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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges., (Copyright © 2016 The American Physiological Society.)

Objective: This study aimed to engage wide-ranging stakeholders and develop consensus learning objectives for undergraduate and postgraduate medical education., Methods: A UK-wide consultation garnered opinions of healthcare students, healthcare educators and other key stakeholders about environmental sustainability in medical education. The policy Delphi approach informed this study. Draft learning objectives were revised iteratively during three rounds of consultation: online questionnaire or telephone interview, face-to-face seminar and email consultation., Results: Twelve draft learning objectives were developed based on review of relevant literature. In round one, 64 participants' median ratings of the learning objectives were 3.5 for relevance and 3.0 for feasibility on a Likert scale of one to four. Revisions were proposed, e.g. to highlight relevance to public health and professionalism. Thirty three participants attended round two. Conflicting opinions were explored. Added content areas included health benefits of sustainable behaviours. To enhance usability, restructuring provided three overarching learning objectives, each with subsidiary points. All participants from rounds one and two were contacted in round three, and no further edits were required., Conclusions: This is the first attempt to define consensus learning objectives for medical students about environmental sustainability. Allowing a wide range of stakeholders to comment on multiple iterations of the document stimulated their engagement with the issues raised and ownership of the resulting learning objectives.

AbstractIn adopting reductive instrumentalism as a dominant discourse medical education can be seen to have cultivated a values monoculture resistant to innovation. This culture characteristically retreats to the safety of conservatism rather than diversifying and innovating to embrace values beyond the functional - such as the ethical, aesthetic, and political. Here - where teaching displaces facilitation of learning - training is privileged over education, competence over capability, linearity over complexity, and information over knowledge. Drawing on the medical education research literature, ten symptoms of an undergraduate medicine ‘compulsory miseducation’ are described, paralleled by ways in which such a miseducation may be countered. [ABSTRACT FROM AUTHOR]

The main objective of this qualitative analysis is to increase the quality of Traditional Chinese Medicine (TCM) research education. Subject matter experts and stakeholders were sent a list of possible topics to include in a research course and were asked to comment on it, add or subtract topics, and suggest appropriate research papers to use, lessons learned in their topic areas and possible stand-alone topics for inclusion in other courses. Their feedback was used to revise the topic list, create a list of foundational research papers to include in a research course and devise a list of stand-alone topics that could be included in the general TCM research curriculum. The result is a TCM research course curriculum that will improve the teaching of evidence-based medicine (EBM) practices to TCM students. This will help TCM faculty and program directors improve existing courses, develop new courses and strengthen EBM education. [ABSTRACT FROM AUTHOR]

Introduction: People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development. Methods: PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes. Results: One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions. Conclusion: Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations. [ABSTRACT FROM AUTHOR]

Assessment makes visible what we value and reciprocally what is assessed tends to become what is taken to be of value. Building on this, it can be argued that assessment does more than measure what is present rather it 'makes up' people. This piece offers a reflective commentary some of the insights to be gained from the Research Analysis and Insight into National Standards (RAINS) project, which was conducted by Martin Thrupp from 2010 to 2013. The RAINS project reports on student, teacher and parent views of the impact of the so-called National Standards in reading, writing and mathematics teaching, learning and achievement. Three points are highlighted: (i) impacts on learner identity, (ii) the role of the 'technologies' used in the representation and sharing of evidence, and (iii) impacts on curriculum of what is assessed and the implications of this for what students aspire to know and become. The proposition is that these points are as relevant today as they were over ten years ago when Martin conducted the RAINS project research which poses a challenge for educators and education researchers. Martin's provides an example of how we might respond to this challenge. [ABSTRACT FROM AUTHOR]

This research synthesis, highlighting the middle level curriculum, was created as part of a working group within the American Education Research Association (AERA) Middle level Education Research Special Interest Group (MLER SIG) to advance middle level education research. The literature review that informed this research synthesis included middle level-focused, peer-reviewed journal articles from 2016 to the present. Synthesis of the literature and iterative analysis led to organizing a middle level curriculum framework to inform middle level researchers, which included five focused areas for inquiry: (a) the curriculum and equity of experience and opportunity; (b) stakeholder power and the curriculum (development, implementation, and accountability); (c) goals and purposes for the curriculum; (d) teacher learning, roles, and enactment related to the curriculum; and (e) young adolescent well-being and experiences with the curriculum. Twenty-six research questions were developed to support new research in middle level curriculum; each question was cross-referenced with the five categories in the middle level curriculum framework to create a robust starting point for research questions. Recommendations for middle level research include (a) the need for more longitudinal research studies focusing on varying aspects of middle level education, (b) the need for more large-scale research studies examining the same context (e.g., school) or multiple contexts (e.g., school districts) over time, and (c) the need for the MLER SIG to initiate and support research studies addressing one or more aspects of this research agenda and include large-scale data collection and potentially external funding. [ABSTRACT FROM AUTHOR]

This study analyses 70 scholarly articles on doctoral education in Latin America from 2011 to 2021, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model. The research identifies key trends, themes, and defining characteristics within the literature. We propose a three-wave evolution model for doctoral education in Latin America based on the findings. The results show the consolidation of doctoral education in several countries, the ‘second wave’, with themes such as quality assurance policy, program development, learning, curriculum, and advising. The study also highlights the emergence of research hubs as a ‘third wave’, in which doctoral programs attract individuals from different backgrounds and locations who mobilise knowledge and ideas within and across regions. Our three-wave model of evolution for doctoral education offers a way to articulate research and policy around doctoral education in Latin America, a critical step towards significant research hubs and pertinent programs. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges faced in transforming the dietetics curriculum, particularly in relation to curriculum drift and overcrowding. Topics include the use of constructive alignment based on constructivist learning theory, the need for an outcome-based approach to curriculum design, and the impact of individual academic decisions on the consistency and effectiveness of the curriculum.

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to explore the undergraduate level at which the non-technical skills (NTS) should be taught. The objectives of the study were to explore teachers' perceptions of the effectiveness of simulation for NTS training and designing NTS simulation sessions to achieve student competence. A qualitative design was adopted, by interviewing 30 teachers and then using 5 focused group discussions for data triangulation and confirmation of responses. Thematic analysis was conducted to analyse the data by focusing on the ideas, experiences, opinions and meanings presented by the participants. Most of the participants strongly believed in the benefits of teaching NTS from pre-clinical years. Teachers' consensus was to train students in communication, situation awareness, teamwork and leadership skills from preclinical years. However decision-making and stress management were agreed to be trained from clinical years as they require clinical knowledge. The use of simulation was found to be most effective for training among other methods like didactic sessions, case-based discussions and video-assisted learning. Simulation sessions integrating technical and NTS, fewer learning outcomes and effective debriefing were considered advantageous for effective learning. Simulation-based education using a spiral curriculum approach, starting training from pre-clinical years and gradually increasing difficulty through intricate exercises in clinical years can be suggested to achieve the desired competence of NTS. [ABSTRACT FROM AUTHOR]

‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presents an ecological model of school openness that is composed of eight interrelated dimensions: shared governance, ‘open’ curriculum, inner-school communities, learning communities, student participation, social engagement, parental involvement, and community collaborations. These dimensions are organized into three categories, accounting for organizational, pedagogical and communal aspects of school openness. The multidimensional nature of the model presented here provides a more intricate and nuanced account of open schooling that acknowledges the complexities and challenges that the movement towards greater openness yields for school communities. From an educational research perspective, this model functions to inform the understanding and examination of the multidimensionality of opening schools to their community. From an educational practice perspective, it can instigate in-depth and meaningful dialogue within school teams on what open schooling is and its ensuing merits. [ABSTRACT FROM AUTHOR]

Calvino's apology of multiplicity starts with the exposure, revealed by his take on typically modern novels, of some fundamental contradictions underlaying the modern quest for knowledge, which are definitely not alien to our day education. Then, when Calvino goes on to explore how twentieth century literature transcended those difficulties, he provides us with a valuable inspiration for how education could cope with its ambiguous relation to knowledge, still deeply rooted in the modern approach. Guided by Calvino's readings, we are shown that literature can succeed in its epistemological (r)evolution. Meanwhile, education, as it seems, is still struggling to overcome its entanglement with the unreachable goal of teaching everything about everything, to cope with the infinity and complexity of that everything, making reflecting upon education's epistemological stance in the twenty-first century very much a necessity, one that I will try to pursue in the following pages After a methodological introduction, the paper starts by placing Calvino's examination of beautiful, yet unsuccessful literary attempts at an exhaustive account of the world in the context of education, to show how their unattainable ambitions are mirrored in pedagogical practice, pointing out to the "modern spirit" underlying both the aforementioned novels' and contemporary education's relation to knowledge. Then, with the help of J. Rancière's take on education, I will try and make educational sense of Calvino's account of Bouvard and Pécuchet failed quest to know everything there is to be known, and relate it to the particular model of knowledge at work in education, one that needs to be questioned. Finally, I will draw on Calvino's praise of "the contemporary novel as (...) a method of knowledge" (SM, p. 105), and particularly on his analysis of Perec's masterpiece La Vie mode d'emploi, and his rehabilitation of the idea of arbitrariness, to outline some reflections about how an educational multiplicity, where "everything is in everything" could come to life (Rancière, 1991, p. 26). [ABSTRACT FROM AUTHOR]

In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this ambivalence, properly understood, might be fully constitutive of the educational significance of consistency. To achieve such an understanding I turn to Gilles Deleuze and his concept of style as a 'practice' of consistency. Not only does a stylistic understanding of consistency offer interesting possibilities for a more constructive approach to the said ambivalence—between consistency as static stability and dynamic keeping-together- but as such it also speaks to a number of issues that are directly and fundamentally educational in nature. [ABSTRACT FROM AUTHOR]

AIM The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. BACKGROUND The state of nursing education science specific to RN-to-BS education is not available. METHOD Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. RESULTS Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies (n =11), curriculum (n = 9), enrollment/retention (n =8), benefits of a bachelor's degree (n =4), student characteristics (n = 3), professional values (n = 2), role transition (n = 2), and faculty/student expectations (n = 2). CONCLUSION Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyses the contents specified in the new Chemistry curriculum for ESO in the Valencian Community, as well as its distribution throughout this stage, comparing it with the curriculum of the Ministry of Education. Its structure stands on two basic ideas that develop cyclically throughout the three courses: substance and chemical reaction, with the help of the progressive presentation of different models. This curricular evolution is based on the specific educational research in chemistry, giving main relevance to the linguistic competence. In addition, it also emphasizes on the nature of scientific knowledge and pays sufficient attention to socio-scientific issues. [ABSTRACT FROM AUTHOR]

Educational research acknowledges the significant challenges faced by racialized minority students at school. This interview-based study examines the experiences of racialized minority students in Flanders, the Dutch-speaking region in Belgium, regarding a social science curriculum that addresses the power dynamics and privilege involved in perpetuating ethnic inequality in Flemish education. The study aims to develop typologies of students' responses to this curriculum. First, the fighters, thinkers and bees demonstrate diverse reactions to the curriculum. However, all students agree on the necessity of the curriculum for both racialized minority and majority students. Second, the interviews demonstrate that racialized minority students in Flanders possess a wealth of undervalued capitals. Contrary to conservative assumptions, the study finds no evidence that teaching about structural racialized inequalities causes division and impedes the agency of racialized minority students. The article concludes by emphasizing the implications of these student experiences for teaching practices. [ABSTRACT FROM AUTHOR]

This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the qualitative perspectives of nine teachers, representative of the curriculum frameworks' eight subject groups, on the contribution of these school‐based units to student learning. In the special context of schools with logistically simple staffing structures, interdisciplinary units were consistently conceived and enacted as substantial units, typically implemented over 8 weeks. Subjects were usually paired using a common Key Concept and differentiated by Related Concepts. Although framing and classification were considerations in interdisciplinary planning, the quantitative data found nearly every pairing of the subject groups was feasible. Interdisciplinary units were consistently valued by teachers for helping students connect disciplinary knowledge and developing metacognitive skills that supported their future learning, and for enriching teachers' own pedagogical practice. As a pragmatic, sustainable approach that resolves the tensions posed by assessment of disciplinary and interdisciplinary perspectives, the strategies reported in this study suggest a 'middle way' for countering the disciplinary fragmentation associated with junior secondary education. [ABSTRACT FROM AUTHOR]

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. [ABSTRACT FROM AUTHOR]

The research aimed to identify the challenges of developing and implementing a climate-smart agriculture (CSA)-based curriculum in Iran's agricultural vocational schools. It was exploratory descriptive-analytical in nature and applied in goal, in which data were collected with the library and deep interview method. The research methodology was based on grounded theory. The statistical population was composed of 16 researchers, authors, managers, and experts of the Office of Textbook Compilation of the Organization for Educational Research and Planning and the Research Center of Educational Studies. The participants were selected by the homogenous purposive sampling method. The interview with the target population continued until it reached theoretical saturation. Data were analyzed using the content analysis method. The data collected in the interviews were subjected to open, axial, and selective coding, which resulted in deriving 119 concepts and 28 categories. The results revealed a seven-dimension structure composed of the challenges related to determining educational goals, trainees, trainers' professional process, teaching methods, curriculum content selection and organization, curriculum implementation, and curriculum appraisal. The results can help the experts in the Office of Textbook Compilation experts adopt smarter policies and solutions to solve the challenges of developing and implementing a CSA-based curriculum in agricultural vocational schools in Iran. [ABSTRACT FROM AUTHOR]

Background: As part of the MERLIN project (Medical Education Research – Lehrforschung im Netz BW), funded by the Federal Ministry of Education and Research, graduate surveys were carried out at the Medical Faculty of Freiburg from 2012-2020. This article will primarily address the question of how the study conditions and competence orientation in Freiburg are assessed and where there is still a need for optimization. Method: The surveys were conducted among graduates of human medicine at the Freiburg Medical Faculty 1.5 years after graduation. Participation was possible using paper and online questionnaires. The response rates were 36%-43%. Results: The study conditions were largely rated as good. There is a need for optimization, especially in the area of scientific work. The level of skills acquired was assessed as good to moderate. There were discrepancies between the level of competence achieved during the course of study and the level of competence required to start a career. Discussion: There is a need for development in terms of preparation for starting a career. Compared to the professionally required level of competence, self-assessment was worse in most competence domains. In Freiburg there are approaches to further promote the acquisition of skills during studies. In order to evaluate these developments and future changes in the context of studies, graduate surveys are relevant. Conclusion: Graduate surveys are suitable for generating data on the basis of which curriculum design can be carried out or which can be used to prepare for change processes. The surveys in Freiburg will therefore be continued and supplemented with new, needs-based questions. [ABSTRACT FROM AUTHOR]

In recent years, Game-Based Learning (GBL) has been widely adopted in various educational settings. This paper aims to review empirical studies that adopt GBL in the field of AI education and explore its future research perspectives. After a systematic keyword search in the online database and a snowballing approach, a total of 125 empirical papers with 133 studies were targeted as samples. Results indicated that the games in AI education are mainly fell into five categories: Puzzle games are the most used in the curriculum (27.07%), followed by Reasoning strategy games (23.31%), Robot games (18.05%), Role-playing games (9.02%) and Simulation games (6.77%). Among them, 22.39% of games were with real characters, 11.94% were with virtual characters and 64.18% were with no characters. Besides, games were used in three main forms in AI education: games as teaching tools (78.95%), games as student works (12.03%), and games as a competing mechanism (9.02%). Researchers mainly paid attention to the effect of GBL on students' Opinions and Attitude (52.96%) and Learning achievement (24.04%), while the other three categories such as Skills and ability, Interaction, and Cognition were not extensively measured. The cross-sectional analysis, research gaps, and potential directions for future research were also discussed. [ABSTRACT FROM AUTHOR]

The article from the Mexican Journal of Educational Research analyzes the balance of Mexican educational policy from 2018 to 2024. The importance of educational research in informing decision-makers in this field is highlighted. Additionally, five articles are presented that address topics such as digital service-learning, educational research, educational leadership, and curriculum management in Chilean schools. The authors invite readers to debate these topics in order to strengthen the educational system. [Extracted from the article]

Management Learning Education (MLE) research and curriculum and pedagogy innovation are urgently needed to lead our world out of crisis. If we are to take responsibility for educating future leaders of business, third‐ and public‐sector organizations with the skills, competences and knowledge to deliver sustainable futures for the planet and people, then pedagogy cannot be a dirty word. In this essay, we consider the state we're in by looking at the juncture of [climate] crisis, with the lack of investment in MLE research and innovation, and management education market misfires – which together, constitute MLE as undervalued, underfunded and underdeveloped. We discuss advances in MLE theory to reveal a missing middle of understanding, namely between meta theories of pedagogic philosophies and values and infra theories of programme, course and project insights, as we work toward developing 'responsible' and 'civic' management schools. Drawing on our own experience as researchers, educators and pedagogy developers, and as past and present vice‐chairs of the Management Knowledge and Education initiative at the British Academy of Management, we call for investments in supporting infrastructures to accelerate MLE and curriculum and pedagogy innovation, implicating learned societies, governments and higher education institutions. [ABSTRACT FROM AUTHOR]

Co-creation has been used across disciplines and within the arts for quite some time. This article aims to analyze what students from a university devoted to the arts understand by the term "co-creation" and how these students suggest evaluating co-creation. It also aims to compare this with the professional's perception to relate the curriculum to what is relevant in the cultural industry. Thus, we discuss how co-creation processes could be integrated into the arts curriculum Higher Education. Through the application of this research to arts education, students, professionals, and communities can benefit from more enriched, engaged experiences with art. [ABSTRACT FROM AUTHOR]

In many South African universities, full research students receive little support during the research conceptualisation stage of the research journey, other than that provided by their supervisors, who tend to have limited time to engage with their students. Furthermore, during the proposal phase, scant attention is paid to the role of writing in research conceptualisation and scholarly development. In an attempt to address this neglect, the authors of this article worked collaboratively with academic staff from two schools within the Faculty of Commerce, Law, and Management at the University of the Witwatersrand to pilot academic literacies-informed projects aimed at integrating writing in the first year of existing postgraduate research programmes. This article provides insight into factors that constrain and enable such an integration endeavour. Data was collected through focus group discussions with the project teams from the participating schools. Drawing on Margaret Archer's structure, culture, and agency as the analytical framework, five themes emerged from the data: leadership and oversight, supervision and postgraduate pedagogy, supervisor awareness and support, the postgraduate research education curriculum, and student engagement and commitment. The authors discuss these themes in terms of their enabling and constraining dimensions, and conclude with observations that could inform similar initiatives in other postgraduate research programmes. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be 'cautious' in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the Australian education system is constructed to be, and remains, largely hostile to First Nations Peoples and perspectives. Despite several decades of studies exploring these phenomena and concerted efforts to 'fix the problem', there has been a systemic failure to shift discourses and practice beyond the completely absent, tokenistic, or superficial inclusion of First Nations narratives in Australian education. We argue that power-knowledge relations of settler-colonial discourses are fundamentally at play and that by examining how disciplinarity and settler-colonial frameworks of knowledge control operate in education, we conceptualize a possible reason to the pedagogical challenges faced in the decision-making and integration of First Nations narratives in curriculum. [ABSTRACT FROM AUTHOR]

Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants' immersion in real science contexts and in seminars and its impact on participants' thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants' discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants' lack of teaching experience, and those associated with elementary students and the curriculum. [ABSTRACT FROM AUTHOR]

I explored educational responses to our shared ecological precarity by combining ecological and educational research methods. Four teachers at three Denver Metro suburban schools expressed ecological relationships in their curriculum, revealing opportunities for ecological renewal. Findings illuminate relationships among life and place in suburban schools. This study adds evidence for the inclusion of place as a constitutive dimension of Eisner's ecology of schooling and reveals the camouflage curriculum that conceals, not by trickery, but by mundanity. [ABSTRACT FROM AUTHOR]

The promise of data-driven methodology in various computer disciplines has been shown by the many real-world implementations of methods based on machine learning (ML) over the last couple of decades. ML is finding its way into the computer curriculum in higher education, and an increasing number of organizations are introducing it into computer education in grades K-12. Researching how agency and intuition grow in these situations is critical as computational learning becomes increasingly common in K-12 computer instruction. However, knowing the difficulties associated with teaching algorithmic learning through grades K-12 presents an even more difficult barrier for computer education research, given the difficulties educators and schools now face in integrating traditional learning. This article describes the prospects in data mining schooling for grades K-12. These developments include adjustments to philosophy, technology, and practice. The research addresses several distinctions that K-12 computer educators should consider while addressing this problem and places the current results into the broader context of computing education. The research focuses on crucial elements of the fundamental change needed to properly incorporate ML into more comprehensive K-12 computer courses. Giving up on the idea that rule-based, "traditional" programming is necessary for next-generation computational thinking is a crucial first step. [ABSTRACT FROM AUTHOR]

Entrepreneurship education research has a strong "output" focus on impact studies but pays much less attention to the "inside" or process perspective of the way entrepreneurship education occurs. In particular, the scattered previous entrepreneurship curriculum research has not managed to provide a current and comprehensive overview of the curricular elements that constitute entrepreneurship education. To overcome this shortcoming, we aim to identify the teaching objectives, teaching contents, teaching methods, and assessment methods discussed in entrepreneurship curriculum research. To this end, we conducted a systematic literature review on the four entrepreneurship curriculum dimensions and collected all mentioned curriculum items. We used a two-stage coding procedure to find the genuinely entrepreneurship-specific items. Among numerous items (also from business management and other subjects), we found 26 objectives, 34 contents, 11 teaching methods, and 7 assessment methods that were entrepreneurship-specific. Most of these items were addressed by only a few scholarly papers. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the issues and challenges facing stakeholders in French and Francophone studies by citing her experiences as examples. Also cited are the proposed steps to address said issues like developing new models of collaboration, coauthorship and collective work, and the need to focus on creative practices in research and teaching.

The aim of this study was to explore the core of teaching practice as a part of the curricula for master's degree in special teacher education. The data consisted of the curricula of teaching practice of all six universities in Finland that offer this program, along with the results of an electronic questionnaire administered to students. The curricula were obtained from the internet and the questionnaire was delivered to special education students at two of the six universities. Content analysis was used as a method. According to the results the curricula could be compressed into eight key elements, main of which were basic special education competence, advanced methods, collaboration, and interaction skills. Unfortunately, just 54 students responded to the questionnaire. However, they considered teaching practice a relevant part of their studies. They were satisfied with the supervision although, they commented, it could have been more frequent. The results are discussed using a four point frame of curriculum, pointing to the rare possibilities of students to negotiate or to feel empowered. [ABSTRACT FROM AUTHOR]

This study aims to determine the Perceptions of Movers School Teachers Regarding the Implementation of Merdeka Belajar Curriculum in the Central Ternate PAUD Unit. This research is a descriptive qualitative research, with the research subjects being 6 PAUD teachers who have carried out the government program 'driving school' in Central Ternate. Data collection techniques in this study were carried out by observation, interviews, and documentation, with analysis techniques: data reduction, data display, and verification. The results of the research found that 1). Central Ternate PAUD driving school teachers have a positive perception and get a very good appreciation of the Merdeka Belajar curriculum. Teachers see this independent learning curriculum as an opportunity to provide diverse, creative, and interesting learning experiences for children. 2). There are several factors that become challenges, namely, first, the inadequate quality of the teacher's human resources, second, minimal learning facilities and resources or inadequate infrastructure. [ABSTRACT FROM AUTHOR]

Academic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schön's theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education. [ABSTRACT FROM AUTHOR]

In the dynamic and ever-changing educational landscape, it is crucial to rethink and construct social curriculum policy in the 21st Century. At the same time considering integrating skills such as critical thinking, creativity, and problem-solving into the curriculum, and reflecting the evolving needs of a dynamic society. The endeavour of developing a robust social justice curriculum policy requires a clear understanding of the diverse and ever-changing needs of learners and education practitioners, as well as the commitment to fostering inclusivity, equality, equity and empowerment within educational systems. There are twelve articles published in this special issue. We believe that these articles will assist policymakers in various countries, provinces or states, and districts to frame and construct the socially justice curriculum policy for 21st Century. [ABSTRACT FROM AUTHOR]

Economic equality contributes towards social justice through equal access to opportunities for employment, income generation, or starting businesses. Entrepreneurship is often viewed as the panacea for job creation and reducing unemployment. Entrepreneurship education, therefore, supports the development and expansion of learners' knowledge and understanding of entrepreneurship. The notion is that when more learners opt to become entrepreneurs, economic inequality will be reduced. Entrepreneurship education continues to be studied for its contribution towards attaining social justice through economic equality. Recent literature, however, indicates a notable shift towards embracing a broader perspective of entrepreneurship education rather than only lauding it for its economic value creation. Numerous contemporary publications use the term entrepreneurial learning rather than entrepreneurship education. This shift emphasises the role of learners to learn self-directedly so as to think entrepreneurially or behave in an entrepreneurial manner rather than educators teaching them to "become entrepreneurs" (i.e., starting a business). Entrepreneurial learning intends to benefit not only the entrepreneurship learner but also purposefully endeavours to create value for others. The current conceptual paper focuses on this broader value-creation purpose of entrepreneurial learning and how this different view can contribute to attaining social justice if embedded in the South African school curriculum using a socio-constructivist theoretical framework. Conceptual recommendations are made for the optimal construction of entrepreneurial learning in upcoming curriculum adaptations to buttress its broader value-creation purpose in support of social justice. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of a research-practice partnership's approach to supporting equitable K-5 science teaching and learning during the COVID-19 pandemic. The authors highlight the strength of the partnership and the diverse methodological and theoretical approaches that allowed for timely and effective data collection and analysis in order to design and deploy context-specific interventions. The authors focus on two specific cases as evidence that RPPs can be a source of responsive support for science education in a crisis, highlighting how the approach to research allowed for both solving urgent problems of practice and generating new knowledge. The study offers insights into the effects of partnership conditions and design features of the RPP on the measured outcomes. The paper concludes by offering implications for researchers and policy makers as it relates to organizing and leveraging research-practice partnerships to be responsive in a crisis and promote socially just science education research. [ABSTRACT FROM AUTHOR]

Translation theory and practice have been part of our faculty curricula for many years and our institution has been a pioneer in the preparation of young professionals for the labour market. Translation has always served as the channel of communication between countries and cultures. The world is changing rapidly with countries striking different negotiation agreements or with an increasing demand for cooperation and involvement in ambitious bilateral or multilateral projects. Globalization, EU integration, job opportunities, professional achievements, research, are among the reasons that drive and urge the students to acquire skills and competences in the field of translation and interpreting. Translation as a course has proven to be very successful and useful in the market with an increasing demand for opting to expand its teaching from bachelor and master to doctoral studies. It equips students/trainees with the right skills and qualifications to seek employment opportunities in different governmental and non-governmental agencies, organizations or companies. In that regard, the job of instructors of the translation and interpreting course is very challenging, vesting them with many responsibilities when confronted with students´ demands, their motivation and attainment. They have to adapt to current changes by involving contemporary teaching approaches and instructions in guiding and walking the students towards various aspects of translation theory and practice. [ABSTRACT FROM AUTHOR]

Though the issue of knowledge management (KM) education is not new in the KM literature, there is not much research on KM education in Russia. There is only one thorough study, published in 2018, that represented what KM education was in this country by that year. There is a lack of case studies on KM courses taught in Russian universities. This paper reviews the current situation with KM education in Russia and focuses primarily on KM as a bachelor's and master's course in Russian universities. It demonstrates the way KM has developed since the late 1990s when Russian research began to increase in a variety of fields. The Russian database eLIBRARY. ru and the internet were searched for KM courses and courses that included KM as a topic. This paper presents a range of KM courses that were taught from 2011 to 2022 and the fields of studies that included these courses. [ABSTRACT FROM AUTHOR]

While community college and technical and vocational educational and training (TVET) students' ability to afford a study abroad experience as well as the "culture" that shapes their attitudes towards education abroad are frequently framed as barriers to participation, this article posits that curriculum is one of the primary gatekeepers. Qualitative interviews with global education leaders at 20 U.S. institutions indicate that the availability of flexible program models and student interest in international experiences are creating favorable conditions for their students to go abroad, yet finding courses outside of faculty-led programs that meet these students' curricular needs is an enduring challenge. This article argues that shifting away from a deficit perspective in education abroad research and looking beyond assumptions that community college/TVET institutional characteristics and their students' socioeconomic identities are necessary steps towards addressing low enrollment in study abroad. Rather, leaders at higher education institutions and study abroad organizations can open doors by adding courses that align with general education curriculum and associate degree requirements for direct-enrollment options. [ABSTRACT FROM AUTHOR]

This column explores the concept of competency-based education (CBE). A shift to CBE is a key trend for the future of health care education. Health care professions that have adopted, or started to adopt, a CBE framework include physical therapy, speech-language pathology, social work, medicine, nursing, pharmacology, and dentistry. Internationally, many occupational therapy programs are in the process of shifting to, or have shifted to, a CBE model. This column discusses how although select occupational therapy programs in the United States may individually be considering shifting to, or have shifted to, a CBE framework, there is no national movement to explore adopting the model for occupational therapy or a consensus on defined outcomes for the profession. This column discusses how although select occupational therapy programs in the United States may individually be considering shifting to, or have shifted to, a competency-based education framework, there is no national movement to explore adopting the model for occupational therapy or a consensus on defined outcomes for the profession. [ABSTRACT FROM AUTHOR]

In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking 'What is physical education policy research?', we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, 'How is physical education policy research working in different contexts?', 'What counts as policy research?' and 'Who is doing policy research?' We examine how physical education policy research is being taken up across the U.S. and the orientation – or direction – those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation. [ABSTRACT FROM AUTHOR]

The concept of 'knowledge' is central to education, particularly when it comes to the school curriculum. This paper makes the case for engaging in conceptual analysis, and in particularly conceptual engineering, in educational studies. Conceptual engineering emphasises analysing concepts with their purposes in mind. To illustrate the importance of this sort of conceptual analysis in education, I track the educational impact of three concepts of knowledge: (1) the traditional philosophical concept of knowledge as justified, true belief; (2) Michael Young's concept of 'knowledge of the powerful'; and (3) Young's concept of 'powerful knowledge'. I argue that knowledge as justified, true belief is too abstracted from educational purposes to provide much guidance for curriculum planning. Young's 'knowledge of the powerful' prioritises the social role that knowledge can play over its value to individual students. Finally, 'powerful knowledge' is too unclear to provide appropriate guidance to policy makers and practitioners. By examining the interactions between these concepts of knowledge and historical policy and practice in education, I conclude that the focus of conceptual engineering on clarity about the purposes of education is central to good conceptual analysis. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]