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This study delves into the opportunities and challenges associated with the deployment of AI tools in the education sector. It systematically explores the potential benefits and risks inherent in utilizing these tools while specifically addressing the complexities of identifying and preventing academic dishonesty. Recognizing the ethical dimensions, the paper further outlines strategies that educational institutions can adopt to ensure the ethical and responsible use of AI tools. Emphasizing a proactive stance, the paper suggests that by implementing these strategies, schools can harness the benefits of AI tools while mitigating the risks associated with potential misuse. As the adoption of AI tools in education continues to expand, all stakeholders must stay abreast of the latest developments in the field. This knowledge equips educators to navigate the opportunities and challenges posed by AI tools, fostering a learning environment that is both secure and conducive to empowering students to realize their full potential.

Framed by family engagement frameworks, this study presents four types of interactions college access professionals (CAPs) have with the families of underrepresented college-going students - inconsistent communication, transactional exchanges, student-family mediation, and trusting relationships - to explore the nature of family-educator partnerships for students' college access. Drawing from in-depth qualitative interviews with a diverse sample of 20 CAPs, this study demonstrates that the nature of these interactions and their corresponding family engagement practices are influenced by CAPs' job requirements and previous experiences working with families. This ultimately shapes their ability to invest in and develop strong, trusting partnerships with students' families. By understanding these family-educator interactions, college access programming can work towards benefitting from strong and trusting partnerships, which can ultimately lead to successful college acceptance and matriculation for underrepresented college-bound students.

This phenomenological study explores the experiences of preservice teachers of color in a teacher education program at a predominantly white institution. Participants experienced feelings of isolation, being targeted because of their race, lack of multicultural education in the program, and feelings of tension in wanting to speak out and fearing the consequences of speaking out. Recommendations are given for improving teacher education programs to better meet the needs of preservice teachers of color.

The activity-based social studies teaching is a learning process which applies activities prepared according to knowledge, skills, values and achievements and makes students actively participate. One of the most important goals of the social studies course is the activity-based teaching process, which is one of the ways to raise effective, productive and participatory citizens. This research aimed to reveal students' thoughts on teaching the value of responsibility in the activity-based social studies teaching process and to determine its effects on gaining the value of responsibility to students based on the observations made in the course. Furthermore, the research was structured in accordance with the qualitative research methodology. Moreover, the study used data diversification to obtain detailed participant information. The fundamental data collection instruments utilized in this research encompassed a semi-structured interview questionnaire, visual study activities involving student products, an observation form, and a personal information survey. Furthermore, descriptive and content analysis techniques were used to analyze the data. According to the research results, in the social studies course, the responsibility value-based activity teaching process prepared for 5th grade students contributed to developing students' responsibilities and positive attitudes and behaviors. Students stated their responsibilities, such as participating in the lesson, fulfilling the task given in the lesson, studying, and speaking by taking the floor.

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified - access to digital technologies, cooperation, teachers' digital competence and availability of activities in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills, while in the inculcation of virtues - cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers' digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level.

This study aims to investigate environmentally responsible and sustainable development of 56 pre-service teachers which relevant to framework of sustainable development goals. The qualitative data were collected and analyzed by summarizing general perspectives. The 9 concepts were found and reported. The ways to sustain environments and education students to reach sustainable development can be done by reduce, reuse, recycle; conserve water; save energy; sustainable transportation; grow trees and keep open areas green; waste management; support eco-friendly products; reduce carbon footprint; and conserve biodiversity. These frameworks and perspectives should be incorporated in education and classroom in action.

Background: Evidence-based practice (EBP) is supported by the appropriate use of standardized outcome measures (OMs). Continuing education (CE) is a common method for translation of OMs knowledge to practice. However, little is known about the attitudes and behaviors of physical therapists regarding CE and knowledge translation (KT) of OMs. Purpose: To determine physical therapists' practice style traits (PSTs) and compare these to attitudes, knowledge, behaviors, and barriers for KT. Subjects and Methods: Seventy-nine physical therapists who attended a CE course on OMs completed two standardized surveys. The Practice Style Questionnaire (PSQ) categorizes responses on three theoretical constructs: 1. how clinician weighs research evidence versus experience, 2. their degree of comfort in clinical practice, and 3. how evidence impacts their workload. The EBP Questionnaire (EBPQ) items are grouped into four domains: attitude, knowledge, behavior, and barriers. Results: On the PSQ, 28% of subjects were categorized as "seekers" of evidence, 49% were "pragmatists," and 23% were "receptives." PSTs scores were compared to the four domains of the EBPQ. Behavior was the only domain found to be significant between traits (p = 0.00). Seekers were significantly different from both the pragmatists and receptives in their behaviors, however pragmatists and receptives did not differ. Discussion and Conclusion: Assessing PSTs may help tailor KT interventions. Since nearly half of clinicians are pragmatists, it may be helpful to target KT interventions to this group, while considering the needs of other styles.

The objective of this research is to examine the reading texts in the coursebooks for teaching Turkish as a foreign language in terms of their reflection of core values. Employing a qualitative research model, data were collected through document analysis method. The data set of this study comprises 124 reading texts in the B1 and B2 level of coursebooks published by Yedi Iklim, Gazi, and Yeni Istanbul publishing companies. These texts were scrutinized according to ten core values in Education (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, altruism) determined by the Board of Education of the Ministry of Education, Turkey in the year of 2017, and the obtained data were analyzed using content analysis technique. The results of the study have revealed that Yedi Iklim B1 Textbook contains 90 core values, whereas B2 Textbook contains 156 core values. Likewise, Gazi B1 Textbook comprises 82 and B2 Textbook has 152 core values. It has also been determined that Yeni Istanbul B1 Textbook is composed of 156 core values and B2 Textbook contains 87 core values. In total, it has been found out that, 723 core values are comprised across all texts in the dataset. Among these values in the texts, altruism (f=91), honesty (f=88), and self-control (f=78) are the most frequently addressed core values while justice (f=64), patience (f=63), and love (f=62) are the least addressed ones.

Global perspectives instruction often focuses on current news events, neglecting deeper human connections between local and global issues. This paper proposes "ecopedagogy" as a solution. Ecopedagogy is a critical approach that emphasizes the interconnectedness of people and the environment. By integrating ecopedagogy into interdisciplinary units, teachers can engage students in meaningful activities that develop critical thinking, cultural competence, and a sense of responsibility for the planet. Examples of ecopedagogical strategies include collaborative projects addressing local environmental challenges, journal prompts reflecting on personal connections to nature, and outdoor learning experiences. By fostering social-environmental awareness, ecopedagogy empowers students to become stewards of the earth and active agents of change who contribute to a more sustainable future. Exploring environmental issues through a global lens exposes students to diverse cultural perspectives and worldviews. This exposure fosters respect for environmental and social values, laying the foundation for meaningful cross-cultural dialogue and collaboration.

This study aims to analyze the relationships between online homework and students' prior success, self-efficacy beliefs, perceived responsibility, motivation and academic success. In School of Foreign Languages at the University of Gaziantep, which is a Turkish public university, an online homework application has been used as a part of the program, in this study online homework has been studied in terms of its relationship with students' prior success, self-efficacy beliefs, perceived responsibility, motivation and academic success. In this study it was concluded that students' prior success is effective on their online homework performances, self-efficacy beliefs and perceived responsibility, in general students' online homework performances are effective on their self-efficacy beliefs, perceived responsibility, motivation and academic success in a positive way. Moreover, it was concluded that highly motivated students and the students with higher sense of responsibility are academically successful. As a result, it was suggested that analyzing online homework in different levels of education can enable researchers to learn more about the effects of online learning systems.

This paper aims to explore the relationship between Protean Career Attitude, Boundaryless Career Attitude and Task and Contextual Performance mediated by Knowledge Management (KM). In this paper, KM is taken as a boundary process view, namely, Knowledge Sharing, Knowledge Integration and Knowledge Transformation. KM is taken as a mediator and the perspective of Third Space Hybridity and Knowledge Brokers have been tested. The role of boundary spanners has been investigated by empirically examining 104 employees teaching as adjunct faculty along with working in their respective fields in Karachi, Pakistan. These visiting faculties are performing the role of Boundary Spanners or Artists-Academic (Lam, 2017) and work using the knowledge from academia and organizations. A measurement model and Structural Equation Model using Partial Least Squares (PLS) technique have been applied using SMART-PLS software to test the hypotheses. While the bootstrapping method has been applied to test the mediation. The results showed that Protean Career Attitudes play a significant role in effecting both Task Performance and Contextual Performance through KM. Specifically, self-driven values (sub-dimension of Protean Career Attitudes) effect the relationship. Task Performance has a stronger effect than Contextual performance. This study discusses how the model works across different boundaries and how sharing, integration and transformation of knowledge occurs. This study will help top management in different organizations to understand the role of these boundary spanners and utilize them in the development of new products and services. The management needs to identify such individuals as they are better suited to take up the role of entrepreneurs in their organizations.

In this comparative project, we analyze three policy documents that have guided genderbased higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya's Education and Training Gender Policy in Kenya, Rwanda's Education Sector Strategic Plan 2018/19--022/23, and Uganda's Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over time, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention.

This investigation explored hindsight bias in college students' perceptions of sexual assault. Participants read a vignette about a man and woman who met at a party with the conditions varied across the vignettes: the alcohol use of the characters, the outcome of the vignette, and in the rape outcome, the victim's actions after the assault. Hindsight bias was assessed using both the posttest-only method and the pretest/posttest method and for both the outcome of the vignette and post-outcome events. Results revealed significant evidence for the existence of hindsight bias with the pretest/posttest method. Additionally, results revealed some evidence for hindsight bias contamination in perceptions of vignette characters, but in ways contrary to those predicted by the Defensive Attribution Hypothesis (Shaver, 1970).

Service-learning has been empirically shown to impact student learning outcomes in multiple disciplines in several countries. Prior studies have shown that students are often involved in service-learning projects that last many weeks. This study reports on student learning outcomes after business students were exposed to an intensive daylong servicelearning project at a major nonprofit organization. Using the SELEB Scale, the researchers examine how students perceive the improvements to their practical skills, citizenship, personal responsibility, and interpersonal skills, that accrued from the service project. The results indicate that although females' scores were higher, they were not significantly different from males. In addition, differences in academic major subjects caused no significant differences in the results. The results of this study demonstrate that students can benefit from service-learning projects that can be completed in a shorter time span.

Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.

The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.

Generative AI, specifically ChatGPT, represents a significant technological advancement in natural language processing (NLP) large language models (LLM) with far-reaching implications in many dimensions of our lives, including education. This paper discusses the prospects of generative AI in utilizing language and its potential role as a conversational agent within the educational realm. Emulating the most advanced human technology, language, generative AI's success relies on understanding and generating human-like text. However, its comprehension is solely based on patterns and structures it learns from its training data. With the advent of AI-driven conversational agents, prompt engineering emerges as a vital form of digital literacy. The convergence of general and educational technologies necessitates preparedness for a future dominated by AI. This paper highlights the importance of vigilance and prudence in harnessing the potential of generative AI technologies, emphasizing the responsibility of humans, as creators, in mitigating any potential mishaps. In conclusion, this paper suggests that preparedness for a future dominated by AI is essential, as generative AI technologies have the potential to profoundly impact teaching and learning methods, and necessitate new ways of thinking.

Although the practice of academic advising in North America has existed since the colonial era, it is only within the past century that an organized movement to shape the field has taken root. Most of the literature seeking to clarify the role, purpose, and function of academic advising is restricted to the United States. The purpose of this multiple case study was to explore academic advising practices at four Ontario higher education institutions in terms of types of advising, institutional advising model, and roles and responsibilities of advisors. Through document analysis and interviews with advising personnel at four Ontario institutions, our analysis illuminates the state of academic advising in Ontario and offers recommendations for practice.

In this article, I attempt to conceptually analyze points of disagreement among the students of the first democratic high school in Norway, The Experimental Gymnasium of Oslo (EGO). The clashes and disagreements among the students started heating up immediately after the school was opened in the fall of 1967. As they were learning how to run their school, the students discovered profound differences in their views of education and its purposes. Their deep disagreements about the meaning of education and conflicts about their school practices almost broke up their school right at the very start of its existence. Their different understandings of education erupted in a passionate and dramatic general assembly meeting, which they later referred to as the Soul-Searching Assembly. This four-and-a-half hour-long meeting was recorded and its transcript was published (Hem & Remlov, 1969). In this article, I analyze the dialogues from the assembly, looking for the students' diverse ideological and conceptual positions, views, desires, and underlying values. The tensions and clashes the students voiced echo the profound paradigmatic differences in conceptualizing education throughout the modern history of education, from the Enlightenment until now, a few decades into the 21st century. The purpose of my analysis is to examine these paradigmatically different views and the concerns behind them. These radically different paradigmatic, conceptual, and axiological positions have an effect on what we may consider being good, ethical, just, and true for human existence, human relationships, and human rights in general, and especially in education. The EGO students' intensive and urgent ontological need to explain their very different positions to each other allowed me to take a closer look into the tensions and conflicts still existing in the larger cultural-historical public sphere of discourse on education.

In this study, the effects of design-oriented STEM activities on preschool children were examined. In the research conducted with case study in qualitative research designs, 20 preschool children aged five years in a kindergarten formed the participants of the study. Design Oriented STEM Activities were completed with 24 sessions of 8 weeks, 3 days a week. Within the scope of the research, data were collected through observations, interviews and research diaries and content analysis was made. As a result of the analysis of the data, it was concluded that the applied design-oriented STEM education increased the problem-solving, communication and cooperation skills of the children, and that the STEM education process; It has been concluded that it raises the awareness of children and gives them a sense of responsibility. In addition, it has been concluded that STEM activities encourage children to solve problems and generate ideas, make permanent behavioral changes in children, and increase children's social and adaptation skills.

Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods. [Note: The page range (17-33) shown on the PDF is incorrect. The correct page range is 19-33.]

The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students' intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.

The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case -- algorithmic decision-making -- as a point of departure.

Data-driven learning analytics (LA) exploits artificial intelligence, data-mining, and emerging technologies, rapidly expanding the collection and uses of learner data. Considerations of potential harm and ethical implications have not kept pace, raising concerns about ethical and privacy issues (Holstein & Doroudi, 2019; Prinsloo & Slade, 2018). This empirical study contributes to a growing critical conversation on fairness, equity, and responsibility of LA lending mentor voices in the context of an online mentorship program through which undergraduate students mentored secondary school students. Specifically, this study responds to a phenomenon shared by four mentors who recounted hiding from mentees that they had seen their LA data. Interviews reveal the convergent and divergent ideas of mentors regarding LA in terms of: (1) affordances and constraints; (2) scope and boundaries; (3) ethical tensions and dilemmas; (4) paradoxical demands; and (5) what constitutes fairness, equity, and responsibility. The analysis integrates mentor voices with Slade and Prinsloo's (2013) principles for an ethical framework for LA, Hacking's (1982, 1986) dynamic nominalism, and Levinas's (1989) ethics of responsibility. Design recommendations derived from mentor insights are extended in a discussion of ethical relationality, troubling learners as data-subjects, and considering the possibilities of the agency, transparency, and choice in LA system design.

It is widely accepted that one of the most important series that sheds light on the triangle of science-technology-society is the Fringe series. This study intends to make teacher candidates analyze the Fringe in the triangle of science-technology-society and to get their views on the future technologies mentioned in the series and the dilemmas about the effects of these technologies on society. The phenomenology method, one of the qualitative research methods was used when designing the study. During the application process, the teacher candidates were shown the Fringe series and based on the science and technology applications in this series as well as the effects of these applications on society, the existing phenomena related to the subject in the context of science-technology-society were examined. Semi-structured interview questions for the Fringe developed by the researchers were used as a data collection tool. As a result of the study, it was seen that the science teacher candidates evaluated the events in the Fringe with different perspectives on the science-technology-society triangle.

The aim of this study is to determine the relationship between the perceptions of burnout and the work-life balance of academic staff. This research is a quantitative study using the correlational survey model. The study group consists of academic staff working in two state and two foundation universities in Istanbul, and the sampling consists of 352 academic staff. Data were collected through the Academic Burnout Scale developed by Tümkaya (2000) and the Work-Life Balance Scale developed by Apaydin (2011). Academic burnout and work-life balance levels among academic staff were analyzed according to gender and marital status variables. The arithmetic mean, standard deviation, t-test, regression analysis, and correlation analysis techniques were used to analyze the data. The findings of the study indicate that the participants experienced high levels of burnout and were able to achieve a moderate work-life balance. Academics think they can achieve work-life balance at a moderate level. There is a negative and significant relationship between academics' academic burnout and their perceptions of work-life balance in all sub-dimensions. Academics' perceptions of academic burnout are a significant predictor of their perceptions of work-life balance.

The importance of school leaders' work for the development of schools is often highlighted in the research literature. However, school leadership is enacted in a social setting influenced by political, cultural, historical, and economic factors across societal as well as national settings. In Sweden, the turnover rates of school principals are high specifically among novice principals. This empirical study aims to contribute to our understanding of turnover related to structures and principal agency in the Swedish context by exploring the early stages of school principals' careers, their work environments, and their ideas about careers and motives for action. The study is based on interviews with 14 novice principals, situated at the site of their school leader education and their workplace. The findings show a constant movement among novice principals regarding their work location, work responsibilities, and positioning within their current status, during their first years of duty as a principal. The findings reveal how structures and career agency consolidate ongoing movements, making it challenging to develop professional agency and situated concerns. The career movements of novice principals within the Swedish market-oriented school system revealed the educational sector to be positioned as a marketplace and the principal as a wear-and-tear item.

In this paper, we discuss challenges associated with implementing a policy for Ancillary Care (AC) for related and unrelated (serious) adverse events during an Ebola vaccine trial conducted in a remote area of the Democratic Republic of the Congo. Conducting clinical trials in resource-constrained settings can raise context-related challenges that have implications for study participants' health and wellbeing. During the Ebola vaccine study, three participants were injured in road traffic accidents, but there were unexpected difficulties when trying to apply the AC policy. First, because of the nature of the adverse events, the insurer refused to cover the costs. Second, the AC policy did not address treatments by traditional medicine, even though traditional medicines are frequently used and highly trusted in the study community. This highlighted a contrast between the researchers' well-intentioned AC approach and the participants' legitimate preferences. The way in which researchers should address their responsibility to provide AC is not straightforward; it requires contextualization. Our experience highlights the importance of involving community representatives and the local ethics committee to ensure development of an AC policy that is culturally and ethically appropriate. Additionally, the insurance contract should clearly stipulate which adverse events are linked to the trial participation, and thus eligible for coverage, to avoid controversies when claims are made.

In sport, coaches often explicitly provide athletes with stable contextual information related to opponent action preferences to enhance anticipation performance. This information can be "dependent" on, or "independent" of, dynamic contextual information that only emerges during the sequence of play (e.g. opponent positioning). The interdependency between contextual information sources, and the associated cognitive demands of integrating information sources during anticipation, has not yet been systematically examined. We used a temporal occlusion paradigm to alter the reliability of contextual and kinematic information during the "early, mid- and final" phases of a two-versus-two soccer anticipation task. A dual-task paradigm was incorporated to investigate the impact of task load on skilled soccer players' ability to integrate information and update their judgements in each phase. Across conditions, participants received no contextual information (control) or stable contextual information (opponent preferences) that was "dependent" on, or "independent" of, dynamic contextual information (opponent positioning). As predicted, participants used reliable contextual and kinematic information to enhance anticipation. Further exploratory analysis suggested that increased task load detrimentally affected anticipation accuracy but only when both reliable contextual and kinematic information were available for integration in the final phase. This effect was observed irrespective of whether the stable contextual information was dependent on, or independent of, dynamic contextual information. Findings suggest that updating anticipatory judgements in the final phase of a sequence of play based on the integration of reliable contextual and kinematic information requires cognitive resources.

In recent decades, technology has changed the methods of teaching and assessment in educational settings all over the world. One notable innovation that has gained prominence in English language teaching (ELT) is the utilization of e-portfolios to evaluate and enhance students' writing and, potentially, speaking skills. While students have shown positive attitudes toward integrating e-portfolios in speaking classes, teachers' attitudes toward this pedagogical method remain undisclosed. Therefore, this study investigates teachers' attitudes toward e-portfolios in speaking classes based on the data collected from semi-structured and focused group interviews. The data was obtained from the Iran Language Institute (ILI), a leading institution for teaching English in Tehran. A grounded theory approach was used to analyze and evaluate 10 semi-structured interviews and focus groups. While some challenges are to overcome, teachers appear positive about implementing e-portfolios in speaking classes. As a result of teachers' attitudes towards e-portfolios, four categories emerged: ownership and responsibility, reflection (peer and self), teacher self-improvement, and drawbacks.

In the library and information science (LIS) literature, there are examples of librarians leading educational development initiatives, often centered on information literacy (IL). However, there does not appear to have been significant exploration in the educational development literature of librarians acting as educational developers. This article is intended fill this gap by providing an overview of academic librarians' engagement with educational development and offering a brief case study of a librarian who is involved in educational development, followed by discussion of key questions and potential implications that are raised when considering librarians acting in this role. The goal is to open up a dialogue between and among educational developers and librarians about the role of librarians in educational development. This may also encourage discussion among educational developers about how the field should be defined and who qualifies as an educational developer.

Happiness and responsibility are among the components on which students' mental health, performance and success depend. Therefore, the present study aimed to compare the effect of life skills education and acceptance and commitment on the happiness and responsibility of physical education students. A semiexperimental design was conducted (pre-test and post-test) with two experimental and one control group. 45 female physical education and sports teaching departments students in Kilis (Turkiye) with lower scores on the Oxford Argyle (1990) Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R), were selected by convenience sampling and randomly divided into two experimental groups (15 people in each group) and one control group (15 people). For the first group, life control education (8 sessions; week 2 one-hour session) and the second group, Acceptance and Commitment Therapy (8 sessions; week 2 one-hour session) was applied and the control group did not receive any education. Prior and after the education, the subjects completed the Argyle (1990) Oxford Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R). Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the mean scores of students' happiness and responsibility in the acceptance and commitment group compared to the life skills education group and in the life skills education group compared to the control group in the post-test increased significantly (p < 0.05). In conclusion, the results showed that commitment and acceptance education is more effective than life skills education in increasing the responsibility and happiness of physical education students.

This research aims to reveal the effect of responsibility-based activities applied in the 5th grade Social Studies course on students' value of responsibility. For this reason, a mixed-method consisting of quantitative and qualitative data was used in the study. Explanatory sequential design, one of the mixed-method research types, was used. In this context, the quantitative data tools used in the research are the individual and social responsibility scale and the achievement test. Also, the qualitative data tool is a semi-structured interview form. The sample group of this research is 5thgrade students in two secondary schools located in the center of Yalova, under the Ministry of National Education in the 2019-2020 academic year. The application part of the research was carried out according to the experimental design with pre-test and post-test control groups. The SPSS program was used to analyze the quantitative data. In addition, t-tests for independent and dependent groups, Anova, Split-Plot Anova for one-way and repeated measurements, and Wilxocan Signed Ranks test for non-parametric tests were used to analyze quantitative data. Content analysis and descriptive analysis were performed for qualitative data. According to the research results, there was a significant difference between post-test achievement scores of the experimental and control groups. This difference shows that the responsibility value applied in the experimental group positively affects the activity-based teaching process. There was also a significant difference between the post-test attitude scores of the experimental and control groups. According to the results obtained from the qualitative data, teaching the value of responsibility through activities increased the students' success. It supported them to exhibit positive attitudes and behaviors. Moreover, in the Social Studies course, the responsibility value activities created according to various teaching methods and techniques contributed to creating an interesting, entertaining, enjoyable, and positive learning environment.

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.

Accountants interact with a multitude of stakeholders on a daily basis, from co-workers and supervisors to clients and members of governing organizations. Developing skills to navigate these interactions is crucial to their success. As Colleges and universities must develop ways to teach and assess these skills alongside the technical competencies of the industry. This paper identifies five key components of softs skills to be addressed in undergraduate curriculum: communication, critical thinking, reliability and responsibility, engaged listening, and respect. Five suggested learning objectives were derived from these components. The learning objectives related to these skills can be integrated into the existing course curriculum rather than as a separate course. Objectives could be completed in an efficient manner without adding significant time or effort of developing new classes.

This study focuses on the ethical foundations of learning in virtual environments and identifies the ethical values perceived by university students and faculty in the learning process. We analyzed 235 participants, including students from different Spanish-speaking countries and virtual education teachers, and employed a design-based research methodology using quantitative tools for empirical data collection. The analysis showed that: (a) the learning experience in virtual environments is ethical; (b) responsibility, commitment, respect, solidarity, and tolerance can be considered typical of learning in virtual learning environments; and (c) students and teachers have shared ethical experiences regarding the values considered most relevant in virtual education.

This essay focuses on the components and uses of the Dissertation in Practice (DiP) relative to the Carnegie Project on the Education Doctorate (CPED) and the alignment of the DiP description and process to the U. S. Office of Research Integrity Responsible Conduct of Research (RCR) conditions and requirements. The essay provides a cursory view of the multiple uses of applied research, a common framing of the DiP, and the essay examines the purpose and components of the DiP relative to the specific RCR criteria and specifications. Information provided explores the alignment of the DiP to RCR through discussions of the commonalities and diverse characteristics of the DiP and RCR to discern if these two important considerations regarding the framing of the Education Doctorate are a mismatch or an alignment. The potential for aligning the DiP with RCR may contribute substantially to propelling the DiP to the highest standard for inclusion within the listing of scholarly research.

This translational scoping study investigates how ethics learning is assessed in engineering education worldwide and interprets concepts and practices for relevance to educational planners at the postsecondary level. It provides insights on how engineering education has achieved a level of standardization globally, a calibration process that has facilitated infusion of prioritized abilities across engineering graduates broadly. The engineering education system is designed and maintained through a series of multi-jurisdictional accords that seek to prepare engineering graduates for a global marketplace of engineered products, goods, and services. This paper synthesizes existing literature (research and policy) related to engineering ethics education (EEE), providing a useful introduction to planners regarding ethics, understood to incorporate global responsibility and sustainability. Conclusions provide a foundation for a further systematic investigation of EEE at a global level, highlighting implications of this scoping study for teaching, research, and planning.

The objective of the study was to recognize the self-perception of students linked to undergraduate programs of a faculty of business sciences regarding the development of transversal learning. It corresponds to research designed under the empirical-analytical paradigm, the quantitative approach and the nonexperimental deductive method - transectional of descriptive level. Considering a population of 4,000 individuals enrolled in the School of Business Sciences, the sample was estimated at 369 participants -95% reliability and 5% margin of error-. An instrument of 32 items with five dimensions was used for data collection: critical reading and writing, assertive communication, quantitative reasoning, citizenship exercise and responsibility, and appropriation/use of information and communication technologies. The data were processed and analyzed through descriptive statistical procedures. The findings show that most of the study participants were located in the 'moderately developed' options for each of the formulated items, which shows that cross-cutting learning requires further strengthening from the pedagogical strategies of teachers for comprehensive training. Therefore, it is concluded that the transversal learning of students enrolled in programs in the area of business sciences for the context of study requires further development and strengthening, especially those associated with critical reading and writing both in the mother tongue and in a second language, assertive communication in a second language, and quantitative reasoning.

Women's work has been acknowledged as an important tool towards effective leadership and economic development in Nigeria and Africa in general. It is important therefore, to accept their presence and encourage the active role they play in the labour force which at the long run impacts the economy positively knowing full well that they make up noticeable portion of the world's population. This study evaluated the contribution of job autonomy, workload and home-work conflict to the job satisfaction of employed women in universities in Ogun State, Nigeria. A descriptive survey design was used to draw 200 women through multistage sampling technique. Standardized questionnaires were used to obtain responses from respondents. Four hypotheses postulated were analyzed using correlation matrices and multiple regression analysis and the level of significance was at 0.05 level. Findings show that job autonomy, workload, and home-work conflict jointly contributed to job satisfaction with 10.1% variance (Adj. R2 = 0.101) while workload predicted female employees job satisfaction the most. It was concluded that university management should introduce flexibility in work schedules and restructure job descriptions to allow female employees have more autonomy so as to reduce the effect of home-work conflict and pressure associated with workload.