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The article combines later Wittgenstein's fictitious language games, along with the forms of life associated with them, with the concept of otherness and places them both within the philosophy of education. The account of otherness overlaps with the view of fictional language games in that the latter deviates from our ordinary, extant uses of language and our "Lebensform," and thus can be perceived as extraordinary, unusual, strange, and sometimes nonsensical. The advantages of dealing with such construed preposterousness rely, first, on its leading to a better understanding of our own "form of life"; second, on its opening a window on the changing of our form of life; third, on its acquainting us with the other. The educational roles of it are presented, first, as being needed at the very beginning of a child's language learning, when the learner probes the limits of sense and thus enters the domain of otherness; second, as freeing children from the tyranny of adults' norms and showing the norms that adults accept as absurd; thirdly, as puzzlement that gives an impulse to our thought development, which occurs in contact with the other. Therefore, it is claimed that Wittgenstein's later philosophy opens perspectives on educational thinking not only in terms of teacher training ("Abrichtung") of the learner to follow the rules of existing practices, but also in terms of imagination and critical attitude towards the existing forms of life.

By deepening students' discussion skills, schools can play a key role in bridging communication divides in our society. As the nation has become increasingly politically polarized, how can educators teach constructive dialogue in the classroom? The authors--education experts and researchers--offer seven strategies for helping students engage in civic discourse, even and especially when their views are widely opposed.

The study explores work motivation of autistic adults through the lens of Self-Determination Theory (SDT). Twelve autistic employees (ages 28-47; 3 females) participated in semi-structured qualitative interviews about their work experience. Analysis combined inductive and deductive approaches, identifying motivational themes emerging from the interviews, and analyzing them according to SDT concepts. Two major themes emerged: (1) work motivation factors positioned on the self-determination continuum: income and self-reliance; a daily routine; social/familial internalized norms; meaning and contribution; and job interest; and (2) satisfaction of psychological needs at work, postulated by SDT: competence, social-relatedness, and autonomy and structure. Findings are discussed in relation to current literature, and practical applications are suggested for meeting the motivational needs of autistic employees and promoting employment stability.

Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers' engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers' evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained self-reported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers' motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills.

We investigated and compared sociomathematical norms in secondary mathematics teachers' classrooms before and after using mathematical modeling activities. Participants were four secondary mathematics teachers. The data included 104 h of videotaped classroom observations and teacher interviews. The data analysis revealed notable changes in sociomathematical norms in teachers' lectures not utilizing modeling activities beyond those utilizing modeling activities. The results implied that teachers and students were convinced by and adopted what was done in the modeling environment. We discussed that modeling activities could be a powerful tool for mathematics teachers and students in challenging and transforming traditionally oriented classroom norms to those aligned with reform-oriented mathematical classrooms and their sustainability.

Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given experiences in teacher education programs that demonstrate how the nature of sociomathematical norms influences critical abilities such as mathematical understanding and problem solving. This study aims to look at how pre-service teachers' knowledge of sociomathematical norms changes over time. This knowledge exchange is investigated throughout the pre-service training process, which involves dialogue writing and dramatization activities based on sociomathematical norms and psychological principles. Sixty-eight pre-service teachers took part in this study, which used the case study method. A semi-structured interview, the pretest and posttest containing the sociomathematical norm-framed dialogue analysis, video recordings of class discussions, and the researchers' observation notes in the lectures where the applications were carried out were all employed as data collection tools. This study would contribute to the literature with its components, positive outputs and suggestions for future studies.

For thousands of years Jewish law was based on revelation and precedent. God's will, as revealed in scripture, was determinative: it demarcated what was permitted, required and prohibited. A contemporary rabbi could offer only a slight emendation of precedents. The early modern period, however, witnessed a dramatic shift in Jewish norm-making. A new source of knowledge, empirical evidence, became both valid and persuasive. Indeed, it could even override both revelation and precedent. What is so fascinating about this watershed moment in Jewish norm deliberation is that it spawns from an ancient concern about zoonotic diseases arising from pigs.

Fifty-two faculty at two Canadian universities were interviewed about the impact of work environment, role conflict, and work-life balance on career-related experiences and decisions to apply for promotion to full professor. Faculty described conflicts between their academic responsibilities of teaching, research, and service (including limited time for research despite long work weeks) as well as work-life imbalance. These issues were often gendered; women took slightly longer to achieve the rank of associate professor, accepted tasks of lower reward value, held decreased expectations for promotion, and experienced workplace conflict and bullying more than their male counterparts. Even so, faculty identified colleagues as a valuable career support. Our data lead us to theorize that the decision to apply for academic promotion is informed by a cost-benefit analysis, early career experiences, conformity with academic norms that over-emphasize research productivity, as well as access to career-advancing resources (especially time for research). We recommend that the gendered nature of the academic reward system be re-imagined to promote equality, and provide suggestions as to how to do so.

Purpose of this study was to identify factors contributing to the successful group performance from the perspective of business students. The in-depth interview was done followed by a survey derived forty-five items variables, after some tests 21 items variables removed due to low item remainder coefficient resulted in 24 items questionnaires. A total of 355 respondents participated during the survey. Exploratory factor analysis with principal factor extraction was performed and five contributing factors were extracted. Those factors are cohesiveness, inter-relationship, norms, diversity and appointed team leader.

Background: It has been widely recognized that ethics is central to the practice of medicine. Since physicians' identities are heavily influenced by their basic medical training, education in ethics during this period would facilitate their professional development. To enable this, some global and national organizations have published guidelines detailing the aspects of ethics that need to be taught to medical student. However, it is not known how many such guidelines exist and to what extent they concur or differ. Aim: This study aims to identify and examine the content of existing national or international guidelines on the inclusion of ethics in basic medical education, in the English language. By doing so, it hopes to explore and highlight the similarities and differences regarding their pedagogical goals and their prescribed content, thereby contributing to a more holistic understanding on the state of medical ethics education. Methods: Data collection was performed through systematic searches on Google and on scientific databases. The guidelines that fulfilled the inclusion criteria were thematically analyzed using the method proposed by Braun and Clarke (2006). The resulting themes and sub-themes were grouped and characterized. Results: Thirteen guidelines (ten national and three international) fulfilled the inclusion criteria. Among these, two major approaches can be discerned: value-based and norm-based. Value-based guidelines tend to be more globally applicable, because they endorse more abstract and universal principles. Norm-based guidelines, on the other hand, are more context-specific and have a practical focus. Understanding this distinction could facilitate discussions on different perspectives in ethics education.

As a prospective mathematics teacher, the most inspiring observation I, Audrey, the first author, made about Terry Wood, from those who spoke at the May 2021 Memorial Event, was her passion for mathematics education as evidenced by the intermingling of her work and personal life. From the colleagues whom she invited to live in her home to the teachers she collaborated with to her son speaking of the ways his children's grandma watched them become mathematics learners, it was clear that both her personal and professional life was dedicated to the field. The community that Terry created, inspired, and impacted is one that boldly and critically reflects on traditional methods, contributing to practical and lasting changes in the field. In particular, her work with social norms in the mathematics classroom and processes of argumentation inspires new teachers like me to embrace her ideas and vision and move them over the horizon, to see the field shift in positive directions and turn theories into practice.

The study seeks to understand how the AI ecosystem might be implicated in a form of knowledge production which reifies particular kinds of epistemologies over others. Using text mining and thematic analysis, this paper offers a horizon scan of the key themes that have emerged over the past few years during the AIEd debate. We begin with a discussion of the tools we used to experiment with digital methods for data collection and analysis. This paper then examines how AI in education systems are being conceived, hyped, and potentially deployed into global education contexts. Findings are categorised into three themes in the discourse: (1) geopolitical dominance through education and technological innovation; (2) creation and expansion of market niches, and (3) managing narratives, perceptions, and norms.

Despite more women and underrepresented students entering engineering, there are still gaps in achievement. A potential remedy is to establish equitable team dynamics during groupwork. Groupware systems have been implemented in the workforce and, recently, piloted in undergraduate lowerdivision education to establish team norms. Our prior work found that there was a significant association between gender and the utility of rules systems to establish team norms. To assess biases regarding gender and minority groups in the rules system, we examined the differences between rules chosen by individuals and teams based on demographic characteristics in a large engineering course. Students individually identified which rules were most important when working in a team, then formed teams and performed a "negotiation" to choose which rules the team would follow. We used statistical analyses to determine whether certain demographic factors predicted how influential an individual was during the selection process. We found that demographic and educational characteristics did not have a significant influence on decision-making for team rules. Furthermore, we found that female and first-generation students were more likely to select the rule "Play an active part in the team" than their male or continuing-generation peers.

Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.

Internationalization of higher education (IHE) has become one of the most prominent strategies in national policies and universities' agendas during the past three decades. IHE provides numerous benefits to nations, institutions, and higher education stakeholders and plays a vital role in improving the quality of education and research. However, it is difficult to argue that all countries equally benefit from IHE; that is, power inequalities between countries in the world are reflected in universities' efforts and outcomes regarding internationalization. To analyse the effects of national boundaries on IHE, this article presents qualitative research conducted in two European countries: Poland and Turkey. Thirty-six semi-structured interviews were conducted with international office professionals. The results revealed that IHE in Poland and Turkey, as examples of peripheral countries in terms of IHE, is restricted by political instability, economic impotency and socio-cultural legacies. These factors lead to a nation-bounded internationalization experience for higher education institutions and individual stakeholders in both countries. The results also revealed some differences between the two countries and it is argued that decentralized internationalization strategies designed based on nations' unique characteristics are needed to drive the progressive values of IHE forward.

Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator's role and student's ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another's knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment.

Background: A positive conception of sexuality among people with intellectual disabilities is crucial and relies on several social and interpersonal contexts. The goal of this study is to analyse the interaction and impact of three different contextual groups: individuals with intellectual disabilities, their parents, and professionals working with them. Methods: Survey data were collected from 330 people with intellectual disabilities attending occupational centres in eastern Spain, 330 parents, and 100 professionals. Results: Correlation and variance analyses of dyad-level data show significant differences among the three groups in all variables. Professionals perceived people with intellectual disabilities to have higher knowledge of socio-sexual norms than people with intellectual disabilities actually appear to be, but they are also more concerned about aspects related to this area of people with intellectual disabilities. Compared to people with intellectual disabilities and professionals, parents perceived people with intellectual disabilities to have lower sexual knowledge. Conclusions: Our study demonstrates inconsistent perceived knowledge of people with intellectual disabilities' socio-sexual norms and sexual knowledge among the three groups, leading to disparate levels of concern regarding people with intellectual disabilities sexuality. Thus, the need to collect information from different perspectives for more accurate reporting and the critical need for sex education programs that involve the target population, but also parents and professionals who frequently interact with people with intellectual disabilities are highlighted.

Background: There is a somewhat common understanding that links teaching and environmentalism. This may be because schools are pioneers or are often used as platforms for many environmental advocacies. Years of research have demonstrated that teaching increases awareness and concern for the environment and encourages people to protect the environment, however there is a deficit in the literature that probed and determined which among teacher activities may be considered as pro-environmental behavior. Purpose: This study attempted to determine the influence of values, beliefs and norms in teaching disaster risk reduction. This paper attempted to reflect on teaching and environmentalism as deduced from the findings and aims to stimulate and contribute to the discussion on teaching and environmentalism. Participants: Data were gathered from 185 public school science teachers teaching from grades 3 to 6 under the Department of Education -- Division of Biliran located in one of the highly natural hazard-vulnerable islands in the Philippines. Participants were selected through random sampling of schools. All science teachers of the schools drawn were asked to voluntarily participate in the study. Design and methods: This quantitative study made use of survey design using adapted and content-validated Likert scale questionnaire on values, beliefs and norms in teaching disaster risk reduction. Data collected were analyzed through partial least squares-structural equation modeling (PLS-SEM) using Smart PLS. Conclusion: Results conform to the Value-Belief-Norm Theory of Environmentalism, which suggest that teacher activities pertaining to the integration and teaching of disaster risk reduction in science lie within the continuum of environmentalism, therefore, they may be considered pro-environmental behavior.

Although there is a large body of research about emotional labour in workplace settings, such as the health professions and the service industry, less is known about the empirical processes through which emotional labour is taught in higher education and professional education. Using medical education as an example, a discursive psychological (DP) approach is used in this paper to detail how the feeling rules of the physician's profession are constructed by students and tutors in fiction, film, and poetry seminars. From a data set of 36 video- and audio-recorded fiction seminars from two medical schools, 29 sequences of discussions about emotional challenges for physicians were found. These examples have been transcribed in detail and analysed using DP. Analysis shows that students and tutors construct feeling rules as fluid, negotiable and changeable. Feeling rules are defined as the calibration of emotion to suit different situations as well as different physicians with different levels of emotionality. Students deploy constructions of feeling rules to manage student identities, and students and tutors construct emotion as a separation between subjective experience and observable behaviours, where the subject-side experience should be managed or controlled in the way it manifests externally.

The purpose of this study was to identify and categorize in-the-moment teaching moves which support productive general social norms and sociomathematical norms during dialogic instruction by drawing on transcripts of classroom episodes. To understand how teachers construct in-the-moment teaching moves, this paper is grounded in a revised version of the Advancing Children's Thinking framework. In particular, the framework reveals three interconnected dimensions of teaching moves: (1) eliciting group strategies, (2) supporting conceptual understanding "and" group coordination, and (3) extending group mathematical thinking "and" coordination. Drawing on this framework, we use a novel self-study methodology to construct a sequence of in-the-moment teaching moves that support the development of productive social and sociomathematical norms in dialogic classrooms. These teaching moves include (1) inviting strategies and encouraging all members to actively listen; (2) exploring, clarifying, and questioning the mathematical details of all strategies as a group; (3) promoting understanding of differing strategies; (4) comparing and evaluating differing strategies as a group; and (5) connecting the group's thinking for making progress on the task/advancing current strategy to become viable. Implications for research and practice are offered.

The aim of this study was to explore dramatic play processes from a Marxist-Feminist perspective as a context in which preschool children express their understanding of gender and related issues. This qualitative study utilized critical discourse analysis to focus on the meaning created among children through their interaction while playing. The current study, with its idea of the active construction of gender and its critical attitude, goes beyond other studies that focus only on stereotypes and are influenced by constructivist approaches. The children's discourses on gender are organized into four Marxist-Feminist related categories as stereotypes, false consciousness, inequality in production, and power relations. The results showed that the inequalities in the social context of children are reflected in the educational environment through dramatic themes, play roles, and materials used in dramatic play. At the same time, children challenged these inequalities from time to time by using the dramatic structure.

Cultivating preservice teachers' "shutaisei" has been the focus of Japanese university-based teacher education since the late 1990s. This article contains the self-study of three teacher educators at different Japanese universities. All three of us believe that helping students cultivate their "shutaisei" should be an important part of our teaching practices; however, framing "shutaisei" and pursuing it in practice poses complex dilemmas. In this article, we explore our individual understandings of "shutaisei's" meaning in theory and practice, and reflect on how and why we considered it in these ways. We discussed our practices every two weeks online; all the conversations were videotaped and analyzed. Ultimately, through this self-study, we (teacher educators) found: (1) We had defined what "shutaisei" means based on our own educational experiences; and (2) We had suggested our own "shutaisei" to the students without being aware that it is based on our own educational experience. Teacher education institutions, we recommend, should provide opportunities for faculty members to explore themselves and their practices.

Despite the fact that precarious modes of employment have become increasingly common in academic careers, studies have shown that precarious contracts are often hidden and masked within higher education structures. This has important implications for the identities of those on such contracts. This paper uses Goffman's work on stigma, 'spoiled identities', and identity management, and Archer's concepts of morphostasis and morphogenesis as heuristic devices to examine the ways in which precariously employed academic staff experience their work and think about their identities. In doing so, the paper maps out the complex relationship between structure, agency, and identity in precarious academic careers and the ways in which participants reproduced embedded career norms and dominant career scripts through the process of masking the stigma of their precarity.

Prior research has shown that touch has an important role in preschools. However, less is known about early childhood educators' views on touch in their work. Hence, we ask what different views of touch early childhood educators narrate as a part of their work. The research material consists of three multiprofessional group discussions with educators working in Finnish preschools. The findings show how educators balanced between different views of touch. Occasionally they spoke from personal points of view: touch is intimate while an important part of their work. However, educators also spoke from professional and practical points of view: circumstances and practices influence touch, and they must tolerate touch because of the nature of their work. Additionally, educators spoke about how culture, rules, habits, and other people affect touch. The study suggests that practices of touch must be intertwined with tactful practice and treated as a multisided phenomenon in education.

Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students' choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students' academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students' academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students' participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO's interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths' growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media's involvement in academic self-concepts and well-being.

It is generally accepted that teachers' beliefs impact their instructional choices, but characterizations of that relationship are limited in college settings. Furthermore, examinations of instructor beliefs, instruction, and student beliefs together in one setting are rarely described. Based on interviews with two Abstract Algebra instructors, classroom video from three units of instruction, and survey and interview data from students in the classes, this paper examines instructors' stated beliefs, ways these beliefs manifested in their teaching, and students' beliefs across the course. Both instructors made curricular choices clearly aligned with their stated views of the nature of mathematics, learning, and teaching. Day-to-day instructional choices reflected these stated beliefs as well, but the difficulty of material and tensions with other beliefs like the importance of interactivity manifested. Characterizations of the interactivity of classes and placement of the mathematical authority in class are provided through descriptive and quantitative measures. These characterizations of instruction provide nuanced portrayals of classroom norms and changes in those norms throughout the semester. Furthermore, subtle shifts in student beliefs about teaching and learning are noticeable, suggesting students' beliefs about teaching and learning mathematics can be influenced even by modest changes in instructional practice.

Purpose: The rapid adoption of social media has resulted in a fundamental shift in the way communication and collaboration take place. While social media is recognized as an important marketing communication tool, it has become overlooked how social media marketing activities (user-generated and firm-generated content) influence brand equity creation in the higher education sector. Drawing from social identity theory, this study identifies how higher education institutions develop customer-based brand equity using social media marketing and social brand engagement, taking cross-comparison between high and low subjective norms. Design/methodology/approach: A survey was used to collect data from a sample of 936 undergraduates of private higher education institutions in Sri Lanka and Vietnam. These data were gathered using purposive sampling, and in testing the hypothesis and structure among the variables, structural equation modeling was used to determine the relationship between the study variables. Findings: For the conceptual framework, the authors found that the structural equation model complies with the empirical data. The structural equation model shows that social brand engagement mediates the relationship between user-generated content, firm-generated content and brand equity. Further, the subjective norms were found to moderate the relationship between user-generated content, firm-generated content and social brand engagement, highlighting that the lower the subjective norms the higher the influence on social brand engagement as students receive low pressure and influence from external parties. Research limitations/implications: The study was conducted at private higher education institutes in Sri Lanka and Vietnam. Future research could benefit from the perceptions of undergraduates in public higher education institutes. Future researchers could widen the diversity of service settings in the sample and replicate this investigation to discover if the results are consistent across the whole services sector. Originality/value: The current research contributes to the services marketing and branding literature in the higher education context. The paper presents the crucial elements in building brand equity for higher education institutes to fill the existing gaps in higher education branding literature. The findings of the current study provide strategies to improve the higher education sector.

Purpose: Schoolwide college access programs are becoming increasingly ubiquitous in high schools across the country. Research on their effectiveness in improving college-going rates is inconclusive, prompting scholars to question how programs affect practices in schools. To better understand how schools and college access programs work in partnership to expand college advising resources, we study the practices of high schools partnered with a national college access program. Research Methods/Approach: We conducted case studies of two schools, interviewing 118 teachers, staff, parents, students, and program partners over 2 years of data collection. Using the concept of school social capital--the cognitive, material, and social resources that schools derive from their partnership with other organizations--we examined the different ways that school staff interact and collaborate with college access partner staff. Findings: We find that partnerships can help schools become more extensive brokers of college knowledge and advice by engaging in three practices: referrals, collaborative actions, and norm-setting practices. When engaged in collaboration and norm-setting, staff roles expand to include the provision of college advising services and contribute to increasing student access to advising schoolwide. We further find that school leadership plays a significant role in facilitating the types of practices that emerge from college access partnerships. Implications: Although college access partnerships can give rise to multiple advising agents in a school, such effects must be fostered. The alignment of values and goals between partners appears necessary to facilitate brokering practices between staff, as well as leadership to sanction those practices.

Advances in social norm research indicated the potential benefit of utilizing social referents, who are highly connected to others and have outstanding positions in social networks, and therefore may effectively provide normative cues for other group members. Addressing the need to increase intergroup tolerance among adolescents, we developed an intervention for secondary schools focusing on network-identified social referents, who were encouraged to spread "Equality-Based Respect" norms to increase peer-to-peer tolerant relationships. We examined the feasibility, acceptability, and effectiveness of "Together for Tolerance" in a waitlist-controlled trial (N= 1,339). Implementation was largely as planned, with high acceptability among randomly selected social referents. However, we observed no increase in perceived respect norms or tolerant behaviors, apart from a potential short-term benefit in tolerance among students exposed to peer-led actions. We address conceptual (e.g., the role of norms) and methodological (e.g., positive initial attitudes) limitations, and suggestions for future implementation and evaluation.

This study aimed to determine non-native speakers of English academics' knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants' knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants' hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.

This research was conducted to determine whether there are differences between the norm values used in the evaluation of children who train in different sports and physical education lessons according to the chronological age and biological age of the children. The research group consists of a total of 239 male students of 13 (n=116) and 14 (n=123) chronological years, who study in grades 7 and 8. In addition, the biological ages of the students who make up the research group are calculated and divided into 13(N=140) and 14 (n=86) biological age groups. Within the scope of the research, heights, body weights, body mass indexes and body fat percentages of students were determined as anthropometric variables. Hand grip, leg strength, flexibility, horizontal and vertical jump, medicine ball throwing, ball throwing and sprint running skills were measured as motoric performance variables. The differences of variables according to chronological age and biological age were calculated by the Independent-Samples t-test. According to age groups, the arithmetic mean (x) is shown as 10%. While establishing the norm, the ratings accepted as Canadian criteria were used. In our study, significant differences were found between body weights in 13 and 14 age groups according to both chronological age and biological age. While there is a similarity in 13 age group in terms of heights, difference in favor of biological age was calculated in 14 age group. Even if there is no difference in the comparisons made for the bio motor abilities that are the subject of our study, percentage differences were found in comparing norm values in 10% slices according to chronological age and biological age. Thanks to norm values generated according to both chronological and biological age, the physical condition of the children, strengths and weaknesses related to the level of students in physical education classes, according to the separation of the application groups of children directed to the appropriate sport or the athletes and the students about training programs that will be applied to the course content it is envisaged that the results of this research will provide guidance. In this way, it is thought that by dividing the chronological age and biological age in children, a possible loss of motivation will be prevented in both physical education and training and competitions.

The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.

This experimental study tested whether a professor's form of address (FOA) and email signature influenced students' perceptions of the professor's credibility, approachability, and likability. Guided by communication accommodation theory, the study investigated the likelihood that students would reciprocate a professor's FOA in email communication. Participants were randomly assigned to one of seven conditions varying by professor FOA (doctor, professor, first name) and email signature (present or not), with a signature only control condition. Results indicated students were more likely to reciprocate the FOA when an email signature was not present. Open-ended responses suggested students perceive instructors more positively when instructors specify a FOA and feel anxious and uncertain when professors do not specify a FOA.

While acknowledging the phenomenon of "happy victimizing" (HV), the classical explanation is questioned and challenged. HV is typically explained by a lack of moral motivation (MM) that is thought to develop in late childhood and adolescence. Apart from empirical evidence for widespread HV in adulthood, there are also strong theoretical arguments against the classical explanation. Firstly, there are arguments against the coherence of the very concept of MM. Secondly, while the classical explanation focuses on internal drivers (in the sense of MM), the one proposed in the present paper focuses on the patterns of interaction. Accordingly, HV may depend less on internalised values and individual motivation (whether in terms of moral internalism or moral externalism), and more on the "rules of the game" that are established in social interaction (or not). On this account, HV appears where higher order moral rules are not established and cannot be established, either due the circumstances or due to the unwillingness (or incapability) to play by the rules of these higher order games (where "games" are to be understood in the game-theoretic sense). The ordinary one-shot prisoners' dilemma is a case in point. It precludes promise-giving as well as other higher order moral regimes, but instead forces the agents into a conflict of interest, where everyone has to mind their own business. Moreover, claiming that all players have to pursue their own self-interest, can be understood as moral rule of its own.

The study subject in this article is aims to educate the concepts of judiciary principles in Eastern eroup. We substantiated the conclusion on constitutional structuring of the formalization of judiciary principles in the sections devoted to the state foundations (constitutional system); human and civil rights and freedoms; judiciary; higher judicial authorities (usually the constitutional court). A comparative legal study of the norms of special sections on judiciary contained in the constitutions of Eastern European countries allowed the author forming a list of principles that organize and constitute the basis of activity of this kind of judiciary; identify the specific nature of their consolidation; present quantitative and qualitative features of the declared fundamental principles.

Purpose: This article is a critical analysis of educational leadership and administration's historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shaping the field through conceptions of "coloniality." The purpose of this article is toward decolonizing educational leadership. Problem: Dominant, Eurocentric knowledge systems are epistemically imposing. Racialized and ethnic critiques of Eurocentric epistemologies and educational leadership norms are relatively new in dominant knowledge production institutions such as University Council of Educational Administration and peer-review journals such as "Education Administration Quarterly." Questions: Why are BIPOC (Black, Indigenous, and People of Color) epistemologies a critical issue in educational leadership, research, practice, and leadership preparation? In what ways have educational leadership research, practice, and training represented BIPOC epistemologies? Conceptual Framework: This article refines and advances theories of coloniality by a concept that I coined Coloniality Racial-Capitalism and Modernity. Coloniality, the darker side of modernity, is highlighted in educational leadership practices and "reform" for perpetuating epistemicide in the service of "racial capitalism." Contributions to the Field: This article reconnects the struggles of Blackamericans to a global struggle, such as the progenitors in the Blackamerican struggle understood. Furthermore, placing coloniality in conversation with other critical work in educational leadership around coloniality's articulations of racism and inequity is useful for BIPOC and their allies in fights for educational justice for BIPOC children.

This review aims to synthesize a published set of evaluative criteria for good qualitative research. The aim is to shed light on existing standards for assessing the rigor of qualitative research encompassing a range of epistemological and ontological standpoints. Using a systematic search strategy, published journal articles that deliberate criteria for rigorous research were identified. Then, references of relevant articles were surveyed to find noteworthy, distinct, and well-defined pointers to good qualitative research. This review presents an investigative assessment of the pivotal features in qualitative research that can permit the readers to pass judgment on its quality and to condemn it as good research when objectively and adequately utilized. Overall, this review underlines the crux of qualitative research and accentuates the necessity to evaluate such research by the very tenets of its being. It also offers some prospects and recommendations to improve the quality of qualitative research. Based on the findings of this review, it is concluded that quality criteria are the aftereffect of socio-institutional procedures and existing paradigmatic conducts. Owing to the paradigmatic diversity of qualitative research, a single and specific set of quality criteria is neither feasible nor anticipated. Since qualitative research is not a cohesive discipline, researchers need to educate and familiarize themselves with applicable norms and decisive factors to evaluate qualitative research from within its theoretical and methodological framework of origin.

The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here, Henry inquires into the pedagogical commitments necessary for dissent as a mode of bridge-building to occur. These commitments are (1) an orientation toward remembrance, understood less in terms of a commonality of religious identity and more in terms of a "structural condition of the present"; and (2) an embodied attention to the proximity of the other. The paper concludes with some thoughts on the nature of the pedagogical content that could be helpful in enacting these commitments. Henry suggests that pedagogies of dissent require theological content that (1) reworks past traditions, without justifying or downplaying their shortcomings; and (2) is explicit in its rejection of heteronormativity through a sensitivity to the lived experiences of LGBTQ people.