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While program-level learning objectives are required for medical school accreditation, session-level learning objectives are not, although many institutions use them. Most pre-clerkship basic science medical educators (PCBSMEs) do not have formal pedagogy training, so it is unknown when PCBSMEs learn about learning objectives or how they communicate them to students. A questionnaire was designed to phenomenologically explore these aspects during PCBSMEs' time as a student and as an educator. Qualitative data underwent inductive thematic analysis and generated two descriptive themes. Theme Educator Experiences describes how respondents learned about and used learning objectives as a student and as an educator. Theme Educator Communications describes how PCBMSEs communicate with students about using learning objectives. The relationship between themes suggest learning occurs following Bandura's Social Cognitive Theory. Findings indicate potential obstacles preventing implementation or communication about learning objectives, regardless of training. Strategies to proactively expose PCBSMEs to pedagogical concepts regarding learning objectives are recommended.

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools. 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives, (2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation, (10) teamwork, (11) network building, (12) knowledge management, (13) learning and quality development, (14) building morale, and (15) improving development. 3) The results of the trial use of the model had a reliability value of 0.80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the 0.01 level. They were satisfied with the model. Overall, it is at the highest level ([x-bar] = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level ([x-bar] = 4.89) and overall satisfaction with the use of the format is at the highest level ([x-bar] = 4.63). 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level ([x-bar] = 4.63, S.D. = 0.12).

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

The academic benchmarking process is broadly employed by private secondary education providers and educational stakeholders in Tanzania to examine the benefits and drawbacks of service delivery. The study explored the use of academic benchmarking in providing quality education in Tanzanian secondary schools. Employing a cross-sectional research design, data were collected from 188 participants and subsequently analysed both descriptively and thematically. The study found that the academic benchmarking process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and the adoption of best practices from benchmarked schools. Further, the findings reveal that six types of academic benchmarking are utilized in Tanzanian secondary schools. According to the study, proper academic benchmarking in secondary schools will improve educational results among secondary school graduates. Furthermore, academic benchmarking in secondary schools affects school rankings, which reflect a school's potential to do well at the end of national examinations. The study concludes that academic benchmarking enhances the provision of quality education by influencing future performance and commitments to work on secondary schools' goals, vision, and mission. Moreover, the study provides both theoretical and practical insight to the understanding of the necessity of academic benchmarking in secondary schools.

This essay draws from a study conducted as part of graduate thesis work at George Mason University. The thesis examined the purpose of human rights education and critical media literacy, and the international inducements to include these subjects in the national education systems of United Nations (UN) member states. It compared the United States (U.S.) educational system to those of other, similarly developed UN member states that have successfully implemented human rights education and critical media literacy into their national education. The comparison revealed a lack of implementation in the U.S. despite its member state status and agreement to do so. The study also looked at decades-long appeals from U.S. educators and scholars to embed these subjects into curricula, and the impact this education may have on protecting and advancing democracy. Based on the findings, a new undergraduate college course was designed. The essay that follows describes the structure, design, learning objectives, and expected outcomes of the course.

Internationally, the trend of student-centered learning in higher education has emphasized the importance of aligning student learning outcomes with corresponding assessment methods. This study is conducted at a university in Vietnam by investigating 32 sets of syllabi and test specifications varied from English Language programs to English as a Medium of Instruction (EMI) courses. The findings reveal that a lack of precision in verb usage within learning outcomes can introduce ambiguity, potentially hindering the effectiveness of both teaching and assessment. The study also highlights the significance of balancing the quantities of requirements within a single learning outcome to foster a positive and manageable learning experience. As a result, it is believed that a careful selection of verbs in writing learning outcomes, coupled with a balanced approach to requirements, can contribute to a more coherent and effective curriculum within linguistic programs.

This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers' perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers' narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers' understanding of picture books' possibilities as teaching materials, benefits for fostering students' bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers' narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

The occupational therapy doctorate degree requires a capstone experience and project to be completed within a specific occupational therapy (OT)-related setting. The doctoral capstone experience and project can be difficult to complete in the highly specialized Neonatal Intensive Care Unit (NICU). This paper provides a sample outline of the doctoral capstone experience and project in the NICU. The NANT Core Competencies, written by the National Association of Neonatal Therapists Professional Collaborative, were utilized as a guideline to track student progress and ensure understanding of neonatal therapy topics. This paper follows one student's doctoral capstone experience and project in the NICU while mentored by an occupational therapist. Learning objectives related to utilizing the NANT Core Competencies, gaining clinical skills, and participating in program development were created. The site mentor trained, supported, and educated the student in the NICU while monitoring her progress during the fourteen weeks. Overall, the student successfully completed all objectives. This paper provides an example of the doctoral capstone experience and project in the NICU utilizing the NANT Core Competencies to support the mentor-student relationship and student learning with educational topics provided in the competencies guiding the capstone experience. With details including student progress, weekly mentor-student meetings, and roles/responsibilities of the student and mentor, this paper serves as a resource and guideline for OT faculty as well as potential mentors of occupational therapy doctorate students in the NICU setting. Additionally, this paper highlights the feasibility of the completion of the OT doctoral capstone in the NICU.

The arrival of generative artificial intelligence (AI) is fundamentally different from prior technologies used in educational settings. Educators and researchers of online, blended, and in-person learning are still coming to grips with how to employ current AI technologies in the learning experience, let alone understanding the potential consequences that future and unknown developments in AI will produce. Despite potential risks, AI may revolutionize previous models of teaching and learning, and perhaps create opportunities to realize progressive educational goals. Given the longstanding tradition of using philosophy to examine questions surrounding ethics, ontology, technology, and education, the purpose of this critical reflection paper is to draw from prominent philosophers across these disciplines to address the question: how can AI be employed in future educational contexts in a humanizing and ethical manner? Drawing from the work of Gunther Anders, Michel Foucault, Paolo Freire, Benjamin Bloom, and Hannah Arendt, we propose a framework for assessing the use and ethics of AI in modern education contexts regarding human versus AI generated textual and multimodal content, and the broader political, social, and cultural implications. We conclude with applied examples of the framework and implications for future research and practice.

Within the past decade, there has been a shift in how our guiding professional documents conceptualise information literacy (IL) - evolving from a skills-based conceptualisation to one emphasising ways of thinking and knowing. This has been both productive and disruptive. Our professional documentation does not provide a framework for making this shift or for scaffolding learning to develop complex and sophisticated ways of thinking and knowing. In this study, we apply Bloom's revised taxonomy for educational objectives to instructor descriptions of IL (n=51) to develop a draft taxonomy that attempts to build a bridge between these two conceptualisations. The data was drawn from a survey that was administered to instructors and instructional support staff immediately preceding their participation in a multi-day teaching professional development workshop related to IL. We believe that this model has implications for how we approach the development of learners' IL with intentionality, both in collaboration with faculty and for our own teaching practices as librarians.

This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning processes, engaging in active listening, and focusing on others' perspectives were the most valued DT practices across disciplines. In contrast, prototyping and experimentation were the least used DT practices, with widely varying understandings across disciplines. Additionally, we found consistent evidence that DT can support liberatory teaching and learning practices that decolonize students' perceptions of power, encourage situated and action-oriented empathy, and provide opportunities for co-creation. This is particularly true when faculty intentionally encourage collaboration and project framing focused on critically analyzing dominant ways of knowing and power structures. Our analysis further revealed the challenges and importance of prototyping and conducting experiments with project partners. Ultimately, this approach can significantly enhance liberatory project outcomes and facilitate decolonized learning experiences. Given our findings, we point out limitations and challenges across current DT pedagogical practices and provide recommendations for integrating DT practices across disciplines in ways that center on issues of systemic oppression, social identity, and humanenvironmental relationships.

Effective school leadership calls for the sharing of leadership responsibility in the area of supervision of instruction and other related activities of an educational institution. Such leadership styles and practices ensure high curriculum coverage and tend to offer better learning opportunities for students. This study employed a concurrent mixed- method design to explore the influence of Colleges of Education (CoE) authorities' leadership styles and practices on school effectiveness of the two teacher education colleges in the Upper East Region of Ghana. The study comprised second-year and third-year students, tutors and leadership of the colleges. A sample size of three hundred and eight (308) was utilised. A simple random sampling technique was used to draw both second year students and tutors. A cluster sampling technique was also used to cluster the population of the third- year students and a simple random sampling technique was then subsequently used to draw the students who were out in the field for their internship. Intensity case sampling technique was used in sampling school leadership. Two instruments namely an in-depth interview guide and a questionnaire were used to elicit responses to address the research question. The interview guide gathered responses from college leadership and the questionnaire was administered to both students and staff. The study revealed that college authorities use human-centred approaches in the management and governance architecture of the colleges, delegate responsibility to subordinates and adopt participatory decision-making mechanisms that bring on board internal publics to the decision-making table. The study largely disconfirmed Douglas Mc Gregor theory X assumptions. The study recommends that college authorities should continue to engage students and staff in the governance and management of their respective colleges and also expand the frontiers of the existing collaborations among internal publics of the colleges. In light of the foregone, authorities should continue to utilise democratic, shared and transformational leadership styles.

The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

Teachers' professional identity is a key factor in their motivation, effectiveness, and job satisfaction. The present study examined hospital teachers perceived professional identity based on their work experience in a unique educational environment. Thirty-seven hospital teachers reflected on their professional identity and other personal and professional aspects of their work experience in semi-structured interviews. Hospital teachers reported a multilayer professional identity and described their work environment and teaching as complex, different from teaching in the regular school, and satisfying. Scientifically clarifying their unique professional identity is important for the development of this unique profession and for enhancing their professional confidence and well-being.

In this article, I present a justification for implementing AI literacy courses in higher education. I explore the ethical concerns and biases surrounding AI technologies, highlighting the importance of critical analysis and responsible use of AI. I then propose a conceptual framework, focusing on awareness, skill development, and the practical application of AI. This framework aims to foster comprehensive understanding and empower students to leverage AI's potential while mitigating risks. I also provide sample course titles and learning objectives. The suggested course format covers AI concepts, ethical considerations, bias awareness, and practical prompt engineering skills. There is a need to integrate AI literacy courses into higher education curricula, and I offer a roadmap for implementation. By equipping students with AI literacy, colleges can prepare students to navigate an AI-driven world responsibly while nurturing innovation and critical-thinking skills needed for future success.

The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

Currently, the aviation business is a popular service that helps people travel conveniently, quickly, and safely. People in the airline business have become more stressed with the need to learn about inflight safety-based competence to effectively serve the broad range of passengers' needs. One reason for this is the nature of their jobs, which also affects their learning. Therefore, this research study developed an autonomous learning model to enhance inflight safety-based competence for cabin crew and then studied the effects of using an autonomous learning model to enhance inflight safety-based competence for cabin crew. This study was conducted in two parts using research and development methodology (R&D). The first phase identified problems and needs in learning about inflight safety-based competence, while the second stage examined the results of using the developed learning model. The results revealed that an autonomous learning model consisted of the model's purpose, identification and management of learning goals, knowledge development of learning strategies, the trainer's role, practical ideas, and reflection on and evaluation of the learner's learning. Furthermore, the cabin crew members had improved scores in inflight safety-based competence learning in four areas: safety policy, risk management, safety promotion, and safety assurance, compared before participating in the autonomous learning model testing. The vital learning promotion course for cabin crew dealing with the inflight safety of the passengers. The developed autonomous learning model should enhance the inflight safety-based competence of cabin crew.

General chemistry II is often a challenging course for first-year STEM students, and many students rely on partial credit to achieve success in the course. However, assigning liberal partial credit to students' work can also disincentivize developing proficiency with the material. Here, we present an alternative specifications-based grading scheme for a general chemistry II lecture delivered as a flipped class. Students evaluated with a specifications-based grading scheme had higher average end-of-semester grades, with a greater proportion of students receiving A's and A-'s than the students in the traditional grading scheme. Performance on standardized ACS final exams decreased slightly in courses using specifications-based grading. Additionally, we present the results of end-of-semester surveys, which revealed that students under the specifications-based grading system agreed more with positive statements related to student-instructor interactions, including getting feedback and asking for help. These results suggest that specifications-based grading may lead to more positive outcomes in the course and may encourage students to interact with their instructor more often.

Psychoemotional well-being factors have been recognized to have a significant impact on students' reading literacy. However, identifying which key psychoemotional well-being factors most significantly influence students' reading performance is still not fully explored. This research examines the psychoemotional well-being factors that distinguish the reading literacy of high-level students from low-level ones using machine learning methods in four regions of China, including Beijing, Shanghai, Jiangsu, and Zhejiang. In total, 3497 samples were drawn from the public database of the PISA 2018, including 2935 high-level students (with proficiency level at or above Level 5) and 562 low-achieving students (at Level 2 or below). By applying Recursive Feature Elimination with Cross-Validation feature selection and Support Vector Machine classifiers approach, this study successfully identifies 15 key factors (e.g., students' socioeconomic status and learning goals) from the total 25 psychoemotional well-being factors that synergistically distinguish high-level students from low-level students with a high accuracy score (0.905). Further, using the Shapley Additive exPlanations method, the feature importance of the features set is shown, and 10 factors relevant to the psychoemotional well-being show the feature importance of reading literacy of high-level students. This study provides important insights into the factors of psychoemotional well-being that influence students' reading literacy development.

Background: Science, technology, reading and writing, engineering, art, and mathematics (STREAM) education is an emerging form of STEM/STEAM education. STEM education research focuses on how students acquire knowledge and skills. The potential of reading and writing to effectively support students in STEM education has been the focus of research. Although researchers have noted the role of language, they have not explored it in depth. Purpose/Hypothesis: This paper presents a systematic review of STREAM education to clarify how reading/writing is integrated with STEM/STEAM education and explores the level of cognitive goals in instruction. Design/Method: By searching for articles related to STREAM education up to 2021, we coded some important features of STREAM education and highlighted the correlations between two or more features. Results: (i) STREAM education has developed rapidly in the past 3 years; (ii) Writing appeared in STEM education before reading, and the trend of research is spreading from college to lower school levels; (iii) The combination of reading and writing is better in primary school and is underemphasized in middle school; (iv) The cognitive goals of STREAM education in higher education are slightly higher overall than those before college; (v) Current studies focus on the reflection process of the course, while the main process deserves more attention; and (vi) reading/writing activities in the reflection process achieved the highest levels of cognition than in the entry and main processes. Conclusion: The integration of language activities (reading and writing) into STREAM education is a trend toward disciplinary integration, which helps develop students' cognition and form knowledge constructs.

Graduate teaching assistants (GTAs) hold a unique positionality as instructors and research mentors to undergraduate students, research mentees to faculty members, and employees to an institution. With limited pedagogical training and teaching resources, the enactment of planned teaching activities and learning resources may be influenced by how GTAs conceptualize their teacher identity, role, and experiences. In this study, we explored how chemistry GTAs enacted a scaffolded, cooperative-learning case-comparison activity in a second-semester organic chemistry laboratory course. Our study was guided by the conceptual framework of teacher noticing. Teacher noticing -- an instructor observing "important" instructional moments and connecting their observations to theory and practice -- is a part of developing instructional responses based on students' reasoning. Pairing this conceptual framework with a case study methodology, we recruited two GTAs, and conducted a pre-observation interview, two observations, and a post-observation interview. We explored GTAs' teacher noticing -- what they observed and interpreted as well as how they shaped and responded. We exposed the tension and the resolution between learning objectives (i.e., objectives set by the instructional team for students) and teaching objectives (i.e., objectives set by the GTAs for themselves and their students). GTAs' framing seemed to influence their shaping, and their shaping seemed to balance the instructional team's learning objective and GTAs' teaching objectives. Because chemistry GTAs serve as instructors in many science undergraduate courses, understanding the unique GTA framing may support both graduate and undergraduate learning experiences. Furthermore, our study has implications for researchers who design organic chemistry learning resources to consider different ways GTAs may support students' learning. This study additionally has implications for faculty instructors to develop transformative, consistent professional development opportunities focused on transparency, collaboration, and community in teacher learning.

This paper presents a critical exploration of a reported decline in student achievement in Australia (2000-2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusion and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse.

Sustainable development is a powerful, significant, and occasionally controversial topic in management education. It usually refers to "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." The broad view of sustainable development is articulated on the United Nations Sustainable Development Knowledge Platform and consists of 17 wide ranging goals including Zero Hunger, Justice worldwide, and Quality Education. This article offers a hands-on exercise demonstrating how this topic can be introduced to management students. The goal is to generate awareness and critical thinking regarding sustainable development goals.

In an ever-increasingly diverse workforce, cross-cultural communication skills are essential for success regardless of job title or task. We present an engaging and customizable 30-minute activity designed to develop participants' cross-cultural communication skills by increasing awareness and sensitivity to interpersonal differences in collaborative group settings. Drawing from a multiculturalism approach to diversity, participants learn that acknowledging our differences facilitates more effective and strategic communication. We provide detailed instructions for running this exercise to meet instructors' and students' outlined learning objectives. The debriefing questions and post-lesson reflections support an environment where facilitators and participants grow. This experiential exercise suits any discipline's synchronous undergraduate, graduate, and professional classes.

Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end-to-end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC.

Biology education researchers seek to improve biology education, particularly at the introductory level, yet there is little documentation about what is actually happening in introductory biology. To characterize the landscape of learning expectations for introductory biology, we analyzed course-level learning objectives (n = 1108) and course schedules from 188 nonmajor, mixed major, and major introductory biology syllabi. We analyzed syllabi collected from a diverse range of U.S. institution types to uncover insights about instructional design decisions for introductory biology. Our analysis revealed two distinct nonmajor course types: content and issues-based courses. We found syllabi tend to focus on low-cognitive skills and factual content that is essentially a march in step with a typical textbook table of contents, rarely including core competencies or socioscientific issues (SSIs) other than in nonscience major issues-based courses. Our work contributes more evidence that faculty struggle to write course-level learning objectives. Our findings suggest that there is much work to do if Vision and Change are to become more than simply a vision--to be actualized as change--including developing CLOs for introductory biology as a first step toward creating actionable instructional change.

Building on prior research documenting associations between youth purpose and academic, psychological and physical well-being, this study examined the contributions of workplace learning (WPL) to youth purpose and internal motivation among 281 youth of diverse racial and ethnic identities and economic status enrolled in two high school networks offering innovatively designed WPL. Sequential regression analyses revealed that the quality of WPL, defined by mentor support for training, learning opportunities, and youth autonomy, contributed positively to youth purpose and internal motivation, beyond the negative effects of perceived social and economic barriers. Findings are discussed through the perspectives of psychology of working, decent education, self-determination theory and career construction and suggest that WPL is a promising intervention for overcoming inequities in fostering youth talent and purpose, including personal goals, meaning and intentions for social contribution.

Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively documented. The quality of implementation, mostly determined by application of the five basic elements of CL, has been shown to be significantly related to the effectiveness of the methods. However, due to the complex demands that designing CL sequences places on teachers, the question of how and why they implement CL methods is not trivial. The present study used an explanatory mixed methods design with sequential phases (quantitative-qualitative) to investigate the implementation of CL in school practice. A survey, structured interviews with teachers and classroom observations rated on an observation scale including indicators of the basic elements of CL were used to gather data in a total of 49 German classrooms. Results show that the implementation quality of CL lessons was rather low. Only 7% of the observed teachers implemented the basic elements. Even group goals and individual accountability, the two most important elements of CL, were implemented in only 17% of the lessons observed. Survey results indicated that implementation quality is related to teachers' evaluation of CL with regard to its appropriateness for different learning goals (r = 0.40*) and diverse students (r = 0.36*). Qualitative analysis of the teacher interviews analysed by thematic coding showed differences between teachers with high and low implementation quality regarding their beliefs. Teachers with high implementation quality see more value in social learning processes and feel more responsible for the success of CL. The results show a theory-practice gap and point to the relevance of beliefs for CL implementation.

The state of Texas requires that each district and campus write an annual improvement plan (Texas Education Code, n.d.b). Although this study was conducted in Texas concerning Texas districts and campuses, it would be reasonable to assume that most, if not all, of the other states in the U.S. have similar improvement planning processes. The present study focused on the alignment between district and campus improvement plans and the degree of effectiveness of those plans. The present study found a lack of alignment between district and campus improvement plans, a lack of alignment between strategies and root causes, and that less than half of the district goals/objectives of the plans were met (or improved). The present study aims to provide a lens for administrators and policymakers to look through as they improve this process and make it more meaningful and effective for teachers, parents, and students.

Preparing students to enter the workforce and attracting and retaining good teachers are Americans' top educational priorities for the next administration in Washington, regardless of who wins the upcoming presidential election, the 2024 PDK Poll finds. While eight in 10 or more Americans pick those two items as priorities, other policy priorities also win broad support. Seven in 10--or more--favor an increased focus on addressing student mental health, helping students who have fallen behind academically, and college affordability. The survey was produced by Langer Research Associates for PDK International, with data collected June 21 to July 1, 2024, in English and Spanish, among a representative, random national sample of 1,009 adults.

This study aims to see how contextual support, personal mastery, self-efficacy, outcome expectation, and passion influence potential career choices in project management. The demand for project management practitioners is increasing, yet the younger generations are not particularly interested in pursuing this career. A quantitative study was conducted by collecting data from 346 university students and entry-level employees in project management using an online survey. Analyses using SEM have showed that personal mastery positively influences self-efficacy and outcome expectations. Both outcome expectations and passion positively influence career interests. There is no direct relationship between self-efficacy and career interests. The practical implication of this study is to have a better understanding on what influences people in pursuing a career, specifically in project management.

The use of digital technology has the potential to support students' understanding in the mathematics classroom with the teacher playing a vital role. However, teaching with digital technology is not trivial, especially for teachers who are new to this. In this paper, we present an analysis of the enactment of a function lesson of a Sri Lankan mathematics teacher who used digital technology for the first time in her teaching. We combined the instrumental orchestration and ROG (resources, orientations and goals) frameworks into a conceptual framework to analyse her teaching. In particular, we used instrumental orchestration to identify how the teacher orchestrated the resources in her technology-rich classroom. This was combined with ROG theory to understand the reasons underpinning the decisions involved in moving from one orchestration to another. We demonstrate that this teacher showed diverse orchestrations and use the ROG framework to present these in the sequences in which they were used, formed into chains of orchestrations linked by goals. We propose that her didactical performance is a function of orchestration types over in-the-moment decision-making.

Many K-12 computer science (CS) education initiatives at the local, state, and federal levels have recently started to focus on engaging the young children. Although most CS education research has focused on the secondary level, only minimal research has explored how computer science (CS) and computational thinking (CT) can be taught in elementary and especially at kindergarten. Understanding how CS and CT are taught at the youngest levels is critical to support the creation of progressive quality curricula and professional development. Therefore, in this study, we delved into the CT/CS curriculum design considerations of five teachers for kindergarteners. Our findings revealed that the primary learning objectives encompassed: (1) Social skill acquisition, (2) Fostering a growth mindset, and (3) Developing basic CT competencies. Moreover, when crafting their CT/CS curriculum, teachers weighed factors such as (1) Their approach to adapting the CT/CS curriculum--whether it be a personalized approach or relying on a pre-packaged curriculum--and (2) Adhering to Developmentally Appropriate Practice (DAP), which took into account individual abilities, interests, and socially relevant contexts. We conclude by discussing the ramifications of these findings in terms of professional development and the shaping of future CT/CS curricula for young learners.

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data-structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest-intervention-posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects.

School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals-- quality, equity, liberty, plurality, and innovation--along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of "choice"' helps to explain its durability.

School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals--quality, equity, liberty, plurality, and innovation--along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of "choice"' helps to explain its durability.

Doctor of Education (EdD) faculty members play a critical role in contributing to the goals and objectives of their institutions. This case study explored EdD faculty member's contributions to the institution's goals and objectives. A comprehensive analysis of the students' assessments has identified several emerging themes. These themes highlighted how EdD faculty members demonstrate expertise and knowledge, contribute to research, provide mentorship and guidance, foster collaboration and community engagement, engage in service and leadership, promote diversity, equity, and inclusion, prioritize professional development and innovation, advocate for evidence-based practice, create a sense of community and belonging, instill a culture of lifelong learning, and serve as institutional ambassadors. Understanding and recognizing these themes is crucial for institutions to support and empower their EdD faculty members effectively. By implementing recommendations such as providing professional development opportunities, fostering collaboration, recognizing excellence, supporting mentorship and advising, promoting diversity and inclusion, encouraging research dissemination and engagement, nurturing a sense of community and belonging, and establishing feedback mechanisms, institutions can enhance the contributions of EdD faculty members to the overall success of their institutions and the field of education as a whole. Future research in this area could further explore the long-term impact of faculty contributions, conduct comparative analyses, examine student outcomes, explore faculty perspectives, investigate institutional support and resources, and explore the impact of collaborative partnerships.