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The present study investigates how counsellors working with children and young people (CYP) perceive their professional identity, and how the 'Practitioner Manual' and BACP Competence Frameworks, commissioned by the British Association for Counselling & Psychotherapy (BACP; 2014/2019a), can contribute to the strengthening of CYP counsellor professional identity. Participants were qualified counsellors working with CYP clients in England and Scotland. Interpretative Phenomenological Analysis (IPA) was used to analyse data. Findings were organised under three master themes: individual perception of professional identity; others' perceptions of professional identity; role of resources on formation and development of professional identity. Sub-themes included: discomfort with the concept of professionalism; misunderstandings and misconceptions; a desire for a recognised professional identity. Findings indicate that the provision of counselling for CYP clients could be enhanced by establishing a recognised professional identity underpinned by required minimum training standards and leading to registration with a recognised professional body.

This article examines the institutional and market treatment of the profession of interpreting in the English-monolingual context of Australia. Based on qualitative interview methods with 67 healthcare interpreters in Australia, the study aims to explore the impact of the linguistic hierarchies in favour of English on the financial and professional valuing of bilingualism and bilingual workers, most of whom are migrants speaking English as their additional language. With Bourdieu's linguistic market as a key theoretical framework, the findings reveal how deeply English monolingualism is entrenched in the local interpreting industry and healthcare institutions and how the pervasive monolingual ideologies work to devalue bilingualism as a non-skill. The study highlights strong ties between monolingualism, power, class and race, with a particular focus on the migrant-concentrated aspect of the interpreting profession. It illuminates the role of language in justifying and sustaining power and structural inequalities, which, in turn, disproportionately impacts vulnerable populations.

In March 2020, when public health stay home orders began in order to halt the spread of COVID-19, child care as an industry was drastically and abruptly impacted. This public health emergency highlighted the weaknesses in the child care system in the United States. This study investigated the changes in operations cost, child enrollment and attendance, and state and federal support that occurred during the first year of the COVID-19 pandemic among both center-based and home-based child care programs. A total of 196 licensed centers and 283 home-based programs across Iowa participated in an online survey as a part of the 2020 Iowa Narrow Costs Analysis. This mixed method study utilizes qualitative analysis of response as well as descriptive statistics and pre- post comparison testing. Analysis of qualitative and quantitative data revealed that the COVID-19 pandemic had a marked impact on child care enrollment, the operational cost of child care, the availability of child care, and a variety of other areas including staff workload and mental health. In many instances, participants shared that state and federal COVID-19 relief funds were critical. Although state and federal COVID-19 relief funds were critical for child care providers in Iowa during the pandemic, results suggest similar financial support will be necessary beyond the pandemic to sustain the workforce. Policy suggestions are made for how to continue to support the child care workforce in the future.

The Human Resources Development Service of Korea developed a digital exam for five representative engineering categories and conducted a pilot study comparing the findings with the paper-and-pencil exam results from the last three years. This study aimed to compare the test efficiency between digital and paper-and-pencil examinations. A digital examination was conducted with 93 participants through two rounds of test-status measurements. We collected the following data: early check-out rate, pass rate, and the average total response time per grade. The composition ratio of each question type in the digital exam was determined per the "Exam Operation Regulation" and selected from a databank spanning five years by experienced instructors. The early check-out rate of the digital exam at the Engineer level was 90% (percentage points), approximately 15%p higher than that for the paper-and-pencil exam, but the pass rate was low (9.8%p); the response time per question for the digital exam was approximately 0.2 min shorter. The results for both exams were similar in the Industrial Engineer category. The early check-out rate did not positively affect the exam pass rate, but the time taken depended on the number and characteristics of the subjects. It is necessary to improve the simplification and convenience of digital examinations, optimize test environments, and establish operation and management systems in line with the change in the Korean Technical Qualification Framework. We also suggest a gradual shift to digital examination by developing questions and tools using technologies to accurately measure individual abilities.

The article discusses the author's transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to coaching and people development. The article details three distinct cases in which the author applied action learning principles effectively: 1) Cultivating Core Values for a Public Hospital in Thailand, 2) Building a Team with Action Learning, and 3) Driving and Actualizing Results of a Leadership Development Program. Throughout these cases, the presence of a trained and certified action learning coach was highlighted as a critical factor. The coach's expertise in asking thought-provoking questions, encouraging learning from actions, and fostering a safe and effective learning environment played an essential role in the success of each initiative. The author concludes with key learnings, emphasizing the adaptability of action learning beyond traditional sessions, the importance of simplicity in its application, and the transformative power of skilled action learning coaches in driving meaningful change and development.

The purpose of this study was to examine how college students perceive and experience learning with military student peers in traditional undergraduate college classrooms. A mixed method approach was selected, using an online survey that included the nine-item questionnaire Military Culture Certificate Program (MCCP) assessment scale survey. Data were collected from 255 students who took part in the survey, which assessed nonmilitary students' knowledge of the unique military culture and environment, deployment dynamics, family dynamics, military ethics, behavioral and physical health issues, and combat experiences. A follow-up focus group solicited qualitative data from six nonmilitary affiliated students pertaining to their individual lived experiences and classroom interactions with their military student peers. Qualitative data from the focus group suggested that almost half of the students respected the experience of being deployed, based on the self-observations of family members. They also reported an understanding of the impact military life has on family members. Several qualitative themes emerged in the focus group responses, all of which have implications for improving cultural competence in the classroom.

As industry demands students with a greater technical skillset, experiential learning projects are more critical than ever in developing required technical expertise. Employing a value co-creation model at a midwestern university, the authors implemented a project to develop students' digital marketing skills, secure certifications in digital marketing, and simultaneously benefit the university community by developing e-mail communications for graduate programs. Through a course-based project, the authors examine the influence of iterative project submissions and frequent feedback as a tool to enhance both student and university employee learning. Results show value co-creative projects with a university client offers benefits to both students and the broader university community. For students, multiple practice iterations with feedback from university stakeholders increased student confidence, knowledge, and competence. For university participants, reviewing iterative project submissions was beneficial in developing marketing skills and stimulating innovative solutions beyond the scope of the student projects. Challenges related to the study design and limitations are also discussed.

The Career and Technical Education (CTE)-focused dual credits programs are proven to promote both career and academic benefits to students. This quantitative study matched and analyzed transcript data from 245 high school students enrolled in CTE dual credit programs in an urban public school district in a southern state of the U.S. The school district serves a large proportion of Black or African Americans and low-income students. The authors conducted regression analyses to compare student learning outcomes in the pre- and post-COVID cohorts while controlling for demographic characteristics, academic background, and school-level characteristics. Findings showed that students in post-COVID cohorts had significantly lower CTE GPAs but significantly higher probabilities of obtaining a CTE certificate, as compared with those in the pre-COVID cohort. In addition, a higher high school GPA predicted a higher GPA in CTE dual credits programs and a higher probability of earning a CTE certificate. The school-level average free/reduced lunch rate was a negative predictor of CTE GPA. Students enrolled in medical programs had a lower probability of earning a CTE certificate.

Hikitia te Ora (Certificate in Health Sciences) is a 1 year Indigenous bridging foundation programme at the University of Auckland, Aotearoa New Zealand. The programme aims to increase Maori and Pacific health workforce representation. This qualitative study applied a Kaupapa Maori positioning to elucidate the strengths, challenges, and opportunities of the programme. Data were collected through two workshops and seven focus groups with a total of 67 participants who were students of Hikitia te Ora from past and present cohorts, or their family members. Using a general inductive thematic analysis, the primary themes identified were that programme successes encompassed whanaungatanga (process of establishing relationships), academic and pastoral support, programme structure and the teaching content. Challenges included social cliques and divisive social groupings, timetabling of courses and high workloads. The three areas that emerged for further development include extending Pacific content, increasing the number of students in the programme, and maintaining a programme-specific study space for students. Implementing the findings from this study into Hikitia te Ora is expected to improve educational outcomes for Maori and Pacific students and may have the potential to benefit other bridging foundation courses aiming to promote Indigenous health workforce development.

This survey study examined 164 in-service special education teachers' perceptions of training strategies in their cross categorical teacher preparation program in the United Sates for developing knowledge and skills in systematic instruction, an evidence-based practice for students with extensive support needs. Both classroom-based and field-based training strategies were evaluated along with teachers' perceptions of the contribution and importance of the various training strategies. Results from Chi-square tests, Pearson correlations, multivariate analysis of covariance, and repeated measures of analysis of covariance indicated that teachers felt prepared to implement systematic instruction after exiting their program and after teaching students with disabilities, and the perceived effectiveness of training strategies was related to teacher experience. Teachers perceived modeling and receiving performance feedback in both university classrooms and field-based settings to contribute to their knowledge and skill development in systematic instruction. We present the results in terms of implications for practice and future research.

Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups.

Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners' success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.

Information technology (IT) plays an increasingly significant role in today's world. The COVID-19 pandemic has increased that reliance. Employers in all industries are struggling with considerable shortages of skilled IT workers and are seeking innovative alternatives to meet these needs. Digital badging and micro-credentials have emerged as an alternative system to validate skills. The issuing of digital badges has spanned across a wide spectrum of settings and purposes. However, there is currently less application of digital badges in graduate-level programs to link to important academic or subject-matter related achievements and higher-level competencies. Reskilling and upskilling existing employees need a more practical and sustainable approach and often do not require completion of an entire IT master's degree. To align with such demand, this study aims to demonstrate how a digital badging system can be used to validate stackable certificates for micro-credentials in a graduate-level program. The paper starts with a background introduction of the current IT employment landscape. The next two sections provide an overview of micro-credentials in workforce development and higher education today. This is followed by a section on our conceptual framework used to determine the potential value of digital badging to our graduate programs. The next section focuses on the case study. The last sections conclude with the lessons learned and the future research directions.

Curriculum revision does not always turn out exactly the way that educators envision. In 2007, Appalachian State University revised its school administration Master's Degree (MSA) and Graduate Certificate in School Leadership (GCSL) Programs to meet new state mandates for principal certification. The process was called "revisioning." Standards for School Executives were embedded throughout courses and an electronic e-portfolio replaced the School Leaders Licensure Assessment (SLLA). Despite the initial success of these reforms, the faculty concluded after several years that some of the evidence provided by principal candidates in their portfolios needed to be improved. Using curriculum mapping, course alignment, and the creation of formative capstone projects, the program initiated a second "revisioning," desiring to improve the School Administration programs. This article discusses the research basis for each of these pedagogical practices and how the school administration faculty applied that research to improving the knowledge and skills of principal candidates. An example of a formative capstone project and ten recommendations for improving the pedagogy of principal preparation and other practitioner programs are provided.

Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners.

New technological developments, such as 5G networks, smart and interconnected devices, and the development of the Internet of Things (IoT), lead to a new reality in which the secure flow of data is non-negotiable. In this new reality, blockchain technology can play a crucial role, as it has the ability to provide the necessary background for the safe and inviolable operation of systems. Blockchain is a distributed ledger, in which information and data are stored and verified. These blocks of data do not have to be related to financial transactions but may concern any other type of data that needs to be securely recorded and not changed retrospectively. Although the first application of blockchain technology was about digital currency (Bitcoin), its usefulness is not limited to cryptocurrencies or the field of economics. Blockchain, especially in its last stage v3.0, has many applications in various sectors such as data storage, certification of products and services, government, insurance, health, science, and education. This paper focuses on the current and potential educational applications of blockchain and presents how this technology can be used to solve specific education problems. Nowadays, a variety of blockchain applications concerning the issue and storage of certificates and diplomas, the evaluation of learning outcomes, the support and the academic degree management, the protection of intellectual property, the cooperation between students and their professors, learning accreditation, payment for studies, formation of an academic passport (portfolio) or administration of the educational process are implemented in some HEI and institutions. The paper analyzes the features and advantages of blockchain technology, presents some of the current blockchain applications for education, as well as the benefits and challenges of using blockchain technology in the educational sector. Finally, special reference is made to applications related to the field of language learning.

Introduction: Interveners are paraeducators who have been trained in deafblind strategies. This study evaluated the effectiveness of an online training project for intervener candidates. Methods: The training project utilized the Open Hands, Open Access (OHOA) Intervener Training Modules in conjunction with synchronous meetings and coaching. Results: Upon completion of the program, a survey was conducted to evaluate the participant's preparation to perform their job as an intervener, the most helpful parts of the program, suggestions for improvement, and overall satisfaction with the training. Additionally, participant attrition (17%) and pursual of intervener certification were examined. Discussion: The results of this study indicated that this type of program can successfully impart the knowledge and skills one needs to improve their skills as an intervener, reduce attrition of participants, and individuals can subsequently complete a rigorous certification process based on national standards. Implications for Practitioners: State deaf-blind projects as well as other entities engaged in professional development can use the materials from this project to train staff in deafblind strategies. The flexibility built into this training can be enticing for educators and paraeducators seeking professional development.

Although empathy is cited as a favorable leadership disposition in research, school principals are typically unsure about the role of empathy while performing their duties. Through a review of literature, this paper discerns specific strategies that should diminish principals' confusion about empathy and lead to more empathic, inclusive school leaders and schools.

This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem. [This article includes an extended summary in Turkish.]