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Design thinking, an approach traditionally used to develop or improve products, services, or processes within design and engineering sectors, has emerged as a novel pedagogical approach. As design thinking becomes more widely established within education contexts, it is important to gain deeper insight as to how such learning environments operate. The aim of this study was to explore online design thinking through the lens of psychological safety. We used a qualitative single-case study design to investigate nine students' experiences across a nine-week design-thinking project. Data were collected via semi-structured interviews and reflective journal entries, and analysed through reflexive thematic analysis. Our findings suggested that psychological safety is a valuable consideration in the design and implementation of online design-thinking learning environments. Facilitators of psychological safety included having collaborative environments, encouraging leadership, and a focus on team formation. Barriers to psychological safety included difficulties connecting, fear of speaking, and cultural considerations. Our findings also highlighted several outcomes of psychologically safe team climates, including creativity, collaboration, and the development of approaches to working with uncertainty.

Campylobacteriosis and antimicrobial resistance (AMR) are global public health concerns. Africa is estimated to have the world’s highest incidence of campylobacteriosis and a relatively high prevalence of AMR in Campylobacter spp. from humans and animals. Few studies have compared Campylobacter spp. isolated from humans and poultry in Africa using whole-genome sequencing and antimicrobial susceptibility testing. We explored the population structure and AMR of 178 Campylobacter isolates from East Africa, 81 from patients with diarrhea in Kenya and 97 from 56 poultry samples in Tanzania, collected during 2006–2017. Sequence type diversity was high in both poultry and human isolates, with some sequence types in common. The estimated prevalence of multidrug resistance, defined as resistance to >3 antimicrobial classes, was higher in poultry isolates (40.9%, 95% credible interval 23.6%–59.4%) than in human isolates (2.5%, 95% credible interval 0.3%–6.8%), underlining the importance of antimicrobial stewardship in livestock systems.

Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States.

Diverse backgrounds, viewpoints and experiences in science, technology, engineering and math (STEM) are vital for innovation and creativity in STEM; and yet, racially minoritized groups, such as African Americans and Hispanics, remain underrepresented in the STEM K-12 and career pipeline. Studies show that exposure and access to STEM experiences in the early years are especially effective for increasing interest in STEM careers and intentions to major in STEM. However, these opportunities are often unavailable and inaccessible to underrepresented racialized minority students, particularly those from majority minority schools in low income communities. We describe a model for accessible and inclusive exposure to STEM experiences, enabled by a partnership between elementary schools from low income under resourced, predominantly racialized minority K-5 schools in North St. Louis County, Missouri, and scientists at a non-profit plant science research institution, to provide STEM activities for all students over the course of a single day. The goal was to stimulate students' interest in STEM and related careers, and enrich students and teachers' STEM knowledge. Five "STEM Days" were held at four elementary schools from 2017 to 2019. Feedback from teachers and students revealed positive outcomes, including increased excitement and knowledge gains. Students showed increased STEM interest, and teachers indicated that the new approaches to classroom STEM instruction, despite the brief exposure, were beneficial. Unexpectedly, participating scientists also noted numerous benefits. We share lessons learned and suggest recommendations for practitioners in STEM.

We analyze the relationship between residential populations, school attendance zone boundaries (AZBs), and school enrollments in two large, countywide suburban districts, Fairfax County, Virginia, and Montgomery County, Maryland, from 1990 to 2010. A steep decline in white, school-age children and an increase in black, Hispanic, and Asian children in both neighborhoods and the schools that serve them suggests that white households reluctant to send their children to diversifying schools are exiting (or never entering) these districts entirely rather than sorting within them. AZB changes, often due to the opening of new schools, affect a large portion of both districts, but boundary changes are associated with only a small portion of increased segregation observed in both schools and neighborhoods between 1990 and 2010. Our findings speak to the complex, multidirectional relationships between demographic trends and AZBs in diversifying, growing suburbs.

Secret societies and fraternal orders came to America with the arrival of the colonists, bringing ideals that influenced the founding of the United States. As the country grew and prospered, so did fraternal organizations, which exerted political influence, provided mutual aid for health and security to its members, and were instrumental in the growth of civic engagement. During the height of the Golden Age of Fraternity, one third of American men were members of a fraternal order. With the Depression of the 1930's, fraternal societies began a slow decline that continues to the present although the groups evolved to became more inclusive in their membership and took on community service projects in their local communities. Scholars suggest that despite efforts to adapt to societal changes, fraternal groups, like other American civic institutions, are suffering from the growing lack of civic engagement in society, which may be traced in part to the rise of digital communication. This paper follows the evolution of fraternal organizations in the United States, explores their changing roles in society, and suggests additional research to explore the future viability of fraternal groups.

In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.

Intellectual ability, also known as intelligence, is a multifaceted construct that is typically measured through intelligence tests. The importance and complexity of intellectual ability have made it of significant interest to researchers and educators. This is coupled with the fact that it is one phenomenon that is influenced by a variety of factors. This prompted the study that sought to investigate the differential and interactional influences of gender, age, education, and ethnicity on intellectual ability in Rivers State Nigeria. The study employed the analytic descriptive survey design with a sample of 390 that was randomly drawn using a stratified sampling technique. A test of general reasoning ability, which is a standardized test, was used to elicit data on the variables of the study. Validity and high reliability coefficients were obtained for the instrument. Data were analysed using mean, standard deviation, t-test, one-way, and three-way ANOVA. The result showed that age and ethnicity had a significant influence on intellectual ability, but gender and educational level did not have a significant influence. Gender, age, and educational level did not have significant interactional influences as well. It was recommended that investing in education, particularly in the early years, can have lasting benefits for cognitive and intellectual ability development.

Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher's ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system's capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney & Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students' motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students' motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess.

The study's goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana's Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study's research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study's findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students' comprehension and that teachers should encourage students to interact more with one another.

The current study was designed to identity if and to what extent differences in motivation exist between high school students, for whom school is mandatory, and undergraduate students in tertiary institutions, who make an active choice to study in an academic institution. This study also explores whether and to what extent motivation affects the achievements of these two groups of learners, and whether motivation is related to their personal, family, and socio-economic background and gender. To examine these questions, 121 participants responded to a 22-item questionnaire on motivation for learning. Findings show that undergraduate students are more highly motivated for learning compared to high school students. Associations were found between learners' personal and academic background and their motivation: Motivation increases with age and as grade average increases. A significant difference was, however, found in motivation levels between learners with average socio-economic status and learners with above-average socio-economic status. No gender effects in learners' motivation were found. Findings of the study shed light on the significant of motivation in high school, which is a significant period in youngsters' lives. High school is a scholastic space that also has the potential to strengthen motivation for learning in the future, in academic studies, as both education systems -- high school and academic education -- affect each other.

There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers' goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature. [For Part 2, see EJ1375466.]

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles. [For Part 1, see EJ1375465.]

Final-year nursing students are known to face high levels of stress due to increased demands in academics and clinical practicum. In this study, a virtual peer mentoring program was pilot-tested, involving alumni as mentors. Using a mixed-methods approach, we sought to describe the acceptability, feasibility and satisfaction associated with the intervention. Study intervention involved: (a) orientation, (b) mindful self-compassion training workshop, and (c) virtual mentorship interactions for nine months. Evaluation of study variables was done at the completion of training and at the end of the virtual peer mentoring program via self-reported questionnaires and interviews. The current virtual peer mentoring intervention was deemed acceptable, feasible and satisfactory to mitigate challenges for final-year nursing students. The virtual component of the study was considered to be convenient and appropriate, however, future mentoring interventions could be more effective by employing a form of mixed-contact involving both virtual and in-person interactions.

Throughout the COVID-19 pandemic, principals have taken on increased responsibilities. Principals who are thriving are praised for their resilience while those who are struggling are inundated with calls to build their resilience. In this conceptual article, we problematize the overemphasis on individual responsibility that is implicit in pro-resilience narratives. We reviewed the interdisciplinary literature and used an inductive approach to examine resilience narratives across historical and disciplinary arcs, with specific attention given to the school leadership literature. We argue that, within the context of this pro-resilience movement, if attention is not given to the structural conditions of work intensification, the education system is setting K-12 principals up to experience adverse unintended consequences. These consequences can worsen existing mental health issues, such as occupational burnout, or exacerbate mental health stigma. We conclude by suggesting that structural changes could disrupt this individualization of responsibility and overreliance on the personal resiliency of school principals.

The goal of this research is to determine whether the Role Play Technique may improve students' speaking skills, particularly in grade XI. The study was carried out at SMAN 1 Cisarua, Bandung Barat, with 34 students from grade XI Science-3 serving as the sample. This is a pre-experimental study. After 16 hours of treatment (two hours per meeting utilizing the Role Play technique), the students were given a pre-test and a post-test. After analyzing the data, it was discovered that there is a substantial difference in enhancing students' speaking skills following therapy with the Role Play Technique. Based on the interpretation of the data analyzed it was found that the p-value is 0.000 (Sig.) [less than or equal to] [alpha] (0.05) then Ha is accepted and Ho is rejected. The pre-test score is 42,08% and the post-test score is 62,6%. And the gain is 0,377. It is recommended to keep motivating the students to use the role-play properly in the future to improve their English speaking skills.

This essay presents the reflections of four Education Doctorate (EdD) students on the pilot testing strategies used during an online research methods course. Rigorous questionnaire and interview development skills are challenging to acquire. Pilot testing is an under-researched stage of instrument design, yet it is crucial to ensure validity and reliability, reduce bias, and psychologically prepare researchers for data collection. A structured, multi-step pilot testing process led to the collective development of stronger scholar-practitioner identities, the use of innovative synchronous/asynchronous methods during COVID-19 and increased academic rigor. These reflections demonstrate how several types of pilot testing can support the development of rigorous data collection instruments and prepare post-graduate students for the psychological and technical challenges they may encounter in future research.

Albeit its critical role in the development of the agriculture sector, the delivery of Extension and Advisory Services (EASs) in Tanzania has remained unsatisfactory and has had a limited impact on the sector. Among others, conventional approaches used in providing EASs have been found inadequate in meeting the priority needs of their clientele. Besides, they tend to demand many frontline extension agents who are few and are unable to serve farmers effectively. Thus, most recently, Information Communication Technologies (ICTs) have the potential to overcome many of the challenges associated with the conventional provision of EASs. As a result, various innovative ICT-based approaches have been blended with conventional EASs to improve the service to clients. These include the use of community radio stations, TV programs, telecentres, Mobile Phones (SMS), and web-based and mobile-based farmers' advisory information systems. This study draws on the work of the ICT-based Village Knowledge Centre (VKC) established in the Rungwe District in Mbeya Region. We explore the experiences of various stakeholders in using the VKC in the delivery of extension services. Challenges hindering the functioning of VKC are highlighted and recommendations to improve the functioning of VKC and consequently, the delivery of EASs are drawn.

Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new "hybrid" distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme's implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers' practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.

Traditional grading methods have faced criticism for potentially exacerbating educational disparities, leading to the proposal of grading equity practices as a remedy (Feldman, 2019). We conducted an analysis with survey data from 506 Arkansas public school teachers, utilizing an Ordinary Least Squares (OSL) regression. Our findings illuminate key determinants of support for grading equity practices. Liberal and moderate-leaning teachers are more likely to favor grading equity, in contrast with their conservative counterparts. Additionally, elementary-level teachers, core and programmatic teachers, and educators with advanced degrees demonstrated heightened support for equitable grading. Personal responsibility levels and years of teaching experience do not significantly associate with support. This research contributes to the discourse on equitable grading, offering valuable insights and directions for future studies.