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Team-Based Learning (TBL) has been widely applied in different fields (courses) and has been indicated to be efficient. Meanwhile, many studies have asserted that Group awareness (GA) information, which visually displays peers' learning context and activities, can increase peer participation within an online collaborative learning environment. As the level of preparation by students before class affects their subsequent learning performance in the TBL process, this study incorporates GA information into the preparation stage of TBL process and further develops the online TBL + GA system in order to raise peer preparation level. Furthermore, self-regulated learning (SRL) levels of a student and online learning environment interactively influence learning effectiveness. Accordingly, this study further investigates how the TBL + GA environment influences students with different SRL levels. Two freshman classes were randomly chosen, with one as the control class (using the traditional TBL) and the other as the experimental class using the TBL + GA. Analytical results indicate that although the two classes do not reach significance overall on preparation level, TBL + GA can significantly enhance preparation levels for high-SRL students, but not low-SRL students. [ABSTRACT FROM AUTHOR]

In recent years, discourse on topics like cultural humility, social determinants of health (SDOH), and health disparities and inequities has greatly increased in medical education as attention to their impact on health has magnified. Unfortunately, traditional medical education models may fail to optimize learning in this area. To address these complex social health issues, we must find innovative ways to engage students in an educational partnership in which they are challenged to critically think and reflect on their attitudes, role, and actions in health equity and culturally responsive care. Through reviews of existing literature coupled with our own experience with iterative implementation of a model that includes interpersonal engagement paired with individual self-directed learning, we assembled 12 tips on how to prepare diverse students to practice lifelong cultural humility and provide culturally and socially responsive care in an ever-changing social landscape. [ABSTRACT FROM AUTHOR]

Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills. [ABSTRACT FROM AUTHOR]

Active collaboration between speech-language therapists (SLTs) and persons with aphasia (PWA) is essential for personalizing aphasia treatment and optimizing clinical outcomes during aphasia rehabilitation. Studies have demonstrated the feasibility and effectiveness of collaboration between SLTs and PWA during the goal setting component of the intervention process in aphasia rehabilitation. However, it remains unclear whether this collaboration as well as PWA's feedback can be applied and be beneficial to all components of aphasia rehabilitation. Here we introduce a theoretical framework of self-regulated learning (SRL) for aphasia rehabilitation that spotlights the role of PWA's feedback in all components of the rehabilitation process. We review studies on models of SRL in educational psychology and evidence from clinical aphasiology and neurolinguistics. Based on the evidence, we argue that PWA's feedback is beneficial for optimizing all components of the intervention process in aphasia rehabilitation. To make this work, communicative barriers to collaborative, patient-centered goal setting must be minimized or eliminated to facilitate alternative channels for receiving PWA's feedback which will promote their engagement in aphasia rehabilitation. Also, insights from PWA's feedback can help SLTs to select treatments and tasks that promote PWA's engagement in the intervention process, which, in turn, can maximize aphasia recovery and increase quality of life. PWA can be active participants in the whole intervention process and SLTs can use information from PWA's feedback to improve the personalization of the complete intervention process to maximize clinical outcomes. [ABSTRACT FROM AUTHOR]

This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture groups attained better scores through teacher-led discussions. To substantiate the joint effect, we attempted to elucidate students' outcomes through moment-by-moment analyses of cognitive-behavioral engagement observed during discussions. Students assigned to the self-study and student-led discussion groups displayed consistently high engagement throughout their discussions, however, the engagement dropped sharply in teacher-led discussion. Meanwhile, student engagement increased over time in the teacher-led discussion group after the class listened to a lecture. The results of moderated mediation analysis showed that discussion formats moderated by prediscussion activity affected students' cognitive-behavioral engagement, which led to their learning. Therefore, our findings contribute to a new perspective of engagement as a student learning in discussions and imply that teachers can induce students' engagement leading to superior learning outcome by combining appropriate instructional strategies and classroom discussion. [ABSTRACT FROM AUTHOR]

Given calls to decolonise engagement with Indigenous communities, this article explores how allied researchers can participate in self-determined learning with Indigenous Peoples. Drawing on over a decade of experience within an action-research collective in a Mapuche context, the authors suggest that allied researchers can accompany Indigenous-led co-design in a manner that not only strengthens genuine Indigenous participation but also fosters mutual and collective learning from within the co-creative processes themselves. Lake Budi, a biocultural hotspot in the Pacific coast of Northern Patagonia, Chile, is a coastal wetland habitat for hundreds of endemic and migratory species and the ancestral homeland for the Mapuche-Lafkenche (∼15,000) who, through grassroots learning, are determining practical steps towards restoring their territory and its self-governance for kvmemongen. This Mapuche concept refers broadly to enacting forms of living well together, humans and non-humans. As allied participants in a Mapuche-led codesign collective since 2013, in this paper, we focus on exploring key “moments of mutual learning” within this longer-than-usual co-design process. Each of these moments involved collective learning that required interaction and feedback loops across diverse areas of expertise, made possible over longer and flexible rhythms and periods. Tools, protocols, and methods gradually take shape in such a process through mutual learning opportunities provided by relationship building, cultural immersion, community-led protocols, decision-making, and evaluation mechanisms. This work suggests a new understanding of the involvement of allied researchers in Indigenous-led co-design as an emerging and increasingly relevant form of grassroots mutual learning toward climate resilience. [ABSTRACT FROM AUTHOR]

In this retrospective collaborative self-study, we examined our development as justice-based social studies teacher educators. Rooted in frameworks centered on critical social studies and teacher educator knowledge and practice, an analysis of discussions and curricular-instructional materials spanning 12 years found that justice was treated as optional in early iterations of our methods courses. Yet over time, we have taken steps to move justice from the background to the foreground of our work. We discuss and offer explanations for this growth, concluding with implications for our own practice as well as those charged with structuring (and teaching within) teacher educator preparation and induction programs. [ABSTRACT FROM AUTHOR]

Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments. [ABSTRACT FROM AUTHOR]

Background: Since the turn of the 21st century, research on an inquiry-based approach in science education has increasingly been geared towards the integration of technology, primarily focused on secondary and tertiary education. Thus far, no study has reviewed research on a technology-integrated, inquiry-based approach in the specific context of primary science education. Purpose & Method: This scoping review has two primary aims: to investigate the characteristics of the technological interventions used in previous research that employed an inquiry-based approach in science education and to examine the effects of this integrated approach on primary pupils' learning in science. Fifteen articles from science education journals based on Scimago Journal Rank in the first quartile of 2020 and the Scopus database of the years 2017 to 2021 were extracted and reviewed using narrative and thematic analysis. Findings: The review navigates research that has focused on the development of inquiry-based technological tools, the assimilation of the tools with scientific knowledge, and the type of technological intervention used. The technological tools employed were either self-developed or already available on the market. They took one of two forms: a learning management system or a games/simulation. Furthermore, most of the research integrated science contents into their technological tools. In terms of the effects of the technology-integrated, inquiry-based approach, most of the studies demonstrated positive impacts on primary pupils' learning in science, including pupils' improved conceptual understanding, scientific and thinking skills, views towards science, levels of motivation and interest, and collaborative skills. Conclusions: Based on this review, it is suggested that science teachers should integrate technology into an inquiry-based approach, as research has shown that this approach positively impacts pupils' learning in science. Future empirical studies should also be carried out to examine the processes needed to integrate technology into an inquiry-based approach, rather than focusing on the effects alone. [ABSTRACT FROM AUTHOR]

Self-relevance has been demonstrated to impair instrumental learning. Compared to unfamiliar symbols associated with a friend, analogous stimuli linked with the self are learned more slowly. What is not yet understood, however, is whether this effect extends beyond arbitrary stimuli to material with intrinsically meaningful properties. Take, for example, stimulus valence an established moderator of self-bias. Does the desirability of to-be-learned material influence self-learning? Here, in conjunction with computational modelling (i.e. Reinforcement Learning Drift Diffusion Model analysis), a probabilistic selection task was used to establish if and how stimulus valence (i.e. desirable/undesirable posters) impacts the acquisition of knowledge relating to object-ownership (i.e. owned-by-self vs. owned-by-friend). Several interesting results were observed. First, undesirable posters were learned more rapidly for self compared to friend, an effect that was reversed for desirable posters. Second, learning rates were accompanied by associated differences in reward sensitivity toward desirable and undesirable choice selections as a function of ownership. Third, decisional caution was greater for self-relevant (vs. friend relevant) responses. Collectively, these findings inform understanding of self-function and how valence and stimulus relevance mutually influence probabilistic learning. [ABSTRACT FROM AUTHOR]

This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students' beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective journals and discussions about our experiences teaching Chinese international students revealed messages of cultural minimization within our course as well as tension between our democratic beliefs and acceptance of cultural difference. From this analysis, we made several curricular-instructional changes to our course. Interviews with students who experienced the changes revealed our (need for continued) growth as culturally competent teacher educators. The study offers implications for teacher educators and demonstrates the necessity of self-study in helping teachers of educational foundations realize its democratic promise. Tensions were unearthed between our democratic aims and our Chinese students' needs Teacher educators' foundational education course became more inclusive Areas of needed growth for teacher educators' cultural competence were discovered [ABSTRACT FROM AUTHOR]

This study provides insights into the self-directed learning (SDL) abilities of middle-aged and older adult learners engaged in senior adult education. The study aims to explore both the levels of SDL abilities and the factors associated with these abilities. Additionally, this study delves into the demographic variations in SDL abilities, considering factors such as gender, age, and educational attainment. While active aging encourages middle-aged and older individuals’ engagement in social, physical, and intellectual activities, existing SDL scales mainly focus on healthcare, neglecting the learning needs of middle-aged and older adult learners in fostering active aging. A cross-sectional study approach was adopted. A purposive sample of 866 middle-aged and older adult learners (80.4% female) enrolled in senior learning centers. The data collected from the participants revealed an average SRSSDL score of 3.36 out of 5, indicating a moderate to high level of SDL proficiency. Furthermore, the results indicate significant differences between age groups and educational attainment levels. The study can help educators identify middle-aged and older adult learners enrolled in senior learning centers who lack SDL ability and design tailor-made educational interventions to promote self‐learning management and/or enable active aging. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionFaculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement.This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed. [ABSTRACT FROM AUTHOR]

The quality of teaching is significantly influenced by teachers’ self-efficacy. Grounded in social cognitive theory, this study examined the relationship between teachers’ self-efficacy for teaching, on the one hand, and individual factors, working conditions, and principal leadership, on the other. Data derived from 466 primary teachers were analyzed using structural equation modeling. The results indicated that teachers’ self-efficacy in teaching was positively associated with their teaching experience, beliefs in self-directed learning, and support from colleagues. These findings underscored the importance of teachers’ characteristics and collegial support in explaining teachers’ self-efficacy, highlighting the need for fostering a supportive and collaborative work environment in schools. [ABSTRACT FROM AUTHOR]

In higher education, students' assessment has a two-fold aim: (i) evaluate students' proficiency level concerning the topics of a specific course; (ii) identify students' weaknesses throughout the whole learning activity and, if any, relate them to a set of socio-demographic and psychological covariates/predictors. In this vein, this manuscript proposes a multilevel latent class model as an analytic strategy to detect homogeneous groups of students based on their abilities, operationalized according to the following dimensions: Knowledge, Applying knowledge, and Judgment. As a novelty, the proposed model associates each dimension with a first-level latent class variable, which contributes to the identification of a second-level latent class variable that summarizes students' abilities according to the whole learning activity. The presented empirical results are based on Statistics tests covering three different topics and survey instruments administered to students of an introductory Statistics course. The main results show that the model identifies distinct overall patterns of learning and differences according to ability dimensions and topics. Moreover, the study of the relationships between the second-level latent class variable and socio-demographic and psychological covariates helps to characterize and deeply understand the students' profiles, fostering the development of tailored recommendations. [ABSTRACT FROM AUTHOR]

Neoliberal conditions in academia often preclude space for ongoing processes of collective reflection and growth, particularly for women faculty. In this qualitative self-study, three women faculty members examine working outside the lines of neoliberal institutions and theoretical traditions to nurture onto-epistemological development through a reading group that has now spanned two years. Drawing on critical feminist posthuman lenses, we inquired into the ways in which we worked and talked through challenging philosophical and theoretical texts in community and connected to our everyday experience as researchers/instructors in ongoing conversations. Specifically, we asked: What opportunities were presented through this different approach to reading and thinking together? What connections to practice and scholarship were created? How did these inform our ways of knowing and being? Our analysis of reflections and meeting notes demonstrates the ways our work ‘outside the lines’ allowed us to do academia differently, in big and small ways – helping us disrupt the isolation and competition of the academy by developing an immanent and relational orientation, working to decenter our (white) selves, and folding our complexifying understandings into research and teaching praxis. Ultimately, we recognize our ‘working outside the lines’ as a form of productive resistance to the devastating effects of neoliberal capitalism, a form of affirmative ethics of care connecting into a larger movement of creating a more relational, supportive academia. [ABSTRACT FROM AUTHOR]

This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students' working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university students participated in Study 1, and they responded to a survey on SRL strategy use in multimedia writing. A total of 406 Chinese university students attended Study 2. They completed the survey and an operation span task (a measure of working memory). All the participants' English proficiency was evaluated using the College English Test-4, a standardized test for undergraduate students in China. Results of Study 1 revealed a 5-factor SRL strategy structure consisting of goal setting, strategic planning, elaboration, self-evaluation, and help seeking. Results of Study 2 suggested the predicted effects of self-regulated strategies, working memory, and L2 proficiency on L2 writing performance. Findings also demonstrated the moderation effects of English proficiency on the effects of self-regulated writing strategies. Implications for enhancing writing in multimedia environments are provided. 本文汇报了两项实证研究。第一项研究验证了在多媒体环境中进行二语自主调控写作策略的调查问卷。第二项研究探讨了中国学生的工作记忆, 英语水平以及多媒体写作中的自主调控写作策略之间的关系。共有400名中国大学生参与了第一项研究, 并回答了关于多媒体写作中自主学习策略使用的调查问卷。第二项研究有406名中国大学生参与。他们完成了调查问卷和操作跨度任务(一种工作记忆测量方法)。所有参与者的英语水平都通过一项中国本科生的标准化考试, 即大学英语四级考试, 进行了评估。第一项研究的结果显示, 自主学习策略包括目标设定、战略规划、详细阐述、自我评估和求助, 共五个因素。第二项研究的结果表明, 自主调控策略、工作记忆和英语水平对二语写作表现具有预测效应。研究结果还显示, 英语水平对自主调控写作策略的效果具有调节作用。该研究对于提升多媒体环境下的写作具有重要借鉴意义。 PLAIN LANGUAGE SUMMARY: We reported the findings of two empirical studies. In Study 1, we tested a survey to see how well it measured learners' self-regulated strategies in a multimedia environment. In Study 2, we looked at learners' working memory, proficiency, and learners' self-regulated strategies in a multimedia environment. The results of Study 1 showed that there are five main strategies students use when writing. They include goal setting, strategic planning, elaboration, self-evaluation, and help-seeking. The results of Study 2 showed that learners' working memory, proficiency, and learners' self-regulated strategies are essential to their writing performance. The results also supported the idea that English proficiency plays a moderating role in the relationship between self-regulation and writing. When English proficiency was low, self-regulation had a greater impact on writing performance; conversely, when English proficiency was high, self-regulation had a smaller effect on writing performance. However, the present study did not identify a statistically significant interaction effect between working memory and self-regulation. Working memory may not affect self-regulation in students' writing outcomes. This study, thus, contributes to teachers', teacher educators', policy makers', and practitioners' knowledge in terms of self-regulation, working memory, and proficiency in a multimedia writing environment. [ABSTRACT FROM AUTHOR]

Crafting quality assessment questions in medical education is a crucial yet time-consuming, expertise-driven undertaking that calls for innovative solutions. Large language models (LLMs), such as ChatGPT (Chat Generative Pre-Trained Transformer), present a promising yet underexplored avenue for such innovations. This study explores the utility of ChatGPT to generate diverse, high-quality medical questions, focusing on multiple-choice questions (MCQs) as an illustrative example, to increase educator's productivity and enable self-directed learning for students. Leveraging 12 strategies, we demonstrate how ChatGPT can be effectively used to generate assessment questions aligned with Bloom's taxonomy and core knowledge domains while promoting best practices in assessment design. Integrating LLM tools like ChatGPT into generating medical assessment questions like MCQs augments but does not replace human expertise. With continual instruction refinement, AI can produce high-standard questions. Yet, the onus of ensuring ultimate quality and accuracy remains with subject matter experts, affirming the irreplaceable value of human involvement in the artificial intelligence-driven education paradigm. [ABSTRACT FROM AUTHOR]

The Master Adaptive Learner is a model used to develop students to become self-regulated and adaptable lifelong learners to practice medicine in a complex and ever-changing environment. The Hackensack Meridian School of Medicine (HMSOM) proposes a new course, Patient Presentation Problem-Based Learning Curriculum (PPPC), a dynamic and integrated course that goes beyond the scope of traditional Problem-Based-Learning (PBL). PPPC allows students to build domain-general skills in tandem with domain-specific content learned during a pre-clerkship curriculum. An integrated case provides weekly scaffolding, such that the course takes place throughout the week and is not isolated from the rest of the curriculum. Students receive iterative feedback and structured assignments which allows development of self-directed learning skills along with integration and consolidation of weekly curricular content. A layered analysis approach was used to outline the philosophies, principles and techniques that link to our course objectives. Techniques used could easily be translated to other pre-clerkship curriculum to promote development of self-directed learning and clinical reasoning skills, as well as promote more meaningful learning of basic, clinical, and health system science content. [ABSTRACT FROM AUTHOR]

This study investigated English first language (L1) speakers' motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with Chinese L1 speakers). A total of 164 Australian university students participated in the study. The findings show that instrumentality (e.g. employment and travel) tops their orientations to learn L2 Chinese, followed by integrative orientations (e.g. interest in the Chinese language and culture and desire to communicate with the Chinese people), with mandatory requirements as the least agreed reason. Statistical analyses reveal that the underlying structure of their motivation consists of six components: intrinsic motivation, orientation, anxiety, integrativeness, instrumentality, and sociality. Some of them are linked to certain learner background variables. Females demonstrated stronger instrumental orientation than their male counterparts. Visiting China and self-study hours have positive connections with intrinsic motivation. The findings shed light on the complexities and multifaceted characteristics of motivation and their links with learner sociobiographical and learning variables by providing evidence for global language speakers' motivation to learn other languages. [ABSTRACT FROM AUTHOR]

This article explores the process of becoming a feminist educator as the author employed feminist theory in her pedagogy for the first time. This self-study answered the research question: 'What would a feminist pedagogy look like in a music history classroom?' Throughout a ten-week undergraduate music history course, the author employed a research design based on autoethnography and autobiography in which data was collected from research journals, class sessions, dialogues with a critical friend, and student feedback. This self-study both illuminated and improved the author's pedagogical practice as a newly conscious feminist educator. The author re-imagined knowing and being through a feminist lens as she experienced epistemological and ontological shifts in her pedagogy. The author's feminist pedagogy unfolded through knowing herself as an educator, knowing the curriculum differently, and knowing through experience. Feminist pedagogy was also enacted through being in relationship with herself, being in relationship with others, and being in community. This self-study provides an example to educators in self-study of practice and in-service teachers of feminist pedagogy moving from theory to practice. It provides a discipline-specific example of resisting oppressive ways of knowing and being that exclude gendered experiences from educational spaces. [ABSTRACT FROM AUTHOR]

This study focuses on the systematic collective reflections of four teacher educators as they interrogate their own practice engaging in community-based settings, specifically considering how these settings can serve as an additional teacher. It is informed by a theory that centers educational experiences within the community and is guided by Gutiérrez's use of the concept of third space. Connected to third spaces, the results of this study reveal that traditional PK-12 settings serve as the first spaces, the university teacher education programs as the second spaces, and the community-based settings as third spaces. Results showcase how these third spaces can be transformative for teacher educators as they consider preservice teachers' learning. Findings are drawn from a 2-year collective self-study of four teacher educators facilitating community-based field experiences in the United States and Canada. Analysis of the teacher educator reflections of their observations revealed the transformative ways in which these community-based places, as separate and unique constructs, acted as a teacher for preservice teachers when working in community-based settings. This study presents arguments for integrating community-based field experiences within teacher education, particularly as such places can support and facilitate preservice teachers' learning. [ABSTRACT FROM AUTHOR]

Changes in society demand constantly evolving education systems. Teachers' practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based professional development to support them in the implementation phase of reform endeavours. Japanese Lesson Study has increased in popularity internationally as a professional development model due to its potential to facilitate teachers to learn in and from the practice of teaching. This self-study examines two mathematics teacher educators' first experience of facilitating Lesson Study with Irish primary in-service teachers. Reflection on the Lesson Study carried out with in-service teachers in 8 urban schools revealed three critical incidents that promoted deeper understanding of the context. The findings provide insights into the realities of managing and leading Lesson Study with in-service teachers, in particular the various barriers affecting teacher engagement. Alternative approaches to practice to address these challenges are also identified. [ABSTRACT FROM AUTHOR]

Opinions on the value of self-study in teacher education are fierce. Utilising our relative perspectives as insider and outsider to this methodological approach to researching one's own teaching, the authors promote the value of self-study while simultaneously questioning certain assumptions associated with how it is typically enacted. To engage in this critique, Jason steps back from his understanding of self-study by writing analytical notes on his past, as a novice self-study researcher, and on his present, attempting to teach self-study to others, that together with his regular conversations with Oren yield an autoethnography of discontent. Analysis of this autoethnography highlights certain problematic issues with self-study, and suggests reframing its key tenets of being self-focused, seeking external validation through relationality and critical friendship, and focusing on improvement. Making these broad allowances will contribute to a more robust and inclusive paradigm, enabling self-study practitioners to professionally develop as teacher educators and researchers, and to thrive as certain kinds of fish in the academic waters. [ABSTRACT FROM AUTHOR]

AbstractThe authors of this self-study set out to examine their own process of developing queer counternarrative lesson plans for use in early elementary social studies classrooms. Having designed and tested a set of kindergarten lesson plans about Bayard Rustin and the Civil Rights Movement of the 1960’s, we sought to answer the question: As teacher educators, how might we improve the practice of designing and teaching elementary, social studies curriculum using queer counternarratives for young learners? We explain the current political context for teaching LGBTQ+ history and the specific context of teaching in elementary classrooms. We examine the theoretical underpinnings of both Queer Pedagogy and child development of young learners. Using a critical friends protocol and constant comparative analysis for examining our learning, we determine that this work, rather than controversial, should be viewed as revelatory, steeped in queer pedagogy and centered in queer transgressive capital. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusion\nIMPLICATIONS FOR REHABILITATIONMultidisciplinary care is needed to facilitate health behaviour management for multiple sclerosis (MS). This review mapped the educational resources developed for healthcare professionals (HCPs) targeting MS-related health behaviours.A scoping review, guided by the Arksey and O’Malley framework, was conducted. Peer-reviewed and grey literature databases, organisational websites, search engines and YouTube were systematically searched to collate the evidence sources. Findings were narratively synthesised, and outcomes were categorised using the Kirkpatrick model for educational interventions.Thirty-nine resources (23 training programs, 13 educational materials and three toolkits) were eligible for inclusion. Physical activity (n = 25) was the predominant health behaviour element, followed by psychological well-being (n = 16) and nutrition/diet (n = 13). Only 51% of the resources were specifically designed to target health behaviours, and 31% mentioned their evidence base. More than three-quarters of resources were technology-based and supported self-directed learning. Theories informed five resources, and two included HCPs and people living with MS perspectives in their development. Six programs were evaluated with HCPs, and most outcomes corresponded to levels 1–3 of the Kirkpatrick model (i.e., satisfaction, knowledge/skills and behavioural changes).There is a globally limited availability of evidence-based educational resources for HCPs addressing MS-related health behaviours. Recommendations for HCP education and resource development are outlined herein.An understanding of health behaviours in relation to multiple sclerosis (MS) management is vital for the professional development of healthcare professionals (HCPs).Co-designed evidence-based educational resources that specifically address MS-related health behaviours, especially for nutrition, diet and metabolic comorbidities, are required and should be informed by the needs of HCPs and existing theories.To support person-centred care in rehabilitation, the living experience of people living with MS should be explored when resources are developed.Online resources may form an efficient learning modality for HCPs to offer flexibility in accessing evidence-based information.An understanding of health behaviours in relation to multiple sclerosis (MS) management is vital for the professional development of healthcare professionals (HCPs).Co-designed evidence-based educational resources that specifically address MS-related health behaviours, especially for nutrition, diet and metabolic comorbidities, are required and should be informed by the needs of HCPs and existing theories.To support person-centred care in rehabilitation, the living experience of people living with MS should be explored when resources are developed.Online resources may form an efficient learning modality for HCPs to offer flexibility in accessing evidence-based information. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine the barriers to single-use plastic (SUP) reduction, specifically in the back-of-house (BOH) of restaurants, based on preexisting attitudes and perceived barriers. The associated psychological barriers were reflected upon in the context of adult learning theory and self-directed learning, as a novel setting in which to apply these theories. This study assessed the barriers to SUP reduction in restaurants by conducting fourteen qualitative interviews with small- to medium-sized restaurant operators in Canada which were digitally transcribed verbatim and analyzed using thematic content analysis. The study found that the most common barriers to reducing SUPs in the BOH are: cost, lack of time, and suppliers. The study also finds that there is a disconnect between the participants’ attitudes toward SUPs and their perceived barriers, and that there is a lack of access to resources for learning as a barrier. This study adds to self-directed learnings theory’s influence and limitations on sustainability behaviors and the application of self-directed learning to a unique setting. It also concludes that the restaurant BOH environment is akin to a self-directed learning environment. This study has implications for restaurant owners and operators attempting to reduce their SUP consumption. [ABSTRACT FROM AUTHOR]

Self-regulated learning is a crucial skill that may enable massive numbers of learners to thrive in MOOCs, but MOOC learners differ in their self-regulated learning skills, as low self-regulated learners need support to regulate their learning process in MOOCs. Designing self-regulated learning scaffoldings builds upon an accurate appraisal of learners' self-regulated learning and also a person-centered understanding of self-regulated learner profiles in MOOCs. Therefore, this study applied a two-parameter item response theory model to accurately evaluate online learners' self-regulated learning in MOOCs and then performed a cluster analysis to identify learner profiles in terms of their traits in each phase of self-regulated learning. The findings of this study identified five clusters of self-regulated learner profiles, upon which a further statistical analysis result indicated that the learners with lower forethought skills might be less committed to completing course assignments. Implications for self-regulated learning in MOOCs are discussed at the end. [ABSTRACT FROM AUTHOR]

This collective self-study chronicles the experiences and reflections of four women teacher educators living and working during the COVID-19 pandemic. Data collected between March 2020 and December 2021 centered on the following question: what were we, as teacher educators, experiencing professionally and personally as a result of the pandemic? The COVID-19 context presented a unique set of challenges and an additional layer of complexity highlighting intersections of policy, teacher education, and societal expectations. Findings connected to our professional identities as teacher educators included the need to reframe professional expectations and the impacts to historical narratives in teacher education. Personally, the complexity of mixing the personal and professional spheres and increased personal responsibilities emerged. Findings from this study reaffirm that when we have opportunities to access and learn from the lived experiences of others, we are better positioned to understand ourselves and the personal and professional roles we take on. [ABSTRACT FROM AUTHOR]

Self-study researchers have periodically considered the essence of self-study, its objectives, its applications, and potential future trajectories. To address this imperative, our study undertakes a content analysis of the initial 19 volumes of Studying Teacher Education (STE), the flagship journal of self-study research. We focus specifically on the methodological dimensions of the scholarship featured in the journal, encompassing the spectrum of self-study methodologies employed, data collection techniques utilized, and measures of trustworthiness adopted. Through our analysis, we identify prevalent trends within each thematic domain, alongside an evolving consensus over time regarding the characteristics of high-quality self-study research. Nonetheless, we also discern persistent challenges concerning the lack of definitional precision and consistent implementation across diverse methodologies, data collection approaches, and trustworthiness measures. Echoing previous scholarship, we advocate for the establishment of a shared lexicon within the self-study community and the cultivation of explicit understandings regarding the diverse modalities of its application. Furthermore, drawing from our analysis, we introduce a typology delineating three distinct epochs of self-study research within the journal’s history while also envisioning the emergence of a fourth era poised to both reaffirm self-study’s foundational role as a form of counter-scholarship and chart innovative pathways forward. [ABSTRACT FROM AUTHOR]

AbstractFeedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students’ reflections are paramount. [ABSTRACT FROM AUTHOR]

Docent programs are in flux. Many institutions have rethought their programs to encourage more diverse voices: some have eliminated the docent role, while others have changed their structure and offered additional training. When The Huntington Library, Art Museum, and Botanical Gardens decided to invest in its docent program as part of an Institute of Museum and Library Services grant, they started with a self-study of 10 docent programs across the country. This article summarizes the key findings of that work, from which three major themes emerged: intentional investment, targeted approaches for diversification, and expanding non-traditional training approaches. [ABSTRACT FROM AUTHOR]

How can an open access database annotating pictures, films, music and texts support adults as existential exemplars? This article explores the opportunities of a Norwegian database called the OE-database. Its target group is all adults who want to become better exemplars for children through encounters with art and conversations in small groups. Educational sources contain many annotations of art and literature for the education of children and youth, but material for adults' self-education, published in databases and thus easily accessible for all, are lacking. The article invites readers to a critical conversation on the purpose and potential of the OE-database and to create similar databases in other languages. The narratives that provide the foundation of the OE-database are influenced by Aristotle, Thomas Aquinas and Søren Kierkegaard. The article highlights Kierkegaard's concept 'upbuilding' (edification) and three stages in a process that encourage adults to let themselves be 'built up' as exemplars. [ABSTRACT FROM AUTHOR]

This article, titled "The Art of Observation," features the work of Chad Gordon, a self-taught still life photographer from Hellshire, Jamaica. Gordon's photography is heavily influenced by American photographer Edward Weston and focuses on capturing the beauty and elegance in seemingly trivial and mundane subjects. His process involves going for walks at different times of the day to find interesting things to photograph from various angles and perspectives. Gordon's work encourages viewers to be mindful of the little things and highlights the theme of gratitude. [Extracted from the article]

Discussions of involution – a culture of overwork in China – have grown especially rife on the Chinese Internet, reinforced by a dismal outlook on employment. Translated from an academic term 'involution,' 'neijuan' references a contemporary structure of alienation experienced primarily by college students: a sense of being entrapped in a society without opportunities, yet having to endure an endless series of stressful competitions to carve a respectable life. Drawing from fieldwork and interviews, this paper examines the culture of involution through self-study rooms, places where people pay to study. Rapidly expanding in number since 2019, self-study rooms have become a popular tool used by youths to cope with involution. Modulating attentional capacities through design, these rooms assure users that they could study better, and excel in competitive exams and certification processes to find progression in life trajectories. However, in doing so, self-study rooms also normalize an alienated learning and work culture in China, framing the attentional discomfort of forced learning as gain, and the privacy of self-study rooms as forms of individualistic therapy. Users learn not only to push their bodies within these rooms, they also use it to weep privately, expelling pressures to return to 'gainful' behavior. [ABSTRACT FROM AUTHOR]

Suzanne Berlioux (1898–1984) is the epitome of a self-taught swimming coach. She managed to carve out an increasingly remarkable place for herself at the edge of the pools, which was populated almost exclusively by male coaches. Her coaching career began in the late 1920s and lasted until 1972. Her exceptional longevity is, without doubt, owing to her different successes with different French female swimmers, almost all of them backstroke specialists. Because of her pragmatism, common sense, and proximity to her pupils, Suzanne Berlioux acquired a reputation and even notoriety, which translated to media recognition during the 1960s, especially after the successes of Christine Caron, her well-known protégé. But this should not let us forget how many difficulties this coach had to overcome to exist in a masculine and sometimes hostile environment. [ABSTRACT FROM AUTHOR]

This study investigated the relation between students' Foreign Language Listening Anxiety (FLLA) and their former listening comprehension training and self-study, whether FLLA decreases after listening comprehension training and students' expectations from their teachers. Fifty-six First-Year ELT students participated. Data were collected with an FLLA Scale and three open-ended questions. Results revealed no significant difference regarding FLLA and former listening comprehension training and self-study. A significant difference emerged in FLLA after listening comprehension training. Most participants had no previous listening comprehension training and self-study included watching series or films. Participants provided various suggestions for the course. [ABSTRACT FROM AUTHOR]

To test the hypothesis that a Remote-Learning Course improves the subjective wheelchair-skills performance and confidence of wheelchair service providers, and to determine the participants' views on the Course. This was an observational cohort study, with pre-post comparisons. To meet the objectives of the six-week Course, the curriculum included self-study and weekly one-hour remote meetings. Participants submitted their Wheelchair Skills Test Questionnaire (WST-Q) (Version 5.3.1) "performance" and "confidence" scores before and after the Course. Participants also completed a Course Evaluation Form after the Course. The 121 participants were almost all from the rehabilitation professions, with a median of 6 years of experience. The mean (SD) WST-Q performance scores rose from 53.4% (17.8) pre-Course to 69.2% (13.8) post-Course, a 29.6% relative improvement (p < 0.0001). The mean (SD) WST-Q confidence scores rose from 53.5% (17.9) to 69.5% (14.3), a 29.9% relative improvement (p < 0.0001). Correlations between performance and confidence were highly significant (p < 0.0001). The Course Evaluation indicated that most participants found the Course useful, relevant, understandable, enjoyable, "just right" in duration, and most stated that they would recommend the Course to others. Although there is room for improvement, a Remote-Learning Course improves the subjective wheelchair-skills performance and confidence scores of wheelchair service providers by almost 30%, and participants were generally positive about the Course. A Remote-Learning Course improves the subjective wheelchair-skills performance and confidence scores of wheelchair service providers by almost 30%. Participants were generally positive about the Course. [ABSTRACT FROM AUTHOR]

Educational transformation of communities is often focused on school-based initiatives, but parenting offers forth a powerful site for antiracist change. This self-study details how I, a White parent and antiracist teacher educator, both challenged and perpetuated whiteness while facilitating antiracist parenting sessions for White parents. Using critical whiteness studies, I analyse one particular emotional 'hot point' where a participant abruptly exited a virtual session. My findings suggest that prior to the incident I challenge race-evasiveness, concepts of goodness and innocence, passive 'non-racism', individualism, and the discourse norms of whiteness. However, after the 'hot point', I perpetuated whiteness in ways that were deeply connected to the same challenges I had just made, highlighting some of the difficulties White people have in doing antiracist work. [ABSTRACT FROM AUTHOR]

The article discusses the importance of informal learning and practice settings in continuing professional development (CPD) systems. It recognizes the diversity and complexity of CPD systems globally and calls for increased standardization. The authors argue for the inclusion of informal learning in CPD, emphasizing individualized learning needs and the alignment of CPD activities with daily practice. They also address the need to bridge the gap between learning and practice and the balance between individual responsibility and regulatory control in CPD systems. The article highlights the need for more attention to be given to informal learning and practice settings in healthcare professionals' CPD. The text emphasizes the importance of open dialogues about national CPD systems and the need for country-specific research in this field. It provides a comprehensive overview of CPD systems globally and suggests areas for further development. The commentary aims to extend the discussion by emphasizing the role of informal learning and exploring other aspects of CPD, such as practice settings and systemic considerations. Both articles hope to stimulate further research and dialogue on the complex forms of CPD across different contexts. [Extracted from the article]

This article uses time as an analytical frame to examine low-wage migrants' aspirations and strategies in negotiating social mobility and reproduction under temporary migration regimes. Drawing on an ethnographic study of Chinese migrant women factory workers who actively pursue self-development during their sojourns in Singapore, this article demonstrates that time is central to understanding migrant women's mobility aspirations and social reproduction strategies as well as the structural conditions that propel them to embark on self-development. It underscores the diversity of migrants' experiences of time and the rhythms of their personal and family lives and how they are inextricably linked to temporal processes of migration and production. Through the temporal lens, the article also sheds light on the workings of temporary migration regimes under neoliberalism. It points out the contradiction between state attempts to constitute low-wage migrants as immobile labouring subjects and the temporal nature of migrant subject-making and skills development. It also shows how migrants' pursuit of self-development and enactment of agency paradoxically play into the dominant ideology and become a site for surplus value extraction. The article contributes to the temporal approach to the intersection of migration, mobility and social reproduction. [ABSTRACT FROM AUTHOR]

Considering the significance of lifelong learning in advancing active aging in aging societies, the ability to engage in self-directed learning plays a crucial role for adults. There are many self-directed learning (SDL) tools available that measure the SDL abilities of nursing students and healthcare professionals. However, fewer SDL tools specifically designed for middle-aged and older adults have been developed. The purpose of this research was to examine and confirm the factor structure and the internal consistency of the SRSSDL-adult scale, specifically for middle-aged and older adult learners enrolled in senior learning centers. A cross-sectional method was adopted. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to assess the structural validity of the scale. The internal consistency was determined using the Cronbach's Alpha coefficient. The results indicated that the five factors – learning needs assessment skills, learning planning skills, learning execution skills, self-assessment skills, and interpersonal skills – showed acceptable levels of reliability. The revised 25-item SRSSDL-adult scale was found to be a valid measure of middle-aged and older adults' self-directed learning abilities in the context of senior education programs. The findings of this study have the potential to be utilized by educational institutions and educators involved in senior education programs. [ABSTRACT FROM AUTHOR]

The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital connectivity, a dependency upon things, and the consumption of things as elements of teacher educator identity. Recommendations for teaching practice and research are provided. [ABSTRACT FROM AUTHOR]

Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two methods courses, and how we negotiated disciplinary differences, the curriculum and instruction of the unit, and instructor status in the co-taught interdisciplinary unit. [ABSTRACT FROM AUTHOR]

The specialty clinic is an excellent educational environment for medical students. However, preceptors face several challenges as they seek to balance treating complex system-specific conditions with effective teaching, including time constraints, clinical tasks, engaging multi-level learners, and perhaps a lack of guidelines for or training in outpatient medical education. We thus propose twelve tips for integrating medical students into specialty clinics in a feasible and mutually fulfilling way. The first three tips focus on planning the session and setting expectations, the next seven tips detail specific, actionable strategies for enhancing learning while maximizing efficiency, and the final two tips discuss how to optimally close the session with feedback and debriefing. [ABSTRACT FROM AUTHOR]

This paper aims to offer a new perspective on role modelling by examining adolescents' own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents' own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students' personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students' role models, teachers can facilitate the moral self-cultivation of adolescents. [ABSTRACT FROM AUTHOR]

This paper troubles the narrative around childhood as a 'timeless zone' (James and Prout 2015), which is particularly evident in the performative culture of education. Conversational-style interviews – and in some cases, re-interviews – were conducted with four UK Mums during their time of COVID-19 home-schooling. Subsequent interpretive analysis highlighted a paradoxical problem; in many ways, Mums' new responsibilities to their children's education conflicted with their caring responsibilities. I suggest that this illustrates ways in which Mums have unwittingly learned to prioritise hypothetical futures over subjective experiences. Their stories also demonstrate the importance of embracing human experience in an educational context. [ABSTRACT FROM AUTHOR]

This article, titled "Exploring the Range of Voice Research," is a themed issue of the Voice and Speech Review (VSR) journal. The author, Rockford Sansom, discusses the different types of peer-reviewed articles in voice research, including empirical-quantitative, empirical-qualitative, literature review, and theory articles. The article also highlights recent research articles in the VSR and provides an overview of the articles featured in this themed issue. The issue covers a range of topics, including jazz singing, vocal awareness in K-12 education, vocal load in music student teachers, Gullah-Geechee accents in English, and the 2023 Voice and Speech Trainers Association (VASTA) Conference. The article concludes with a section on essays in the Forum section, which provide commentary on current topics in voice. [Extracted from the article]