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This practitioner research study examined the potential of arts education to support students' growth towards global citizenship including awareness, care, and understanding of--as well as active and responsible engagement in--current global challenges and social issues. We utilized research material generated during an interdisciplinary arts pedagogy course offered in subject teacher education at the University of the Arts Helsinki and Aalto University (Finland). During the course, students created teaching sessions in peer groups in which they explored pedagogical methods to enhance global citizenship through interdisciplinary arts education participation. In the study, we identified themes addressed in the teaching sessions: "Renegotiating (cultural) identity," "Facing otherness," "Experiencing empathy," "Coping with power and inequality," "Awakening to ecological responsibility," and "Engaging in critical and reflective thinking." Furthermore, we examined how arts education resonated with the aims of global education and discussed the many ways that arts education could support the cultivation of responsiveness and ethical awareness to advance transformative global citizenship.

The processes of educational planning and program development at the local and national levels differ in centralized and decentralized educational systems. In Türkiye, there is a centralized education system, and curricula are created centrally to include all students. In the United States of America, there is a nationally disseminated curriculum framework for science education and a set of standards developed in accordance with these frameworks, while curriculum development continues at the local level based on these two national documents. Seeing how the curricula are designed in the different systems and what details they provide to teachers would be a source for designing curriculum development policies. The purpose of this study is to provide a comparative description of the scope of curriculum documents and the details of the information they contain in two different systems. The research is a comparative, holistic, multi-case study conducted by analyzing curriculum documents at the national level. As a result of the research, national curriculum documents for science education in the United States contain comprehensive descriptions of expected outcomes and content, even as curriculum development continues to occur at the local level. In contrast, Türkiye's science curriculum describes expected outcomes and content in less detail. The outcomes are discussed in terms of curriculum elements, system diversity, and literature.

Through the lens of paradox theory, we present and discuss the cases of two different proposals for a European public university, located in Lisbon, Portugal, to develop transnational campuses, one in China and one in Egypt. We discuss the three overarching goals of the transnational campus in our cases (funding through international cooperation, projection of soft power, and the development of human capital) and compare the structure of both proposals with particular attention to the governance and pedagogical models proposed for China and the Middle East, and shed light on the different expectations that Middle Eastern and Chinese authorities hold regarding the cooperation with European institutions in the area of higher education. We conclude that the development of transnational campus can be considered a paradoxical journey and the success of which depends on how the tensions between goals are tackled and synergies obtained -- or not. This will help in designing adequate policies and strategies in order to optimize the cooperation.

The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative assessment practices, including pre-assessment to plan instruction and interim assessments for students with disabilities.

This article examined the repositioning of science and technology education for security and economic growth and development in Nigeria. The wreck on the nation's image by the incidences of insurgency has caused negative effects on the nation's security and economic development. Security issues are presently major challenges in Nigeria, especially in Northern Nigeria. Furthermore, the continuous rise in insecurity and deterioration in the economic development in Nigeria has called for concern among researchers and policymakers over the years. This article highlights the need for rebranding Nigerians through the internal process of repositioning the science and technology education system for national security and economic sustainability. Literature and other research papers using to gather information. The paper recommends that the nation adopt a proactive approach to improving the teaching and learning of science and technology education professionally and empowering youth while taking everlasting measures to curtail the issues of insurgencies in Nigeria. In other words, we need to reposition our youth's mental reasoning and economically empower them to certify the demands of the modern world. Repositioning Nigerian is one of the fruitful tools to achieve this objective, and rebranding directs the power and energy of Nigerians toward academic and productive goals.

Progressivism is the trend in the modern education system since it aims to focus and develop the skills and abilities of the learners. Educators play a vital role in the learning setup because they are the facilitator of learning in the class session. In the time when most schools employ online learning, problems arise as to how teachers can make every session student-centered. This qualitative study aims to provide ways as to how teachers can make an online class more interesting and engaging for the students. The teacher respondents mentioned that giving group works to students and letting them engage in collaborative learning is beneficial since the objectives are being met and at the same time, learners are enjoying. It is also recognized that the internet connection is the main problem in this set-up, while it was also mentioned that games help maintain the interest of these learners.

The main idea skill presents a structure that is the basis of all kinds of understanding and narration activities. In this respect, while it covers all language skills, it also lays the groundwork for all learning levels and lessons because people communicate through meaning transfer. Therefore, the importance of main idea teaching is not limited to academic skills, but has a potential that affects the whole life. Thus, the existence, number and quality of academic studies on the development and teaching of main idea skills from an early age is one of the issues that should be emphasized. The aim of this research is to examine the studies conducted in Turkey on main idea teaching from various perspectives. Document analysis method, one of the qualitative research approaches, was used in the research. In this context, 6 theses, 13 articles and 2 book chapters were analysed. Related studies were classified according to research types (thesis, article), thesis type (master, doctorate), language skills (listening, speaking, reading, writing, visual reading and visual presentation), research method, education level and data sources. According to the results of the research, it is seen that the studies on main idea teaching in Turkey are few in number, they focus on reading skills in the context of language skills, quantitative research methods are used predominantly, there is an orientation towards elementary school and university students in terms of education levels, and studies for students are dominant in terms of data source. According to the results, it can be said that the knowledge, skills and awareness of academic disciplines, policy makers and practitioners should increase in the framework of theory and practice.

Africa is a potentially rich continent due to its considerably rich resources endowment. It is believed that if there is a synergy between these resources, that is if these resources are properly harnessed with a clear vision on the part of our leaders, there is the prospect of growth leading to the development of the continent. The basis of any meaningful development and the bedrock of a breakthrough whether in technology, industry, economy or communication in education. Therefore, language is also a good instrument of synergy toward growth. In African universities especially in Nigeria, dissemination of knowledge is done through bilingualism or multilingualism which is used to attain the broad goals of education. In a multilingual classroom, setting, students will commonly face difficulties in thinking in the largest language (English) because they are influenced by their native language and cultural patterns.

Purpose: School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes. Design/methodology/approach: We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period. Findings: Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space. Originality/value: These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

A key policy challenge in establishing new universities is the potential risk of lower academic standards and mission drift, which can affect policy effectiveness and outcomes. While regulation and funding tend to be preferred policy instruments for securing control of higher education expansion and achieving policy objectives, this article reports on a nation-wide reform in which various forms of legitimacy and control were actively used as measures in the design and establishment of almost one hundred new elite universities - the Institutes of National Importance (INIs) - in India. Our theoretical framework is based on the need for reinvention in policy design in higher education, that is based on the possible cross-fertilisation between the field of public administration and organisational theory. Through a mixed-method research design that included archival documents related to higher education reform and case studies of seven new INIs, this article demonstrates how 'soft instruments' based on legitimacy may align public policy objectives and stakeholder expectations ensuring quality and mission sustainability of new universities. We suggest that institutional and instrumental dimensions related to legitimacy and control can be integrated into a joint theoretical framework for policy implementation in higher education. We inform higher education policy by uncovering a range of legitimacy-based policy options in higher education, including the significance of reputation, national classification schemes, and organisational archetypes, that can be operationalised to minimise mission divergence.

Purpose: Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives. Design/methodology/approach: Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure. Findings: This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework. Originality/value: Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is growing recognition that educational institutions could do more to promote full flourishing for students, teachers, staff, society, and planet, but there has been relatively little attention to the role played by such social and moral ecologies in fostering this desired change. This paper argues that "ecosystem stewards" can inspire and lead educational institutions in this direction by loving more fully into being a cultural climate that promotes morally good forms of "ecosystem-wide flourishing." This includes an exploration of a systems perspective in order to encourage a more intentional and skillful integration of healthy social and moral influences.

The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teachers generally found knowledge important as a basis for forming an opinion or making decisions. Many wanted to make students aware that anthropogenic climate change is a fact, as they saw it as a settled issue. However, teachers varied in their opinions regarding sustainable values and behaviour. One teacher advocated sustainable values, while five only wanted to stimulate sustainable behaviour by steering indirectly. The majority focused on well-considered behaviour, but many teachers still provided incentives. Beliefs about the neutrality of education played a major role.

This paper outlines the history of The International Association for the Improvement of Mother Tongue Education [IAIMTE] and the International Association for Research in L1 Education [ARLE]. Delegates at a 1993 conference at UEA recognised how important research was to generate evidence about the teaching and learning of all first languages, and to disseminate knowledge and good practice. Over the first decade of the 21st century, IAIMTE ran several successful conferences; the ambition now is to hold the conference outside Europe every four years. In 2014, IAIMTE shifted its focus (and name) from the "mother tongue" to "L1" education, a shift in terminology that reflected research problematising the term "mother tongue". From its beginnings, the Association has regarded its work as "scientific", emphasising empirically oriented research. In the post-COVID period, ARLE conferences are organised in a hybrid format to encourage sustainable behaviour ecologically, socially and economically.

There is a growing interest in using Augmented Reality technologies in education due to common perceived advantages like its accessibility and the increase in academical performance and motivation it promotes. Yet, most research done does not offer a deeper analysis of how AR technologies are used to reach different educational goals or the scenarios for which the technology is better or worse suited for. We conducted a systematic literature review to find educational projects applying AR technologies during the 2017-2021 period and analysed them through a pedagogical lens using Bloom's Revised Taxonomy (BRT). 67 research articles were surveyed to identify the pedagogical design used and the reported results. We found that AR technologies are predominantly used in and better suited for training or practice scenarios, as well as helping in understanding complex, abstract or hard-to-find information. Most problems reported are associated to usability issues or a poor pedagogical design.

Three years after Japan integrated "programming" into all elementary school subjects, questions remain on how policy is being put into practice in arts education. This article examines the current state of "programming" - activities addressing a local version of computational thinking - in music, with a focus on Japan's pending challenges. First, an analysis of 23 activity reports sheds light on the main features of implementation efforts conducted by elementary school teachers from all over the country. Notably, compliance with official guidelines seems to have been prioritized over subject-specific contents, and, in some cases, the mere use of digital technologies in the classroom appears to be more relevant than programming and music-making goals. Following that, two key stakeholders - Japanese professionals engaged in planning and implementing "programming" in music in elementary schools - provide insights on its present state and future prospects through an open questionnaire. Their often-contrasting answers include perspectives on learning goals, teachers' skills and assessment, as well as their expectations and concerns. A number of unresolved issues and tensions persist regarding how subject contents and "programming" should be balanced. Given this situation, final remarks address how music-centered, postdigital views of "programming" may inform future initiatives in the intersection of computing science and music education.

During a two-year span, a cohort of K-8 science teachers undertook the task of creating formative assessments aligned with the Next-Generation Science Standards for their individual classrooms. Practice-based professional development was utilized to support teachers in a cyclical manner as they cooperatively developed, administered, and reflected on a series of assessments they designed across two study phases. In order to measure developmental progression of the formative assessments across the study's two phases, project leadership designed an assessment quality rating instrument targeting four components of a given formative assessment: (a) learning goal(s), (b) task/prompt, (c) success criteria, and (d) next instructional steps. Using this criterion-based instrument, 123 assessments were subjected to consensus scoring using a 0-3 rating for each component (e.g. learning goals). Results indicated teachers developed higher quality formative assessments during the project's second phase. More specifically, they developed learning goals and success criteria that were identified as being multi-dimensional, meaning the assessment component was designed to assess more than content. Implications for practitioners and researchers are discussed, specifically related to the supports needed for teachers learning to progressively design and implement full spectrum, science-based, formative assessments. Finally, suggestions for future research are discussed given the potential value of using assessment design to introduce a cycle of teacher-driven self-reflection.

This article examines a school district's effort to create a unified culture of mathematical excellence through which everyone would know what high-quality instruction should look like and how they would shift their practices to those that aligned with their vision. This is accomplished through their Mathematics Teaching Practices Inventory (MTPI), based on the National Council of Teachers of Mathematics' (NCTM) mathematics teaching practices (MTPs). Teachers are asked to self- reflect on each MTP and categorize them as either an area of personal strength or as an area for improvement. Teachers individually identify areas they would like to improve upon in their upcoming school year. As a team of teachers, they can discuss what might be a collective area for growth. This aligned effort helps teachers feel less overwhelmed by the directions they are typically pulled into.

Aim/Purpose: This study aims to introduce an innovative approach to improving learning outcomes for hearing-impaired learners (HL) within inclusive education settings. By integrating design thinking principles into Massive Open Online Courses (MOOCs) specifically designed for HL, this research seeks to address their unique educational needs. The study examines the components of a design thinking model within MOOCs for HL and evaluates the effectiveness of the pilot course in enhancing their learning experience and achieving the required test scores. Background: The persistent educational disparities faced by HL necessitate innovative solutions within inclusive education. By employing a design thinking approach, educational tools were developed specifically for these learners, with the empathy phase profoundly understanding and addressing their unique needs and desires. This study aims to bridge this gap by leveraging design thinking principles and MOOCs tailored for HL alongside instructional strategies and Universal Design for Learning (UDL) techniques. Methodology: The study unfolds in three primary phases: Model Development, Model Assessment, and Model Piloting. In the Model Development phase, design thinking principles are integrated with Thai MOOC development, instructional strategies, and UDL techniques to create the initial model. The Model Assessment phase involves expert evaluations to validate and refine the model based on their feedback. Finally, in the Model Piloting phase, the refined model is tested with learners, and assessments are conducted to evaluate its practical applicability and effectiveness in a real-world setting. Contribution: This research contributes significantly to reducing educational inequalities and advancing inclusive education. By introducing a model that integrates design thinking principles into MOOCs tailored for HL, it promotes lifelong learning opportunities and aligns with broader societal efforts to address educational disparities. Findings: Key findings from the study include the development of a comprehensive six-stage model and its essential co-components, which received high suitability ratings from expert evaluations. The model's application resulted in an impressive pass rate among learners, highlighting its effectiveness in enhancing learning outcomes. These results demonstrate the model's potential to impact inclusive education significantly by providing a scalable and effective framework for integrating design thinking into MOOC development. Furthermore, it creates courses that effectively meet the diverse needs of learners, ensuring accessibility and improved learning experiences for all. Recommendations for Practitioners: Practitioners should adopt design thinking and UDL principles in MOOC development, ensuring courses are tailored to HL needs. Engage HL communities for relevant feedback and focus on accessibility with assistive technologies. Implement scalable solutions for broader impact and regularly assess course effectiveness to promote lifelong learning opportunities. Recommendations for Researchers: Researchers should continue to explore and refine the developed model, considering its application across diverse educational contexts and populations. Collaboration with HL communities and stakeholders can provide valuable insights for enhancing the effectiveness of inclusive education interventions. Impact on Society: The integration of design thinking principles into MOOCs tailored for HL has a profound impact on society by promoting equal educational opportunities and lifelong learning. By addressing educational disparities, this research contributes to creating a more inclusive and equitable society. Future Research: Future research could focus on longitudinal studies to assess the long-term impact of the model for HL. Additionally, exploring innovative technologies and pedagogical approaches can enhance the effectiveness of inclusive education interventions. Collaborative research efforts across disciplines can advance the field of inclusive education and foster continuous improvement in learning outcomes for diverse populations.

Two dance educators, one from the independent sector and one from higher education, have cowritten this article to discuss the important links between independent studios and college dance programs. We provide the history, evolution, and goals of the DANCE 2050 think tank, which currently focuses on shared values in dance education across sectors. We then relay our conversation about connections and variances between studio dance education and tertiary dance education.

To measure the effectiveness of learning activities, intensive research works have focused on the process of competency building through the identification of learning stages as well as the setup of related key performance indictors to measure the attainment of specific learning objectives. To organize the learning activities as per the background and skills of each learner, individual learning styles have been identified and measured by several researchers. Despite their importance in personalizing the learning activities, these styles are difficult to implement for large groups of learners. They have also been rarely correlated with each specific learning stage. New approaches are, therefore, needed to intelligently coordinate all the learning activities while self-adapting to the ongoing progress of learning as well as to the specific requirements and backgrounds of learners. To address these issues, we propose in this paper a new framework for an intelligent management of the competency building process during learning. Our framework is based on a recursive spiral Assess-Predict-Oversee-Transit model that is orchestrated by a multi-agent system. This system is particularly responsible of enabling smart transitions between learning stages. It is also responsible of assessing and predicting the process of competency building of the learner and, then, making the right decisions about the learning progress, accordingly. Results of our solution were demonstrated via an Augmented Reality app that we created using the Unity3D engine to train learners on Air Conditioner maintenance.

Physics education research (PER) is a global endeavor, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses are often difficult to compare due to the broad variations in courses. We report here how we developed and validated a survey to classify these courses, as well as compare and contrast them. This will be useful in two key endeavors: comparisons between PER studies and providing useful data for individual instructors hoping to improve their courses. While we are still in the process of collecting sufficient data to create a full taxonomy of laboratory courses, we present here details of the survey creation itself, including its face, construct, and content validation, as well as a first look at the data collected, which includes a broad landscape of lab courses in 41 countries. We used both quantitative and qualitative methods to analyze the data collected. Some of these results include similarities between courses, such as students often using preconstructed apparatuses and instructors hoping for students to learn technical skills. We also find differences in courses, such as in the number and types of goals of the course, as well as the activities students participate in. Thus, this survey and its results can provide information relevant to both researchers and instructors.

This article seeks to introduce a new historical explanation as to why left-wing working-class women engaged in liberal, middle-class organisations during the first wave of feminism. The article specifically deals with middle-class associations and clubs that had educational purposes. Instead of focusing on the larger explanatory scheme of the power of patriarchal societal structures or bourgeois feminisms as a hegemonic force, the account revolves around the political educational functions of liberal feminist engagement for some politically active social democratic women in Sweden. The case of social democratic women who entered the liberal middle class educational organisation Tolfterna (the Dozen) is the point of departure for a micro-historical analysis of the political capital accumulation practices that class collaboration entailed. Finally, the article explores how working-class women's choices and actions can be considered a group-specific strategy to expand their political resources to attain what is called feminist liberal political capital.

To identify potential needs for primary source collections, this study examines course descriptions and student learning outcomes from the University General Course Catalog of the University of Nevada, Reno. Primary source collection development analysis has not been a focus for librarianship literature. This study uses OpenRefine to analyze words and phrases related to philosophy, history, and primary source resources. Specific locations, time periods, and topics were identified as potential collections for future acquisitions. The findings presented here are specific to one university, but the development of this analysis process can help other academic libraries identify potential topics and resources for their collection development.

This article presents a study evaluating student perceptions of learning experiences creating ArcGIS StoryMaps. The Taxonomy of Educational Objectives ("Bloom's Taxonomy") provides a framework for organising, analysing, and interpreting a survey completed by 154 students from high school to postgraduate. Using a mix of quantitative and qualitative methods we found student perceptions of the "level" of learning to be similar across education cohorts in the cognitive domain, exhibit some differences in psychomotor domain, and are markedly different in the affective domain. In terms of "what" they learned, postgraduates perceive the experience as being mostly about "communicating ideas or storytelling" more than undergraduates who, in addition, tend to see the experience as "preparing maps" and "working with geographic information systems." Undergraduates tend to conflate gaining knowledge (cognitive) with learning skills (psychomotor), suggesting a greater focus on working with the technology. Most students across all education levels found the learning experience challenging and beneficial (affective) though some students did not. We conclude that while the creation of StoryMaps is good for student retention and offers an effective scaffolding framework for geography and GIS education, it is important for educators to design StoryMap learning activities using clearly defined learning outcomes and assessment rubrics.

In 2018 the Turkish Ministry of Education published a new vision document describing system changes over the next few years. This study describes factors common to the 1968 primary education curriculum and the new 2023 Education Vision Document as well as gathering the opinions of retired primary school teachers who implemented the 1968 curriculum for a long time. The study used a qualitative case study design and data documents and interviews were subjected to content analysis. The results indicated that there is considerable common ground between the 1968 curriculum and the 2023 Vision document. The teachers interviewed were of the opinion that the process control model of education, which grants teachers autonomy over the curriculum, should be implemented nationwide. To harmonise educational theories and policies from other countries with the Turkish context, it would be better to get insight from reforms on policies that have been successful in the past.

The study aims to explore the policy implementation process regarding 2023 Education Vision, a national-based top-down policy document, in the context of Istanbul through the lived experiences of 10 local-level administrators as street-level bureaucrats. This study adopted a qualitative research approach, incorporating phenomenology as the research design. The participants of the study were determined in accordance with criterion sampling. The data was gathered via semi-structured interviews. The researchers used content analysis to analyse the data. In the analysis, researchers reached three themes, which are reflections from the field, priorities, and barriers. Firstly, the findings unveil the contentious perspectives adopted from a great variety of education stakeholders regarding the implementation of this policy document. Secondly, the views of street-level bureaucrats reveal that some areas in the relevant policy document are much more highly prioritized than others and that these priorities are embodied in practice in a variety of ways. Finally, the findings draw attention to the hindrances street-level bureaucrats face regarding the implementation of this policy document. Also, it can be suggested that designing hybrid educational policies in both top-down and bottom-up ways is fundamental for efficiency in street-level policy implementation.

This paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.

The article presents the findings of a study that examines the perception of the educational paradigm in the context of educating a child with a chronic illness in either a school or medical facility by special education teacher candidates. It was assumed that the beliefs of educators largely reflect the educational paradigm, which reveals the thought process regarding children with chronic illnesses in two cognitive categories: (1) the actions of teachers; and (2) the objectives of educational activities aimed at pupils with chronic illnesses and their circumstances. The undertaken study was qualitative. The research was carried out in Poland on a group of 102 sophomore special education teacher candidates. The results indicated that the approach to educating a child with a chronic illness in a medical institution is predominantly influenced by the humanistic paradigm. In the revealed pattern of thinking about educating a child with a chronic illness in a medical facility, amongst the subjects, the key difference lies in the concept of preparing the child with the illness for life. Special education teacher candidates are primarily exposed to person-centred interventions that aim to facilitate optimal adaptation of children with disabilities to the typical demands of their healthy peers.

The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community's opinion and may not necessarily be best practice, providing an opportunity for reflection.

Reconsideration of culture pedagogy, in terms of what culture refers to and whose culture dominates English language teaching is a prevalent issue in language teaching. Therefore, in this study, we conducted one-on-one interviews with 17 in-service teachers of English language at three private K-12 schools in a northwestern city of Turkey to examine their conceptualizations of culture and pedagogical orientations towards teaching culture. We analysed the data by using Jackson's seven facets of culture and Larzén-Östermark's classification of teachers' three orientations towards teaching culture. Our findings revealed "culture as learned" as the dominant facet and "cognitive orientation" as the dominant orientation towards teaching culture. However, when teaching culture in a private school, the teachers seemed to experience tensions between the goal of authenticity and the scripted curriculum from the selected textbooks. Few teachers reported parental pressure and resistance regarding the teaching of English culture. Our findings suggest implications for EFL teacher education.

A diverse democracy brings together people whose differences include partisan leanings, life experiences, histories, religious beliefs, racial identities, and sexual orientations to address common problems and build a shared future. Social studies educators can help prepare youth to pursue this goal by advancing core commitments to respectful and evidence-based dialog, informed inquiry, robust civil liberties, and the dignity of fellow participants. The authors briefly explore the broad political context that makes this work both challenging and important. The authors then consider three priorities for social studies educators to consider as they work to advance partnerships as a means of protecting and promoting the democratic aims of education that are so vital today. Framing and communicating the purpose of education for the broader community, advocating for professional learning, and expanding extracurricular opportunities for students to practice participation in a diverse democracy will require partnerships with a range of stakeholders.