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This scoping review examines the characteristics and reported outcomes of faculty incentive programs used to promote the adoption, adaptation, or creation of Open Educational Resources (OER) by academic libraries at higher education institutions. The study uses the PRISMA protocol for scoping reviews. The authors reviewed 1901 records: 1499 were from database searches and 402 from the grey literature. Twenty-three records met the inclusion criteria for this study. This study aims to contribute useful insights to academic library administrators for the development of future OER faculty incentive programs. [ABSTRACT FROM AUTHOR]

The Indian Constitution and the Directive Principles for State Policy (DPSP) aspire that individual states with Indigenous Tribal Minority (ITM) populations take special care to promote education and economic interests of the ITM communities. Despite Art 350(a) which explicitly guarantees (only) the ITM child education in its mother-tongue, the ITM child finds itself in an institutional space that operationalises the monolingual mindset in the literacy-semiotic environment, most obvious of which is the schoolscape. Educational programmes designed for the ITM child in these schools proceduralise institutional mechanisms that subscribe to specific orientations to languages (and political disposition to the notion of linguistic accommodation – both of which are visibilised in the schoolscape. Teachers, as primary implementers of the educational programme, then, are expected to calibrate their pedagogies for the child within the ITM child's linguistic environment. Therefore, this study explored teachers' understanding and interpretation of the signage of the ITM child's schoolscape. Using the Q-method approach, teacher subjectivities associated with the schoolscape reveal four ways of understanding the schoolscape: the pedagogic, the reductive, the homogenising and the silencing effect of the schoolscape. [ABSTRACT FROM AUTHOR]

Background: This study investigated how an online professional development program (OPDPs) affected preschool teachers' STEM teaching competence, what technological tools and materials they used during STEM education after the program, and what they thought about OPDPs. Purpose: This study aimed to focus on all dimensions of the effects of OPDPs on the professional development of preschool teachers in STEM education Sample: The sample consisted of 41 public or private school preschool teachers (33 women and eight men) with different experiences. Desıgn and method: Participants were recruited using purposive criterion sampling. The study adopted a mixed embedded design. Quantitative data were analyzed using paired sample t-test, Wilcoxon signed-rank test, and effect size. The qualitative data were analyzed using inductive content analysis. Lesson plans were analyzed using descriptive statistics. Results: The program help participants develop the competence to deliver STEM classes. It also helped them positive attitudes toward OPDPs. After the program, participants used more tools and materials (technological materials, daily-life materials, computer-free coding materials, Lego sets, etc.) in their lectures. Recommendations were made based on the results. [ABSTRACT FROM AUTHOR]

Background: Science teacher education programs are considered to play a critical role in preparing future science teachers who are more innovative and capable of effectively implementing integrated STEM education. Purpose: This research investigates the effectiveness of a professional development program enriched by the skills-based science, technology, engineering, and mathematics model (SB-STEM-M) on preservice science teachers' self-efficacy. Sample: The participants of this study are twenty preservice teachers in a state university science education program. Design and Methods: This research was carried out over 14 weeks using mixed-methods research, with the implementation process consisting of three stages, with the last stage involving the preservice teachers' preparation of SB-STEM activity sets alongside evaluations, and feedback. The quantitative data in the research were obtained using the Self-Efficacy and Concerns about STEM Education Instrument, which was used as a pre-and post-test. The qualitative data were obtained through the activity sets and videos the preservice teachers prepared based on SB-STEM-M as well as through interview forms and focus group interviews. Results: The results from the quantitative and qualitative data analyses show the preservice teachers' STEM self-efficacy to have improved using the professional development program enriched with SB-STEM-M, while no change had occurred regarding their STEM concerns like information and evaluation, management, consequence and refocusing. Conclusion: The three-stage intervention process applied to the preservice teachers enabled them to both develop original STEM activity sets in accordance with SB-STEM-M as well as to increase their STEM self-efficacy. The activity sets and videos the preservice teachers prepared reveal evidence that they had achieved the capacity to have their classrooms apply the activity sets in their future professional life. The data obtained through the interview forms and focus group interviews reveal them to have learned to integrate scientific process and reasoning skills into STEM disciplines. [ABSTRACT FROM AUTHOR]

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered. [ABSTRACT FROM AUTHOR]

The UK has been experiencing an extended cost-of-living crisis since 2021 and students attending universities have struggled with the impacts of rising prices. This article reports on findings from a study to explore local recruitment and retention issues in adult social care from the perspective of different populations of interest in the South of England. A mixed methods approach was undertaken. One group of participants were students enrolled in social work undergraduate and postgraduate programmes. They completed an online questionnaire (n = 20), with a subsample (n = 11) being interviewed. Comments relating to the wide-ranging effects of cost-of-living issues discussed by the participants were themed together and are described. The findings offer suggestions to evaluate student support mechanisms and reduce the potential impacts of ongoing financial difficulties caused by the need to juggle course, placement and financial demands across this and other applicable undergraduate sectors and their programmes. They also reflect risks to future workforce recruitment alongside the potential of 'earn and learn' programmes, such as apprenticeship routes – which may offer a viable alternative to qualification for those at particular risk of financial hardship whilst studying. [ABSTRACT FROM AUTHOR]

This study explores early career academics' (ECAs) professional learning in a Danish university's Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs' learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants' PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes. [ABSTRACT FROM AUTHOR]

This article aims to analyse the world experience of retraining war veterans in order to restore the economy and consider possible ways of implementing the acquired knowledge and practices in the context of Ukraine. A study was conducted to identify the basic needs and challenges faced by veterans and examine the key aspects of the challenges that war veterans experience when entering the civilian labour market. The authors analyse effective approaches and programmes already applied in various countries, including the United States, in order to overcome these difficulties and promote veterans' integration into society and the economy. These include at the local level, or with the patronage of non-governmental organisations, educational programmes for retraining veterans in Ukraine. The authors offer specific recommendations for the development and implementation of specialised educational programmes for retraining veterans in Ukraine at the state level, mainly based on advanced world practice and existing local experience. Finally, particular attention is paid to the aspects of adaptation and implementation of these programmes in Ukrainian realities at the national level. [ABSTRACT FROM AUTHOR]

Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants' professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts. [ABSTRACT FROM AUTHOR]

Play encourages physical and social activity creativity, and risk-taking. However, unstructured and risky play is on the decline. Our qualitative study explored the perspectives of Play Ambassadors, who faciliated a community-based loose parts play intervention ('play hubs') in Calgary parks during the COVID-19 pandemic. Using semi-structured interviews with 12 Play Ambassadors, four main topics emerged. Experiences Supporting Unstructured Play reflected how they supported play and their perceptions and observations of the play hubs. Learning to Take Risks in Play reflected how Play Ambassadors' views on risk and facilitating risky play evolved. Value of the Play Hubs reflected Play Ambassador perspectives on the community and personal impacts of the play hubs. Supporting Play during a Pandemic highlighted the challenges encountered in delivering the play hubs. Our findings suggest that community-based play programs in local parks may be a viable strategy for encouraging play, especially when traditional opportunities are restricted. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effect of adventure education programs on resilience enhancement among first-year undergraduate students. The researchers designed adventure education courses using a benefits-based management activity planning model. An analysis is conducted using quasi-experimental and pre- and post-test non-equivalent group designs. Participants are divided into two groups: an experimental group and a control group. The effects of the adventure education programs as a 72-hour intervention are studied using a resilience scale. The data analysis employs a paired t-test and a one-way ANCOVA. The experimental group reports higher scores than the control group on the resilience scale and two subscales, problem-solving and interpersonal interaction, and these results are statistically significant. Further, the experimental group shows marginal positive changes in the total resilience scale and its two subscales in terms of effect size. The designed adventure education programs positively affect resilience among university freshmen. [ABSTRACT FROM AUTHOR]

In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also complementary for effective professional development (PD). The framework is furthermore empirically validated through the analysis of how a group of primary school teachers realise an intended PD module and how its components influence the teachers' competence development. The PD module explored is from the Norwegian PDP Maths and Science Trails (MaST), which aims to enhance teachers' ability to teach in a way that facilitate students' deep learning. The results provide insight to how the different design features and methods in the PD module can influence the teachers' competence development and, hence, how the PD module can be revised and improved. Furthermore, the results demonstrate the framework's utility and validate it as analytic framework that can be used as a tool for designers of PDPs to makes these programmes more effective in improving teachers' competence development. [ABSTRACT FROM AUTHOR]

This paper seeks to raise awareness among educational researchers and practitioners of some significant weaknesses and internal contradictions of randomised control trials (RCTs). Although critiques throughout the years from education scholars have pointed to the detrimental effects of this experimental approach on education practice and values, RCTs are considered the gold standard for assessing the impact of education policies and interventions. By drawing on the approach of immanent critique, we elucidate substantial argumentative gaps between the assumptions and applications – that is, between the theory and reality – of RCTs in empirical research. This kind of analytic exercise complements existing critiques from outside the experimental discourse based on moral and epistemic principles. The present paper, in contrast, contributes to the literature by highlighting internal limitations and contradictions that can be seen by probing the logic espoused by those who are proponents of RCTs. In fleshing out our argument, we seek to encourage more informed and critical engagement by educators, policymakers, and researchers, among other stakeholders, when they are confronted with proposals for education programmes and reforms supported by findings from RCTs. [ABSTRACT FROM AUTHOR]

AbstractSexually transmitted infections (STIs) are common and consequential among college students, but few collegiate STI educational interventions have been examined. This study therefore comprehensively evaluated a brief online STI educational program for college students. Pre- and post-test surveys gathered formative and summative data (N = 304). The intervention effectively increased participants’ STI knowledge (p<.001), although some gaps persisted. Students were receptive to the program; they valued the informativeness, animated content, specific information, presentation delivery, and clarity, and provided some suggestions for improvement. Brief online STI educational programs are recommended for college students alongside additional sexuality education initiatives to enhance STI knowledge. [ABSTRACT FROM AUTHOR]

This article presents a thorough examination of the European Union’s Common Security and Defense Policy (CSDP) in comparison with the educational programs offered by the European Security and Defense College (ESDC), with a specific focus on the High-Level CSDP Course. We conducted a comprehensive analysis using a meta-synthesis research approach. Our research commenced with a Systematic Literature Review and was further validated through a qualitative case study, which included interviews with the 2023 high-Level CSDP course participants. Our research findings highlight the need to prioritize emerging topics such as climate security and identify new areas in cyber and space domains to potentially expand the CSDP. We emphasized the importance of developing strategic approaches to facilitate the dissemination of comprehensive CSDP knowledge generated by the ESDC to higher education institutions. This initiative aims to equip future EU leaders with the necessary knowledge and skills to effectively engage in CSDP-related matters. [ABSTRACT FROM AUTHOR]

In the evolving landscape of education, understanding the experiences of Australian psychology educators in online programmes is crucial for enhancing educational strategies. The increased emphasis on psychology education, particularly online, post-COVID-19, highlights the crucial role of the degree meeting rising mental health needs. This is supported by the Australian governmental focus on STEM and employability, as psychology programmes equip students with essential skills for the workforce, necessitating strong tertiary programmes. Therefore, the aim of the current study is to explore the experiences and needs of Australian psychology educators teaching in online programmes in the last five years and to suggest strategies to address their perceived needs. A survey of 75 Australian online psychology educators revealed that while online teaching presented advantages for educators (e.g. autonomy, and motivation to learn new technologies), educators also found online teaching isolating and time-consuming. The challenges of engaging students online also emerged as a dominant theme. Additionally, the study highlighted the need for tailored support, specifically in the psychology discipline, with over 80% of the respondents agreeing that they could be better supported as online teachers. As the demand for online education grows, this study underscores the need for targeted support structures to empower educators, ensuring they continue to create enriched learning experiences for their students in virtual environments. [ABSTRACT FROM AUTHOR]

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper with creative non-fiction of our own EdD experiences, where ABR is restricted and afforded. We develop our argument through a position paper mapping the theoretical similarities of the EdD and ABR. We then undertake a scoping review identifying existing research into ABR on EdD programmes. We analyse six articles using the 5A's theory of creativity [Glăveanu 2013. Rewriting the language of creativity: The Five A's framework. Review of General Psychology 17, no. 1: 69–81] to see how these theoretical similarities are afforded. Using ABR on the EdD promotes reflexivity and co-creation, impacting upon diverse audiences. We conclude with a challenge for further research into ABR on EdD programmes through hybrid research. [ABSTRACT FROM AUTHOR]

While 'interactive' and 'student-centered teaching' are becoming buzzwords when promoting international English Medium Instruction (EMI) tertiary programmes in non-Anglophone countries, studies found that fewer lecturers possessed the competencies needed to teach content subjects interactively. This longitudinal case study looked beyond content lecturers' language proficiency, instead, addressing their interactional competencies based on the framework of 'Quality Interaction in Pedagogy'. The objectives were (1) to explore the interaction-related problems and behavioural triggers experienced by an untrained EMI lecturer of political science, and (2) to empirically assess the framework by observing classroom interactions before and after teacher training. The main participant was a non-native English-speaking lecturer (n = 1) teaching undergraduate students (n = 62) enrolled in three separate courses at Japanese universities. The study found that the framework was useful for measuring the effectiveness of classroom interactions after teacher training. The results also suggested that its systematic application done by extending Initiation-Response-Feedback sequences or broadening teacher language functions could enhance the quality of teacher-student interactions in tertiary contexts. These measures make a conceptually robust framework to help bridge applied linguists and content specialists on the issue of interactivity in EMI. [ABSTRACT FROM AUTHOR]

The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020. "English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification." International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes. [ABSTRACT FROM AUTHOR]

This study examined how parents, teachers, and administrators conceptualised dual-language immersion (DLI) education and its goals at Bobcat Canyon School (BCS, pseudonym), a private preschool in the Southwestern USA where 64% students were White and 36% were students of colour. Through interviews with 15 parents, eight teachers, and two school administrators, the study exposed a conceptual confusion among the school community about what DLI education is and that BCS advertised a DLI brand without appropriate understanding and implementation. The analysis revealed that with a framework of neoliberal linguistic instrumentalism, the preschool conceptualised its DLI as an enriching context for students to obtain a cognitive, social, and academic edge. Cognitive development, social competencies, and school readiness were primary goals while bilingualism/biliteracy was a secondary bonus if achieved. The study exposed the need for the field to establish unique objectives and models of DLI at the preschool level and educate all stakeholders on the short- and long-term effects of DLI education. The study calls for promoting the historical mission of DLI in private programs and all existing DLI programs to examine their conceptual underpinnings. [ABSTRACT FROM AUTHOR]

This paper examines the demographic factors of the subjects enroled and completed by an hyperflexible online MBA Leadership (L) programme for 1034 students at Central Queensland University using the deductive research methodology and statistical analysis. Australian-born students are influenced by their industry experience when enroling in subjects, whilst overseas-born students are influenced by where they are located, suggests more focus on their career. The time students are enroled in the online MBA programme have the most significant influence on the number of subjects enroled and completed. However, age and gender do not influence subjects' enrolment or completion rate. [ABSTRACT FROM AUTHOR]

This paper investigates admission procedures of Master of Arts programs of Teaching English as a Foreign Language (MA TEFL) in Iran in comparison with universities around the world. Along with a view of the centralised national MA TEFL entrance exam held in Iran during the past three decades, we investigated admission requirements for comparable graduate programmes of 110 universities in 32 countries and regions. Our qualitative content analysis of this body of data revealed five major categories of admission requirements: Teaching Background, Statement of Purpose, Letter of Recommendation, Interview and Curriculum Vitae. Based on a comparative account of these categories in various universities, we argue that rather than traditional measurement-oriented exams, graduate programmes in general and language education programmes in particular, need to rely on multiple types of admission requirements that provide evidence as to the personal characteristics of applicants, their background and experiences, and their prospects and visions. [ABSTRACT FROM AUTHOR]

Undergraduate peer drop-in mathematics tutoring is a common form of support at the university level, yet research regarding how to train this specific group of tutors is underspecified. This paper aims to describe a training program for this population that is grounded in mathematics education research. It serves as a first step in conducting a design experiment on how training impacts tutor behaviours. This paper addresses the research question: How can mathematics education research inform tutor training design? First, the specific context for the training program is characterized, followed by challenges to training programs. Then, ways in which research on mathematics classroom teaching and learning can apply to tutoring are discussed. Finally, the training program is described in detail, including the research which informed the design, as well as the learning outcomes, activities, and feedback mechanisms. Broadly, the goals of the training program are to promote productive beliefs regarding tutoring and learning mathematics, to increase the use of NCTM's [(2014). Principles to action.] teacher/student actions in tutoring practices, and to develop reflective practitioners. To guide the development of these skills and dispositions in tutors, tutors engage with tutoring scenarios, excerpts, and case studies. Tutors are also provided with opportunities to reflect on their own tutoring practices. [ABSTRACT FROM AUTHOR]

Design thinking has emerged as a method for teacher professional learning and development (PLD). Research commonly focusses on PLD responses to specific priorities, particularly STEM, rather than broader applications. This scoping review examines how and why design thinking is used in PLD and discusses the implications for using design thinking as a method for context-specific, student-focussed continuous improvement. A total of 22 publications, published in English between 2000 and 2022, were reviewed. The findings highlight the range of design thinking models used in PLD, including the similarities and differences, as well as the reported justifications, benefits, and caveats. Design thinking is positioned as a topic of and a process for PLD, and teachers engage in immersion programmes or practice-related projects as either directed participants or co-designers. Analysis indicates when design thinking is a topic of PLD, teachers commonly engage as directed participants in immersion programmes, whereas when it is a process for PLD, the modes of participation and roles are more diverse. The implications of the identified differences and variations will be useful to researchers and practitioners, and PLD policy and practice. [ABSTRACT FROM AUTHOR]

The vast literature on teacher professional development (PD) often assumes that the success of a PD programme should be measured by the extent to which the participating teachers accept and adopt, often in a relatively linear chain, the programme of learning, paying insufficient attention to how highly accomplished teachers respond to PD situations. This study investigated the experiences of a group of nine highly accomplished secondary school teachers, who also held leadership roles, following their participation in an intensive PD programme. Using an analytical lens of 'acceptance barriers,' we studied how these teachers interpreted their experiences of the programme and the impact of those experiences on their thinking and practice. Our findings show that teachers experienced the programme as a starting point, not a finished package. We identified a continuum of ways that these teachers applied, adapted and amplified ideas from the programme. We argue that recurring features of PD models such as linearity and implementation fidelity do not recognise teachers as professionals who assert agency over their own practice, and that the design, implementation and evaluation of PD programmes need to address how highly accomplished teachers are likely to respond, balancing fidelity with expectations of agency. [ABSTRACT FROM AUTHOR]

Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal epistemological beliefs of four pre-sessional English language teachers, international and national, in an English-medium university context in Turkey during a year-long, formal in-service teacher education course, and for 6 months after the course. It investigated changes in classroom practice and beliefs about knowledge and knowing, teaching and learning, and professional learning as a result of in-service learning. Interviews, classroom observations and reflective journals underpinned a hermeneutic analysis which compared informants' beliefs and classroom practice over time using an existing theoretical model. Underlying patterns of change in epistemological beliefs show belief type, depth, and sophistication, as well as context, as major factors in the uptake and sustainability of targeted teaching approaches in this context. In-service educators' knowledge of a teacher's epistemological beliefs profile can lead to more effective and sustainable uptake in formal in-service professional learning through differentiated, practice-based interventions. [ABSTRACT FROM AUTHOR]

Through a series of questions and responses, in this dialogue-based article we aim to stimulate reflection on indirect translation within the audiovisual translation community, offering perspectives on this practice. We start by delving into the historical roots of indirect translation in the industry, questioning how far back such practices extend. Then we shift the focus to the challenges translators face in indirect translation workflows, to the potential contributions of research to the ongoing debates surrounding indirect translation, as well as to how indirect translation and machine translation intersect. Finally, looking to the future, we examine potential developments in indirect translation workflows and consider how educational programs can adapt to meet the changing demands of the industry. [ABSTRACT FROM AUTHOR]

Much research on part-time Jewish educational programs has focused on curricular content and pedagogy. Yet classrooms involve diverse exchanges about curricular subjects as well as those that appear little related to Jewish studies; both are motivated by assumptions about which things count as Jewish matters of concern and appropriate orientations to those things. Drawing on ongoing ethnographic fieldwork, this article proposes bringing a semiotic ideological lens to quotidian interactions as means to get at the "tacit curriculum" and aims of part-time schools, to better grasp what draws families to these schools, and to recognize the nuanced learning happening therein. [ABSTRACT FROM AUTHOR]

This research aims to increase the cultural sensitivity of preschool children and their teachers living in different regions of Türkiye through education in respect to differences. It employed an experimental design with pre-test post-test control group including 26 teachers along with 261 children aged 48–72 months. The study was conducted in three stages. In the first stage, the preparatory step, teachers were given six-hour training regarding respect for cultural differences. After the teacher training, they received 84 h of mentoring support for six weeks during the design process of the Seven Colors of Türkiye: Respect for Differences Activities. Teachers from seven regions of Türkiye created activity bags in accordance with the established activity plans. All bags from the regions were implemented after a 7-week bag change procedure. According to the research, both teachers and students strengthened their cultural awareness and students' respect for differences developed. [ABSTRACT FROM AUTHOR]

To improve school-based mental health literacy programs, we assessed adolescents’ familiarity with Alzheimer’s disease (AD). We investigated the frequency of their contact with AD and their knowledge of the disorder. This comparative international randomized prospective study involved high school-based samples from eight countries (sample type: simple random; sampling unit: school/class). The questionnaire checked the contacts with persons with AD and had 10 statements to be labeled as true or false. The study was carried out among randomly selected 14,000 students from 2019 to 2023; 3,608 students indicated a lack of knowledge about AD (total n = 17,608). About 52% of the participants (n = 7,287) contacted persons with AD. With a maximum score of 10, the average score was 6.2 ± 0.9. The scores varied from 5.2 (Kazakhstan) to 7.0 (Australia). If the whole cohort of 17,608 students is analyzed, the average score was 5.1 ± 1.2 and varied from 3.6 for Kazakhstan to 6.1 for Australia. These scores declined from 2019–20 to 2023–24 school years. Although high school students had some knowledge about AD, existing educational programs may be amended to improve knowledge about the disorder, which may include information about the epidemiology, the possibility for early onset, and the female sex as a risk factor. [ABSTRACT FROM AUTHOR]

The article explores the implementation of tuition-free promise programs by institutions, localities and states in the U.S. to promote college access and success. Topics discussed include the trend of associating eligibility for a free college program to enrollment in vocational fields, and the differences in the design features of college promise programs.

This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students' willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners' L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners' L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. [ABSTRACT FROM AUTHOR]

In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and Japan in response to calls for more comparative research on the pedagogical issues associated with teaching through English in non-Anglophone contexts. Interviews were conducted with 19 teachers in managerial and classroom-facing roles, working within comparable undergraduate English-taught business degree programmes across the three contexts. Data were thematically analysed for convergent and divergent experiences. Findings indicated similarity between the Chinese and Japanese contexts compared to the Netherlands, highlighting greater concerns surrounding student proficiency, teacher competence, and the overall impact of EMI on educational quality. Unique solutions were uncovered to inform better content and language integration in EMI practices. [ABSTRACT FROM AUTHOR]

International students' attitudes towards teachers' codeswitching to the first language (L1) have not been adequately investigated in cross-cultural English-medium instruction (EMI) settings, where teachers and international students do not share the same L1 while they interact in English as a lingua franca (ELF). To fill that void, this study investigated international postgraduate students from differing majors at a German university that has implemented EMI to enhance its global competitiveness. A questionnaire and semi-structured interviews were employed to measure the international students' attitudes towards German-native teachers' English-German codeswitching practices in EMI classrooms. The findings indicated that the participants generally held a negative view of codeswitching in EMI. Humanities students were more opposed to English-German codeswitching than STEM students. Local teachers' codeswitching was found to constrain the participants' academic integration and social participation in the university. Importantly, the participants were somewhat open-minded about codeswitching, but effective content delivery and an inclusive instructional space cannot be sacrificed. The findings of international students' multifaceted understandings of languages offer insights into teaching pedagogies, discipline-specific language policies and administrative support for EMI programmes. [ABSTRACT FROM AUTHOR]

Informed by translingual practice [Canagarajah, S. 2013a. Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge] and poststructuralist conceptualisation of identity [Norton, B. 2000. "Identity and Language Learning: Gender, Ethnicity and Educational Change." TESOL Quarterly 35 (3): 504–505], this qualitative case study explored the process of translingual identity construction and negotiation among a group of Chinese students in a joint education programme between China and the United States. Data were collected through semi-structured interviews and observations. Data analysis found that these Chinese students initially perceived themselves as deficient ESL speakers resulting from a lack of competence in English, but were able to transform this dilemma with the development of powerful national identities throughout their China-US transnational experiences. In order to claim ownership of English and membership in the host community, besides using standard norms of English to handle academic and social life communication, students developed translingual dispositions as well as translingual practices to supplement their communicative competence with expanded semiotic repertoire. The study extends previous discussions on identity by examining through an analytical lens as translingualism to explore students' identity construction and negotiation in transnational education spaces and provides implications for translingual-oriented language policy and ideologies in intercultural contexts to enhance outcomes of teaching practices and students' learning. [ABSTRACT FROM AUTHOR]

This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Māori (Māori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in English and te reo Māori in two groups of children aged from 5 years 0 months to 7 years 5 months. Twenty-six children from two bilingual classrooms in a rural school participated in a programme implemented by teachers over 15 weeks. The programme included explicit instruction in phonological awareness and vocabulary. One classroom was from Level 1 te reo Māori immersion, and one was from Level 3 te reo Māori/English. Results were analysed at cohort and class levels. Analyses indicated that both groups of children significantly improved in phonological awareness skills, non-word reading, and expressive vocabulary. Correlational analyses indicated that growth in te reo Māori skills was positively associated with growth in English skills. These findings suggest that further investigation into how the explicit teaching of te reo Māori can benefit the development of phonological awareness and print-related skills in English. [ABSTRACT FROM AUTHOR]

Providing equitable mathematics learning opportunities in inclusive settings requires pre-service teachers (PSTs) to strengthen their skills to notice students' diverse needs and mathematical reasoning. However, helping PSTs develop noticing skills is not an easy task for teacher educators. In our study, we examined the impact of different tasks (i.e. a written artefact task, an interview task, and a video analysis task) on elementary PSTs' skills to notice the mathematical thinking of students with diverse needs. Our findings indicate that the sequence of three different noticing tasks scaffolded elementary PSTs' ability to interpret and respond to students' mathematical reasoning and individualized needs. Particularly, the interview task supported PSTs in effectively and purposefully interpreting and responding to mathematical reasoning and the struggles of elementary students with diverse needs. To articulate our findings, we share cases of three PSTs interviewing elementary students: one who struggles in mathematics, one who has an Individualized Education Program (IEP), and one who has been categorized as gifted and talented. We discuss our findings in relation to previous research, share implications for mathematics teacher educators, and provide recommendations for possible future studies. [ABSTRACT FROM AUTHOR]

This research investigates the extent to which educational law features and is constructed in the Teaching Council's documentation for Initial Teacher Education (ITE) programmes (2017, 2020) and in the Code of Professional Conduct for Teachers (Code) (2016), and analyses teachers' required knowledge of the law across these documents. Document analysis was used to track changes and provide insights. The findings indicate that teachers' knowledge of educational law has a low profile in the criteria used to review and accredit ITE programmes. Despite significant developments in law related to schools and teachers since 2017, including additional statutory requirements for child protection, the 2020 document does not have a commensurate increase in emphasis on law. Contrastingly, the findings indicate a high profile, and a high bar, for teachers' knowledge of the law in the Code. Recommendations include that the Teaching Council analyse graduates' legal knowledge during registration to ensure that they have the requisite skills to adequately perform as a professional; that the emphasis on educational law be increased in the ITE criteria so that it is aligned with the Code, and that programme providers fulfil their duty of care to students by providing them with adequate standalone modules on educational law. [ABSTRACT FROM AUTHOR]

The nationally funded Prevention and Early Intervention (PEI) programme aimed to design, deliver and evaluate interventions to improve a range of outcomes for children growing up in areas of low socio-economic status (SES). A key focus for many PEI programmes was to improve the oral language abilities of children, recognising its important link to a range of literacy, learning, social, emotional and behavioural indicators. This paper reviewed the published reports of PEI and community programmes that implemented oral language interventions for children, parents and practitioners. This mapping exercise demonstrated that the oral language interventions implemented varied extensively and were predominantly evaluated through gathering the perspectives of those receiving the supports. A noticeable gap was the lack of a national evaluation framework of the oral language interventions provided, resulting in difficulties making comparisons, determining impact and contributing to the evidence base of the effectiveness of bespoke interventions designed and delivered. Implications of this mapping exercise are outlined for the future implementation and evaluation of universal and targeted oral language interventions. [ABSTRACT FROM AUTHOR]

Background: Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose: This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample: Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods: The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results: Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion: The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements. [ABSTRACT FROM AUTHOR]

The extent to which students identify with science, technology, engineering, and mathematics (i.e. STEM identity) is crucial in influencing them to pursue STEM-related careers after compulsory education. Given the predictive power of this construct, this study explores Thai students' STEM identities by focussing on three components (i.e. interest, performance, and recognition) in light of their gender, educational programme, and career aspiration. One hundred and thirty-one students in Grades 10–11 from two secondary schools participated in the study. A Likert-type questionnaire was employed to gather data, which were subsequently transformed into interval scores using Rasch analysis. Inferential statistics were used to analyse the data. This study reveals that male and female students do not significantly differ in terms of their interest in and recognition of STEM. However, gender differences manifest regarding performance in STEM. Those studying in STEM-focussed programmes are likely to show stronger STEM identities than those in non-STEM programmes. Despite this tendency within the STEM-focussed programmes, the students' recognition of STEM varies by school. Those with career aspirations towards STEM are likely to exhibit stronger STEM identities than those who aspire to non-STEM careers. Based on the data, this study suggests a hypothesis regarding learning progression for students' STEM identities. [ABSTRACT FROM AUTHOR]

The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment, hospitality, and tourism) perpetuate colorblind racism, sexism, and classism based on their philosophical foundations. In an effort to reflect a responsiveness to an increasingly global and multicultural sport industry, we present a new EASE framework for preparing professionals to ignite transformational change in and through sport in the twenty-first century. [ABSTRACT FROM AUTHOR]

Despite an increasing research interest in subject-specific teacher knowledge, there is limited research on teachers' knowledge of English as a foreign language (EFL) in early childhood education (ECE). This paper, therefore, reports a mixed-methods study which investigated the relationships between ECE EFL teachers' knowledge and their practices in the Chinese context. Four hundred and twenty-four Chinese kindergarten English teachers completed questionnaires and six of them participated in stimulated recall classroom observations. Quantitative and qualitative data analyses revealed two knowledge factors that had significant effects on the teachers' practice, namely pedagogical content knowledge (PCK) and knowledge of context. There was one common classroom practice, influenced by PCK and knowledge of context. This was the process-product-mixed pedagogy. In addition, not all teacher knowledge could be applied in practice because contextual factors intervened in the process. The study revealed the complexity of ECE English teaching and the influence of teacher knowledge. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The present study examined the association between pre-service teachers' mindfulness and critical thinking dispositions, as indexed by engagement, cognitive maturity, and innovativeness in critical thinking. A total of 72 Chinese pre-service teachers were recruited from Hong Kong to complete an online questionnaire cross-sectionally. Hierarchical regression analysis indicated that mindfulness was differentially associated with critical thinking dispositions. As important dimensions of mindfulness, mindful presence was positively associated with engagement in critical thinking, whereas mindful acceptance was positively associated with cognitive maturity in the regression models. However, neither mindful presence nor mindful acceptance was related to innovativeness in critical thinking. As a covariate, gender was not related to dimensions of mindfulness and critical thinking dispositions. The present findings inform the literature on the relation between pre-service teachers' mindfulness and critical thinking dispositions, particularly in the Chinese context. As a major implication, policymakers should be made aware of the importance of strengthening pre-service teachers' mindfulness, such that they could have a greater disposition to teach critically as they enter the workforce. [ABSTRACT FROM AUTHOR]

Cooperative learning is an evidence-based teaching strategy that has positive effects on students' academic and social learning, but teachers use the strategy in class infrequently. Teacher collaboration has the potential to support teachers in the transformation of knowledge into the implementation of new teaching methods. In an experimental pre-test-post-test design (N = 53), an in-service teacher training with teacher collaboration for the implementation of cooperative learning in class was compared to a training without teacher collaboration. At both points of measurement, teachers' knowledge about cooperative learning was tested and they reported on their self-efficacy beliefs for the implementation of cooperative learning and their use of cooperative learning in class, including the frequency, quality, and challenges of cooperative learning implementation. In both conditions, teachers' knowledge and self-efficacy beliefs, and the quality of their use of cooperative learning increased strongly, whereas perceived challenges decreased. A significant interaction effect occurred only for the frequency of teachers' use of cooperative learning in class. These results are discussed against the background of the efficacy of collaboration in in-service teacher training. [ABSTRACT FROM AUTHOR]

The purpose of this study was on understanding and interpreting five minoritised pre-service teachers' past educational experiences that impacted their first-time science microteaching experiences in a science teaching methods course. The study is unique because it illuminates and contributes to the literature on the importance of minoritised prospective teachers' educational experiences in their pre-service preparation and how these experiences challenge or contradict the urgency of equitable science instruction in traditional teacher education instructional discourse. The study draws on the literature on border crossing as a guiding theoretical framework, and phenomenology as a guiding methodological framework to analyse first time science teaching experiences. Data included videos and written narratives of first-time science teaching experiences. Analysis indicated that past educational experience of being left out in doing science underscored minoritised pre-service teachers' first-time science teaching experiences. Furthermore, they had created navigation strategies to counter the past educational experiences by challenging and modifying science teaching routines and devising equitable ways to use science teaching resources to cultivate a sense of belonging. The study suggests that future science education research would benefit from attention to minoritised pre-service teachers' experiences used to challenge or contradict past educational inequities. [ABSTRACT FROM AUTHOR]

Australian universities are mandated to implement non-academic on-entry evaluations for all initial teacher education candidates. Universities have introduced interviews, written applications, psychometric tests, and more recently, simulation. This research sought to determine if simulation as an evaluation tool had utility as a measure of teaching dispositions and its utility in measuring candidates' pre-existing dispositions such as self-confidence, resilience, and conscientiousness during and after a classroom simulation evaluation session. The mixed method design explored students' perceptions of the effectiveness of the simulation tool and evaluation of their own on-entry performance. The findings showed that the utility, fairness and validity of on-entry assessments of this entry requirement were justified and candidates' self-confidence as a distal measure of classroom preparedness was affirmed. The implications of these data and findings include the refinement of processes and tools for assessing non-academic teaching dispositions and an expanded evidence base for assessing the suitability of candidates for initial teacher education. Simulation is an effective on entry screening tool for measuring the disposition of initial teacher education (ITE) candidates. Simulation exposes ITE candidates to authentic classroom dynamics and a safe learning environment. ITE candidates perceive simulation as an effective means to evaluate their on-entry performance. Simulation offers candidates the opportunity to practice teaching techniques to improve self-efficacy. [ABSTRACT FROM AUTHOR]

This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers' negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality. [ABSTRACT FROM AUTHOR]

Teachers require support in developing the pedagogical skill of interpreting students' mathematical thinking and providing effective feedback that promotes learning. However, there is a lack of research assessing the quality of feedback based on teacher noticing in mathematics classes. This study analysed 20 preservice teachers' (PSTs) feedback approaches through two perspectives: mathematical alignment and the responsiveness of feedback to students' mathematical approaches. The findings indicated alignment of the focused mathematical concepts/processes in noticing and feedback. PSTs paid more attention to mathematical accuracy than the strength or potential of students' strategies. Furthermore, there was a relationship between the complexity of student solutions and PSTs' depth of noticing and the cognitive demands of feedback. [ABSTRACT FROM AUTHOR]

There is an urgent need in the educational community to explore the potential impact of advanced language models powered by artificial intelligence, such as ChatGPT, on thinking skills and creativity. These models hold significant promise for enhancing teaching and learning, but it is crucial to investigate their potential effects on these critical areas of cognitive development. This study employs a narrative inquiry approach, utilising weekly written narratives and qualitative interviews for analysis, to explore and understand student teachers' experiences, perceptions, and reflections on using ChatGPT in their teaching practices. Exploring the experiences and perspectives of 12 English student teachers, this research scrutinises the influence of ChatGPT on the development of thinking skills and creativity during the practicum part of a teacher education programme. Through narratives and interviews the study uncovers the benefits, challenges, and strategies for optimising the use of ChatGPT in pre-service language teacher education. Key findings reveal the importance of human-computer co-creation, engaging in critical analysis, and fostering collaboration to maximise the educational benefits of ChatGPT. These insights contribute to the ongoing discourse on the effective integration of AI in teacher education and offer practical recommendations for educators and students navigating the complex interplay between AI tools and independent thinking. [ABSTRACT FROM AUTHOR]