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Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.

This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. Initial searches found 9,814 potentially relevant studies which were reduced to 693 for analysis. The machine learning approach was successful in reducing time without compromising accuracy. We conclude that this methodological approach is appropriate for similar reviews within education. Findings show a dominance of research into professional education programmes; a majority of research with PGT as the context rather than focus; a small number of comparative and large-scale studies; and substantial research categorised as 'scholarship of teaching'. While further research is required to ascertain if the findings are transferable to other national contexts, this study provides a reproducible methodology and identifies areas for future research to examine.

We audited the websites of all 57 undergraduate medicine course websites at UK universities for 2020 entry, looking in particular for the clarity of information regarding contextual admissions (CA). 49 programmes featured 47 distinct CA policies, using 26 different contextual markers, 8 programmes had no CA policy. Half (51%) of these courses with CA described clearly how they used CA, some allowed candidates to evaluate their own eligibility. However, the burden currently falls on individual applicants to understand the CA system at each medical school. Medical schools should present CA information clearly and accessibly so that applicants can make informed choices where to apply, having a one-stop for accessing all CA information across medical schools would also lessen the research burden on applicants. This could increase applications from a more diverse range of applicants. Other degree courses might use this study as a springboard to reflect on their CA policies.

This research investigated the typical grammatical structures, topics, and address terms for the victims in the news of Tham Luang cave rescue on Twitter published by four broadcasters: Bangkok Post, CNN International, BBC World News, and ABC News. The sample was 454 news tweets posted by the broadcasters between June 25, 2018 and July 15, 2018. The instruments were a syntactic analysis table, a topic analysis table, and an address term analysis table. The results showed that (1) the most typical grammatical structure used in the news by all broadcasters, except BBC World News, was simple sentence, (2) the most frequently-addressed topics in Bangkok Post and BBC World News were settings, while those in CNN International and ABC News were victims, and (3) the most frequently-used address terms for the victims in the news by Bangkok Post and BBC World News were address terms associated with age and gender combination and those associated with occupation, while this frequency order was in reverse in the news by CNN International and ABC News. Certain statistically significant correlations were also witnessed. The findings provided insights into certain similarities and differences in typical grammatical structures, topics, and address terms in the news tweets posted by the four broadcasters, and they also reflected English-language news publication on Twitter in general.

The purposes of this paper are to investigate Taiwanese undergraduate students' responses to a selected fictional text, and to propose a critical intercultural pedagogical approach of reading global literature in the EFL educational context based on the insights from the research findings. The authors first critically analysed Xiaolu Guo's third novel, "A Concise Chinese-English Dictionary for Lovers," in terms of Occidentalism, in order to unpack the ideologies underlying her representation of the British and the Chinese. The analysis of the text was conducted through a qualitative approach of critical content analysis. After that, a semi-structured interview was adopted to scrutinise Taiwanese undergraduate students' perceptions of the ideologies underlying the fiction. The analysis of the text identified three themes of British-Chinese binary opposition together with the juxtaposition of ethnocentric Occidentalism and reverse Occidentalism. The findings obtained from interviews indicated that two of the three dichotomies, i.e. individualism versus collectivism and cosmopolitan versus rooted, underlying the fictional text were commonly perceived by the interviewed undergraduates while they had diverse views on the second dichotomy, sexual freedom versus sexual reticence. Furthermore, some students? responses to the fiction signified a subtle, implicit and delicate form of reverse Occidentalism. Based on the above research findings, the authors configured a critical intercultural pedagogy for raising students' capability of decoding and deconstructing Occidentalist ideologies underlying global literature.

Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and inclusion, available through public websites, are interpreted by faculty and students. Using a students-as-partners approach, we identified and analyzed themes based on our own perceptions and understandings of each of five university websites: University of Calgary (Canada), University of Alabama (USA), Deakin University (Australia), University of Exeter (UK), and Portland State University (USA). While equity, diversity, and inclusion are signature initiatives at many universities, we found that analyses of their websites suggest that the ways in which those are operationalized differ. The patterns identified suggest that messaging through university websites can promote or detract from equity, diversity, and inclusion in university settings, and we observed differences in the ways in which institutions operationalized and represented initiatives related to equity, diversity, and inclusion. Exploring how these efforts at our five institutions are messaged to and interpreted by students provides a better understanding of the institutional priorities and the assumed values identified by student co-researchers. The use of student co-researchers proved an especially valuable contribution to this analysis to gain perspectives about presentations of student identity and diversity. Using this form of embedded research, we identify the limited presentations of and perceptions around diversity at institutions of higher education cited by student co-researchers.

The global mobility of students is on the rise and the recruitment of international students is high on the agenda of institutions in higher education. By communicating a distinctive corporate identity on their websites, universities can distinguish themselves from competitors and generate a positive image to attract talented international students. In this study, the online corporate identity of top universities in 12 countries is compared by semantic network analyses. This cross-country comparison demonstrates that universities in different countries create a distinctive online corporate identity by using different (combinations of) frames within four identified themes: internal characteristics, student resources, external position and affairs, and corporate citizenship. These insights are useful in the development of communication strategies by universities and national governments.

Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, and openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model-eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.

This paper carried out a contextual analysis of different models of performance appraisals in both developed and developing countries on Higher Education Institutions (HEIs). First, it conducted a thorough examination of the contextual implications of performance appraisal models in developed and developing countries. Secondly, to better understand the various performance appraisal models for HEIs in both developed and developing countries, a review of the theoretical and conceptual framework of several performances appraisal models were conducted. The third phase of the review focused on performance appraisal in educational institutions in selected countries, as well as a review of Eric Alan Hanushek article on the role of human capital in economic growth in developing countries. Finally, the paper presented the findings and the research gaps identified in the review. In carrying out the first phase of this paper, the emphasis was placed on the importance of the context, which involves the interplay between the extrinsic (such as societal norms, economic and political situation of the country) and the inherent (institutional culture and leadership style) factors within which the HEI operates. Intrinsic and Extrinsic factors affecting the performance assessment of HEIs in Iraq, Kurdistan, have been reviewed. A similar review was carried out in HEIs in the United Kingdom and the United States of America to determine the extent to which organizational culture and social norms influence the formulation of performance appraisal models.

Background/purpose: The current study aims to analyze the thematic structures and trends of scientific publications that examine the relationship between the COVID-19 pandemic and education, while presenting a roadmap for future research on this topic. Materials/methods: The data were obtained from the Web of Science Core Collection (WoSCC) bibliographic database by identifying the publications that examine the relationship between the COVID-19 pandemic and education, then were analyzed using bibliometric methodology and content analysis. VOSviewer, GraphPad softwares, and visualization maps were used to analyze the data and to present the findings. Results: The results of the study show that publications examining the relationship between the COVID-19 pandemic and education focused on "online education" and "teacher education," while the countries that contributed the most to publications on this issue were USA, United Kingdom, Canada, and Spain. It was determined that most publications preferred the "theoretical model" and the majority of the research data were obtained through "scale/interview forms." Furthermore, the findings of this study revealed that during the COVID-19 pandemic period, the editorial/refereeing processes of the articles submitted to academic journals were carried out very quickly and the articles were published unusually quickly. Conclusion: This study indicated that the majority of scientific studies on COVID-19 are focused on the field of health, and that there is limited edition research on COVID-19-related education. To the best of the authors' knowledge, the current study is the first research article in the international literature to examine the thematic structures and trends of scientific publications on the relationship between solely education and COVID-19 through bibliometric and content analysis; and contributes to the knowledge base on COVID-19-related education by mapping the existing knowledge.

This study aims to compare the school inspection reports prepared by educational inspectors in Turkey and the United Kingdom. In Turkey, educational inspection is carried out by the Educational Inspectors of the Ministry of National Education. On the other hand, educational inspection in the UK is carried out by Ofsted education inspectors. In both countries, it is compulsory to prepare an inspection report at the conclusion of an inspection, which sheds light on and evaluates the activities carried out at the school. The inspection reports are the subject of this study in terms of both form and content. The qualitative research method was used in the study and a document analysis was carried out. In this context, 10 inspection reports from both Turkey and the United Kingdom each were subjected to the inspection report review. A code was assigned to each inspection report. The reports originating from Turkey that were subjected to review were assigned the code TR, while the reports originating from the United Kingdom that were subjected to review were assigned the code UK. Titles of the inspection reports were determined and sample expressions related to each title were included in the text. As a result, although there are some similarities in the form of inspections, Ofsted reports were judged to be different, especially in terms of participation, evaluation of direct training activities, transparency and participation.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

The number of university students experiencing mental health issues in the UK is increasing and a high number of students are dropping out of university as a result. Literature highlights a lack of knowledge regarding this topic and the significance in educating society. The aim of this qualitative study was to provide further insights as to why students are experiencing anxiety and into help-seeking behavior amongst university students. A thematic analysis was used to analyze a total of 118 blog entries of students discussing the impact of university on mental health. Findings highlighted three main themes: Balancing priorities, Fear of failure, and Critical incidents. These themes are discussed in terms of possible risk factors contributing to students experiencing anxiety while at university. Findings together with recommendations listed in this study offer higher education staff and institutions the opportunity to explore areas of focus and improve university students' mental health.

The sources and types of information that prospective university students access during the recruitment phase have been widely researched. However, there is limited research on the usefulness of the learning and teaching (L&T) information provided by universities to prospective students in describing their own learning experiences of the programme. The study investigates the meaningfulness of the efforts of HEIs in: (1) providing L&T information to prospective students; and (2) attending to guidance from government bodies on L&T information that universities should make available to prospective students. Findings based on secondary data analysis of L&T information available for prospective students on 36 university websites and the students' satisfaction scores of their perceived learning experience whilst on programme indicate that only a small proportion of information provided on university websites reliably reflects the students' actual learning experience on the programme. Furthermore, the study provides guidance on the L&T information universities should feature on their programme webpages which is likely to be a more realistic indicator of their actual learning experience.

Background: The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose: The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods: Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions: Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.

Blended learning (BL) applications, which are defined as a combination of online and face-to-face education processes and created with the strongest aspects of various teaching approaches, have attracted increasing attention particularly in recent years with the effect of the pandemic. Although blended learning studies, which have a wide range of content and variety of applications in the literature, have been examined by content analysis in many scientific studies, bibliometric studies that provide a comprehensive review of studies on BL and reveal a general map of scientific studies are extremely limited. The purpose of this research is to conduct a systematic analysis of BL studies around the world and to reveal general research trends by bibliometric method. In the scope of the research, 4,059 publications searched in the Scopus database between the years 1965-2022 were analyzed by VOSviewer and Leximancer software; the publications were examined from aspects such as year, subject, fund, citation, journal, country, common word, etc. An analysis of the research results reveals that studies on BL have increased in number in the literature since 2006; it has been found that the fields of social sciences, computer, medicine and engineering come to the forefront in the categorization of publications by subject, and the USA, UK, China and Australia are the most cited countries. As revealed by the findings of common word analysis, the studies mostly focus on the use of technology during the pandemic, current trends in education and technology, online learning environment and learner characteristics, teaching approaches, social media, motivation and medical education. Furthermore, it is understood that the most common terms in abstracts-keywords and titles of the studies reflect the learning process, the learner, the classroom environment, the model adopted, the system designed and medical education.

In response to the inculcation of global culture, behaviour of glocalization was shaped and disseminated into various fields of life including education and English language pedagogy across various countries. The current study focused on providing an insight into this glocalization with special orientation to learning and teaching English language in Pakistani context with particular focus on military academia. The research aimed to inquire the active participants of the learning process i.e. the students, with respect to their perspectives regarding inculcation of glocalization in their ELT curriculum. The research was primarily a survey based research which was conducted at Pakistan Military Academy (PMA), Kakul and 189 cadets are the respondents of this survey. Analytical framework of Byrem (1997, 2001) and Byrem & Feng (2006) is adapted and utilized. The study reveals that ELT contents at PMA are more embedded with culture of UK and lack local culture of the cadets. Moreover, the cadets are found positive towards the suggestion of including culture of various parts of national and military culture in their English textbooks. The current study recommended reappraisal of English language rehearsals at PMA with special orientation towards glocalization element which appreciates a mixture of cultural elements from local to global context.

Feedback can be framed as a one-way transmission of information driven by educators, or as a two-way process, in which students' agentic participation is critical to its success. Despite calls for a shift away from the former framing towards the latter, transmission-focused models of feedback continue to dominate practice internationally. Approaches to feedback in any given setting are likely influenced by the dominant feedback culture. The present study aimed to characterise 'feedback cultures' within higher education by systematically examining how feedback is framed in 134 UK universities' (a) educational strategies and (b) Teaching Excellence Framework (TEF) Provider statements. These documents serve to encapsulate each institution's views of excellence and best-practice; nevertheless, analysis of the documents revealed a stronger focus on the transmission of feedback comments than on supporting students' learning through feedback processes. Linguistically, students were positioned passively within the documents, as being on the receiving end of teachers' actions, rather than actively driving their own learning through feedback. These findings inform a framework for conceptualising feedback cultures in higher education, which positions approaches to feedback design, feedback processes and the evaluation and development of feedback on a continuum from transmission-focused to learning-focused. It is argued that strategy documents shape practice in subtle ways; in order to shift towards learning-focused feedback cultures, consideration must be given to how students' roles and responsibilities are positioned in both policy and practice.

Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision has been identified as a human right in the United Nations Convention for the Rights of Persons with Disabilities (UNCRPD). The UK Children and Families Act of 2014 stipulates that children in mainstream school provision must have access to appropriate SEND support, and it protects the families right to be included in these decisions. The present study investigates the parent perspective of mainstream school SEND inclusion, highlighting the impact on family life. Thematic analysis was used to identify themes from the data, derived from answers to open-ended questions presented in a questionnaire format. Master themes recorded were: the family experience of (1) discrimination, (2) lack of diversity and inclusion awareness from others, (3) advocacy, (4) well-being and mental-health decline (including economic decline) and (5) damage to the family relationships. This study unearthed that adherence to the SEND legislation has been sorely misunderstood by some schools. Future research could investigate the relation between the level of inclusion training that staff have received, with staff attitudes towards inclusion and the well-being of families experiencing SEND inclusion to inform teacher training.

Culture plays an essential role in the success of product design, especially in the age of a global economy where there is a high probability of discrepancy between the designer's intention and the consumer's response. However, the role of culture is often challenging to identify and measure. In the current paper, we employed Repertory Grids to investigate differences in UK and Chinese participants' evaluations of designs, which were themselves from both UK and Chinese students. The techniques of Honey's Content Analysis and Principal Components Analysis were applied to integrate the analysis of both the collected qualitative and quantitative data. The results show that the two groups tended to focus on a similar range of design aspects (i.e. aesthetics, form/shape, usability, creativity, and functionality), but apply different criteria in evaluating such aspects.The UK and Chinese designs were found to be distinctive from each other and tended to appeal more to the people from the same cultural background. The findings reveal the interplay between culture and design and underline the importance of integrating culture into design education.

Using the Internationalization of the Curriculum (IoC) model, this study analyses postgraduate educational programmes that contribute to internationalization in higher education at British and Sino-British transnational universities. The purpose is to explore postcolonial curricular design influences and opportunities. The study identified patterns based on content analysis of twelve programmes' goals, approaches, and course listings. The findings reflected noteworthy similarities with limited emphasis on the emerging paradigmatic shift of IoC. The study invited one programme director from each type of university to speak about the design intentions from an insider's perspective. The discovery was that both types of universities were driven, in part, by a response to global market trends rather than an ideological postcolonial design imperative. Semi-structured interviews of postgraduate Chinese students in the Sino-British university's programme were conducted to understand students' perceptions of learning and former pedagogical experiences. Students appreciated opportunities to explore indigenous knowledge and experiences to make the curriculum relevant and meaningful. They expressed a clear need to conduct independent discoveries without necessarily following the patterns established by Western scholars. The paper offers suggestions for constructing postcolonial learning environments. Implications for educational practices are discussed.

"Crossing borders" features prominently as a theme in study abroad, not only in terms of students' physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants' interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students' views regarding the role that "lingua franca" (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students' views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students' reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

Feedback literacy is an important graduate attribute that supports students' future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, analysis of indicative subject content for a range of disciplines and consultation with subject-matter experts. Whilst most of the benchmark statements incorporate the development of feedback literacy skills related to 'making judgements', attributes relating to 'appreciating feedback' and 'taking action based on feedback' are less prevalent. Skills related to 'managing the affective challenges of feedback' are most prevalent in documentation for applied disciplines. The resulting empirically guided curriculum design framework showcases how integrating the development of discipline-specific feedback literacies can be enacted through authentic learning activities and assessment tasks. In terms of implications for practice, the framework represents in concrete terms how discipline-specific feedback literacies can be integrated within higher education curricula. The findings also have implications for policy: by positioning discipline-specific feedback literacies as graduate outcomes, we believe they should be integrated within national qualifications frameworks as crucial skills to be developed through higher education courses. Finally, from a theoretical perspective, we advance conceptions of feedback literacy through a sociocultural approach and propose new directions for research that seek to reconceptualise a singular concept of feedback literacy as multiple feedback literacies that unfold in distinctive ways across disciplines.

A number of studies have reported the cultural representations in English textbooks in many contexts, especially those in Asia. However, these studies relied on a small data set and the findings suffered severe limitations. To overcome such shortcomings, we self-built a corpus that has 40 volumes/books of over one million words to examine the cultural constellations evident in 10 sets of university English textbooks in China. With such a large corpus of 864 texts, which significantly exceeds the number of texts examined in previous studies, we intended to offset the weakness of manual content analysis in mining big data and thus also reduce subjectivity markedly. We subjected the whole data set to thematic coding through corpus tools. We found that: (1) the dominance of American/British cultures in these texts is prevalent, with the cultures of other Inner-circle countries in the periphery, and the cultures of the Outer-circle and Expanding-circle countries almost entirely neglected; (2) these textbooks showed little interest in local or Chinese cultures. We conclude by positing that the dominance of Anglo-American monocultural representation in English textbooks is problematic in an increasingly multilingual and multicultural world.

The increasing availability of non-formal education in the form of Open Education Resources (OERs) and Massive Open Online Courses (MOOCs) gives rise to the questions of how such education can be formally recognized for credit. Prior Learning Assessment and Recognition (PLAR), and Qualification Frameworks are fields of practice actively engaged in and associated with the recognition of non-formal education (RNFE) and can provide guidance on RNFE for the recognition of OERs/MOOCs. A scoping exercise reviews the literatures from the three fields and associated practical exemplars. Findings suggest a growing demand for, growth in, and diversification of, the recognition of non-formal education. Synergies or creative combinations of expertise across the three fields that could be further exploited to gain maximum traction for RNFE are identified. These are multi-dimensional: top-down, bottom-up, sector to sector, country to country, qualification framework to qualification framework, system to system, field to field. There is ample evidence that the process of recognition, albeit demanding, "does" have a positive effect on the quality of the NFE, and by association, it is hoped, on the qualification status of individuals and their access to related social and economic benefits.

We explore the way dominant political discourses are perceived to influence developing professionalisation of early childhood in three contexts. The UK is strongly influenced by the neoliberal agenda which positions managerialism, bureaucracy, accountability and control as necessary to drive quality improvement. Bhutan has been exposed to western ideologies for a short time (as time counts in human history) and is attempting to manage tensions between western ideologies and the philosophy underpinning Gross National Happiness. Fiji has a history of colonisation. With a growing commitment across Pacific nations to postcolonialism, Fiji professionals are struggling to manage the intersection between their neoliberal western history and their own postcolonial ambitions. We argue a better understanding of the ways in which dominant ideologies impact on the development of early childhood professionalisation will uncover unintended, taken-for-granted assumptions and illuminate potential risks, thus better positioning readers to make informed choices about their work and the development of their profession.

In recent years, the use of Technology Enhanced Learning (TEL) has risen exponentially throughout higher education in the UK. Whilst TEL is an umbrella term for a range of technologies, evidence suggests that in the UK, TEL is usually delivered via the medium of Virtual Learning Environments (VLEs) for the provision of lecture materials and additional content. An emerging literature has established both the pedagogical potential and students' perceived usefulness of TEL. However, researchers have yet to establish how the use of TEL via VLEs can be improved--a core requirement of establishing best practice. The current study sought to address this in a sample of 487 predominately undergraduate students. Content analysis revealed that views were overwhelmingly positive, but that students had clear views on what they wanted to see improved. Students expressed clear desires for the more consistent and more frequent use of TEL within lectures. Further, they felt that the potential of TEL to encourage and facilitate interactions, both within their University and with external stakeholders, has thus far gone unexploited. Implications for teaching practice and future research are discussed.

Objective: People with latent tuberculosis infection (LTBI) are required to make complex treatment decisions, which require an understanding of personal risk and associated benefits. However, many people with LTBI in the United Kingdom are at risk of low health literacy and can also experience language barriers, which can affect decision making. Patient education resources can support understanding but must meet the needs of the target population. The aim of this study was to evaluate the accessibility, readability and content of LTBI patient education resources. Design: Review and descriptive analysis of online LTBI patient education resources. Setting: UK-based online patient education resources. Method: We searched UK public health and charitable organisations for online LTBI patient education resources. Resources were evaluated in terms of accessibility (availability of translated versions); readability (Flesch--Kincaid Reading Ease [FKE], Flesch-Kincaid Grade Level [FKG] and Simplified Measure of Gobbledygook [SMOG]), theoretical content (Extended Common-Sense Model) and principles of shared decision making. Results: Seventeen out of 60 articles identified in the search met the prespecified criteria for inclusion. Translated materials were available for 7 of them. The overall mean±SD readability scores and corresponding reading ages were FKE 63.51±8.81 (13-15 years), FKG 9.14±8.95 (13-15 years) and SMOG 8.27±1.51 (13-14 years). No resources met Health Education England recommended readability levels for health-related information. Dimensions of cognitive representations of illness and treatment most commonly addressed included treatment control, cause and identity (symptom and label); no resources addressed emotional identity. Conclusion: Current and future LTBI patient education resources would benefit from greater consideration of the needs of non-English language speakers, readability and theoretical content to improve patient illness experience and support informed treatment decision making.

Parents of children with Special Educational Needs and Disabilities in the UK (n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.

The paper reviews major Economics textbooks used in the UK from the point of view of their use of rationality as a teaching tool. The textbooks vary widely in their explicit analysis of rationality from finding it important to totally ignoring it. When textbooks do use the concept as part of their analysis, the definitions vary considerably. In fact, there are some implicit uses of rationality in all textbooks although these are not always acknowledged. This complexity is reflected in the history of economic thought and modern economic analysis. The future use of rationality as a teaching tool is discussed in the context of current research in economics. JEL Classification: A22

This article examines some selected Educational Policies of First and Second Cycle Institutions in Ghana and Burkina Faso, in comparison with that of the UK and US. The purpose of the study is to itemise the commonalities and differences in Educational Policies of both developed (UK and US) and developing countries (Ghana and Burkina Faso) in order to learn from the developed countries where necessary, and to improve upon the Educational Policies and Practices in Africa. Data collection for the study includes documents studies that involve integrated literature review. Content analysis is used as the method for data analysis. The results show that several Educational Policies of the countries under review conform to the UN Educational Policy standards and could be adopted in similar context in Africa.

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

Policy is an important part of prevention and intervention when it comes to peer bullying amongst university students. Therefore, the contents of these policies need to be informative and easy to find, understand and use. With the United Kingdom having a low prevalence of peer bullying at university when compared to other countries, determining whether the quality of a university student anti-bullying policy is related to the prevalence, may help universities in other countries reduce bullying prevalence. This study adds to the body of knowledge by analysing the content and usability of student anti-bullying policies of 39 universities in the UK. The results were then compared to the results of a similar study conducted with Australian universities, to determine similarities and difference, and where improvements could be made. Through this, and future studies, it is hoped that a relationship can be determined between the quality of university student anti-bullying policies, and the prevalence of bullying. It is also hoped that the results of this study will allow universities to identify where their policy may be improved and promote the importance of having a bully-free culture on campus.

Lectures prevail as a ubiquitous teaching and learning method across universities worldwide. Whereas lectures have been conceptualized from language-centred perspectives, lectures' materiality as linked to their socio-cultural and historical meanings have been scarcely explored. To address this gap, we tackle the materiality of communication in ten live recorded lectures -- collectively viewed more than 1,000,000 times -- uploaded by 'top-ranked' universities in India, Japan, Russia, Egypt, Palestine, Spain, the USA, the UK, Italy and Canada, on their websites or "YouTube" media channels. The materiality we refer to comprises the key things/artefacts and bodies in the lectures. A multimodal semiotic analysis of non-verbal and material elements of a lecture is applied on the videos to first 'map' its material ingredients, and then explore associated meanings that form socio-material assemblages. The findings point at a few salient thing and body characteristics, such as the monofocal lecture platform, the omnipresent blackboard, the underrepresentation of female lecturers, and the low diversity and use of digital technology. We discuss these via the 'body and thing idioms' (Goffman, "Behavior in Public Places: Notes on the Social Organization of Gatherings." New York: The Free Press, 1963) that mediate lecture hierarchies, historicity, meaning making and engagement, calling for wider acknowledgement of multimodality and socio-materiality in university practices.

There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.

Victims of bullying are often reluctant to seek formal support, and instead, internalise their emotions, hindering recovery. Some will subsequently encounter discussions of bullying online, giving them an unexpected opportunity to share their feelings or experience vicarious support. In this article, we investigate reactions to discussions of offline and online bullying in the comments posted to the YouTube channels of 34 popular UK female lifestyle influencers. We used a thematic analysis of keywords associated with comments mentioning bullying to identify bullying-related themes. The almost universally supportive comments position female YouTube influencer channels as sources of unexpected indirect support for victims that professionals may also recommend. The comments also reveal a previously undiscussed strategy for helping victims: abstraction.

Research suggests that bullying is one of the most common presenting issues for young people accessing counselling. In this study, we explored helpful aspects of counselling for young people who have experienced bullying. Semi-structured interviews were conducted with 10 participantsand analysed using thematic analysis. Participants identified five helpful counsellor activities: (a) counsellors' way of relating, (b) creating safety, (c) incorporating creative media, (d) teaching strategies, and (e) offering advice. They also identified four helpful client activities: (f) trusting, (g) talking, (h) expressing emotions, and (i) remembering and applying techniques. Findings suggest that a range of techniques and practices, aligned to different therapeutic orientations, can be of value to these young people. This supports a pluralistic perspective on therapeutic change.

Two ongoing and recurrent debates in the employment of academic staff are (1) how much industry experience should faculty staff have? and (2) what priority is given to research, teaching or both? Such debates take place worldwide and are particularly relevant to vocational subject areas. Through a statistical analysis of circa 200 job adverts for lecturer/assistant professor, senior lecturer/associate professor, and professor/full professor positions in Construction and Engineering posts in the UK, this paper investigates the essential and desirable attributes required for 'research', 'teaching' and 'overall requirements'. The analysis shows institutions unmistakably focus on, and coherently recruit for research, but demonstrate very little reasoned approach to recruiting for teaching. Indeed, findings identify 'administration' as the key teaching priority. Further empirical analysis demonstrates no significant difference in recruitment strategy before and after the introduction of the Teaching Excellence Framework, despite its aim to put teaching excellence to the fore.

The 2017-2019 House of Lords' select committee on Citizenship and Civic Engagement made a number of bold proposals to reinvigorate citizenship education in the UK. However, the public and academic debate surrounding the Lords' report and its recommendations has been startlingly muted. To tackle this lacuna, this article analyses a range of 'policy documents' alongside the Lords' report to make three distinct contributions. Firstly, this article is the first detailed analysis of the Lords' report and what it says about the state of citizenship education after two decades of varying policy narratives and implementation. Secondly, I take the Lords' report as a 'window' onto policy-making under the Conservative and Coalition governments since 2010. I find that the Government approach to citizenship education and affiliated programmes such as the National Citizen Service is out-of-step with the thoughts, experience, and advice of 'the policy community'. By contrast, the findings presented here highlight the potential for the House of Lords to play an important new role in the policy process. Thirdly, this article is methodologically innovative, insofar as I combine qualitative data collection with computational text analysis that is still rare in policy studies undertaken in both education and political science.

This study reports on the evaluation of long-term impact of four intercultural citizenship projects undertaken in university foreign language classrooms. Curricular developments based on Byram's intercultural citizenship theory have demonstrated the immediate impact including the development of self and intercultural awareness, criticality, social justice responsibility and language learning as well as the emergence of a sense of community and bonding among transnational peers. However, the long-term effects have not been investigated. This study sets out to analyse Argentinian students' recollections -- between two and four years after the event -- of experiences in four intercultural citizenship projects undertaken over several years with students in the UK and in Italy. These one-year projects combined language teaching and citizenship/human rights education. Students' retrospective reflection logs were analysed using content analysis, and findings show that the students remembered and valued their emotional engagement with critical content and with their transnational peers; they had varied and conflicting views about how the projects had contributed to their language learning; and mid- and long-term civic engagement occurred mostly at what Michael Byram refers to as the 'pre-political' level, involving thought, awareness and personal development, rather than action at the 'political' level.

The article addressed the relationship between sustainability, Eco-schools and primary school Ofsted (Office for Standards in education) reports in England. The article examined the presence of education for sustainability in primary schools' Ofsted reports and their webpages. The primary schools selected were schools that had gained the title of Eco-Ambassador schools because they had reached the ultimate distinction in the Eco-school approach (held a Green flag). The study followed an exploratory approach employing qualitative content analysis of primary schools' Ofsted reports and their web pages. Overall, the findings indicated that neither the schools nor their Ofsted reports capitalised on the work they had invested towards sustainability and the Eco-school approach; also the relationship between the primary schools' work/ethos and their Ofsted reports is not an interactive one.

Purpose: This study aims to assess "learning opportunities" provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for built environment (BE) students in HE. The study focussed on the themes under section two of the national student survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing "learning opportunities" to the BE students within HE. Design/methodology/approach: Data collection focussed on section two of NSS "learning opportunities" and documentary analysis, and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews was carried out. The qualitative data was collected from level three to level six students and academics from architecture, construction management, civil engineering and quantity surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. In total, 12 drivers were developed using the data obtained through literature, documental analysis and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated amongst academics to be ranked by identifying its influence to promote learning opportunities to BE students in HE. Findings: This study highlighted 12 drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to a virtual learning environment for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context. Originality/value: This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. They identified 12 drivers that would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE.

This paper evidences the importance of maintaining a dynamic interpretive stance in e-learning research. In particular, it shows how a rigorous methodology, tailored to the research question, overlooked the importance of power and knowledge in technology acceptance research for education. It was perhaps the affordance of the mixed methods design, explained in this paper, which allowed for a blind spot to come to the surface, and prompt a renegotiation of the data. Empirical studies on the use of technology in education don't always take the pervasiveness of power dynamics into account. Yet this study shows how direct and effective they are in a teacher's decision to use or not use a technology. Using Michel Foucault's theory as an analytical tool, the findings from an original empirical study are re-examined. The analysis offers a new understanding of the critical manifestations of a performance culture in UK schooling, which goes hand in hand with a culture of observation and accountability. This is further underlined by the authority of time pressures. Both of these go at the cost of pedagogical considerations, which is arguably the primary concern of educators. That is where a power critique shows it value, but also its necessity. It traces the breaking points of the system; the moment where it undermines the rationality which it uses as its own justification. We correctly motivate our research choices through methodological paradigms and domain loyalties, but including a power critique suggests a new imperative for e-learning research. It offers the possibility to question normalised forces and better understand technology acceptance in education. We need to consider this critical position in any research design to continue challenging our theorising about e-learning.

Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of feedback on aspects of student teachers' academic writing. Data are derived from a content analysis of student essays and associated tutor feedback, along with semi-structured interviews with faculty of education tutors in a new university. Findings, presented within Bourdieu's framework (cited in Shay, 2005) for understanding shared and varied practice, indicate that although there is consensus on the importance of academic literacy, variations in tutors' knowledge and positions lead to variations in practice with regard to how much feedback is given, on what, and how. Questions are raised about quality and standards and implications for best practices are discussed.

Drawing on linguistic data retrieved from early advertisements published in British newspapers between 1788 and 1900, the study seeks to map out a set of values and account for linguistic means used to codify them in the diachronic perspective. For the purposes of the study, the corpus of advertisements from random issues of British newspapers "?aledonian Mercury", "The Times", "The Morning Post", published between late eighteenth and nineteenth centuries with a span over thirty years was compiled with a total of three hundred texts under scrutiny. The axiological-oriented analysis of the early British advertising discourse shows that advertisers based their appeals on a limited number of values, namely "economy", "quality" and "assortment" that are found throughout the period under investigation. This finding demonstrates that producer/seller-oriented consumption of that period forced potential buyers to rely on the producer/seller for prices quoted, quality and variety of goods with the advertisers intending to build credibility by employing values related to seeking uncertainty avoidance in the Hofstede dimensions of culture and construing a positive image of themselves. The analysis of the values in the diachronic perspective proves to deepen our understanding of persuasion and its evolution in advertising discourse.