. After briefly defining ‘the curriculum’, I outline the ways in which racially minoritised students defined Politics curricula as white and/or Western-centric and epistemologically ignorant. I then consider the role of teaching staff in curricula design and delivery and the potential for teaching practices to challenge curricula. Finally, before concluding, I explore what decolonising or ‘widening’ Politics curricula entails from the perspective of students. [ABSTRACT FROM AUTHOR]

We critically reviewed the motivations, processes, and implementation methods underlying a faculty-driven diversity, equity, and inclusion (DEI) curriculum self-reflection project in the Rutgers School of Public Health. This case study offers guidance on a curriculum self-reflection tool that was developed through the school’s Curriculum Committee to promote DEI throughout the school’s curricula. We review the key steps in this process and the unique aspects of developing and implementing such evaluations within higher education. The study draws on faculty experience, was informed by students and staff within the Curriculum Committee, and builds on existing knowledge and tools. A flexible 6-step framework—including guiding principles and strategic approaches to planning, developing, and implementing a DEI curriculum self-assessment—is provided to assist instructors, curriculum committees, DEI groups, and academic leaders at schools of public health interested in refining their courses and curricula. Academic units experience contextual challenges, and while each is at a different stage in curriculum reform, our findings provide lessons about integrating the assessment of DEI in school curriculum in a systematic and iterative way. Our approach can be applied to diverse academic settings, including those experiencing similar implementation challenges. [ABSTRACT FROM AUTHOR]

Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change. [ABSTRACT FROM AUTHOR]

The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers' barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientation by which they were not able to conceptualize the true barriers that might be faced during authentic learner-centered teaching. Recommendations for professional development and further research are offered. [ABSTRACT FROM AUTHOR]

The purpose of this brief is to share my reflections as a practitioner-scholar conducting a student-centered inquiry. My dissertation sought to provide a channel for accessing Latinx students' voices regarding their experiences in credit recovery programs. I share what I learned from students and how the power harnessed by the input of authentic student voice is now driving instructional change throughout the building and the district. I conclude with recommendations for other practitioners on ways they may begin to include students in school improvement efforts as co-leaders, co-researchers, and co-policy actors. [ABSTRACT FROM AUTHOR]

The success of implementing Common Core State Standards (CCSS) depends not only on the extent to which educators deeply understand the new standards but also on the expectations, values, and resources that support their readiness for making necessary instructional change. Educators' understanding of and beliefs about CCSS may largely drive their behaviors and action toward implementation. This study investigated a longitudinal dataset of teachers and principals in one large school district serving a diverse student population in California, examining the relationship between educators' beliefs and trust and the organizational climate. Findings suggest that both teachers' trust in the principal and an innovative climate play a consistent, critical role in educators' beliefs about implementing CCSS. [ABSTRACT FROM AUTHOR]

Globally, nation states have concerns about health, and this has led to a proliferation of initiatives and policies, which either have a direct or indirect influence on education in schools. This article focuses specifically on how China, with the largest public education system in the world, has sought to transform the health of the nation through national curriculum reform informed by policies from other nations, which has significant implications for physical education (PE). Guided by Charmaz's (2014) grounded theory, 22 PE teachers from 13 secondary schools in the north of mainland China were interviewed to provide a unique insight into how changes in curriculum were taken up and responded to. Analysis of data from this study indicated that the demands of implementing the new curriculum have their origins in complexities that go beyond individual teachers' perceptions of health and change. Teachers expressed concerns about the reforms and there were several further contextual factors limiting the realisation of curriculum reform guided by the maxim of 'Health First'. Teachers were uncertain of how to enact changes and reorientate their practices so that they were in line with the expectations of developing health through PE. The development of an examination in PE also strongly influenced the teachers' perceptions of what to prioritise. [ABSTRACT FROM AUTHOR]

Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings. [ABSTRACT FROM AUTHOR]

Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers' and centre leaders' qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders' (N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders' understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed. [ABSTRACT FROM AUTHOR]

Teacher reports on school organizational functioning, curricular processes, and student engagement are a reliable means of ascertaining valuable information about classroom climate and learning outcomes. Yet, to date, the vast majority of quantitative teacher-reported data, where teachers themselves reach judgments about educational processes, have been summary rather than lesson specific, where teachers evaluate classroom experiences at the moment of instruction. In this study, we examine how lesson-specific teacher survey reports generate insight into the relationship between student engagement and instruction. Results suggest that this underutilized design has significant application for procuring data on within-teacher variability in practice, especially in studies focused on student engagement, active change in teacher practice, and/or teacher buy-in as a mediator of outcomes. Ultimately, we argue that lesson-specific teacher reports may be a valuable tool for researchers in measuring instructional change. [ABSTRACT FROM AUTHOR]

An instructional vision is the discourse that teachers or others currently employ to characterize the kind of "ideal classroom practice" to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstrated relations between teachers' instructional vision and a variety of aspects of their classroom practice and professional pursuits. We examined what might contribute to teachers' development of mathematics instructional visions through a quantitative analysis of a longitudinal data set collected in four urban school districts. Controlling for instructional vision in the prior year, we found middle school mathematics teachers' current instructional vision to be related to their prior mathematical knowledge for teaching, their prior instructional practice, and their colleagues' prior instructional visions—with the strength of the relation depending on the density of teachers' advice networks. Based on these findings, we discuss implications for both inservice teacher professional development and preservice teacher education. [ABSTRACT FROM AUTHOR]

The European Credit Transfer System (ECTS), one of the main pillars of the Bologna Process, was heavily influenced by external forces such as internationalisation, globalisation and market values. It was also immune to national/regional policy influences and differences between academic disciplines. The authors investigated a) Irish teacher educators' perceptions of the reasons for the introduction of the ECTS and b) the influence of the ECTS on teacher educators' practice. A Qualtrics survey including both closed and open-ended questions was sent to all Irish teacher educators. Asked about the rationale for the introduction of the ECTS and about its influence on their professional work, these respondents rated and ranked the importance of student mobility and the transferability of their academic achievements ahead of teaching and learning aspects. These findings, which were confirmed by participants' open-ended responses, are discussed from the following macro-contextual perspectives: inattention to general HE curriculum issues in an environment dominated by discipline-based silos; the limitations of top-down reform, particularly at the implementation stage; low ERASMUS participation rates of Irish student teachers; and the ECTS focus on skills, competences and pre-determined learning outcomes. The influence of these contextual factors is summarised in the conclusion, along with some implications for teacher education. [ABSTRACT FROM AUTHOR]

The current media need for employees capable of producing multiplatform content and thriving in collaborative environments. This has made digital journalism one of the fields considered to have the greatest potential today for promoting professional, research, and teaching innovation. In fact, online journalism has played a major role in the renovation of communications curricula over the past two decades. This article examines a case study on a teaching innovation project in online journalism based on the Internationalization at Home (IaH) transversal perspective. It can be considered as the first project examining this perspective in the journalism-teaching field. The examined project was carried out by teachers and researchers of five Ibero-American universities with the aim that virtual international students of the five universities collaborated for the production of multimedia in-depth news reports. The article thus analyses the teaching innovation experience and discusses it in terms of advantages and disadvantages. [ABSTRACT FROM AUTHOR]

This article addresses topics related to Japanese sociology of education over the past three decades. The main academic interests of Japanese sociology of education have been educational choice and socialization in secondary education, topics also discussed in Durkheim's masterwork, L'Évolution pédagogique en France. The interests of Japanese researchers in the sociology of education were aroused because of drastic changes in the youth labor market in the mid-1990s and national curriculum reforms influenced by international educational evaluation, such as the Programme for International Student Assessment, in the 2000s. Though the number of empirical studies has increased substantially over the past two decades, this field must make efforts to develop its theoretical sophistication in order to connect to worldwide research on sociology of education. [ABSTRACT FROM AUTHOR]

This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers' instructional practices support the RTI framework after adopting new materials to support literacy interventions? [ABSTRACT FROM AUTHOR]

History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers' capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers' incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers. [ABSTRACT FROM AUTHOR]