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The enactment of gender responsive pedagogical approaches has the potential to support learning for all students and foster gender equality within and beyond education systems. This study investigated teacher educators' perceptions of gender responsive pedagogy in higher education in Palestine. Mixed methods were used to explore the components of capability, opportunity and motivation that influence teacher educators' behaviour when incorporating gender responsive pedagogy in their teaching practices. Thirty-six participants completed an online survey and subsequently 17 of these took part in a semi-structured interview that used the COM-B model as a framework to explore the educators' perceptions. Our findings suggest that teacher educators do not have sufficient knowledge and skills to incorporate gender responsive pedagogy into their teaching practices due to misunderstandings regarding the approach and the misconception between gender equality and gender responsive pedagogy. This led to lower motivation to include gender responsive practices, but increased their desire to engage in future learning and professional development on gender responsive pedagogy. In addition, the results revealed that social and cultural backgrounds of the teacher educators in addition to the understanding of the surrounding social cues and cultural norms are crucial in embedding gender responsive pedagogy into teaching practices.

The activities designed by 91 teams of primary teacher education students as part of their teaching proposals in a course on science teaching are analysed together with the subsequent reformulations of those activities. The objective of the study was to gain insight into the students' professional practical knowledge and the underlying focus of their approach to teaching. Qualitative methods based on content analysis were applied. The instruments used were a reflection script and the students' teaching proposals about the different versions of a specific theme of science content. The results indicate that these prospective teachers' knowledge about the types of activities that are appropriate for teaching science changed during the course from a teacher- and teaching-centred approach centred to one focused on the pupil and learning. The implications for science teacher education are discussed.

Educational scholars have argued for fair pedagogical practices in response to the learning needs of diverse students. While pedagogical fairness has been widely advocated, few studies have systematically assessed its impact on student learning, and even fewer have examined pedagogical fairness from a school organisational perspective. To narrow this gap in research, the current study develops an expansive conceptualisation of pedagogical fairness as an integral part of organisational culture, which varies by school. Our data, gathered from 7,746 immigrant-background students attending 563 schools in six East Asian societies, were analysed based on a hierarchical linear model explaining their academic performance as a function of pedagogical fairness in terms of both teacher practice and school culture. The results suggest that fair pedagogy can effectively help immigrant children succeed in school. It is particularly notable that pedagogical unfairness embedded in school culture is negatively associated with the academic performance of immigrant children, even after controlling for unfair pedagogical practices exercised by individual teachers. These findings suggest that implementing fair pedagogy is not simply the responsibility of individual teachers; it is also the responsibility of school leaders, as they are in the position to substantially influence the school as an organisational whole.

Recent advances and applications of artificial intelligence (AI) have increased the opportunities for students to interact with AI in their learning tasks. Although various fields of scholarly research have investigated human-AI collaboration, the underlying processes of how students collaborate with AI in a student-AI teaming scenario have been scarcely investigated. To develop effective AI applications in education, it is necessary to understand differences in the student-AI interaction (SAI) process depending on students' characteristics. The present study attempts to fill this gap by exploring the differences in the SAI process amongst students with varying drawing proficiencies and attitudes towards AI in performing a public advertisement drawing task. Based on the empirical evidence obtained from the think-aloud protocols of 20 Korean undergraduate students, the study first conducted a lag sequential analysis to identify statistically significant linear patterns of each group and then chronologically incorporated them into the SAI duration via coded activity alignment series to distinguish the overall SAI process of each group. The study revealed the distinctive differences in SAI processes of students with different attitudes towards AI and drawing skills. To better facilitate student-AI teams for learning, a range of implications of educational AI development and instructional design is discussed.

Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.

This study reports on a four-year project to embed academic literacy within one core course of a Bachelor of Education program. It involves an interdisciplinary collaboration between learning advisors, as literacy specialists, and lecturers, as subject specialists. It examines their roles and responsibilities and lecturers' perspectives when handing over the teaching of academic literacy to them. Data encompasses interviews with lecturers, meeting notes, and cohort statistics about assessment grades. Discourse analysis with theory from Systemic Functional Linguistics identifies the shifting contributions of the collaborators and how lecturers evaluate their experiences. Findings suggest that handover is smooth when it is done gradually and involves intensive prior collaboration. However, the contrasting views of the lecturers raise questions about what is optimal for students. Although limited, data indicates that reductions in resubmission rates and students achieving in the minimal passing range co-occur with the addition of mini videos about reading and writing critically.

Research on the educational applications of social robots has shown how they can motivate children and help improve academic learning outcomes. Here, we examine how robots can support skill learning and, more specifically, musical instrument practice. Drawing from social facilitation theory and evaluation apprehension theory we expected that the robot's mere presence would impact children's performance and that this effect would be contingent upon the children expecting the robot to evaluate their performance. We report an experiment with children (N = 31) aged nine to twelve who practiced a familiar and new piece alone, in the presence of an evaluative robot, and in the presence of a non-evaluative robot. We found that children performed better in terms of rhythm, pitch, and general impression in the presence of the non-evaluative robot. These findings offer important insights for designing robot tutors for music learning.

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff's ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020-2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.

Despite the growing volume of research on multiculturalism, disagreements abound regarding whether multiculturalism is truly effective for the integration of immigrant youth. However, little effort has been made to make sense of these disagreements. In the present study, we raise the possibility that multiculturalism is more likely to achieve its intended goal in countries that have developed egalitarian structures of opportunity. Cross-national multilevel data were used to analyze the occupational aspirations of 41,235 immigrant adolescents from 31 countries. The data reveal that immigrant adolescents tend to show a higher level of occupational aspirations in countries with stronger multiculturalism, but this pattern holds only among countries that have developed egalitarian economic systems. We conclude that the aspirations of immigrant adolescents depend not only on the "politics of identity" but also on its interplay with the "politics of opportunity" - the politico-economic landscape of the distribution of opportunities.

BACKGROUND: The physiological effects of renin-angiotensin system modulation in acute respiratory distress syndrome (ARDS) remain controversial and have not been investigated in randomized trials. We sought to determine whether angiotensin-II treatment is associated with improved oxygenation in shock-associated ARDS. METHODS: Post-hoc subgroup analysis of the Angiotensin Therapy for High Output Shock (ATHOS-3) trial. We studied patients who met modified Berlin ARDS criteria at enrollment. The primary outcome was PaO2/FiO2-ratio (P:F) at 48-h adjusted for baseline P:F. Secondary outcomes included oxygenation index, ventilatory ratio, PEEP, minute-ventilation, hemodynamic measures, patients alive and ventilator-free by day-7, and mortality. RESULTS: Of 81 ARDS patients, 34 (42%) and 47 (58%) were randomized to angiotensin-II or placebo, respectively. In angiotensin-II patients, mean P:F increased from 155 mmHg (SD: 69) at baseline to 265 mmHg (SD: 160) at hour-48 compared with no change with placebo (148 mmHg (SD: 63) at baseline versus 164 mmHg (SD: 74) at hour-48)(baseline-adjusted difference: + 98.4 mmHg [95%CI 35.2-161.5], p = 0.0028). Similarly, oxygenation index decreased by - 6.0 cmH2O/mmHg at hour-48 with angiotensin-II versus - 0.4 cmH2O/mmHg with placebo (baseline-adjusted difference: -4.8 cmH2O/mmHg, [95%CI - 8.6 to - 1.1], p = 0.0273). There was no difference in PEEP, minute ventilation, or ventilatory ratio. Twenty-two (64.7%) angiotensin-II patients had sustained hemodynamic response to treatment at hour-3 versus 17 (36.2%) placebo patients (absolute risk-difference: 28.5% [95%CI 6.5-47.0%], p = 0.0120). At day-7, 7/34 (20.6%) angiotensin-II patients were alive and ventilator-free versus 5/47(10.6%) placebo patients. Day-28 mortality was 55.9% in the angiotensin-II group versus 68.1% in the placebo group. CONCLUSIONS: In post-hoc analysis of the ATHOS-3 trial, angiotensin-II was associated with improved oxygenation versus placebo among patients with ARDS and catecholamine-refractory vasodilatory shock. These findings provide a physiologic rationale for trials of angiotensin-II as treatment for ARDS with vasodilatory shock. TRIAL REGISTRATION: ClinicalTrials.Gov Identifier: NCT02338843 (Registered January 14th 2015).

K-12 schools are the largest energy consumers in the public sector, with their HVAC energy consumption representing the largest portion of their total energy use. While transitioning these schools to grid-interactive HVAC system operation through advanced controls offers significant financial and environmental benefits, and model predictive control (MPC) has been identified as a promising solution to achieve that, very few MPCs are affordable and have been deployed in K-12 schools. This situation raises concerns about the unclear real-world benefits of MPC technology among facility managers and industries. To address this gap, this paper presents a low-cost MPC solution that requires minimal control infrastructure costs and a unique field demonstration at a K-12 school, conducted for both cooling and heating seasons. This work adopted a previously developed MPC and extended it for use in the school application. The MPC aims to coordinate multiple packaged units to eliminate unnecessary peaks and shift cooling or heating loads in response to grid signals based on load conditions, while maintaining thermostat temperatures within school-defined bounds. Throughout the field tests, the MPC achieved a 24% reduction in peak demand during the cooling season and shifted cooling or heating loads by up to 16% in response to the school's utility tariff, considering load conditions, while also allowing end-users to override thermostat setpoints. The paper also discusses the limitations of this study and future research directions for better performance of the MPC at K-12 schools.