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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

This study approaches the issue of autism in a case study. Specifically, it investigates how three key points in the daily life of a child on the autism spectrum change in the presence of a pet: social behavior, empathy and irritability. The aim is to study how the pet affects the child's daily life in the above points. The questions that are asked concern the close environment of the child, in order to be able to compare the situation before and after the presence of the pet. Teachers from the child's school and family environment participate in the survey. Questionnaires and personal interviews are used to collect information. The interviews are based on Goodman's S.D.Q (2005). The bibliography will refer to the method of Animal Assisted therapy- pet therapy, which concerns the treatment of syndromes, diseases, anxiety, disorders, through animals. The research questions that arise refer to improving the socialization of people with autism, increasing their social interaction and creating relationships and expressing their emotions. Then the data collected is analyzed and the conclusions of the research are drawn.

As a social-interactional positive behavior, the flow of compassion (i.e., selfcompassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner's (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semistructured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.

There are rising cases of disrespect in Kenyan society amid efforts by Christian Religious Education (CRE) in secondary schools to make the learner appreciate and respect their own, and other people's cultural beliefs and practices. The morals of the secondary school graduates enrolled in colleges and society do not reflect the acquisition of values learnt through CRE. Despite the exposure of students to the Christian Religious Education curriculum, cases of disrespect, for instance, drug abuse, abortion, arson in schools, hate speech, religious and ethnic hatred continue being witnessed everywhere. The purpose for this study was to examine the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition in National Secondary Schools in Kenya. The objective of the study was to establish the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. However, 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through the questionnaire, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed in thematic coding. The study revealed that CRE teachers are conscious of certain values that the CRE content is to facilitate to learners and are aware that particular content may not only transmit a single value depending on how it is facilitated they are however not keen on being specific on relating particular content to particular values. The main reasons perceived by the teachers to this non-use was noted as overcrowded curriculum, insufficient in-service training and the seeming neglect of the affective domain in teaching and examinations. Much as majority of the teachers do not use valuing methods, they however perceive them as having positive characteristics that can enrich content acquisition by learners. Study recommends that the syllabus be explicit in mentioning particular values in relation to particular teaching content. On this note the study recommends that KICD should work very closely with CRE subject specialists to ensure that the affective domain in the teaching of CRE is given adequate guidance.

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.

Indonesia as a multicultural country has a very complex diversity. More differences create greater potential for disunity as well as conflicts between ethnic and cultural groups. Inculcating values of tolerance towards students in Indonesia is a must, because Indonesia does not only consist of one understanding, religion, ethnicity and culture. Therefore, a uniter for Indonesians in order to make the nation live in harmony is needed. One of the concerns is regarding to the religious tolerance in Indonesia. This qualitative research was conducted in Cilacap at Immaculata Foundation, by using observation, interview, and documentation techniques. The data analysis used was interactive analysis, including data reduction, data display, and data conclusion. The findings of this study describe that the values of religious tolerance are applied through routine activities, such as respect, mutual help, cooperation, equality, freedom, justice, and responsibility which are internalized through exemplary, habituation, and the giving of advice to keep the harmony among religions.

As the interest in the shift from teacher-centred paradigm to student-centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self-engagement in the learning process. In an attempt to explore the role of personality in self-engagement, this paper aims to assess the relationship pattern between individuals' personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten-Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.

Research suggests that empathy may lead to either sympathy, involving emotional identification with another person, accompanied by caring and concern, or personal distress, that is emotional reaction to another's condition that is aversive and self-centered (Eisenberg et al., 2010). While the former frequently predicts prosocial behavior, the latter is hypothesized to predict it only when helping is the easiest way to alleviate the distress of the helper (Batson, 1991). Drawing on self-determination theory, we hypothesized that autonomy supportive parenting (taking the child's perspective and providing choice) may predict the child's integrative emotion regulation, and this may predict emotional identification with others in need (i.e., sympathy). In contrast, the autonomy suppressive practice of conditional regard may predict dysregulation of emotions, leading to personal distress when facing a close friend's adversity. Participants included 147 college students and 147 close friends. Target participants reported perceptions of their mothers' behaviour and their own emotion regulation styles, while close friends reported perceptions of target participants' sympathy and personal distress responses. Results support the study's hypotheses and provide insights into the socialization of emotion regulation and empathy.

Evaluating other people's moral character is a crucial social cognitive task. However, the cognitive processes by which people seek out, prioritize, and integrate multiple pieces of character-relevant information have not been studied empirically. The first aim of this research was to examine which character traits are considered most important when forming an impression of a person's overall moral character. The second aim was to understand how differing levels of trait expression affect overall character judgments. Four preregistered studies and one supplemental study (total N = 720), using five different measures of importance and sampling undergraduates, online workers, and community members, found that our participants placed the most importance on the traits "honest, helpful, compassionate, loyal," and "responsible." Also, when integrating the information that they have learned, our participants seemed to engage in a simple averaging process in which all available, relevant information is combined in a linear fashion to form an overall evaluation of moral character. This research provides new insights into the cognitive processes by which evaluations of moral character are formed.

Introduction: School mediation training is important because it teaches students to resolve differences in a non-violent way. Despite the benefits it offers, research on the subject is scarce and the background is mostly focused on theoretically understanding the conflict to develop specific techniques and tools that are useful for peer students, teachers and school counselors (Benítez, 2020). In this sense, the need to expand knowledge that allows education from a socio-emotional perspective is identified and therefore, the objective of this research is to establish the influence of multidimensional social competence in the formation of socioemotional skills for school mediation. Method: 1025 Colombian students participated (40.6% men and 59.4% women), aged between 12 and 19 years (M = 14.86; SD = 1.43). A structural equation model informed the relationships and influences of prosociality, social efficacy, and cognitive reappraisal on mediation skills. Results: Specifically, prosocial behavior and cognitive reappraisal affect the understanding and management of conflict. Social efficacy and prosociality would be important in the ease of generating assertive communication. Meanwhile, social efficacy and cognitive reappraisal influence the ability to generate awareness and emotional regulation. Discussion and Conclusions: The mediator's prosociality is the most relevant characteristic because it implies displaying helping behaviors in accordance with the needs expressed by the students. For its part, social efficacy is an important factor because it is associated with motivation, the person's commitment to the task, resistance to frustration, and the management of emotions in relationships. While cognitive reappraisal is influential thanks to the use of strategies such as acceptance, positive focusing and perspective taking.

Purpose: This study investigates the fairness preference of five-year-old children in Shanghai, observing their distributive behaviors in both stakeholder and spectator games and showing how this behavior is linked to their family background. Design/Approach/Methods: Participants had to make distributive choices in two experiments and distribute between themselves and another participant in the first choice. They had to distribute between two other participants in luck, merit, or efficiency situations in the second choice. Findings: The results suggest that preschoolers showed a preference for splitting equally between themselves and another participant. The second choice showed a significant difference in fairness preference under a situation of luck between genders, and only children were more likely to accept an unequal allocation than those who had siblings. Originality/Value: We believe that our study makes a significant contribution to the literature because it illustrates the variety of factors that can influence a child's fairness preference and fairness behavior and suggests when and how these aspects develop in children. Further, this is an original study exploring the fairness preference of preschoolers in Shanghai using an experimental economics method.

Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).

The moral damage caused by the erosion of positive values and national character is quite concerning. This phenomenon has encouraged government concern through strengthening students' character. Strengthening students' character through formal education has not produced significant results, as evidenced by the many symptoms of moral decay and crime involving students in Indonesia. To overcome this, an alternative strategy is needed to elaborate between character education based on thoughts and hearts, which non-formal educational institutions can carry out. This research explores the "suluk" method as an alternative for forming religious characters for students who practice the Thariqah Al-Mu'min in West Kalimantan. This study uses a case study method and a qualitative approach. The research results found that; "suluk" can shape the religious character of students who practice the Al-Mu'min Order; these characteristics are; peace of mind, discipline, enthusiasm in worship, gratitude, trustworthiness, honesty, understanding the purpose of life, feeling close to Allah, feeling more moral than before, feeling more important in controlling lust, respecting others, increasing love for the hereafter, increasing longing for Allah and His Messenger, and sincere in worship. "Suluk" can give a deep religious impression and feel the presence of God in his life. This study emphasizes the importance of using the method of "suluk" in non-formal Islamic societies and formal Islamic education institutions such as Islamic boarding schools and religious colleges to form pious students. However, "suluk" also has weaknesses; only a thariqah practitioner can practice "suluk." The students must also be physically and mentally prepared because the "suluk" method requires seriousness to form a religious character in the performer.

The aim of this survey was to determine whether there is a relationship between prosocial tendencies and the level of emotional intelligence in a sample of teachers. The partial goals were to determine whether there is a difference in the score of emotional intelligence and prosocial tendencies between male and female teachers. The research group consisted of 997 primary and secondary school teachers, of whom 109 were men (average age 44.9 years) and 889 women (average age 45.17 years). The Czech translation of the Trait Emotional Intelligence Questionnaire - Short form, TEIQue-SF was used to determine the emotional intelligence score. The second method applied in the research is the abbreviated form of the Prosocial Personality Battery (PSB). The correlation coefficient calculation shows a significant negative relationship between the level of emotional intelligence and age, and the length of work experience. This result was found both within the group as a whole and for the individual groups of men and women.

Adolescence is a critical phase that can cause a problem, one of which is violence. This condition is detrimental to the dynamics of school academic activities. School counselors are one of the parties who have a central role in developing peace-loving characters to suppress student violence. This research is a systematic literature review that describes the role of counselors as agents of peace whose primary focus is to build peace in students in the school environment through social sensitization strategies based on the teachings of KH Ahmad Dahlan. Systematic literature review searches and reviews various articles using search engines of reputable article journals. The study reviewed ten articles with the following procedure steps: identification, screening, eligibility, and included. The data analysis of this research used data extraction. The results showed that the counselor could use a social sensitization strategy containing the teachings of KH Ahmad Dahlan. The peace values of KH Ahmad Dahlan include sincerity, humility, critical thinking, tolerance, and compassion. This paper discusses the operational description of a social sensitization strategy based on the teachings of KH Ahmad Dahlan that consists of four phases (sensitivity to security, sensitivity to the surrounding environment, sensitivity to discrimination, and sensitivity to victims of violence). This study recommends further research to identify the effectiveness of the social sensitization strategy containing the teachings of KH Ahmad Dahlan to achieve peace among students at school.

Preschool aged children's social and emotional adjustment impacts their behavior across settings. Providing high-quality early intervention services that enhance social and emotional skills can help prepare children for formal schooling and improve social and behavioral outcomes. The summer prior to Kindergarten presents a unique opportunity for community-based settings to implement social and emotional learning initiatives. One program that has been found to be efficacious in increasing social and emotional competence and reducing problem behaviors with younger populations is the Preschool Promoting Alternative Thinking Strategies (Preschool PATHS) program. The purpose of this study was to examine implementation fidelity and social validity of the Preschool PATHS program offered in a community-based setting in the summer. Findings suggest that agency staff can independently implement the Preschool PATHS program with fidelity. Furthermore, ratings revealed that the intervention is socially valid and deemed acceptable by agency staff. The results are presented along with implications for future practice.

Bullying is a relevant concept in education, composed by different dimensions and it is significantly associated to other variables. Therefore, there is a need for an instrument which can analyze the level of bullying as a single dimension, as the Cisneros Self-test on Bullying (Oñate & Piñuel, 2005). This instrument analyzes the intensity of bullying and to value its relevance on the different variables mentioned above. Our main goal was to validate this instrument in 531 Dominican secondary students. To validate it, we utilized two instruments: the Emotional Instability Scale (Caprara & Pastorelli, 1993) and the Prosocial Conduct Questionnaire (Caprara & Pastorelli, 1993). Several competitive structural models were estimated, and results supported the reliability and validity of this instrument. Therefore, we can conclude that the Cisneros's scale is a good instrument to measure global bullying. We highlight its influence on future interventions considering the relevance that bullying has on many other variables as aggressiveness, prosocial behavior or suicide ideation.

Background/purpose: Research tends to focus on understanding the school climate impacts and outcomes on real-life situations and problems while not giving deserved attention to their effects on digital life experiences and behaviors, such as those provided by videogame contexts. This article explores the relationship between school climate openness, sense of self-efficacy, and prosocial gaming behaviors. Materials/methods: A cross-sectional study using a questionnaire-based survey was conducted among 611 college students aged from 17 to 45 years old from 15 higher education institutions in Porto (Portugal). The analytical procedures involved cluster, multivariate, and meditation analyses. Results: The study revealed a relationship between students' perceptions of school climate and their sense of self-efficacy and prosocial gaming behaviors. Students' self-efficacy was proven to mediate the relationship between their perceptions of school experiences and behaviors in gaming communities. Conclusion: The study extends the literature by expanding knowledge about how students' perceptions of school climate openness for discussion, perspective-taking, and social analysis, and their sense of political efficacy, are related to how they exercise their citizenship while participating in videogame communities. The existence of a spillover effect from real to digital life was concluded.

The present study aimed to establish the relationship between middle school students' attitudes toward science and the environment with their love, respect, responsibility, empathy, aggression, bullying tendencies and attitudes toward reading. One of the most general survey models, the relational survey model was employed in the study, and it was conducted with the participation of 216 secondary school students. Data were collected using the Attitude Scale for Science, Environmental Attitude Scale, Tendency to Love Scale, Tendency to Respect Scale, Personal and Social Responsibility Scale, Cognitive, Affective and Somatic Empathy Scale, Aggression Scale, Cognitions Related Bullying Scale and Attitudes Towards Reading Scale. The data obtained were analyzed with SPSS package software. The results of the study revealed that there was a positive and low-level relationship between students' science attitudes and their tendency to love, empathy, aggression, and bullying, and a positive and medium-level relationship between science attitudes and their tendency to be respectful, responsible behaviors and reading tendencies and that these relationships were statistically significant. It was concluded that there was a positive and low-level relationship between students' attitudes towards the environment and their tendency to be respectful, responsible behaviors, aggression and bullying tendencies, and a positive and moderate relationship between their attitudes towards the environment and their love tendency, empathy and reading tendency scores, and this relationship was statistically significant.

This research aims to determine to what extent temperament and parent-child relationship predict the prosocial behaviors of 60-72-month-old children. The study group of the research consists of 313 mothers and 126 fathers. Data analyzes were carried out separately in mother and father groups. "Personal Information Form", "Child Prosocialness Scale", "Short Temperament Scale for Children", "Child-Parent Relationship Scale" were used as data collection tools. Data were analyzed using Pearson product-moment correlation coefficient and multiple regression analysis. The results obtained from the mothers in the study group revealed that approach, persistence, rhythmicity, reactivity which are the child temperament, and negative mother-child relationship together significantly predicted children's prosocial behaviors. As for the results obtained from the father participants in the study group, it was found that approach, the persistence of the child temperament, and negative father-child relationship together significantly predicted children's prosocial behaviors. As a result of the study, the importance of the relationship between child temperament and the child-parent relationship with prosocial behaviors was revealed. The findings of the research were discussed in light of the literature and research, and suggestions were presented.?

This research article dealt with interpersonal communication skills among children and proactive stance to life's puzzles. A review of related literature was performed to examine interpersonal communication, interpersonal communication skills, interpersonal communication and a proactive stance in conflict resolution, and the development of communication skills in children in a puzzled world. The study noted that children should be allowed and guided appropriately to express themselves clearly and assertively; parents should follow up on their children regularly and should build on teachers' efforts at home. Parents should also allow teachers to do their job of teaching, counselling, and rewarding positively (praise, commend) or negatively (punish) based on the circumstances; teachers should use a child-centered approach in order to make the class lively, interesting, and engaging for children. In addition, they should show empathy and try to be close to the children as much as possible to curb the actions of the loquacious ones and help the shy or withdrawn children to come out of their shells as they prepare for the task ahead in a challenging but essential milieu as they mature and are integrated into the system. The government should implement better incentives and policies to encourage teachers to contribute to the growth and positive development of the child through remuneration and promotion that are timely and in line with their quota.

Purpose: A sublime social attitude ("brahmavihara") has been identified as a crucial aspect of Buddhist Education (BE) for fostering prosocial behavior. Therefore, this study aims to construct and establish the validity of a sublime social attitude scale for prospective teachers of BE, as well as to detect social desirability bias (SDB). Methodology: This is a development research through a survey method using a quantitative approach that produces a scale to measure the "brahmavihara" of prospective Buddhist education teachers. The content validity was quantitatively analysed by calculating and comparing three statistical methods for item relevance, namely content validity index, binomial test, and asymmetric score confidence interval, based on the evaluation of nine experts. Furthermore, empirical testing was conducted using second-order confirmatory factor analysis (CFA) with 233 respondents from a population 1012. The identification of item susceptibility to SDB was carried out through qualitative rating by three raters on a draft of a sublime social attitude scale and empirically confirmed by CFA. Findings: The results showed that "brahmavihara," a psychological attribute consisting of four dimensions, namely loving-kindness, compassion, sympathetic joy, and equanimity, were empirically proven by CFA. Empirical testing resulted in 24 valid items having a fit model with the goodness of fit criteria fulfilled. Further, five items were identified by the experts as potentially vulnerable to SDB, and only one was empirically confirmed to be vulnerable based on the CFA. Significance: The instrument developed in this study could serve as an effective assessment tool for BE instructors and a psychological scale for other stakeholders to measure "brahmavihara" in the recruitment of BE teachers.

This study assesses the impact of five years of community level activities in the Pomona Youth and Family Master Plan (PYFMP) on four school-related risk and protective factors including academic failure, low school commitment, school opportunities for prosocial involvement, and school rewards for prosocial involvement. The intervention and assessment were guided by an integrated conceptual framework which combined social cognitive theory and the risk and protective factors approach. The study conducted same and independent group comparisons of school-related risk and protective factors in 2005-06 (N = 3,967), and 2009-10 (N = 2,693). Two-proportion z-tests were performed at an alpha of 0.05 in four methods of comparative analysis including the following: same students, inter-grade change, same grade, and overall 2005-06 to 2009-10 comparisons. Trends for both school opportunities for prosocial involvement and academic failure were positive on all methods of analysis. Results for school rewards for prosocial involvement and low school commitment showed both negative and positive trends. There is a likelihood the interventions contributed to observed variations between baseline and follow-up because parents, teachers, and students were participants in community intervention activities; there were no other major community initiatives; and there is a convergence of data patterns across methods of comparative analysis and assessed factors. Specific recommendations are provided for community intervention program implementers in Pomona and other poorly resourced communities.

Transactional Analysis has long been used in therapy settings and by coaching institutions to improve personal outcomes. It is best described as a practical application of tools to guide interpersonal interactions. Born out of Transactional Analysis is the Drama Triangle created by Stephen Karpman (1968), OK Corral created by Frank H. Ernst Jr. (1971), and the Winner's Triangle by Acey Choy (1990). These simple concepts have the potential to transform academic institutions and prevent dysfunctional relationships between faculty, staff, and/or students, which stem from the heightened academic environment and ineffective coping skills.

The dual capacity-building framework created by Mapp and her colleagues (i.e., Mapp & Bergman, 2019; Mapp & Kuttner, 2013) lays a foundation for an extended partnership beyond families and schools. In this article, we explore how to extend the value of the dual capacity-building framework to a larger partnership that includes communities and universities. Our analyses are centered on the four essential components of the capacity-building framework--challenges, opportunity conditions, policies and program goals, and capacity outcomes--in the context of quadruple partnerships. Adding examples of successful university--community partnerships to the existing dual capacity-building framework will better support families' and schools' efforts to promote students' academic success. Because the capacity-building framework is grounded in rigorous research and thoughtful analyses, higher education outreach and engagement programs can adopt it to foster more effective partnerships with families, schools, and communities, and positively transform K-12 education.

This study investigates the challenge of establishing social presence in professional development webinars, which lack face-to-face interaction and physical presence. Using the Community of Inquiry framework, the research examines factors influencing teacher social presence. Following phonomyography research methodology, research data were collected from eight university teachers through a semi-structured questionnaire. Findings highlight attempts made to foster social presence in professional development webinars, with cultural backgrounds of speakers and participants positively influencing the outcome. Practical implications for enhancing social presence in webinars are derived from the study. By shedding light on the multifaceted nature of social presence and its influential factors, this research contributes to the understanding of professional development webinars, emphasising the importance of creating a social presence within the digital learning environment.

This research aimed to examine the value perceptions and attitudes of secondary school students towards physical education and sports lessons. The research, which was designed in a quasi-experimental model with a pretest-posttest control group, was conducted with 91 7th-grade students in the second semester of the 2020-2021 academic year. The students were divided into 4 groups according to the course content applied in the physical education lesson: "Sports Education Model (SEM)," "Physical Activity Card (PAC)," "Traditional Children's Games (TCG)" and "Control Group (CG)." Physical education lessons were carried out with the groups for 10 weeks. The data were collected using the mixed method explanatory sequential design approach. "Physical Education and Sports Lesson Values Education Scale" and "Physical Education and Sports Attitude Scale" were used to collect quantitative data. In the analysis of the data, arithmetic means, correlation, Wilcoxon, Mann Whitney U, and Kruskal Wallis analyzes were performed. Qualitative data, on the other hand, were collected through lesson observations and focus group interviews and analyzed by content analysis. According to the research findings, there has been an increase in secondary school students' physical education lesson value perceptions and attitudes. The most developed value of the students was friendship, followed by self-control, helpfulness, justice, and responsibility, respectively. The students in the TCG and SEM groups showed more improvement in their helpfulness, friendship, and general value perception. Those in the TCG group improved more in responsibility and self-control than the CG and PAC groups. Physical education lesson attitudes of SEM, PAC, and TCG group students improved more than CG students. While there was a development in favor of males in self-control value, no significant difference was found in other values dimensions and course attitudes according to gender. A positive moderate relationship was found between students' value perceptions and course attitudes. In the focus group interview, the students in different groups interpreted the research findings in different ways. As a result of the research, TCG and SEM were at the forefront in the development of students' value perception, and PAC and TCG in the development of course attitudes. Based on these results, it is recommended that teachers teach lessons with different models, methods, and course materials.

The Computing Curriculum 2020 project report, CC2020, Paradigms of Global Computing Education prescribes a competency model for describing curricula that challenges baccalaureate curriculum design to integrate "knowing why" into a fifty-year tradition of guidelines focused on "knowing what." Prescribing this competency model is a call to action to understand the scope of society's aspirations dependent upon computing and, in turn, computing education. These aspirations remind us that the character of a computing professional is as important as her computing expertise. Computing professionalism demands a well-formed mindset, of which computing competency is an essential ingredient. We argue, however, that the whole recipe for professionalism in computing must recognize and reflect on its transformative impact on the systems of society, both technological and human. We extrapolate CC2020's competency model into a framework through which academia and industry can partner to advance computing as a profession by integrating the technological, sociological, and ethical dimensions of computing. Finally, we present a rationale of professionalism in computing where competent practice is informed by the critical aspects of accountability: risk, responsibility, and consequence, where developing a professional mindset of inclinations and dispositions of character is not ancillary, but essential to educating baccalaureate computing graduates.

This study compared the five-word lexical bundles (LBs) expressing gratitude in acknowledgments of dissertations written by Chinese and American PhD students of linguistics. Two corpora were built: (1) The Chinese University Dissertation Acknowledgments Collection (CUC) which contained 700 acknowledgments with a total of 300,686 tokens, and (2) the American University Dissertation Acknowledgments Collection (AUC) which contained 700 acknowledgments with a total of 493,045 tokens. We then retrieved five-word LBs, of which LBs expressing gratitude in CUC and AUC were identified, categorized, and compared with respect to frequency, forms and structures. Major findings were: (1) the Chinese students used a substantially greater number of gratitude LBs than the American students; (2) the two groups used considerably different gratitude LBs; and (3) the two groups mainly relied on verb phrase-based LBs to express gratitude, but the Chinese students used a larger proportion of noun phrase- yet a smaller proportion of verb phrase-based items than the American students; and (4) the two groups used dissimilar structures and words to construct gratitude LBs. These findings enrich our knowledge of linguistic patterns in dissertation acknowledgments as a unique genre of academic prose, and provide corpus-based learning materials for students tasked with properly expressing gratitude in their theses or dissertations.

Background: Tolerance is a prerequisite for deliberative democracies. Therefore, fostering tolerance is an important task for educational systems in democracies. In the present study, the concepts of social and political tolerance were disentangled and applied to the measurement approaches of the International Civic and Citizenship Education Study 2016 (ICCS 2016). A single scale of political tolerance was proposed by identifying items on equal rights of women and men, different racial and ethnic groups and immigrants that capture the support of equal political rights. Previous research indicates different approaches that might be used to foster tolerance in schools. Methods: This study used the rarely applied alignment method to identify a political tolerance scale that was sufficiently invariant in the 15 participating European educational systems. The alignment method identifies solutions with minimal amounts of non-invariance. Multilevel regression analyses are used to identify which aspects of schooling are predictive of political tolerance at the student and at the school level. Results: The alignment analyses revealed a sufficiently invariant solution for the 15 education systems that could be used in regression analyses. While cognitive learning showed only a weak relationship with political tolerance, teacher fairness was relevant at student and school level. An open classroom climate was a positive predictor with relevant strength only at school level. Further multigroup analyses indicated that the results at the student level were stable between countries, while school level indicators varied more strongly between countries. Conclusions: Researchers need to acknowledge the conceptual differences between social and political tolerance in their measurement approaches. The alignment method can be useful to create scales that are comparable between many different educational systems. While educational systems differ strongly in their school level variance of political tolerance, teachers can play an important role in fostering political tolerance at the student level.

This article delves into the evolving landscape of teacher education within the context of truth and reconciliation, acknowledging the profound role education has played in perpetuating colonial violence against Indigenous peoples. To assess reconciliation efforts in teacher education, a targeted search was undertaken, which resulted in an inductive thematic analysis of 36 scholarly works and the emergence of five overarching themes: anti-racist/anti-oppressive perspectives, decolonization, critical forms of pedagogy/narrativity, indigenization, and historical thinking. The analysis provides valuable insights and highlights challenges of advancing truth and reconciliation in education including the need for a paradigm shift within teacher education programs, urging them to adopt community-focused, land-based, and decolonizing approaches. By aligning with the spirit and intent of truth and reconciliation, and as the studies demonstrate, teacher education has the potential to contribute significantly to advancing the process of healing, justice, and mutual understanding in the journey toward a more equitable and harmonious future.

Education today is evolving to foster essential psychosocial skills like creativity, critical thinking, and responsibility, equipping students for 21st-century challenges. However, it is crucial to examine the motivations driving these changes and their alignment with broader societal goals beyond merely economic interests. This article explores the ethical dimensions of creativity, recognizing its potential for both positive innovation and harm. It emphasizes the neutrality of creativity and the importance of evaluating the intentions and consequences behind creative acts, not just their outcomes. We introduce and define the concept of ''responsible creativity,'' characterized by the ability to generate original ideas, behaviors, or objects while considering the moral and legal repercussions of one's actions, both in the present and future. This concept is anchored in the ethics of conviction and responsibility, promoting a fundamental commitment to avoid harm and enhance well-being. Our model of responsible creativity incorporates qualities such as benevolence, flexibility, positivity, reliability, accountability, reflexivity, and wisdom. We advocate for nurturing this type of creativity in educational settings through innovative approaches such as board and video games, philosophy workshops, wisdom education, and mindfulness meditation. These pedagogical methods aim to cultivate future leaders who are ethically aware and capable of using their creativity to positively impact society and the environment. By navigating the interplay of creativity and ethics, this article provides valuable insights and practical guidance for educators and policymakers striving to create a more ethically conscious and innovative educational landscape.

This paper explores the work of a particular document in issuing educational values. The document is the report "Embedding Values and Attitudes in Curriculum": "Shaping a Better Future", launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on "didaktik" and Nordic ambitions.

This study aims to find out: How the community's efforts to maintain Syarafal Anam's local wisdom, Why the application of Syarafal Anam can prevent radicalism, and how to prevent radicalism. This research uses qualitative and quantitative research studies together, namely mixed methods. Data were analyzed by inferential statistics (quantitative data) and Miles & Huberman (qualitative data), data reduction, data presentation, and drawing conclusions. The results obtained in the form of quantitative and qualitative results, as for the quantitative results, namely the influence between tolerant attitudes towards radicalism at the Madrasah Tsanawiyah 1 Bengkulu city school of 65.9 percent and the influence of the Madrasah Tsanawiyah 2 Bengkulu city school of 62.3 percent. Qualitative data also shows that Syarafal Anam has several functions, namely education, gratitude, and prevention of radical culture with a safe and peaceful life in the community. The conclusion of this study shows that Syarafal Anam's local wisdom has an influence on student tolerance, with this tolerance attitude, it can certainly foster anti-radical attitudes from outside students.

This mixed method study examines the leadership characteristics of Muslim school leaders in a multicultural context and studied the confirmatory factor analysis of leadership characteristics among Muslim school leaders. Using sequential explanatory approach, this research is divided in two phases. The first phase was a qualitative research and gathered data from semi-structured in-depth interviews and group discussions with 15 key informants, including administrators, teachers and parent representatives from a model Muslim school in a multicultural context in Thailand. The combined-level triangulation technique method was used to validate the data and the qualitative data was analyzed through content analysis. The second phase was a quantitative research that conducted secondary confirmatory factor analysis (CFA) through a questionnaire created the results from phase one. One hundred and sixty questionnaires were retrieved from school administrators, teachers and parents at four Muslim schools in a multicultural context in Thailand. The results of this study found that there were five leadership characteristics for Muslim school leaders in a multicultural context, including gentleness, justice, flexibility, tolerance, and interpersonal relationships. The five characteristics of Muslim school leaders in a multicultural context were in harmony with the empirical data with factor loading scores between 0.83-0.96 and a factor loading matrix between 0.68-0.86. The results demonstrated that the item corresponded with the empirical data and the five factors of leadership characteristics can be utilized for training school leaders in a multicultural context in Thailand.

The aim of this research is to reveal the usability of moral letters, which are intellectual and literary products, as a resource in values education. The research was aimed considering the fact that different materials add excitement to the teaching environment, increase students' interest and motivation in the course, and increase academic success. The research was carried out in a qualitative design and the document analysis method was used. The data source of the research consist of the letters with philosophical content written by Lucius Annaeus Seneca to Lucilius, the Governor of Sicily at the time. Value Review Form, henceforth "VRF" prepared by the researcher was used to collect data from the aforementioned data source. The collected data were analyzed by using the Maxqda 18 qualitative data analysis program, and the content analysis method was used in the analysis of the data. As a result of the analysis process, meaningful word groups and sentence/ sentences were coded around the themes. As a result of the research, it was concluded that, moral letters can be used in the teaching of more than sixty different values that make life meaningful, keep societies and human generation alive, and organize and facilitate human relations. These values which are mentioned as the root values in the Turkish national education program and which all nations aim to see in their individuals include; "Justice", "friendship", "honesty", "self-control", "patience", "love", "respect", "responsibility", "patriotism", "helpfulness", are frequently used. Therefore these values are a wealthy resource that can be used in values education. In the suggestions section, suggestions were also made regarding the use of moral letters for values education inside and outside the school and including the value-content parts of these letters in the textbooks in the form of partial quotations following the purposes of the curriculum.

Character is a crucial aspect of living in society. Character building has been carried out in Indonesia from hundred years ago. The people have improved their way of life by adopting local culture's educational values, such as the Makassar-Buginese "Siri'." However, in this era, there is a deterioration of student character as a result of losing "Siri'" cultural ideals that are rarely found in the field of education. The study aimed to explore the Makassar-Buginese "Siri'" educational values as the foundation of character building. This study was designed as a qualitative study using the ethno-pedagogy approach. The data were collected through interviews, observation, and documentation and analyzed through data reduction, data display, and conclusion drawing. The results have revealed that the Makassar-Buginese "Siri'" contains the following educational values: "teppe" (faith), "pesse" (compassion), "lempuk" (honesty, straightening deeds, and intentions), "sipakatau" (humanizing human), "sipakalebbi" (glorification of human), "sipakainge" (reminding each other), "sipatokkong" (mutual help and mutual support), "tongeng" (sincerity), "reso" (hard work), and "abbulosibatang" (collaboration). In conclusion, the Makassar-Buginese "Siri'" educational values play a crucial role in character education to be integrated into the learning process to improve student character.

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants' response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.