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Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office 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 Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office 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.)

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as "Graduate with Hope". Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of "talking the walk". These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education. [ABSTRACT FROM AUTHOR]

Factors associated with special education teacher shortages include stress, lack of sup- port, personal factors, and the inability to create connections between the specialized college courses and everyday school-based practices. Examining the different components of the teacher preparation programs and their feasibilities within the reality of Pre-kindergarten through Grade 12 schools will provide insight that could improve teacher preparation programs. In-service and pre-service special education teachers reflected on their on- the-job practices and how these practices relate to the teacher preparation program that they have successfully completed. In this paper, these reflections are examined in light of theory-to-practice models. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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 Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba 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.)

Traces of you reach me through my senses. But without wondering in your presence, I cannot see you. For beings of sense and meaning such as ourselves, being stirred by another’s presence opens wondering. The implications of such claims are striking for what perception involves, for being in touch with another, and for good relationships. The paper proceeds as a series of “strobes,” from an ancient Greek word for whirling. Turning quickly about, words enact being stirred into wondering, interspersed with visual glimpses, a photographic series. Building on recent work by the author, the paper draws on Jean-Luc Marion’s phenomenology; Daniel R. Schein feld, Karen M. Haigh, and Sandra J.P. Scheinfeld’s early childhood educational theory, and a phrase by Martha C. Nussbaum describing the intentionality of wondering. This is deepened by attention to what the phenomenological tradition calls “passive synthesis,” and what the author, following F.W.J. Schelling, has called “positive anxiety,” the soul’s excitement around the possibility of sense and meaning. [ABSTRACT FROM AUTHOR]

There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one's inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal 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 International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal 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.)

Definition: Positioning theory is a social theorization that aims to capture the dynamic analysis of conversations and discourses taking place in a social setting. Conversations as part of language assume interlocutors. As one engages in the interactive speech acts in the social setting, there comes the importance of interlocutors involved in these speech acts in creating a social reality, as language forms the knowledge of reality. Certain types of rights and duties can be observed in interactions between speakers and hearers in a social communicative context of interlocutors. The cluster of rights and duties, recognized in a certain social setting, can be termed as a position. One of the critical aspects is that positions are not always intentional or even conscious. Therefore, positioning theory has been redefined as a method of analysis with a focus on storylines. Storylines reveal implicit ascriptions and resistances of rights and duties through the performance of a variety of actions in a social setting where appropriateness of social acts are established and recognized by the participants engaged within the social situation. The education setting presents a dynamic situation where a variety of moral orders come into actions that set possibilities for different actors to engage in shifting positioning to accomplish certain educational actions. This entry presents the use of positioning theory in an educational setting. [ABSTRACT FROM AUTHOR]

In this essay, we explore ways in which cultural and museum spaces can be opened up to meaningful discussions about difficult topics and how this can be done through specific educational formats. We attempt to look critically at some of the assumptions that are around in critical museum education theory and practices, e.g. influences coming from standpoint theory. The goal is to understand our own unconscious biases as we develop methods to help address problematic issues such as racism and anti-Semitism. We argue that these biases are shaped by a logic of dichotomy that allows to position oneself on "the good side." Especially in an atmosphere of scandalization, these dichotomies might hinder mutual learning situations. We propose using Michael Rothberg's concept of the "implicated subject" to develop approaches and methods that move beyond dichotomous thinking patterns. We will try to illustrate our reflection process with three examples that also show that taking (one's own) implication seriously has unsettling effects that can stall the development of methods that seek to open spaces also for conflictual discussions. [ABSTRACT FROM AUTHOR]

The article discusses the topics of hope and understanding as anthropological and pedagogical themes. It argues that in the relationship between the self and the other, there is a moment of power and dominance. Postcolonial perspectives and the philosophy of Emmanuel Levinas are used to demonstrate this. The article also examines the connection between hope and understanding and emphasizes the need for an open attitude and the critical examination of one's own prejudices. It also discusses the determination of the actors of learning control in educational theory and the analysis of the educational event as an operation. It emphasizes that education is an intentional control of learning and that power and domination mechanisms are negotiated in a society. [Extracted from the article]

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.)

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.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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 Revista Linhas is the property of Universidade do Estado de Santa Catarina 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 Bajo Palabra: Journal of Philosophy is the property of Bajo Palabra: Journal of Philosophy 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.)

This opinion paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse with AI language models and other human learners within a dynamic computational medium of internet tools and resources. Learning happens when this distributed human-AI system sets goals, builds meaning from data, consolidates understanding, reconciles differences, and transfers knowledge to new domains. Building social generative AI for education will require development of powerful AI systems that can converse with each other as well as humans, construct external representations such as knowledge maps, access and contribute to internet resources, and act as teachers, learners, guides and mentors. This raises fundamental problems of ethics. Such systems should be aware of their limitations, their responsibility to learners and the integrity of the internet, and their respect for human teachers and experts. We need to consider how to design and constrain social generative AI for education. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia 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 sport pedagogical contexts, body, movement and experience can be seen as fundamental issues. The conceptualization of these issues--often based on anthropological, phenomenological, or otherwise philosophical considerations on how human beings act and perceive the world--is crucial for sport pedagogical work on the theoretical, practical, and empirical levels. The authors' thesis is that, in an increasingly digitized world, body, movement, and experience are gaining more and more new meanings. Therefore, this paper seeks to (re-)locate body, movement, and experience in a digitized world, confronting traditional sport pedagogical conceptualizations with philosophical and sociological considerations on digitality. The aim is to build a solid base and to open new doors for sport pedagogical work in the 21stcentury. [ABSTRACT FROM AUTHOR]

Insights derived from classroom data can help teachers improve their practice and students' learning. However, a number of obstacles stand in the way of widespread adoption of data use. Teachers are often sceptical about the usefulness of data. Even when willing to work with data, they often do not have the relevant skills. Tools for analysis of learning data can, theoretically, aid teachers in data use, but often fall short of their potential as they are commonly designed without reference to educational theory and rarely consider end-user's needs. Keeping these challenges in mind, we designed a professional development program that aimed at, among other things, improving teachers' beliefs regarding data and their data literacy skills. After the training, we found that teachers had more positive attitudes regarding data. However, some data literacy skills proved quite difficult to learn. We present and analyse our intervention here and forward a proposal for improving the effectiveness of data use interventions by leveraging theory-based Learning Analytics (LA) dashboards as mediating tools that scaffold teachers' acquisition of new knowledge and skills during and beyond the intervention. [ABSTRACT FROM AUTHOR]

The journal "Educational Philosophy & Theory" has retracted an article titled "International education in the Asian Century: Decline of Anglophone dominance?" due to concerns of unreferenced text overlap in two sections. The sections in question, authored by Xiyuan Zhang and Hazzan Moses Kayode, show substantial overlap with previously published works. The authors cooperated with the investigation but were unable to provide an explanation that addressed the concerns. The retracted article will remain online but will be digitally marked as "Retracted." [Extracted from the article]

The article is a book review of the work "Sich vor niemandem bücken - höchstens um ihm aufzuhelfen" by Florian Grams and Ilka Hoffmann. The book is a collection of contributions dedicated to the late Wolfgang Jantzen. It contains personal memories, obituaries, and discussions about Jantzen's work in special education. The anthology acknowledges Jantzen's contribution to the reform of special education theory and deinstitutionalization. It also sheds light on his Marxist foundations and his significance for an emotional pedagogy. The article emphasizes that even three years after Jantzen's death, the anthology remains an impressive testament to his work. [Extracted from the article]

The book "Educational Science in Terms, Theories, and Discourses" by Matthias Huber and Marion Döll is a handbook that deals with selected keywords and concepts related to educational theory and related topics. The contributions are mostly from members of the Epistemology, Theory Development, and Conceptual Work Working Group of the Austrian Society for Research and Development in Education. The book provides an overview of various educational science topics and questions, but it is unsystematic and incomplete in the selection of the terms covered. It does not include entries on specific topics such as media education, artificial intelligence, or identity politics. Nevertheless, the handbook offers informative reading for those interested in gaining an overview of current discourses and perspectives in educational science. [Extracted from the article]

The authors encourage consideration of how medical education can enable "agency literate learners", those who are prepared to negotiate opportunities to improve the health system through clinical care, research, and learning. [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]

Through scientific research back-feeding teaching, the two concepts of "multicomponent reaction" and "fluorinated organic compound" were integrated into undergraduate experiment teaching, and 5-(4-methylphenyl)-3-trifluoromethyl-1H-pyrazole was synthesized by the three-component reaction. This reaction features mild experimental conditions, simple operations, high yield, good reproducibility, and high safety. This comprehensive experiment integrates science and education and combines theory with practice, thus helping students to understand the new concept of step-economic synthesis and to establish the concept of green chemistry. This is a new subject suitable to introduce into the current organic experiment teaching course. [ABSTRACT FROM AUTHOR]

The need for effective training of cyber security personnel working in critical infrastructures and in the corporate has brought attention to the evolution of Cyber Ranges (CRs) as learning and training tools. Although CRs have been organized for many years, there is a lack of standards and common methodologies that facilitate their development and optimize their effectiveness. Aiming at strengthening cyber security education and research that utilize well designed CRs, we first analyze the CRs domain to identify key characteristics, strengths and fundamental weaknesses, and based on these outcomes we propose the Cyber Range Design Framework (CRDF), which includes the CR Architecture and the CR Life-Cycle. The CR Architecture presents the main components of CRDF compliant CRs, whereas the CR Life-Cycle presents the development phases of such approaches and the activities these phases embrace. CRDF builds on the Conceptual Framework for eLearning and Training (COFELET) and on the Exercise Life-Cycle. COFELET is particularly elaborated for the development of cyber security educational approaches, by adopting its design considerations that were based on widely adopted educational theories and approaches (e.g., scenario-based, reuse of elements). CRDF envisages the elaboration of CRs which optimize their impact, mitigate their weaknesses, and minimize their preparation and running costs. Under this prism, a preliminary appreciation of the CRDF approaches effectiveness is presented along with the expected outcomes of such approaches. [ABSTRACT FROM AUTHOR]

Since the 1970s, the concepts of "lifeworld" and "everyday life" have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of "lifeworld orientation" within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy. [ABSTRACT FROM AUTHOR]

Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development. [ABSTRACT FROM AUTHOR]

Why has voter turnout in the United States not increased proportionally with educational attainment over time? Relative education theories have attempted to answer this question by highlighting how the value of individuals' education may be influenced by the educational levels achieved by others. For instance, individuals may attain a higher level of education compared to previous generations, but the relative value of their education may not improve if society as a whole also achieves higher levels of education. Thus, this increased educational attainment may have little influence on voter turnout. Using a new measure of relative education and incorporating more recent post-2000 data, this research finds that while the relative education model explains the education–turnout relationship prior to 2000, since then individuals with a higher absolute level of education have been more likely to vote, regardless of the relative value of their education. The rise in voter turnout over the past two decades could be attributed to this increase in the absolute level of education. [ABSTRACT FROM AUTHOR]

It is a common contention that education done uncritically and unreflectively may serve to sustain and justify the status quo, in terms of mechanisms of cultural or racial privileging and marginalization. This article explores an argument made from within anti-oppressive education theory and advocated by theorist Kevin Kumashiro, namely that transformative education must entail altering harmful citational practices. I see two shortcomings in relation to this argument: first, its focus on discursive practice entails a prerequisite of high discursive literacy. Second, it may lead to a failure to give credit to people's intentions, risking a conflation of honest mistakes and wilful ignorance, and depriving us of theoretical nuance. While a well-argued and important call, I argue in this article that both shortcomings lead to the risk of a polarized conversation. Focusing on cultural, ethnic, and racial categorization, and using social studies as an illustration, it is suggested that applying notions from the theoretical concept of epistemic injustice may open up a space for granting nuanced credit to people's intentions, thereby mitigating the risk of polarization. Rather than viewing attention to outcome and attention to intention as oppositional to one another, it is argued that both theoretical perspectives may benefit from the insights of the other. By applying needed context-specificity and nuance to categorizations of dominance and marginalization in individual discursive exchange, this can be done without granting priority to the experience of dominantly situated knowers. [ABSTRACT FROM AUTHOR]

Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström's (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office 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 Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office 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.)

Several authors have described how the formalization of recent decades has steered doctoral education towards structured curricula, more managerial control and new models for supervision. Largely absent from these accounts, however, is if and how doctoral education has been affected by the concurrent changes in research governance, in particular by the 'projectification' of research. For this study, we were interested in the convergence of educational formalization with research projectification around doctoral education in the context of highly competitive, externally funded research in medicine and health sciences in Sweden. Using Cultural-historical activity theory and constructing activity systems for education and research, respectively, we were able to identify several contradictions and tensions, both within and between systems, that were consequences of adaptations to the abovementioned formalization and research policy changes. The contradictions were manifested in the tying of doctoral students, and their education, to their supervisors' research projects, grants and future prospects, and in students being deprived of opportunities for learning and developing independence. Supervisors were torn between supervision and project management while doctoral students had to balance being students and project members. Our analysis provides a system level explanation to previously reported pedagogical and ethical challenges in STEM doctoral education. [ABSTRACT FROM AUTHOR]

Background: Adolescence and young adulthood are high risk periods for kidney transplant recipients. The reasons for this are complex; but are predominantly thought to be due to poor adherence to immunosuppressive medications. Patient education can help support young recipients to reduce their risk of behaviour-related transplant loss. The aim of this review was to understand what is known about education interventions targeted at adolescent and young adult kidney transplant recipients. Methods: Systematic scoping review methodology was utilised. Six online databases were searched for suitable articles. Articles were selected for full text review following title and abstract screening. Articles deemed eligible to be included in the review had data extracted, which were qualitatively analysed using thematic analysis. Findings were validated through a consultation exercise with both young recipients and healthcare professionals. Results: 29 studies were eligible for inclusion in the review. There was a high level of heterogeneity in the content, mode, design, and measurement of efficacy of interventions in the selected studies. Traditional face-to-face education and transition clinics were the most common educational interventions. Using technology to enhance patient education was also a major theme identified. Few studies reported using educational theory or involving patients in intervention design. Discussion: Four key research gaps were identified. 1.) Lack of educational theory in intervention design 2.) Lack of patient/ stakeholder involvement 3.) Identifying best way to measure efficacy 4.) identifying novel future research questions within already well established paediatric and educational frameworks. Addressing these gaps in future research will help inform best-practice in this vulnerable population. [ABSTRACT FROM AUTHOR]

Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high-quality assessment tools along with evidence-based processes. We advance EBA in three sections in this article. First, we describe an empirically grounded framework, the Operations Triad Model (OTM), to inform EBA decision-making in the articulation of relevant educational theory. Originally designed for interpreting mental health assessments, we describe features of the OTM that facilitate its fusion with educational theory, namely its falsifiability. In turn, we cite evidence to support the OTM's ability to inform hypothesis generation and testing, study design, instrument selection, and measurement validation. Second, we describe quality indicators for interpreting psychometric data about measurement tools, which informs both the development and selection of measures and the process of measurement validation. Third, we apply the OTM and EBA to research in special education in two contexts: (a) empirical research for causal explanation and (b) implementation science research. We provide open data resources to advance measurement validation and conclude with future directions for research. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the main determinants of individual income inequality in Brazil. For this, an earnings equation was estimated. We used a twostage approach in order to control both for sample selection bias and endogeneity problems. After that, we used decompositions based on the Shapley value, a solution concept for cooperative games. The results show that education emerges as a most significant determinant of income inequality, no matter what inequality index was take. [ABSTRACT FROM AUTHOR]

The review discusses the book "Wirtschaft und Gesellschaft. Eine Theorie der sozioökonomischen Bildung" (Economy and Society: A Theory of Socioeconomic Education) by Reinhold Hedtke. The book provides a theoretical foundation and framework for the "Socioeconomic Curriculum" that was introduced in 2018. It is based on the distinction between subject-specific, domain-specific, interdisciplinary, and transdisciplinary levels and defines guiding and core competencies. Hedtke also discusses educational policy conditions and develops an educational-theoretical framework as well as a subject didactic concept for socioeconomic education. The book offers a well-founded and contemporary orientation for socioeconomic education. [Extracted from the article]

Clinicians with teaching and training roles should be adequately trained and assessed. However, some debate exists as to what the nature of this training should be. Historically, a postgraduate certificate in education was a pre-requisite to becoming a GP trainer but this is changing with growing concern that such a pre-requisite might act as a deterrent to potential GP trainers. This research examines the impact of a scheme designed to provide an alternative, more practical and focused, pathway to becoming a GP trainer. We interviewed 26 course participants and stakeholders of the London GP Training Course (LGPTC), observed teaching sessions, and analysed course materials. We asked what elements of the course were and weren't effective, for whom, and under what circumstances. Here, we present a summary of our main findings – that GP trainers want to know practically, not theoretically, how to be a trainer; formative assessment boosts trainees' confidence in their own skills and abilities; short, practical GP training courses can help enhance the numbers of GP trainers; important questions remain about the role and value of educational theory in education faculty development. [ABSTRACT FROM AUTHOR]

This study explores how Hong Kong theological students understand the term "integration" and how they learn it. It adopts the constructivist approach of grounded theory as its research method to interview nineteen students. Five types of "integration" are identified, each referring to a different aspect of learning in field education. The analysis illustrates the multidimensional nature of the learning experience of the students. The final section of this paper makes practical recommendations on the future pedagogical development of theological field education. [ABSTRACT FROM AUTHOR]

For the education industry, Chat GPT is predicted to change the way of teaching and learning. Adapting to Chat GPT will be a challenge for teaching, but it can also be an opportunity for universities to improve the education and teaching of political theory subjects. The article analyzes and clarifies the basic content of transforming political theory education methods under the impact of ChatGPT in Vietnam today. The results show that political theory education plays an important role in ideological orientation and personality formation for future generations in the context of innovation and development. With the development of technology, ChatGPT can be considered as an educational virtual assistant by helping learners quickly look up lessons and learning materials related to the topic of learning political theory subjects. In addition, the article has also pointed out and analyzed issues that need specific concern about changing teaching methods of political theory subjects before the impact of ChatGPT, related to: on the part of lecturers; change the way it is tested and evaluated; towards students. The limitation of this study is that it has not shown and analyzed solutions to improve the transformation of educational methods of political theory subjects before the impact of ChatGPT in Vietnam today. [ABSTRACT FROM AUTHOR]

This paper focuses on two elements of the Passover Seder ritual and their connection to Piagetian education theory. After outlining Piaget's theory of genetic epistemology and its implications for education theory, it focuses on Sigel's distancing theory, which touts question asking as a tool for presenting information to students. This paper argues that the Jewish ritual of the Passover Seder was formulated with such pedagogical methods in mind, especially as it concerns the role of questioning. This paper also discusses storytelling's importance as an effective tool in pedagogical instruction, and how the Passover Seder also takes advantage of that modality to make the ritual more impactful for educational purposes. [ABSTRACT FROM AUTHOR]

In this text, I analyze the place of students' experiences in their pragmatic readings of texts, influencing the teaching-learning dynamics of anthropology and the impacts on the understanding of their alterities. The arguments to support this proposition are based on recent discussions on ethnography, as a way of developing theories and concepts, producing knowledge, and works on ethnography in education. The reflections presented here were built from classes taught in the city of Codó, located in the east of Maranhão-Brazil, and from online classes during the covid19 pandemic, for a class with students from the same city. [ABSTRACT FROM AUTHOR]

As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research. [ABSTRACT FROM AUTHOR]

The main question is whether Individual Psychology formulates an explicit theory of education (Bildung) and whether implicit conceptions of education manifest themselves in its theory and practice. reference to Dietrich Benner, the first step is a systematic clarification of the concepts of education (Erziehung and Bildung) and of their relationship to Individual Psychology. After that, essential aspects of modern educational thinking – from the Enlightenment to the 20th century – are exemplarily confronted with Individual Psychology, and some areas of individual psychological practice are questioned on their educational content. Finally, the example of Manès Sperber is given to illustrate that Individual Psychology can inspire educational thinking anchored in culture and psychology. The conclusion is that the often-postulated educational affinity of Individual Psychology is confirmed and that essential individual psychological categories can be allocated to formal education. Nevertheless, there is no canon of education and no coherent theory of education based on Individual Psychology. To develop such a theory would be a task for the future. [ABSTRACT FROM AUTHOR]

In the editorial titled "Education from an individual psychological perspective," the question is raised whether individual psychology can contribute to the concept of education. It is noted that the term "education" cannot be found in the subject indexes of individual psychology and that Adler himself did not refer to pedagogical authorities. Experts from Germany, Austria, and Switzerland were invited to provide statements on the pedagogical relevance of individual psychology. The first contribution in this issue addresses the absence of an explicit individual psychological concept of education and discusses various aspects of education from an individual psychological perspective. It also refers to the contribution of a US-American individual psychologist who has dealt with issues of climate change and ecological anxieties. The text deals with various aspects of individual psychology and its significance for education. Sven Kluge emphasizes the relevance of individual psychological analyses for understanding social power and domination relations. Beate Letschert-Grabbe presents three examples of individual psychology-oriented work in primary schools. Helga Haunschmied-Donhauser and Rudolf Isler discuss the significance of individual psychology for education and consider whether an explicit theory of education can be formulated. Finally, the model of the "Zurich School" by Friedrich Liebling is presented as an example of individual psychological educational work. [Extracted from the article]

Educational psychologists have studied different conceptions of school learning that have focused mainly on the acquisition of knowledge, emotional skills, cognitive skills and social skills, but have neglected person al reflective learning, which is necessary for children and adolescents to successfully manage their daily lives in their role as children, siblings or students, as well as assume those roles in a critical way with responsibility of their actions. To analyze this issue, a review of the literature is made, and based on it the author points out a new critical conception of learning, which allows them to guide children and adolescents as thoughtful and responsible people who can make the right decisions. at each stage of their development, and in the different roles they must assume in their daily lives. [ABSTRACT FROM AUTHOR]