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Social studies education [Sosyal Bilgiler] in Turkey has been defined as an integrated field of study after the curriculum reform over the last decade. This interdisciplinary notion of social studies education is established in the curriculum as a result of modeling NCSS (National Council for the Social Studies) standards. This new social studies movement in Turkey has taken a thematic approach and focuses on developing skills and values in the curriculum. Unlike the former curriculums, this new curriculum has adapted alternative assessment methods such as portfolios, self and peer evaluation, projects, poster presentations, and rubrics where in the past Turkish educational system has been dominated by the standardized testing. On the other hand, there have been discussions in the United States regarding the influence of high-stakes testing in diminishing the instructional time of social studies classes and instructional decisions in these classes. The purpose of this paper is to compare and discuss the influence of standardized testing on social studies education both in Turkey and the United States. This discussion may help to redefine and restructure social studies education and will consider the disintegration of the field, as has been one of the major trends in the last two decades.

In the complex landscape of health care, the relationship between medical practice and health insurance is increasingly crucial for effective care delivery. This paper emphasises the importance of integrating health insurance education into medical training, focusing on its impact on patient outcomes, health care accessibility, and system sustainability. It posits that health care providers with a comprehensive understanding of health insurance can offer more informed, efficient care by adeptly navigating coverage complexities. The study utilised a pretest-post-test design with a yearlong health insurance education curriculum at Wake Forest University School of Medicine. Student participants from various medical programmes self-assessed their knowledge and comfort across 13 health insurance topics before and after the intervention. The curriculum included workshops and a capstone project, emphasising real-life patient insurance challenges. Results show statistically significant improvements in 13 participants' understanding of health insurance concepts, highlighting the curriculum's effectiveness. The findings advocate for the inclusion of health insurance education in medical curricula. Such knowledge is vital in systems with diverse insurance models, like the United States, where understanding insurance intricacies is key to patient care. The study's limitations, such as a small sample size and reliance on self-reported data, suggest the need for further research with more participants and objective measures. In conclusion, incorporating health insurance education into medical training is essential for preparing health care professionals to navigate insurance complexities, make informed treatment decisions, and guide patients effectively. This approach fosters well-rounded professionals capable of managing both medical and financial aspects of patient care, leading to more equitable and efficient health care delivery. Future research should explore the long-term effects of this education on clinical practice and patient outcomes, particularly its impact on health care costs and patient satisfaction., (© 2024 The Author(s). Journal of Evaluation in Clinical Practice published by John Wiley & Sons Ltd.)

Radiology and pathology, though distinct fields within medical education, share a common foundation in their essential roles for accurate diagnosis and understanding of diseases. While pathology, particularly histopathology, has long been integrated into preclinical medical education in the United States, radiology education has traditionally been less emphasized. This paper examines the historical development of histopathology training in medical education and its central role, contrasting it with the comparatively peripheral position of radiology education. We explore the historical context of medical education in the United States, tracing the integration of histopathology following the Flexner Report of 1910. In contrast, radiology, emerging later as a specialized field, has faced challenges in achieving comparable integration into medical curricula. Despite the increasing importance of medical imaging in diagnosis and treatment, radiology education remains variable and often lacking in standardization across medical schools. We highlight the need for greater emphasis on radiology education to better prepare medical students for modern clinical practice, where medical imaging plays an increasingly pivotal role. A call for a comprehensive assessment of radiology education and advocacy for its integration into preclinical curricula is made, emphasizing the importance of collaboration between the radiology profession and accrediting bodies to ensure competence in imaging across medical specialties. As medical imaging continues to advance and become more integral to healthcare, it is imperative that medical education reflects this evolution by establishing radiology as a fundamental component of preclinical training., Competing Interests: Declaration of competing interest None, (Copyright © 2024. Published by Elsevier Inc.)

RATIONALE AND OBJECTIVES: Near-peer paradigms have been demonstrated effective in supporting how students navigate novel clinical environments. In this study, we describe an innovative model of incorporating teaching assistants (TAs) into a core radiology clerkship and investigate both its perceived educational value by clinical-year learners and its perceived impact on professional growth by TAs. MATERIALS AND METHODS: At one U.S. medical school, the core clinical year includes a clerkship in radiology incorporating both reading room exposure and a didactic curriculum. Radiology faculty deliver a variety of traditional and interactive, "dynamic" lectures, while medical student TAs deliver additional dynamic sessions, including a final TA-created review session. The educational value of each didactic session by clerkship students was assessed using a five-point scale survey, and the professional value of the experience by TAs was assessed using a five-point Likert survey. RESULTS: Spanning from 2020 to 2023, 268 (74.4%) clinical-year students submitted the post-clerkship survey, with the didactic review sessions created and led by TAs receiving the highest ratings of any didactic session. Of 16 former TAs, 12 (75%) completed the post-service survey, with all respondents agreeing or strongly agreeing that they enjoyed and would recommend their experience, and that it enhanced their interest in radiology and in academic medicine. CONCLUSION: Near-peer education in a core radiology clerkship enhances the experience of the learner through peer guidance and the experience of the teacher through professional development. These findings may increase student interest in pursuing academic radiology as a career and invite opportunities for broadening medical school education in radiology., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.)

Transcultural nursing is a discipline that emphasizes culturally competent care for diverse populations, recognizing the influence of culture on health beliefs, values, practices, and outcomes. It requires nurses to respect cultural differences and similarities, but faces challenges in curriculum design, faculty development, and student assessment. This paper explores transcultural nursing education's current state and future directions, addressing the American Association of Colleges of Nursing essentials for integrating cultural content into nursing curricula, reviewing Madeleine Leininger's transcultural nursing theory, diversity, equity, and inclusion concepts, and discussing the main challenges of transcultural nursing education, including lack of student diversity, training, and resources. Strategies to overcome these challenges include interprofessional collaboration, cultural immersion, and evidence-based practice. The paper concludes with how emergency department nurses should incorporate this into practice., Competing Interests: Disclosure:The authors report no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Objective: Despite increases in the US foreign-born population, medical education opportunities in immigrant and refugee health (IRH) remain limited. We summarize findings for published IRH curricula and offer recommendations for integrating IRH into pediatric residency programs., Methods: We performed a literature review of articles describing the design, implementation, or assessment of IRH curricula for US-based undergraduate and graduate medical trainees., Results: The literature review identified 36 articles from 21 institutions describing 37 unique curricula. Three curricula included pediatric residency programs. Commonly taught topics included cultural humility, interpreter use, and immigration status as a social determinant of health. Immigrant-focused training experiences existed at continuity clinics, clinics for refugees or asylum seekers, and dedicated electives/rotations. Curricula were most frequently described as stand-alone electives/rotations., Conclusions: IRH curricula provide opportunities to develop skills in clinical care, advocacy, and community partnerships with immigrant populations. Pediatric residency programs should align the IRH curriculum with existing learning priorities, support and hire faculty with expertise in IRH, and partner with community organizations with expertise. Programs can also consider how to best support learners interested in careers focusing on immigrant populations. Further work is needed to establish competencies and validated tools measuring trainee satisfaction and clinical competency for IRH curricula., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. This article was published as part of a supplement sponsored by the Robert Wood Johnson Foundation., (Copyright © 2024 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.)

Music has pervaded American history since the founding fathers sang hymns aboard the Mayflower. From that time until the present, music has been so embedded in U.S. society that it is experienced subconsciously in events and activities that are a part of daily life. Learning and instruction take place in the home, in churches, in the community, and from private entrepreneurs, as well as in schools. Thus, learning and teaching in music are heavily dependent on cooperation between parents and community, and on tradition and custom. This paper focuses on portraying the history of education in music in the United States. The term public pedagogy scholarship is used in education to document education beyond formal learning. This paper begins by recalling Oscar Sonneck's 1913 admonition, "Indeed, I defy anybody to survey the musical life of America with accuracy." It ends with a sample of external influences and out-of-school education in music. (Contains 5 notes.)

This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower-status institutions and engage with an externally focused curriculum. The paper argues for greater attention to agency, and community and familial capital, in conceptualising the resilience of those from less privileged backgrounds. While the recognition of "voice" is important, a curriculum that acknowledges the context independence of knowledge is essential if these students are not to be further disadvantaged.

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

This paper considers contemporary "moral panics" around the underachievement of boys in school examinations in the UK and America. In the UK, in particular, the underachievement of boys is central to current "crisis accounts" about falling standards and failing pupils. "Underachievement" is a familiar word to those who work with young people, however, the term itself is not unproblematic. Indeed, for such a widely reported phenomenon, it is perhaps surprising that different perspectives as to the nature and importance of the concept exist. It is these different perspectives on a seemingly well-established discourse, along with an examination of the concept we call "underachievement" that form the focus of this paper. The importance of ensuring a fair and equitable schooling experience for all students is implicit in many societies, and a consideration of current moral panics surrounding the underachievement of boys provides a useful case study to help us consider what it is that we can reasonably expect from our schools and exactly which (if any) groups of young people are being let down by our education system. (Contains 3 tables, 1 figure, and 2 notes.)

This paper is a preliminary attempt to establish a working definition of academic freedom for the European Union states. The paper details why such a definition is required for the European Union and then examines some of the difficulties of defining academic freedom. By drawing upon the experience of the legal difficulties beset by the concept in the USA and building on previous analyses of constitutional and legislative protection for academic freedom, and of legal regulations regarding institutional governance and academic tenure, a working definition of academic freedom is then derived. The resultant definition, which, it is suggested, could form the basis for a European "Magna Charta Libertatis Academicae", goes beyond traditional discussions of academic freedom by specifying not only the rights inherent in the concept but also its accompanying duties, necessary limitations and safeguards. The paper concludes with proposals for how the definition might be tested and carried forward.

This paper explores how Geography's position in British Columbia (BC), Canada's school social studies curricula has been affected by changes in educational cycles over the twentieth century. The amount of instructional time, the importance assigned to the subject and the content of the subject have varied in accordance with the pre-eminence given to particular philosophies of education, particularly that of progressivism. The alterations described are presented in a chronological narrative and contextualised within historical frames that describe relevant international, national and local educational events. Trends in BC illustrate significant correlations with educational trends in the United States. The paper includes a general theoretical framework through which findings were interpreted. It illustrates how international trends played out in one context that has been open both to reform and to new educational philosophies of international significance. (Contains 2 notes and 1 figure.)

In this article, the author critiques the MLA Report. His first response to the MLA report is that it clearly identifies a number of the problems facing modern languages departments today. Enrollments and majors are declining in most modern languages departments throughout the U.S. Other academic departments do not strongly enforce language requirements, especially the modern languages requirements for PhD students. Most other departments are not looking to modern languages departments for integrated or interdisciplinary studies. Modern languages departments often have serious divisions among their faculty, especially between the language teachers and the literary scholars. Most senior faculty do not, and for the most part do not want to, teach language courses. Finally, the Report notes that "the standard configuration of foreign language curricula" is in need of major rethinking. Yet, a Report that, in part, blames modern languages department difficulties on a lack of cooperation from other university departments would seem to suggest a limited vision in an increasingly competitive university environment. His second response is that this Report does not provide many useful guidelines for radically different modern language instruction in U.S. universities in the coming years. In brief, it seems to be written for the benefit of the modern languages faculty. It gives little serious thought to contemporary students in U.S. universities and how they could be encouraged to learn and use foreign languages. However, the future of foreign language study at U.S. universities is not likely to rest with what faculty want, but with what students want, or at least what students are willing to value. There seems to be very little awareness in the Report that university curricula need to address relevance to student needs first and foremost.

Cosmopolitan and global discourses are more and more often used for conceptualization and interpretation of citizenship. However, in the United States, the majority of schools are still resistant to incorporating cosmopolitan and global perspectives into citizenship education curriculum. This paper addresses challenges of cosmopolitan and global citizenship education in the United States. Three major challenges, namely (a) terminological and theoretical divergence, (b) lack of awareness among educators, and (c) patriotism-focused curricula are discussed. Also, the perspective areas of comparative education research to advance cosmopolitan and global education agendas are identified.

Concerns about American's youth being productive workers, capable leaders and conscientious consumers in a global community are copious. The Committee for Economical Development (2005) reported that youth in the U.S. know little about the world or international issues and how this affects their future, acquire insufficient international skills and knowledge to maintain America's competitiveness in the global economy, possess minimum levels of proficiency in second languages, and attain diminutive knowledge of world cultures and religions. These skill deficiencies threaten students' ability to function in an increasingly interdependent world. This author suggests that, in order to address these skill deficits for students with physical or health disabilities, global studies should be an integral aspect of the curriculum and should be reflected in goals and objectives for Individualized Education Plans (IEPs). IEP goals and objectives are needed to help students to understand the impact of globalization. Part of the challenge in implementing global education for students with physical or health impairments begins with educators realizing that the U.S. has become very interdependent globally. In order to achieve the goal of developing the skills to become collaborative team members who are creative critical thinkers, students with physical or health impairments should encounter a curriculum that will assist them in becoming, self-determined, responsible, and contributing world citizens. Here, the author asserts that now is a good time for teachers and other advocates to critically examine the curriculum provided to students with physical or health disabilities to determine whether it contains content appropriate for facilitating the growth of 21st century citizens.

Introduction: The healthcare sector accounts for 8.5% of United States (U.S.) greenhouse gas emissions, of which one-third comes from operating rooms (ORs). As a result, there is great interest in decarbonizing the OR and surgical care. However, surgical residents are not routinely educated on the negative environmental impact of surgery or how to reduce it. In this paper, we present a formal needs assessment for a sustainability curriculum geared towards surgical residents., Methods: Using Kern's Six-Step Framework for curriculum development, we conducted focus groups with surgical residents to perform a targeted needs assessment on 3 main topics: 1) the current state of surgical sustainability curricula; 2) resident knowledge regarding the environmental impact of surgery and barriers to sustainable practice; and 3) preferred educational methods and topics within sustainability education. We audio-recorded all focus groups and performed thematic analysis using anonymized transcripts., Results: Fourteen residents participated in 3 focus groups, from which a qualitative analysis revealed 4 themes. First, surgery residents receive limited formal teaching on the negative environmental impact of surgical care or how to reduce this impact. Second, surgery residents have variable levels of prior education about and interest in sustainability in surgery. Third, several barriers prevent the implementation of sustainable changes in surgical practice, including a lack of institutional initiative, cultural inertia, concerns about workflow efficiency, and limited formal education. Finally, residents prefer to learn about practical ways to reduce waste, specifically through interactive approaches such as quality improvement initiatives., Conclusions: Given the increasing importance of sustainability in surgery, there is an urgent need for formal resident education on this topic. This needs assessment provides a valuable foundation for future sustainability curriculum development., (Copyright © 2024. Published by Elsevier Inc.)

This article illustrates how students can discover empowerment through filling in an open syllabus and using benchmarking to establish an international competitive standard. By holding the class to their agenda Socratically, the teacher enables students to create their own publication for distribution to policy elites, Stress is on "I create, therefore I am" and hands-on learning by creating an information product of policy significance in the service/knowledge economy. This course design for an undergraduate seminar in international management called "America in the World Economy: Government and Business Strategies" received the MAACBA Innovation in Business Education Award. [ABSTRACT FROM AUTHOR]

This paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children's ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics with Canada and other pluralist countries. In the United States, the history curriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus do little to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation's past that have promoted pluralism and democracy.

Poor student learning appears to be a distinct and pernicious problem in the United States. The continuing debate among educational policy makers and practitioners about how best to improve learning has yielded a multitude of federal, state, and local reform efforts. Yet, as promising as some of these efforts are, there is still a growing sense among many educational stakeholders that they have only marginally enhanced learning in America's classrooms (Steinberg, Brown, and Dornbusch 1996). This paper describes a study of elementary students' perspectives on learning. The study focused on three questions: (1) Is learning important for elementary students? (2) If so, what collective thoughts and feelings do they develop about their learning? and (3) What collective reactions do they develop in response to these learning-related thoughts and feelings? The driving premise of the study was that students themselves, rather than scholars, administrators, teachers, or parents could best relate what was wrong with their learning experience and how best to fix it. The findings argue that effective reform and improvement efforts must take into consideration students' perspectives on schooling and learning. Second, the findings argue against the notion that elementary students learn poorly simply because learning does not matter to them. Finally, the findings call into question research that places blame for poor learning on factors outside of school. While issues such as race, ethnicity, gender, socioeconomic status, and poverty undoubtedly influence students' ability to learn well, the root causes of poor learning appear to lie within the classroom. Indeed, the results of this study indicate that only a few, alterable, within-classroom variables related to curriculum, instruction, teacher behavior, and cooperative learning hold the key to substantially improving learning in the elementary school.

Culturally-adapted evidence-based programs (EBPs) are needed to promote healthy behaviors among Native teens and young adults. Little is known about the facilitators and barriers of implementing and sustaining EBPs in Native communities. This paper aims to identify those factors described by educators who implemented the Native Students Together Against Negative Decisions (STAND) curriculum., Methods: We conducted qualitative, semi-structured interviews with 44 Native STAND educators from 48 sites throughout the United States. We used a modified grounded theory approach to explore barriers, facilitators, and sustainability factors related to implementing Native STAND., Results: We learned that disruptions to staffing, coordination, and organizational factors were the most common barriers. Factors that improved implementation success included: tailoring the program to local needs/constraints, having a supportive Project Manager, improved fidelity due to check-in calls, and participation in summer training. Factors that improved sustainability included: access to needed infrastructure, administrative support, community support, and student interest., Discussion: The delivery of Native STAND was further improved by person-to-person communication and resource sharing across sites. Sustaining EBPs in AI/AN settings requires culturally-tailored technical assistance, sufficient implementation funds for materials and staffing, and a community of peer educators to inspire forward progress., Conclusion: EBPs that reflect the needs and experiences of American Indian and Alaska Native (AI/AN) youth are necessary to address systemic inequities in adolescent health outcomes. The Native STAND Dissemination and Implementation study is among the first to assess facilitators and barriers to program delivery in diverse AI/AN settings., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The nurse role on an Assertive Community Treatment (ACT) team requires a specialized set of skills in psychiatric community-based care. While the ACT model has existed for fifty years, no nationally recognized standard curriculum to train ACT nurses has been developed. The ACT Nursing Project described in this paper aimed to create a competency-based on-board training program using the Developing a Curriculum (DACUM) method. Eight ACT nurses from three states served as the expert panel to create a DACUM chart detailing the full set of nine duties and 127 tasks required of ACT nurses. To verify the DACUM results, 57 ACT nurses from four states completed a survey and confirmed that 80% of the tasks identified by the expert panel were also performed by the validation sample of ACT nurses. This paper describes how the DACUM duties and tasks provided the framework to develop onboard training curriculum for ACT program nurses. The next step is to pilot the onboard training curriculum to newly hired ACT nurses to ensure they are equipped to meet the complex needs of people living with serious mental illness, and to increase their competency, job satisfaction and decrease the high annual turnover rate among ACT nurses.

Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand ‘education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics’ with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler’s (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al’.s (2015) social cartography that maps out ‘soft-reform’ and ‘radical reform’ spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does not examine systemic racism. Thus, among states that are legislating more ethnic studies, the vast majority do not legislate anti-racist positions. This paper concludes that there is little evidence of anti-racist ideas being legislated into primary and secondary education in the United States, and that most curricular reforms toe a non-critical ideological line. [ABSTRACT FROM AUTHOR]

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students' opportunities to learn these critical skills. [ABSTRACT FROM AUTHOR]

Based on a study of 1689 high school teachers across 132 high schools in 12 countries, this paper discusses their views on spirituality for high school adolescents. In general, they favoured spirituality for adolescents and its inclusion in the curriculum. Specifically teachers from European countries, US, Canada and Australia attested the relational consciousness aspect of spirituality, which enabled adolescents to form and preserve meaningful social relationships and build their altruistic potential. Log regression analysis showed that spiritual assessment of adolescents was perceived as comprehending their spiritual starting point, specifically by those from European countries, US, Canada and Australia. Further, they perceived spirituality as an integral part of the moral science and value education curriculum, with the main curricular objective as cultivating adolescents' spiritual sensibilities and mindfulness. The study provides the nuances of such as curriculum on spirituality in the high schools in terms of knowledge, skills and attitude components.

Policy classifies and shapes people/subjects in particular kinds of ways. Focusing on the context of Health and Physical Education (HPE), this paper analyses policy documents from Australia, the United States of America (USA) and Wales. We pay particular attention to how learners are represented within and across the three policy documents, and we apply Bacchi's 'What's the Problem Represented to be?' approach to guide the analysis. For us, problematization is a fruitful and positive process that enables educators to engage with a critical dialogue regarding the policies they are expected to enact. Our analysis highlighted that common across the policies were overlapping discourses of idealism, neoliberalism, healthism, and individualism, which serve to reinforce deficit language and a focus on what learners 'lack'. The problem of 'learner as lacking' is represented within the policies via at least three subject positions: 'the sedentary learner', 'the un-educated learner' and 'the naïve learner'. The findings suggest that the three policies were producing an ideal and perhaps impossible learner (subject) whilst at the same time representing the learner as a problem that the policy could 'fix'. This paper is important because it: (i) demonstrates how certain discourses and voices are amplified and silenced within curriculum policy documents and policy work more broadly; (ii) makes educational and health politics visible; and (iii) creates space for the profession to develop greater critical consciousness related to policy. In terms of future directions, we urge curriculum policy writers and other stakeholders to carefully consider how learners are categorised, represented and governed in and through policy. If curriculum policies, by their very nature, need to produce problems – in this case, the (im)possible subject - we invite educators to engage in critical conversations regarding the policies they are expected to enact. [ABSTRACT FROM AUTHOR]

This article presents information on the U.S. civil rights activist Martin Luther King Jr. Paper Project's Liberation Curriculum. The Liberation Curriculum has emphasized to change the way young people think about King, the modem African American freedom struggle, and the ongoing struggle for social justice. The Liberation Curriculum also explores King's ideological and political development, which in the popular mind has been frozen on the steps of the Lincoln Memorial, where he delivered his "I Have a Dream" speech. The Curriculum emphasizes King's broader concern for human rights, such as his opposition to the Vietnam War and his efforts to bring about economic justice. It also seeks to clarify King's place in history, presenting students with the inspiring message that ordinary people can make extraordinary contributions to the cause of social justice.

The Promise of Digital Out-of-School Programs for Supporting Youth in Under-Resourced Communities: Participatory Principles for Human Rights-based Virtual Youth Group Programming This study reports insights from a six-year phase ("Law Under Curious Minds") of a 17-year project (Empowering Counseling Program Participatory Science Initiative) with youth experiencing low income residing in disinvested communities segregated by race in a metropolitan US city. The project offered over Zoom employed a semi-structured emergent curriculum to afford youth maximal self-determination in the intervention experiences. A human rights framework informed by critical pedagogy supported youths' efforts to separate their identities and experiences in social systems from deficit-based social narratives. This paper provides guidelines for groupwork interventions including individually focused care, developing group identity to create a positive social space, and encouraging participation while respecting youths' capacities for online self-revelation. The challenges and opportunities of digital out-of-school programs are described, with a focus on the potential for supporting youth excluded from mainstream opportunities by geographic distance, disability, or income. [ABSTRACT FROM AUTHOR]

For many years now, those of us engaged with outdoor education curriculum work in Australia have been debating questions which orbit around the issue of defining outdoor education. We claim to be doing so in order to clarify what we are pursuing educationally, our purpose, not only for ourselves but for others, so that we can legitimately stake out our position, our own little piece of educational turf, amongst the other subjects in the school curriculum. However, this debate has never been easy and any attempts to bring it to a resolution inevitably, it seems, settle some issues while heightening tensions in other areas. In this paper I explore two of the more recent approaches to the question of outdoor education's positioning in the school curriculum: the question of distinctiveness and the question of indispensability. Then, through an historical excursion involving Australian and US curriculum history, I highlight some of the difficulties created by shifts in language use. Finally I argue, using definitions of outdoor education that emerged in the United States in the 1950s, that the distinctiveness of outdoor education lies in neither a body of knowledge (content) nor skills and practices (process) but in a deeper level of educational understanding which emphasizes ways of being.

In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.

Purpose: Clinical judgment in renal donor organ and recipient selection is gained through fellowship and mentorship in early career. We aim to understand the past and current state of organ acceptance education., Methods: We developed and distributed an anonymous, national survey to American Society of Transplant Surgeons faculty members and transplant surgery fellows in 2022. Survey questions explored in detail the evaluation of organ offers, the extent of formal education in organ evaluation, and attitudes regarding training adequacy., Findings: Ninety-eight attending surgeons (65 men, 25 women, and 3 nonbinary) and 38 fellows (25 men, 6 women, and 2 nonbinary) responded. Seventy-eight percent of attending surgeons and 6% of fellows take primary organ offers. Forty-four percent of fellows report no didactic education in donor evaluation and recipient selection. Fellows report that discussion with attending surgeons (37.2%) and independent study of the literature (35.4%) are their primary modes of learning. Fellows call for additional clinical decision-making experience (47.3%), further didactic sessions (44.7%), and additional discussions with faculty (44.7%). Sixty-four percent of fellows and 55% of attendings felt their training provided adequate education about donor selection., Conclusion: Our responses suggest gaps in education regarding donor and recipient selection. Increased clinical experience and standardized education at the national level represent opportunities for improvement., Competing Interests: Declaration of competing interest All the authors declare no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Prior research on engineering students' understandings of ethics and social responsibility has produced mixed and sometimes conflicting results. Seeking greater clarity in this area of investigation, we conducted an exploratory, longitudinal study at four universities in the United States to better understand how engineering undergraduate students perceive ethics and social responsibility and how those perceptions change over time. Undergraduate engineering students at four U.S. universities were surveyed three times: during their 1st (Fall 2015), 5th (Fall 2017), and 8th semesters (Spring 2019). The students who completed all three surveys (n = 226) comprise the sample that was analyzed in this paper for changes in their scores on five instruments: Fundamentals of Engineering/Situational Judgment, Moral Disengagement, ABET Engineering Work and Practice Considerations, Macroethics, and Political and Social Involvement Scale. We found that students modestly increased their knowledge of ethics and ability to apply that knowledge in situations calling for them to exercise judgment. In addition, they consistently indicated that health and safety considerations in engineering were of highest importance. They also showed steady levels of social consciousness over time, in contrast to other studies which detected a culture of increasing disengagement in engineering students throughout the four years of their undergraduate studies., (© 2024. The Author(s).)

Teaching Odissi in the university space is not new to me. However, as a dancer-scholar located in India, teaching this dance form in a university in the United States expanded and deepened my understanding of this dance form and the ways it can be taught. This encounter, a collision of cultures, beliefs, and movement practices in the dance studio, engendered a pedagogical process that revealed itself as I taught this class over two semesters. The design of the class discussed in this article emerged from an intersection of my own training in Odissi with my guru and the institutional requirements of the program. This paper unpacks my pedagogical process of creating a syllabus, adopting teaching strategies, and assessing student work for negotiating the cultural chasm between me and my students, hoping to generate a sense of critical questioning, mutual curiosity, and respect. [ABSTRACT FROM AUTHOR]

The article discusses the Sarah Mazelis Paper of the Year Award, which recognizes authors whose articles in the journal "Health Promotion Practice" made contributions to the fields of health education and health promotion and reports that in 2014 the award was given for the article "Integrating Health Literacy and ESL: An Interdisciplinary Curriculum for Hispanic Immigrants" by Francisco Soto Mas, Erika Mein, Brenda Fuentes, Barry Thatcher, and Héctor Balcázar.

Purpose: The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to sustainability in its broadest sense. This study explores, through a survey of entrepreneurship educators, three key research questions, namely, how entrepreneurship educators believe that entrepreneurs can contribute to solving sustainability problems. Second, to what extent education about sustainability is integrated within existing entrepreneurship curricula. Finally, what considerations are being made to include sustainability within future programmes. Design/methodology/approach: This study represented part of a larger university project exploring the associations between the sustainability and entrepreneurship disciplines. This part of the study involved a web-based survey from entrepreneurship academics drawn from Australia, New Zealand, UK, and the USA which provided 54 completed questionnaires. Findings: The study uncovered much good practice led by "champions" within the entrepreneurship discipline. However, embedded sustainability practice was typically limited and it was more typically regarded as an "add-on" to traditional entrepreneurial teaching. Practical implications: The study proposes three ways in which sustainability might be more meaningfully integrated into entrepreneurship programmes. First, the QAA (2012) guidelines for enterprise and entrepreneurship need to be reconsidered to encapsulate the sustainability agenda. Second, for entrepreneurship educators to reconsider their pedagogical approaches to encapsulate systems thinking as more holistic educational perspective. Finally, the authors call for entrepreneurship educators to revise their programmes to embed the core facets of social, environmental, economic, and more recently ethical sustainability. Originality/value: The study offers a novel insight into entrepreneurship educators attitudes to sustainability and their approach to it within their curricula. This study provides an initial benchmark regarding the levels of sustainability provision within entrepreneurship curricula which will be of interest to the entrepreneurship academic community, the sustainability community, and policy makers.

The article presents the comments of the author on the outstanding grade inflation papers of teams that participated in the 1998 Mathematical Contest in Modeling. He congratulates the teams for the innovative solutions provided by them for a difficult and important societal problem. The solutions are close to the proposals that have appeared in the educational research literature. He highlights the important role that grade point averages play in the American educational system.

As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered for Bachelors and Masters level social work students. The course aimed to explore the integration of Eastern and Western cultural understandings and approaches to promote health and wellbeing by examining the mind, body, and spiritual connections and exploring the integration of strategies for health and mental health systems. This paper outlines the process involved in developing and delivering a course which complies with both the curriculum standards of two institutions, and the professional accreditation standards by CSWE across international contexts. Evaluation of the student work through the use of a rigorous qualitative methodological approach demonstrates that the course was useful for the participants and at the same time, the experience was valuable for the authors. The student work reflected two central themes: First is a growing appreciation for the importance of a cultural humility perspective with special attention to an international perspective. Second, directly related to the course content which focused on the integration of Eastern and Western approaches to addressing mental health challenges as a social worker. [ABSTRACT FROM AUTHOR]

BACKGROUND: Sexual education programs in the United States are rooted in inequitable structures and are often inadequate at educating marginalized student groups such as students of color, Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+), women, and disabled students. CONTRIBUTIONS TO THEORY: Current sexual education is irregularly implemented and often excludes or misrepresents the experiences of students with marginalized identities. This theoretical paper specifically discusses ways that sexual education has been harmful or exclusionary for marginalized student groups and how a shift toward making sexual education inclusive and equitable will improve outcomes for students of all identities. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: This paper discusses several recommendations on improving access to equitable sexual health education for all students including reviewing and improving sexual education curriculum and delivery, as well as the need for additional research focused on this topic. CONCLUSIONS: This article provides an overview on the current sexual education system, its inadequacies, and how comprehensive sexuality education programs can be leveraged as a tool for equity for students of all backgrounds, but particularly those who are underrepresented in sexual education curricula. [ABSTRACT FROM AUTHOR]

The concept of readability has had a variable history, moving from a position where it was considered as a very important topic for those responsible for producing texts and matching those texts to the abilities and needs of learners, to its current declining visibility in the education literature. Some important work has been coming from the USA over the past few years, however, which makes it clear that a closer look at the text dimension of the reader-text interface is somewhat overdue. The issue has been redefined as one of text complexity, and there are some significant implications within it for the teaching and development of reading at all phases of learning. In this paper, we try to review some of these implications and suggest their relevance to the UK situation.

Writing in 1962, Phillippe Aries argued that an initial step in the movement to establish schools for children in Europe took place during the sixteenth and seventeenth centuries when moralists and artists began portraying children as different from adults. According to Aries, the portrayal of childhood as a unique period enabled the family and the school to separate children from society. Whether Aries accurately described the process in Europe, American educators embraced the idea that childhood was a distinct stage under different circumstances and with different effects. An important difference is that American educators did not accord children special status and, subsequently, build schools. Before American educators decided that childhood differed from adulthood, they had built schools and enrolled children across the country. Another piece of evidence that American educators built schools and enrolled children across the country before they decided that childhood differed from adulthood is that the popular models of curriculum treated children as miniature adults and prepared them for the life as adults. In short, this paper suggests that Aries's assertion that the discovery of childhood led to the spread of formal schooling did not match the many different factors present in America during the nineteenth century. On a practical level, the rise of schooling followed an increase in the size and number of cities. On a theoretical level, evolutionary theory was important.