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A recent evaluation paper of the London General Practitioner Trainer Course by Knight et al questions the importance of educational theory in preparing GPs to become trainers and asks 'how much educational theory do GP trainers need to know in order to train effectively?' This paper places the authors' question under consideration, arguing that before the relationship between the theory and practice of education can be considered, the nature of 'educational practice' needs examination. There then follows a discussion of the work of Della Fish which presents two conceptualisations of educational practice in the context of postgraduate medical education in order to shed light on the different inferences contrasting epistemological and ontological conceptions can have, and the implications for curricula. This discussion is illustrated by offering the reader connections to papers in the field as evidence. At the heart of the paper is a conclusion that curriculum development and enquiry need to be sensitive to epistemological and ontological positionality as well as experiences and perceptions. [ABSTRACT FROM AUTHOR]

The magazine "Universitas Philosophica" presents its issue number 82, which addresses philosophy problems in different areas of research. The articles are grouped into four thematic blocks: dialectical philosophy, practical philosophy, ancient philosophy, and philosophy of difference. The topics covered include the Lukácsian ontological structure, German reflection on Hegel, John Rawls' theory of justice, and the relationship between Nietzsche's genealogy of morals and Hellenistic schools. The authors seek to update philosophical premises and offer relevant theoretical tools to understand current society. Additionally, John Finnis' work is examined in relation to sexuality and sex education, and Aristotle, Nietzsche, and Deleuze's theories on dreams and phenomenology are discussed. [Extracted from the article]

Making the Invisible(s) Visible. Epistemological Significance of Women in Pedagogical Theorising In the tradition of pedagogical theory, women are rarely mentioned. Historical educational research should contribute to making the women pedagogues and their theories visible so that the merits and limitations of the different positions within historical pedagogy can be learned about and reflected upon. The article argues that only a synthesis of theories allows for expanded thinking. The aim is to recognise the achievements of women in historical education research on an equal footing. [ABSTRACT FROM AUTHOR]

› Bildung‹ in a Postdigital World. Digital Experiences and the Role of Responsibility in the Process of ›Bildung‹ This article addresses the question of the possibility of ›Bildung‹ in an increasingly digital world. Following Armin Nassehi, digitality can be understood as a process of translation that makes patterns and structures visible and thus experienceable, which are revealed in world relations. In terms of educational theory, the article addresses the question of how the visibility of patterns of the digital can affect and change the self-relation of individuals. Under circumstances in which the digital is a self-evident condition for accessing and understanding the world, in short, under post-digital circumstances, the inscription of world-relations into one's own self-relations is not a purely passive process. Experiencing the digital – here as a quantified, collective experience – individuals can take responsibility for their own learning. [ABSTRACT FROM AUTHOR]

Not a Fall of Woman, but a Fanal for Education for Freedom in the Bible's Creation Story The article aims at a re-evaluation of the so-called Fall of Man narrative in Genesis 2:4–3:24, which since the early church interpretation has been linked to the loss of the image of God, which man had lost because he had partaken of the tree of knowledge in a forbidden way, whereby the woman is assigned a special guilt because she had seduced the man. This, however, was in no way the intention of the authors of this story in the 4th century BCE. Rather, the story is in dialogue with late-wisdom texts that, on the one hand, deny man the knowledge of good and evil, such as Qohelet and Job 28, or consider this knowledge to be a creative endowment of man, so Ben Sira. According to Gen 2–3, God has granted man the freedom of choice, which man can and does fail at, which is to be countered in the book of Deuteronomy by a complex theory of education. [ABSTRACT FROM AUTHOR]

In response to the 2016 election of Donald J. Trump and calls for antiracist action from activists and communities of color, our Bachelor of Social Work (BSW) program embarked on a process of curriculum revision. In this article, we describe our efforts to center critical and Black, Indigenous, and people of color (BIPOC) scholarship and to better align our curriculum with the experiences of students of color. While we have drawn from feminist and critical race theories, we have also borrowed concepts from literatures not typically associated with antiracism work, such as policy implementation and leadership/management. We present our ongoing work as a case study of, and methodology for, systematic social work curriculum change to promote racial equity and justice. [ABSTRACT FROM AUTHOR]

Context: Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE. Methods and Outcomes: We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies. Conclusions: While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals. Can technology transform #HPE #MedEd? Only with thoughtful pedagogical intent, constructive alignment, and consideration of context, according to Grainger et al.'s guidance on achieving an (un)imagined future [ABSTRACT FROM AUTHOR]

Place has long been noticed, made, developed, and narrativized in favor of settler majorities' economies and hegemonies. Disregarding Indigenous presence and land, the terror on the land continues in the form of dislocation and dispossession of Indigenous, Black, and other minoritized communities of color, along with racial segregation and alienation. Drawing on the scholarship of land-based and decolonizing education, this article provides the conceptual groundwork for a form of art education theory and practice concerned with place-based social justice and equity. Particularly, I propose land-based art inquiry as a decolonizing pedagogy that helps critically assess settler colonial ways of sharing and making place via spatial–temporal injustice and the normalization of settler colonial logics that pervade our daily lives. The art inquiry generates new and critical ways to engage with the land as a site of art and museum (educational) practice as exemplified in the three different sites—a graduate students' collaborative art-based project, a contemporary artist's praxis, and museum praxis. Graduate students' site-specific installation and contemporary artist JeeYeun Lee's mobile walking are artistic interventions to public places that critique settler narratives and re-story the place. They highlight the ways in which land-based art inquiry can help individuals (re)connect with and (un)learn the stories and politics of their relationships to the land, thus troubling the settler colonial territorial imperatives. Also, by bringing land-based art inquiry into the investigation of the museum as another settler colonial place seeks and brings understanding of contemporary Indigenous-led collaborative museum spatial design and (educational) praxis for decolonizing possibilities. [ABSTRACT FROM AUTHOR]

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

In many parts of the world, researchers and policymakers alike report possible threats to democracy and its institutions. Accounts in the media of hatred and threats aimed at people taking part in public discourse, and of a polarized political debate, raise general questions about the current state and future of democratic dialogue and processes. Solutions are sought, by both research and policy, in the educational context. Some researchers have turned to the agonistic theory proposed by Chantal Mouffe, highlighting the democratic role of conflict and dissent. Empirical research on agonism in education is, however, scarce. In this article, we explore agonistic democratic theory in educational practice, more precisely in a conversation about a literary classic in an upper-secondary Swedish L1 classroom. Based on the analysis of data generated through a teacher-researcher collaboration, we propose six didactic conditions that are fruitful for what we call agonistic literary discussions. Contributing to the debate on how education could meet a possible threat to democracy, we argue that an agonistic approach is a productive path. This approach views democracy as an ongoing process, and it views the classroom as a place where the meaning of democracy can be negotiated. [ABSTRACT FROM AUTHOR]

This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming. [ABSTRACT FROM AUTHOR]

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

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

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

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

Islamic education is one of the important pillars in Islamic civilization, Islamic education remains interesting and relevant because Islamic education figures have produced works that are very valuable for the development of Islamic education. These works are still relevant and continue to be studied today. One of the scholars who is categorized as an expert in Islamic Education and is considered to have an original and inspiring work is Imam Al-Zarnuji in his work Ta'lim Al-Muta'allim. So the purpose of this study is to analyze the theory of Islamic Education from Al-Zarnuji's perspective in the book Ta'lim Al-Muta'allim. The research method used in the research uses descriptive qualitative methods. Data collection is done through literature study then the collected data is analyzed through three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that Ta'lim al-Muta'allim, which consists of thirteen chapters, emphasizes moral education and basic foundation knowledge in shaping the character and learning achievement of santri. This is relevant to character education in Indonesia. However, there are criticisms which in general from the title and systematics of the discussion are considered to only discuss student manners, not explicitly discussing teacher manners. Therefore, many state that the Ta'lim al-Muta'allim book is more oriented towards the student centered education model. [ABSTRACT FROM AUTHOR]

Understanding students' learning of knowledge components (KCs) is an important educational data mining task and enables many educational applications. However, in the domain of computing education, where program exercises require students to practice many KCs simultaneously, it is a challenge to attribute their errors to specific KCs and, therefore, to model student knowledge of these KCs. In this paper, we define this task as the KC attribution problem. We first demonstrate a novel approach to addressing this task using deep neural networks and explore its performance in identifying expert-defined KCs (RQ1). Because the labeling process takes costly expert resources, we further evaluate the effectiveness of transfer learning for KC attribution, using more easily acquired labels, such as problem correctness (RQ2). Finally, because prior research indicates the incorporation of educational theory in deep learning models could potentially enhance model performance, we investigated how to incorporate learning curves in the model design and evaluated their performance (RQ3). Our results show that in a supervised learning scenario, we can use a deep learning model, code2vec, to attribute KCs with a relatively high performance (AUC > 75% in two of the three examined KCs). Further using transfer learning, we achieve reasonable performance on the task without any costly expert labeling. However, the incorporation of learning curves shows limited effectiveness in this task. Our research lays important groundwork for personalized feedback for students based on which KCs they applied correctly, as well as more interpretable and accurate student models. [ABSTRACT FROM AUTHOR]

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

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

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

Teacher Education students, at the bachelor's and post-graduate level, complete programs that expose them to educational theories and best teaching practices. However, the extant literature has repeatedly demonstrated that many preservice teachers (PST) are unprepared to apply such knowledge to real-world educational settings. The problem may be particularly acute when it comes to the use of technology in classrooms. Given increasing government investment in technology and the burgeoning digital industries, teachers can play a critical role in demonstrating the effective use of technology in the course of teaching and learning. This study used a survey based on the Technological Pedagogical Content Knowledge (TPACK) model to evaluate PSTs self-perceived competencies in integrating technology into their teaching practices. Over a span of two years, PSTs enrolled in a unit offering six weeks' professional experience were invited to respond to the survey and rate their cognizance of relevant teaching practices. Respondents indicated some familiarity with TPACK, but significant gaps were also evident. Moreover, despite the lack of significant differences among age groups in PSTs perceived ability to apply the TPACK model, noticeable differences were observed in their experiences regarding gender and prior employment. [ABSTRACT FROM AUTHOR]

Copyright of Community Connections: Studies on Education, Culture / Közösségi Kapcsolódások: Tanulmányok Kultúráról és Oktatásról is the property of Szeged University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

The development of educational sciences in recent decades following major UNESCO initiatives as well as the development of educational policy theory has led to discussions on possible further refinements also in the field of basic concepts, which include the terms learning and education. Although their content is often confused or overlapped, by focusing on education (formal, non-formal and informal) as the institutional side of organisation and on learning (intentional, incidental and functional) as the internal side of processes, it is possible to better classify a range of activities in a situation where education has gone beyond the school system and learning has become a lifelong process. [ABSTRACT FROM AUTHOR]

The interest of entrepreneurial competencies has increased in the academic world, yet little has been done to review how these are taught. This paper aims to review how entrepreneurial competencies interventions are delivered to undergraduate students and to shed light on the current gap between these interventions and what is proposed in entrepreneurial competencies frameworks. Therefore, decision-making and other entrepreneurial competencies delivered in undergraduate education are reviewed. A systematic literature review was conducted to detect papers reporting decision-making interventions; 15 peer-reviewed journal articles published between 2016 and 2022 are included in this review. Results indicate that, in most cases, current decision-making interventions in undergraduate education are not lined up with entrepreneurial competencies frameworks. Few papers report enhancing decision-making in students whereas the others report improving other competencies such as self-awareness. It is shown that interventions with "through" learning objectives and its teaching methods provide the greatest opportunities for undergraduates to develop decision making competence; that is the knowledge, attitudes, and skills to grapple uncertainty, ambiguity, and risk. [ABSTRACT FROM AUTHOR]

The 125th General Assembly of the Görres Society took place from September 22nd to 24th, 2023 at the Eberhard Karls University in Tübingen and had the theme "Freedom" as its focus. The Education section emphasized the lack of freedom for women in educational theory formation and presented expert lectures to uncover the marginalization of women in science and to introduce previously undiscovered female thinkers and their works. The conference highlighted research gaps in the field of gender-oriented educational research and called for a more prominent role for women in educational theory formation and practice design. All evaluations are to be sent as PDF documents to the email address paedagogik@goerres-gesellschaft.de in July 2024. The authors of the article are Erik Ode and Michael Obermaier. [Extracted from the article]

Inquiries into the medium of education take up a question that has so far usually been answered teleologically or psychologically. The coherence of educational endeavors has been illustrated by their objective, and this again has been illustrated by the changes in the state of the educatees. The difficulty of such an approach is that no educator is able to know the inner state of the educatee, i.e., that which the latter really experiences, remembers, and expects during the process of education. Moreover, the drawback of all teleology is that it does not provide a concept for understanding the frequent failure of these efforts. Here, Niklas Luhmann demonstrates that this kind of teleological theory can be replaced by the distinction between medium and form. [ABSTRACT FROM AUTHOR]

According to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher without a belief in causality, i.e., in a causal connection between teaching and learning. In his article "The Child as the Medium of Education," Luhmann focuses on the enablement of education, despite its impossibility. His answer is that one thing that makes education possible is the emergence of the symbolically generalized medium "the child." In this article, Lars Qvortrup focuses on Luhmann's understanding of causality. According to Luhmann, causality is not a simple, ontological fact, but the result of the attribution of certain causes to certain effects. The conclusion is that causality as an attribution category — and not causality as an ontological fact — is another thing that makes education possible. Qvortrup also concludes, however, that Luhmann is not alone in criticizing the traditional, mechanical concept of causality. Other contemporary philosophers and sociologists have pointed out that in order to analyze causality in complex social systems, one has to select some causal factors and ignore others. While others do this based on seemingly pure scientific and statistical criteria, Luhmann focuses on attribution as a social construction of causality. [ABSTRACT FROM AUTHOR]

This article introduces a symposium on sociologist Niklas Luhmann's 1991 article "The Child as a Medium of Education," which is being published in English for the first time. Luhmann's work is well-known in German-speaking countries, Scandinavia, and Latin America, but less familiar to Anglophone readers. The symposium aims to outline Luhmann's background and wider project before introducing his theory of education and other papers in the symposium. Luhmann's sociological project is characterized as a system theory of society, and his theory of education emphasizes the concept of medium. The symposium includes contributions that explore Luhmann's theoretical construction of the child and the concept of causality in his theory of education. The translation and associated responses in the symposium aim to stimulate further debate in the field of educational theory and introduce Luhmann's sociological project to a wider audience. [Extracted from the article]

In this article, we survey quotes, narratives, and theories of Black feminist scholars to provide some historical context of the Black feminist voice that challenged notions of achievable equity and elucidated the uniqueness of challenges relative to intersecting identities such as race and gender. The article delves into three Black feminist theories in adult educational studies to explore how core tenets of these particular theories could inform the development of an adult learning model. Next, we describe our proposed adult learning model based on a restorative justice structure centered in core concepts of the evolutionary voice of Black feminism. [ABSTRACT FROM AUTHOR]

Building on a historiography that is in full expansion, we are focusing our attention on the sociogenesis of "educational internationalism", by studying the way in which agents and organisations which claim to belong to this movement have executed their commitments and reconfigured them over the decades. After having studied the groups which work within the International Bureau of Education (IBE) – which aims to build peace through science and education – here we are examining the way in which its director, Jean Piaget, shaped the implements and the operating methods of the IBE, and represented it on different international stages. The well-endowed archives that were analysed have prompted us to suggest that he is revealed as a diplomat of "educational internationalism"; while the IBE became the first intergovernmental agency (1929), it started working with UNESCO from 1946 before it became fully integrated in 1969. In particular, this article shows how, within the intergovernmental context of the IBE, this learned man adapted the concepts of teamwork and self-government that he had theorised. We are interested to see which diplomatic tools Piaget put to use in order to tackle the unavoidable contradictions that he came up against. How was one to preserve a strict neutrality and scientific objectivity, conditions of an educational internationalism which claims to be universalist, in the arenas where it is governmental and institutional delegates in struggle that debate, moreover on topics such as school – viewed as a space where national identities are fashioned? [ABSTRACT FROM AUTHOR]

Education is central to both the reproduction of capitalism and the revolutionary project of creating a new social order. As revolutionary and leftist activists, organizers, researchers, and academics—along with capitalist and imperialist powers—increasingly turn to educational theory, the pedagogical contents and forms of such theories are of decisive political importance. This article conducts a historical-materialist inquiry into the origins, critiques, and developments of two dominant radical educational theories in imperialist countries—and in much of the world—to advance a revolutionary educational theory adequate to our moment. After establishing the political and strategic significance of the "scholastic apparatus" and its centrality in reproducing and challenging capitalism, this article examines critical pedagogy (the educational spin-off of the Frankfurt School), finding it originated not from Paulo Freire's praxis but as a break from it. This article investigates Marxist responses to critical pedagogy, arguing they're held back by their lack of orthodoxy, as Marxist orthodoxy adheres to limitless flexibility and creativity based on material conditions. Reclaiming Freire's orthodox Marxism, this article homes in on a pillar of his praxis that critical pedagogy and Marxist educational theory avoid: education is only revolutionary within revolutionary organization. [ABSTRACT FROM AUTHOR]

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

Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers to "learn from practice" which the policy on the minimum requirements for teacher education aspires to and which has its focus on campus-based teaching with the aim of narrowing the practice-theory divide. Design/methodology/approach: A qualitative approach through a phenomenological lens, provided opportunities for teacher educators, pre-service final year students and in-service teachers to share personal perspectives of their training experiences. Semi-structured and focus group interviews were specifically structured to solicit perceptions of the practical component of the course. Findings: Pre-service teachers feel that teacher educators are "out of touch" with what happens in classrooms and are not adequately trained to prepare them for the world of teaching. There is evidence that a misalignment exists between how training occurs on campus and what students are facing in the school classroom and this needs to be bridged. Campus courses should be carefully constructed and coordinated with field experiences to effectively guide and support student teacher learning. Originality: Empirical evidence is provided by the most eligible stakeholders i.e., teacher educators, pre-service teachers and in-service teachers, who were able to present their objective and practical views on the realities of their experiences with pre-service teachers' preparedness to merge theory and practice successfully in a classroom. [ABSTRACT FROM AUTHOR]

This study aims to identify the main problems with the Subject-Verb Agreement found in students writing in the English Education major at University of Papua, to know the main problem researcher used Corder's theory to determine the mistake in student's essay while their write. This research was conducted on semester 4th students of the University of Papua. The method used is a qualitative descriptive. The findings of the research show that there were a lot of mistakes that occurred in students' essays. where the highest percentage of error was Omission (43.97%), then Mis-information (29.08%), Addition (20.99%) and the lowest error was Mis-ordering (4.96%). Furthermore, there are several causes of these errors, namely First language influence, language exposure and carelessness. Basically, the causes of the errors that have been exposed above are the sources of error that are found in students' writing. To avoid and reduce those errors, the students should practice and expose themselves to their language targets. [ABSTRACT FROM AUTHOR]

The current tensions around racism in public schooling prompted Dr. Edwards, an assistant professor in educational leadership and policy studies, to teach critical race theory and assign a racism audit for doctoral students to use the theory in practice. Students were to complete their racism audit on their school campus. However, several students refused to complete the assignment. Some students refused for fear of job repercussions, while others accused Dr. Edwards of indoctrinating them with liberal political ideologies. This case explores the complexity and dilemmas that faculty encounter as they engage in antiracism leadership teaching during a time of racial reckoning. [ABSTRACT FROM AUTHOR]

Children are often perceived as beings who have very little or lack autonomy. The core of liberal education theory is to emphasize individual freedom and equality. In the context of liberal education, the purpose of education is to develop children's autonomy, which is in conflict with paternalistic intervention in education. This article defends that children have a degree of autonomy through an analysis of the concept and conditions of autonomy from a philosophical point of view. Furthermore, this paper demonstrates the compatibility of children's autonomy with adults' paternalistic intervention from the aspects of children's choice, respect for autonomy and future-oriented education. In the end, this paper proposes what is reasonable paternalism, that is, reasonable paternalism should be based on the moral equality of children and adults; reasonable paternalism should follow the principle of taking children as the center; reasonable paternalism is mainly achieved through the participation of children. [ABSTRACT FROM AUTHOR]

The COVID-19 virus disseminated globally at an accelerated pace, culminating in a worldwide pandemic; it engendered a proliferation of spurious information and a plethora of misinformation and conspiracy theories (CTs). While many factors contributing to the propensity for embracing conspiracy ideation have been delineated, the foremost determinant influencing individuals' proclivity towards CT endorsement appears to be their level of educational attainment. This research aimed to assess the moderating effect of religiosity, trust in scientists, and political orientation on the impact of education level on people's belief in COVID-19-related CTs in Europe by considering both individual-level and country-level contextual covariates of CT. We analysed data from the newest European Social Survey (ESS10) round conducted between September 2020 and September 2022 in 26 countries. We found religiosity weakens, and trust in scientists strengthens the effect of education, while the impact of political orientation is not straightforward. The result also demonstrates a significant negative correlation between the aggregate country-level data of the respondents supporting CTs and the level of vaccination and cumulative excess deaths in Europe. We concluded with a recommendation that planning effective public health strategies and campaigns are insufficient when based solely on people's education, as individuals' beliefs moderate the effect of education. [ABSTRACT FROM AUTHOR]

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of "instrumental," or quantifiable skills-based curricula, over "transformative" internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education. [ABSTRACT FROM AUTHOR]

This article explores the use of Component Display Theory (CDT) in managing student learning in Islamic Education courses. The research conducted over two semesters demonstrates that incorporating CDT positively impacts students' understanding and skills in Islamic Education. The study suggests applying CDT to courses with Islamic characteristics and testing it in courses that instill values. The findings contribute to the development of effective learning methods in Islamic Education. The article also discusses the development and implementation of the CDT learning model, emphasizing the importance of planning, instructional strategies, and learning analysis. It highlights the need for active learning methods, interaction among students, and designing materials that cater to different learning styles. The article proposes the CDTS model, which incorporates belief and 'ain, as a way to enhance the implementation of CDT in educational institutions. It acknowledges challenges such as the time required for development and the lack of existing practice and documents demonstrating the benefits of CDTS. Overall, the research supports the use of CDT in managing student learning in Islamic Education and provides recommendations for enhancing classroom learning management in this field. [Extracted from the article]

Learning trajectory describes the student's learning progress or steps in one area through which teaching and learning can be linked. The cognitive diagnostic model (CDM) is an emerging evaluation theory in education measures. Researchers can determine students' mastery of fine-grained knowledge points by describing the learning trajectory based on CDM. The present study is based on the Trends in International Mathematics and Science Study (TIMSS) 2019, particularly, 21 mathematical items in the fourth grade. It analyzes the response data of 2,854 students from 17 countries from 10 attributes based on CDM. This study explores students' different learning trajectories in the content field by analyzing the relationships between knowledge states and attribute patterns. The study found that the 17 countries differ in learning trajectories but have commonalities. The learning starting points of 17 countries can be roughly divided into two categories and geometry attribute and fractions and decimals attribute are the last two attributes to master. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, mathematics, and medicine (STEMM) fields change rapidly and are increasingly interdisciplinary. Commonly, STEMM practitioners use short-format training (SFT) such as workshops and short courses for upskilling and reskilling, but unaddressed challenges limit SFT's effectiveness and inclusiveness. Education researchers, students in SFT courses, and organizations have called for research and strategies that can strengthen SFT in terms of effectiveness, inclusiveness, and accessibility across multiple dimensions. This paper describes the project that resulted in a consensus set of 14 actionable recommendations to systematically strengthen SFT. A diverse international group of 30 experts in education, accessibility, and life sciences came together from 10 countries to develop recommendations that can help strengthen SFT globally. Participants, including representation from some of the largest life science training programs globally, assembled findings in the educational sciences and encompassed the experiences of several of the largest life science SFT programs. The 14 recommendations were derived through a Delphi method, where consensus was achieved in real time as the group completed a series of meetings and tasks designed to elicit specific recommendations. Recommendations cover the breadth of SFT contexts and stakeholder groups and include actions for instructors (e.g., make equity and inclusion an ethical obligation), programs (e.g., centralize infrastructure for assessment and evaluation), as well as organizations and funders (e.g., professionalize training SFT instructors; deploy SFT to counter inequity). Recommendations are aligned with a purpose-built framework—"The Bicycle Principles"—that prioritizes evidenced-based teaching, inclusiveness, and equity, as well as the ability to scale, share, and sustain SFT. We also describe how the Bicycle Principles and recommendations are consistent with educational change theories and can overcome systemic barriers to delivering consistently effective, inclusive, and career-spanning SFT. [ABSTRACT FROM AUTHOR]

This research aimed to examine the community stories of the Electronic Platform for Adult Learning in Europe (EPALE) to understand and manage the de facto learning needs of adults in Europe and whether it has the functional capacity to be considered an innovative tool. The EPALE demands high‐quality publication and provides users with six key content types (news, blogs, resources, events, discussions, and community stories) to read, write, and comment on. Specifically, this research delved just into the community stories. We used a qualitative research approach while designing the research in phenomenology. The series of data included adult educators' and learners' stories in the 2020 and 2021 EPALE Community Story Books, and in the EPALE. We employed descriptive and content analysis approaches to find values in the content of the community stories, including the views of 214 users regarding their experiences with adult education. Accordingly, the participants' community tales for 2020 were categorized into four key themes: social inclusion, work skills, basic skills, and culture. The 2021 community stories were categorized into three key themes: inclusive social change, digital transition, and life and work skills. These findings showed the de facto learning themes of adults in Europe. As a result, we understood that community stories and the EPALE are effective adult education tools for gathering and disseminating users' views and experiences to understand diverse learning patterns, which has an influence on the success of adult education implementations. Practitioner points: The module of the EPALE was considered a useful and efficient innovative technological tool to obtain and manage the breadth of views of adults from various nations and professions.What is of the utmost importance for implementing and managing such innovative adult education tools is to increase the number of participants signed up and encourage them to share their actual views on the intended issues.We comfortably recommend that such innovative tools, if supported by adult education theories, can be practicable for the adult education system and its management. [ABSTRACT FROM AUTHOR]

Mental disorders may for various reasons impair educational attainment, and with far-reaching consequences given the impact of education on subsequent employment, social life, life choices and even health and mortality. This register-based study addresses trends in educational attainment among Finnish adolescents aged 13–17 with mental disorders severe enough to necessitate inpatient treatment between 1980 and 2010. Our subjects (N = 14,435), followed up until the end of 2014, were at greater risk of discontinuing education beyond compulsory comprehensive school or of lower educational attainment than their age-peers in general population. Only 50.0% had completed any post-comprehensive education compared to 84.9% in same-aged general population. Those at highest risk were males and those with organic, intellectual disabilities and developmental, externalizing disorders or schizophrenia group diagnoses. Despite improvements in adolescent psychiatric care, school welfare services and pedagogical support, risks have remained high. Greater effort in psychiatric treatment, school welfare and pedagogy are needed to combat this severe inequality. [ABSTRACT FROM AUTHOR]

How can someone born without a privileged language and not educated in a privileged educational institution engage in decolonization? This is a very relevant question for most people who live in the context of the global South. This paper proposes a constructive imagination to decolonize ableist pedagogy through feminist disability analysis. I argue that colonial pedagogy is inherently ableist. This paper is situated in an anti‐ableist and anti‐patriarchal framework, unveiling the normate culture and patriarchal‐colonial logic. However, the main source of analysis and epistemological tool is my body and experience as an Indonesian woman living with a disability. In trying to decolonize pedagogy, the experience of the body becomes more important than forming a new abstract theory of decoloniality. This paper proposes decolonizing ableist pedagogy as a communal work which requires examining colonial language and the binary thinking of body and mind through delinking the colonial space and crippling the colonial time. Based on this awareness, the decolonialization of ableist pedagogy is as imperative as the decolonialization of church mission. [ABSTRACT FROM AUTHOR]

This paper calls for better integration between the fields of Theology and Religious Studies (TRS) and Religious Education (RE). Positive reform in RE requires integration between educational theory, policy, and practice, but we argue that the academic study of theology and religion is too often an overlooked partner in these conversations. The separation of TRS from RE is damaging at all levels of the curriculum, undermining the rigour and critical depth of school syllabi, cutting TRS and RE specialists off from valuable intellectual discussion, and leaving university departments unprepared to properly support student progression. This destructive divergence has long been observed (e.g. Cush in Br J Relig Educ 21:137–146, 1999), but this paper proposes that the emerging paradigm of Religion and Worldviews Education (RWE) has encouraged important progress. The advent of RWE has generated new interest among RE specialists in the theory and practice of multidisciplinary TRS. It has also created space for TRS academics from many fields to engage with teachers and policymakers in productive conversations. To illustrate this argument, we highlight some examples of good practice and suggest future work through which links might be strengthened. [ABSTRACT FROM AUTHOR]

This paper takes up the theme of divergent political and educational paths in Religious Education (RE) by drawing out some educational theories from the German tradition of what is sometimes called 'continental pedagogy'. As a development of work undertaken within the After Religious Education project, my interest in this paper is what these theories have to say about one aspect of education, namely the educational logic governing curricular presentation and representation. Within the German tradition, there is an established focus on 'didactics' (the theory and practice of teaching) which informs the approach taken here. Rather than seeing RE as a particular corner of the curriculum with its own unique challenges, my main argument is that RE theory is part of wider educational landscape and therefore it could usefully engage more actively with the tradition of general didactics. The argument will present and contextualize the work of Wagenschein and Klafki, educational theorists who are not well known among Anglophone theorists of RE, but who offer insightful considerations of the holistic formation of the person to which RE can make a vital contribution. [ABSTRACT FROM AUTHOR]

This article intends to outline a historical reconstitution of the configuration process of the field of popular education in Brazil, comprising its trajectory and its theoretical-conceptual development from the 1950s to the present day. This is a study with a qualitative approach built from bibliographical research with a descriptive characteristic, which was based on the narrative type review modality. As a result, different experiences, and historical moments of popular education in Brazil are characterized, for example: a) from the genesis to the process of disarticulation; b) the intensification of repression resulting from the civil-military dictatorship to the spread of practices across different sectors; c) from the emergence of new guidelines to the reinvention of the field of popular education; d) from political achievements to institutional challenges. Next, an attempt is made to outline a possible characterization of what popular education is in its multiplicity of perspectives. Finally, it is concluded that, in addition to understanding popular education as a political-pedagogical practice, understandings of this as a theory, a field of knowledge construction, an organized civil society movement, and public policy. [ABSTRACT FROM AUTHOR]