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The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities. [ABSTRACT FROM AUTHOR]

Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education. A total of 27 articles were reviewed, which included empirical- and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic resulted in multiple shifts in the roles of youth services librarians and museum educators. Although changes in job duties, processes, and day-to-day practices were inevitable, this article suggests that these professionals viewed their service as continuous with prepandemic roles. Based on interviews with 20 professionals, the article analyzes two constructs that emerged as professionals described their pandemic roles: guiding principles and collaboration. Not only did these discursive constructs provide a sense of continuity, they also served to advocate for the role of libraries and museums. These findings indicate the importance of reflecting and drawing on guiding principles and collaborations to make decisions about services during times of crisis. [ABSTRACT FROM AUTHOR]

School administrators represent key agents of socialization for teachers within their schools, including adapted physical educators who design and implement instruction for youth with disabilities, often across multiple school sites. The purpose of this study was to understand how adapted physical educators navigate and build relationships with administrators in the schools where they teach. Data were collected through semistructured interviews with 24 adapted physical educators from the U.S. state of California and analyzed using a multiphase approach. Analysis suggested both the importance of and challenges with building effective relationships with administrators. Themes included the following: (a) Administrators do not understand adapted physical education, which impacts programs and students; (b) the importance of relationship building in cultivating principal support; and (c) relationship development requires intentionality, but results in trust and motivation. Results are discussed using role socialization theory, and recommendations for the preparation of both adapted physical educators and school principals are discussed. [ABSTRACT FROM AUTHOR]

Background: Nursing students encounter various stressors during their clinical practicum; however, the stressors are not the same during different periods. At present, studies on the stressors and coping styles of nursing students in the middle period of their clinical practicum are rare. Aims: The current study aimed to explore the stressors and coping styles of nursing students in the middle period of their clinical practicum. Methods: A qualitative study with a descriptive phenomenological method was conducted to collect data from 10 nursing students undergoing the middle period of their clinical practicum from December 2020 to February 2021. The data were collected by semistructured interviews using interview outlines prepared in advance. The data were analyzed by Colaizzi's analysis method. Results: The stressors experienced by nursing students in the middle period of their clinical practicum mainly included personal reasons, teaching arrangements, interpersonal relationships, occupational particularity and career planning. Additionally, nursing students coped with the stressors that they face in the clinical practicum by eliminating stressors and regulating emotions. Conclusions: Nursing students experienced various stressors and used a variety of coping styles in the middle period of their clinical practicum, which was different from what occurred in the early and late periods. Targeted interventions should be formulated and implemented to relieve nursing students' stress and guide them to adopt effective coping styles. [ABSTRACT FROM AUTHOR]

The mission of NIH-sponsored institutional training programs such as the T32 is to provide strong research and career training for early career scientists. One of the main avenues to pursuing health-related research is becoming research faculty at an academic institution. It is therefore important to know whether these programs are succeeding in this mission, or, if barriers exist that prevent trainees from pursuing these careers. Our institution currently trains ~ 2400 post-doctoral scholars per year, approximately 5% of whom are enrolled in one of our 33 T32 programs. In this study, we 1) compare the proximal professional career trajectories of T32 trainees with non-T32 trainees at our institution, 2) compare proximal career trajectories of trainees in a subset of cardiovascular T32 programs based on their previous training backgrounds, and 3) survey past and current T32 trainees in a subset of cardiovascular T32 programs about the barriers and enablers they experienced to pursuing research-oriented careers. We find that former T32 trainees are significantly more likely to attain appointments as primarily research faculty members, compared to other trainees. Trainees report a perceived lack of stability, the paucity of open positions, and the 'publish or perish' mentality of academia as the top barriers to pursuing careers in academia. However, they were still more likely to choose research over clinical careers after participating in a dedicated T32 program. Our results support the conclusion that structured training programs strengthen the pipeline of young scientists pursuing careers in academic research, including those from underrepresented backgrounds. However, T32 postdoctoral researchers are held back from pursuing academic careers by a perceived lack of stability and high competition for faculty positions. [ABSTRACT FROM AUTHOR]

Background: This study investigates the mediating effect of meaning in life between death anxiety and attitude toward palliative care among nursing students. Methods: We enrolled 363 undergraduate nursing students using a convenience sampling method as the respondents and conducted a survey using general information about nursing students, the Chinese version of the FATCOD-B Scale, the Chinese version of the Death Anxiety Scale, and the Chinese version of the Meaning in Life Questionnaire. The SPSS25.0 statistical software was used to analyze the mediating effect. Results: The mean total attitude score toward palliative care was (104.72 ± 10.62). Death anxiety had a significant negative predictive effect on the attitude toward palliative care (β = -0.520, P < 0.01). When the mediating variable of the presence of meaning in life was included, the negative predictive effect of death anxiety on attitude toward palliative care remained significant (β = -0.379, P = 0.036); the mediating effect (-0.141) accounted for 27.12% of the total impact (-0.520). Conclusions: The presence of meaning in life mediates the relationship between death anxiety and attitude toward palliative care. This implies that nursing educators, through their role in educating nursing students about the meaning of life, can significantly influence the development of a positive attitude toward palliative care. [ABSTRACT FROM AUTHOR]

Background: Skin cancer comprises half of all cancers in England and Wales. Most skin cancers can be prevented with safer sun exposure. As over exposure as a child can greatly increase future skin cancer risk, early and accessible sun safety education and promotion of sun safe behaviours is critical. Scientists agree there is no such thing as a 'safe tan', yet the public, including children, often have positive perceptions of tanned skin. To protect against future skin cancer, it is important to understand and address these misconceptions. The Curriculum for Wales with its area for Health and Well-being, and autonomy for schools in designing curriculum content, presents an ideal way to facilitate this exploration. Aims: Gather data regarding perceptions towards tanning to explore the perceived effects of a tan on health. Inform the development and testing of an educational toolkit for integration within the Curriculum for Wales to encourage positive health behaviours and attitudes of school children towards tanning and sun exposure. Methods: SunChat is a mixed methods exploratory study comprising three work streams: Workshops with school children to understand their perceptions on tanning. An online multiple-choice survey with parents/carers to understand perceptions, attitudes and behaviours towards tanning both for themselves and their children. An informal focus group with primary school educators to explore challenges in engaging with the school community around the Health and Well-being Area in the Curriculum for Wales. Discussion: To date, there has been no work in Wales exploring children's, parents/carers', and educators' perceptions of tanning and how healthier attitudes can be encouraged. This study will engage with participants to scope current perceptions on tanning and the perceived effects tanning has on health. Findings will feed into future toolkit and curriculum development for health in schools in Wales and beyond. [ABSTRACT FROM AUTHOR]

In this scholarship, I present insights from a sensory ethnographic study on novice educators’ embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argument proposes that increasing the permeability of the boundaries between official and erotic discourses in sex education can expand the ways learners’ bodies are understood in erotic, relational, and intimate contexts within pedagogy. By presenting these arguments, I aim to contribute to addressing the enduring challenges of the discourse of erotics ‘being’ in K-12 sex education and suggests ways to support educators in delivering effective pedagogical practices. [ABSTRACT FROM AUTHOR]

Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explored the experiences of UK-based primary science teacher educators participating in a nine-month equity-oriented professional development programme and offers insights for supporting teacher learning for social justice. Analysis of written reflections and open-ended interviews with 15 teacher educators identified three types of reflection that supported justice-oriented practice: personal privilege in relation to race, class, gender and science; the norms and values of educational professional development; and practical implementation of justice-orientated professional development with teachers and schools. We discuss the importance of creating safe and brave spaces for critical reflection for primary science teacher educators and highlight the productive potential of experiences of discomfort that generated humility, empathy and insights that resulted in more equitable practice. The paper underlines the value of supporting educators to embrace discomfort as part of social justice-orientated professional development and calls for a greater valuing of and support for expanded models of professional development that foreground critical reflection and go beyond 'top tips', 'quick fixes', and dominant norms around professional 'politeness'. [ABSTRACT FROM AUTHOR]

Background. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. Objective. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. Methods. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb's experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. Results. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. Conclusion. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies. [ABSTRACT FROM AUTHOR]

Dyslexia and dyscalculia are two examples of high‐incidence specific learning difficulties (SpLDs) that have similar prevalence and can often co‐occur. It is currently unclear how familiar educators in the UK are with dyscalculia and how this compares to dyslexia and what, if any, neuromyths educators might endorse. The current study examined the awareness and endorsement of neuromyths related to dyscalculia and dyspraxia with 229 educators in the UK. Educators were asked to complete a short online survey that included questions about their awareness of SpLDs and some neuromyths, as well as some background questions. Despite educators being more familiar with dyslexia, they endorsed more neuromyths related to dyslexia than dyscalculia. However, being more familiar with dyslexia and being a maths lead did result in the endorsement of fewer neuromyths. These findings suggest that greater awareness of SpLDs in general might not reduce the endorsements of neuromyths, but that to counter the limited awareness of dyscalculia, educators need information about the cognitive mechanisms of learning in these students. [ABSTRACT FROM AUTHOR]

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of "qualification." Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? [ABSTRACT FROM AUTHOR]

This document, titled "Equity and justice: Imperatives for early childhood teaching and teacher education," explores the concepts of equity and justice in the context of early childhood education. The authors argue that these terms are often misunderstood and misused, leading to obstacles in achieving true equity and justice in education. They discuss the fallacies associated with equating equity and equality, the problems with conflating access and equity, and the limitations of curriculum standardization and normative tools in promoting equity. The authors also examine the concept of justice, emphasizing the need to prioritize healing and restorative practices over punishment. They call for a reconceptualization of quality early education that is inclusive and expansive, challenging restrictive and exclusionary practices. The document concludes by urging readers to critically consider these issues and work towards achieving equity and justice in early childhood education. [Extracted from the article]

This chapter describes a teaching and learning center's efforts to support the Scholarship of Teaching and Learning (SoTL) work of health science faculty. Recommendations and lessons learned are shared. [ABSTRACT FROM AUTHOR]

It can be challenging to articulate who we are as professionals, especially early in our careers or at transition points. Yet, developing a sense of professional identity as health professions educators is important for feeling confident and knowledgeable in our roles, and for optimizing the development of students. This chapter explores the formation and evolution of professional identity among health professions educators who were formally trained as clinicians or scientists. [ABSTRACT FROM AUTHOR]

This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions. [ABSTRACT FROM AUTHOR]

This chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice. [ABSTRACT FROM AUTHOR]

In this article, we report on findings from an ongoing study of graduate students in linguistics regarding the approaches they take to develop as professional educators and how faculty and programs in linguistics can better support graduate student teaching professionalization. In focus groups with current linguistics graduate students, we identified three key themes: formal institutional training, mentor relationships (i.e. instructor and TA relationships), and peer relationships. Mentor relationships provide students with a range of experiences and degrees of support across faculty, which influences how they develop as educators. Peer socialization is also a critical component of growth and well-being, providing graduate student teachers with both practical guidance and ongoing emotional support. We illustrate this point with a case study--a weekly teaching journal club for graduate students within our own Linguistics program, which became an important space for pedagogical development. While our results point to graduate student success and resilience through socialization, they also illustrate a common issue of professionalization in academia: students gain professional skills through noninstitutional mechanisms. Teaching professionalization largely falls to the 'hidden curriculum', which puts students at a disadvantage, especially those from minoritized backgrounds (Smith 2013). We join other scholars in our field in calling for greater institutionalized mechanisms for professionalization to promote equitable access to vital skills for graduate students (Calhoun 2020). To that end, we conclude by suggesting ways in which faculty and departments can close this gap in graduate training. [ABSTRACT FROM AUTHOR]

By differentially reinforcing questionnaire statements that favored teachers' behavior-specific praise in a multiple-baseline design across participants, we altered the verbal behavior of general education teachers. Our target was a written verbalization favoring the delivery of specific rather than general praise. We then assessed the effects on their spoken interactions with their students. The teachers' specific praise of student behavior increased while reprimands decreased or remained stable. These effects continued after the differential reinforcement procedure was discontinued. The differential reinforcement of verbal behavior is an alternative strategy for adding desired behavior to the repertoires of teachers; it may be more effective than giving instructions about the behavior or directly targeting the behavior itself with differential reinforcement. [ABSTRACT FROM AUTHOR]

Self-regulated learning has been frequently investigated and reported to be effective for second language education, so increasingly more researchers and educators have been interested in cultivating self-regulated second language learners. To assist researchers and educators, it appears beneficial to review previous studies concerning the strategies and teacher support conducive to self-regulated second language learning. Accordingly, we reviewed 58 relevant SSCI articles extracted from Web of Science databases. Findings revealed metacognitive strategies as the most frequently investigated strategy among the articles. Three main modes of teacher support were also uncovered: in-class instruction, guidance in authentic settings, and instruction-plus-guidance. The application of self-regulated language learning strategies was effective in academic (i.e. vocabulary, grammar, writing, reading, listening, speaking, and integrated language knowledge and skills) and affective (i.e. self-efficacy, motivation, and learning attitudes) domains. Specifically, metacognitive strategies could assist students in error identification, reduce procrastination, and strengthen their sense of control. Cognitive strategies could facilitate knowledge internalisation. Motivational strategies could increase learner efforts and persistence and improve their emotions. Behavioural strategies could encourage knowledge input and output and optimise the learning experience. To help students' self-regulated second language learning, the reviewed articles recommended that teachers provide them with explicit strategy instruction, monitor and offer help in their learning progress, and give technological support. Based on the results, we identified the interactions among learners, strategies, learning tasks, and learning environment in self-regulated second language learning and provided implications for future investigations concerning the effectiveness of various strategies, the frequency of students' use of SRLL strategies in authentic settings, and the effects of self-regulated learning on various aspects of language development. [ABSTRACT FROM AUTHOR]

Awareness of environmental problems such as climate change can motivate action, but educators debate whether to raise students' awareness given that it may provoke eco-anxiety. We have even less understanding of how these relationships are affected by young people's growing disconnection from nature. Through 28 semi-structured interviews in Canada and the United Kingdom, we explore how educators perceive students' nature connection and eco-anxiety and how they introduce discussion of environmental problems. Educators frequently observed experiential, cognitive, and emotional indicators of nature disconnection and eco-anxiety, although many (39%) reported rarely, if ever, witnessing such environmentally related distress. Educators prioritised improving nature connection over raising awareness of environmental problems. When they discuss these issues with students, they emphasise hope and encourage pro-environmental behaviours to avoid eliciting eco-anxiety for those not currently experiencing it, a strategy that is partially inconsistent with literature suggesting some eco-anxiety can nurture pro-environmental behaviour. Our findings provide new insights into the challenges that educators face in helping their students navigate current environmental trends. [ABSTRACT FROM AUTHOR]

In the face of calls for the standardization and professionalization of leadership education, a sub‐field in higher education, it is important to understand who leadership educators are and how they come to understand themselves as belonging to this sub‐field. Recent critiques have arisen about the overwhelming whiteness that permeates the knowledge accepted within leadership education. To be cognizant of that critical perspective, this article applies the critical whiteness studies framework to analyze existing literature about leadership educator identity and socialization. It concludes with recommendations for the field of education to implement in order to combat the impact of whiteness on the field of leadership education. [ABSTRACT FROM AUTHOR]

This article offers key considerations regarding how leadership educators can alter their relations with institutions and campus community members (e.g., students, faculty, staff) to align with and advance liberatory struggles. The article also explores the drawbacks and contradictions of institutionalizing liberation within leadership learning and education spaces in colleges and universities. The author underscores the significance and immediacy of establishing spaces and advancing discourse outside the contours of institutional higher education where individuals, in collaboration and solidarity, can rehearse, plan, organize, and study the path toward collective liberation and the creation of an otherwise world that has yet to exist. [ABSTRACT FROM AUTHOR]

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co‐curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context. [ABSTRACT FROM AUTHOR]

In this essay Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, and Beverly Reimer describe their effort at the Colorado Department of Education to recruit and engage educators in authoring free and open-source curriculum samples for preK-12 academic content areas. The story of Colorado's Sample Curriculum Project illuminates how this team navigated constraints to foreground teachers as intellectual professionals who were ready and willing to use their knowledge and experience in deliberative and collaborative community. It also reveals the intransigency of perspectives that downplay the significance of teacher knowledge and collaboration. Highlighting both the possibilities that materialize when teachers engage, create, and collaborate and the persistent doubters of those possibilities, the authors argue for opportunities for professional expression that undermine reductive perspectives of teachers and their capabilities. [ABSTRACT FROM AUTHOR]

Background: Many women grow up dreaming of becoming doctors, preferring specialties that allow more focus on time outside the hospital and on family life. Nowadays, specialties, like gastroenterology, have still a significant gender gap. Methods: Based on this known discrepancy, a web-based questionnaire was designed by the Young Component of the Scientific Committee of the Federation of Italian Scientific Societies of Digestive Diseases 2023 (FISMAD) to examine the current situation of female gastroenterologists in Italy. The survey, designed specifically for this study, was sent by email to all female gastroenterologists and residents gastroenterologists, members of the three major Italian societies of Gastroenterology. Results: A total of 423 female physicians responded to the survey: 325 (76.8%) had full-time employment, and only a few had an academic career (7.2%). The main occupations were outpatient clinics (n = 288, 68%) and diagnostic endoscopy (n = 289, 68.3%); only 175 (41.3%) performed interventional endoscopy. One hundred and forty-seven (34.7%) had the chance to attend a master in advanced or interventional endoscopy, while 133 (31.4%) faced disadvantages that enabled them to attend. Of the 244 (58%) who reported feeling underappreciated, 194 (79.5%) said it was due to gender bias. We found that women doctors considered themselves disadvantaged compared with men doctors due to career opportunities (n = 338), salary negotiations (n = 64), and training opportunities (n = 144). Conclusions: In conclusion, gastroenterology still has a long way to go before approaching greater gender parity. [ABSTRACT FROM AUTHOR]

Using a duoethnological approach, this paper synthesises the perspectives of two coaching practitioner researchers exploring questions of the epistemological and ontological foundations of coaching as an academic discipline and domain of professional practice. Initially, focus is centred on reflecting on the authors' responses to two questions (1) How do my research interests and questions arise from my practice experience as a reflective coach or coach educator? and (2) How can I contribute to the development and impact of the coaching profession by integrating coaching practice and research expertise? Engaging with these questions through duoethnography, understood as a collaborative research methodology that promotes introspection and critical reflexivity, six themes were conceptualised as follows: (1) Pre-commencing the duoethnography process; (2) Beginning the duoethnography process and first phase of meeting; (3) Reflections on ontology of self and development; (4) The phenomenology of emergence in the coaching context; (5) Clarifying a personal coaching research agenda; (6) Reflection and commitments to forward/future action. These themes support an argument for an existential-humanistic conceptual framework that contributes towards establishing coaching as an academic discipline and domain of professional practice. The article concludes by arguing that by personally engaging with questions of the ontology of self and ways of knowing oneself and others, duoethnography dialogue can contribute to the personal development of coaching psychologists and the professional evidence base of coaching practice. [ABSTRACT FROM AUTHOR]

Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the impacts of our positionalities as a means of practicing critical witnessing in community. We suggest this as one means through which teacher educators can move toward decolonizing stances in teaching and research. [ABSTRACT FROM AUTHOR]

The article depicts manifestations of the law in the educational work of renowned Polish-Jewish educator Janusz Korczak, and re-evaluates Korczak's work in terms of children's legal education. It does so in relation to the theoretical insights of Polish-Russian legal sociologist Leon Petrażycki – and particularly the notion of "Intuitive Law", a term that describes the nature of the law as separate from formal state laws and as based on psychological and emotional experiences, when it comes to expressions of progressive justice. To illustrate Korczak's legal work and to fully understand its intuitive nature, the article closely follows the legal "institutions" in Korczak's main, Jewish, orphanage, which usually involved the children themselves. Among other things, it offers descriptions of the children's parliament as it was enacted at the orphanage, the orphans' court, their self-published newspaper – which promoted progressive democratic views, etc. The article also analyses a sampling of Korczak's literary works in relation to the field of law. The various testimonies indicate that Korczak viewed the legal practice as a means of education and as a potentially educational aim in itself, and the legal field as a platform for fairness in day-to-day life as part of living law, similarly to Petrażycki's views. [ABSTRACT FROM AUTHOR]

Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field. [ABSTRACT FROM AUTHOR]

Islamophobia is a reality facing Muslim college students daily on and off campus. In this chapter, I highlight Islamophobia in higher education environments and explore its structural and interactional manifestations. I provide practical recommendations to address institutional and interpersonal Islamophobia and specify how campus educators can work to respond to and prevent Islamophobic incidents. I also make policy recommendations to respond to the hostility toward Muslims in the national discourse. Finally, I outline future frontiers for higher education research, such as the need to account for the complexity of the Muslim identity and its intersections and the need to distinguish Islamophobia from Muslim appreciation through empirical measurement. Future directions in higher education should take on the responsibility of responding to Islamophobia and eradicating its hold on Muslim lives. Practical Takeaways: Colleges and universities should critically examine their infrastructures and policies concerning accommodating the religious needs of Muslim students. Each campus should have an academic accommodations policy that specifies how students may go about requesting an accommodation for religious reasons. This policy should be explicitly stated in syllabi, websites, and orientation materials.Institutional leadership should explicitly commit to countering religious‐based hate, including Islamophobia, through policies that condemn such forms of hate and outline specific means of responding to incidents when they occur. A proactive effort to counter hate on campus requires knowledge of the structures in place to utilize these resources when needed and to identify areas for improvement.Educators should create programs and opportunities that promote interactions across religious, spiritual, and secular (RSS) identities and must offer the time, resources, and effort to support formalized campus activities that foreground interfaith engagement. Educators should proactively create spaces for these encounters and incorporate these opportunities into campus architecture and the required programming (e.g., orientation).In the face of a national movement to eliminate, ban, or otherwise weaken diversity, equity, and inclusion (DEI) resources on college campuses, religious accommodations must be codified in both state and federal laws and guidelines to create consistency across states and a standard of how universities could actively work to create a welcoming environment for all. [ABSTRACT FROM AUTHOR]

Pedagogical Action – Pedagogical Professionalism – Pedagogical Ethos: A Case for a Phenomenological Approach to the Profession What contribution can phenomenological approaches make to educational science in general and pedagogical fields of action and questions about the profession(alisation) of educators in particular? How can pedagogical action be framed in terms of phenomenological approaches and the theory-practice difference? And finally, what does educational professionalism encompass from a phenomenological perspective, with particular reference to pedagogical ethics? [ABSTRACT FROM AUTHOR]

Au cours de la dernière année, plusieurs articles sont parus dans la presse grand public ou dans des revues scientifiques sur les bienfaits/méfaits de la mise à l'écart temporaire de l'enfant, appelé « time-out » (TO). L'objectif de cet article est de faire une revue de la littérature scientifique, en exposant les conclusions des méta-analyses réalisées sur les programmes éducatifs parentaux incluant le TO, et sur la procédure du TO elle-même. Dans un second temps, seront décrites les caractéristiques du TO pour appréhender comment les parents/les éducateurs le pratiquent et pour en apprécier son efficacité. Les résultats montrent que le TO n'est pas une stratégie éducative isolée mais qu'il s'inscrit dans un processus plus complet avec un avant (pose du cadre éducatif, des règles à suivre), et un après (debrief, explications sur les comportements inadaptés), appelés temps-in. Il est ainsi difficile d'appréhender l'efficacité du TO sans prendre en compte une temporalité plus large que le seul moment où l'enfant s'y trouve. De plus, l'âge de l'enfant, la durée du TO, les troubles du comportements éventuels de l'enfant comme du parent, sont autant de facteurs mis en évidence qui témoignent de la pluralité des TO. Les recherches scientifiques doivent donc être poursuivies afin d'évaluer son efficacité en prenant en compte les caractéristiques épidémiologiques de chaque acteur. Il s'agira de regarder plus précisément quel TO pour quel enfant et par quel parent. Over the past year, several controversial articles have been written in the press and scientific journals about the benefits and harms of time-out (TO). The aim of this article is to review the scientific literature outlining the conclusions of meta-analyses carried out on parenting programs including TO, and on the TO procedure itself. Then, we describe the characteristics of the TO to understand how parents/educators use it and to assess its efficiency. The results show that the TO is not an isolated educational strategy but is included in a more comprehensive process with a before (establishment of the educational framework, rules to be followed) and an after (debriefing, explanations of inappropriate behavior) called time-in. Thus, it is difficult to assess the effectiveness of a TO without considering a wider temporality, including time-in. Moreover, the age of the child, the TO's duration and any behavioral or mental problems in the dyad child/parent are important factors that highlight the plurality of the TO. Further scientific research is necessary to assess its effectiveness considering the epidemiological characteristics of each protagonist. We need to look more closely at which TO is the best for which child and by which parent. [ABSTRACT FROM AUTHOR]

Counselors‐in‐training require continuous opportunities to reflect on strengths and growing edges. Applying experiential learning theory and the Promoting Excellence and Reflective Learning in Simulation debriefing framework could optimize learning and provide counselor educators with a roadmap to develop a reflective practice within the context of counseling. Psychological safety and cultural considerations are also discussed. [ABSTRACT FROM AUTHOR]

Little is known about counselor educators' experiences of gatekeeping doctoral students. Using an interpretative phenomenological approach, we examined counselor educators' experiences of gatekeeping doctoral students during the dissertation. Themes included (a) interventions, (b) prior student gatekeeping interactions, and (c) recommendations for gatekeeping during the dissertation. Implications and suggestions for research are provided. [ABSTRACT FROM AUTHOR]