Search

Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds. [ABSTRACT FROM AUTHOR]

The Net Promoter Score (NPS) is a popular metric for measuring customer loyalty and is claimed by Reichheld to predict a company's growth. However, various academic studies provide controversial results regarding its reliability and prediction powers. This study analyzes how respondents answer the likelihood-to-recommend (LTR) question in different predescribed and validated situations. One thousand participants are presented with situation descriptions that consist of previous and recent experiences with a bank and are asked how they would respond to the LTR question after such an experience. The results indicate that respondents do not always give a high score for good experiences, and a low score for bad experiences. However, with a high number of respondents, the different answering approaches even out, and the NPS results are higher for good than for bad experiences. Additionally, we notice that whereas negative experiences are evaluated as low by all respondents, Generation X and Boomers tend to give lower scores for neutral and positive experiences. Those with lower income and basic education give lower scores for neutral experiences. The recent experience influences the customer's likelihood of recommending more than the previous experiences with the company. [ABSTRACT FROM AUTHOR]

With high incidences of poverty and a depressed economy as well as limited political will, it will be difficult to guarantee the socio-economic rights of children in Zimbabwe. Children struggle to get access to basic services such as health care, basic education, clean water and proper sanitation. This study critically reviews the implementation or lack thereof, of the key socio-economic rights as enunciated in the constitution and child-sensitive policies in Zimbabwe. Through document analysis, the study offers a nuanced examination of social policy implementation in the country. This paper advances the argument that poverty and inequality in Zimbabwe have worsened the lives of children who are subjected to inadequate food, lack access to proper heath facilities and proper shelter among other social amenities. Using a human security framework, the paper foregrounds the need for deliberate policies which respond to the needs of the underprivileged children. The paper concludes that a multifaceted and multi-stakeholder approach will ensure that no child is left behind as envisioned by the agenda of the sustainable development goals. It recommends that the government should implement various policies which guarantee the protection of children in need. [ABSTRACT FROM AUTHOR]

Digital competence development in basic education is essential. The main purpose of this study was to measure the levels of digital competencies among students in four areas using a digital competency questionnaire to improve the effectiveness of digital management in basic education. The authors used the digital competence questionnaire for students as a measurement tool, which was subjected to validation. The respondents were 323 students aged 8–14 from three schools in the People's Republic of China. The PLS-SEM-based CFA approach revealed the validity of the questionnaire, which resulted in high data reliability and consistency. Statistical analysis revealed no significant differences with gender and significant correlations (p < 0.05) with age. The students aged 13–14 scored the highest on the domains, while the youngest team aged 8–10 scored the lowest. This article is of practical value as it provides a verified tool for checking the digital competence levels of Chinese students. According to the results, it is crucial to incorporate the development of digital competencies into the elementary school settings to facilitate learning and provide children with an opportunity to achieve a higher digital competence in the future. [ABSTRACT FROM AUTHOR]

The construction of a citizenry that makes decisions critically and based on scientific thought is one of the greatest challenges of our times. The dissemination of science is positioned as a valuable resource to achieve this purpose, communicating scientific knowledge in an affordable way to a non-specialist audience. However, outreach activities are scarce, especially for boys and girls, making it difficult to promote scientific vocations. Therefore, the objective of this research was to present the program Sowing for Research, which aims to promote interest in the dissemination of science among girls and boys in basic education, through the line of research strategies and technologies for learning, as well as describing the preliminary results of the first generation of girls divulgers. The research approach was qualitative, through phenomenology, and discussion groups were held with the girls, their mothers and three collaborators of the program. Among the main results we have that the girl communicators during their participation in the program developed skills that are not recognized as common among boys and girls of their age, so they were figures to follow among their peers and figures of admiration among more advanced students and adults. It is concluded that a scientific dissemination program in basic education is a relevant resource complementary to formal education, to promote early scientific vocations, as well as to increase the possibilities of social mobility of participants, especially in children from places of high marginalization. [ABSTRACT FROM AUTHOR]

The education landscape in low-income countries (LICs) and middle-income countries (MICs) is characterised by improving levels of school enrolments, but low levels of learning and systems performance, and critical shortfalls in education financing. In asking the question "what is the role of non-state actors in basic education in LICs and MICs?," this article describes six features of the non-state sector landscape: (i) the non-state sector provides a large and growing share of basic education provision in LICs and MICs, (ii) this sector caters to the poor, but not to the extreme poor (nor probably should it without public subsidy), (iii) evidence on the performance of the non-state sector is mixed, (iv) Public-Private Partnerships (PPPs) in education are the norm rather than the exception, though regulation and PPPs are generally not done well by Governments, (v) the non-state sector has been uniquely hurt by COVID-19, but also proved to be resilient, and (vi) there are successful advocacy campaigns against the non-state sector and PPPs. Against this backdrop, we propose 10 policy measures for Governments, national actors and the international community, with a view to maximising the contribution of non-state actors to driving system-wide goals of equity, learning, and social cohesion. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. [ABSTRACT FROM AUTHOR]

Recently most sub-Saharan countries have successfully broadened access to basic education. However, empirical and educational reports from this region have consistently documented children not acquiring the foundational literacy skills. This study examined the differences in the level of literacy acquisition between pupils from urban and rural backgrounds in Tanzania. A mixed-method research approach under the concurrent mixed design was employed. A total of 200 early grade children, 120 parents, 20 teachers were recruited. The data were collected by the Early Grades Reading Assessment, semi-structured interviews, parent questionnaires, and documentary analyses. Findings indicated that urban children outperformed rural children when it came to every literacy aspect tested, except reading comprehension. In both areas, girls outperformed boys, although rural boys were generally over-aged. The home learning environments for children from rural areas were found to be limited with less support than even for those from the poor urban areas. Regardless of urbanicity, poor and extremely limited teaching and learning facilities, large class sizes, and curriculum issues were pointed out as the main hindrances for children to acquiring literacy skills. These findings have implications for policymakers, teachers, parents, and other stakeholders in this region calling for joint reform efforts to improve early literacy acquisition. [ABSTRACT FROM AUTHOR]

This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I–III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service teachers collected using a questionnaire. The findings indicate that only economic and utility arguments are abundant in the curricula and pre-service teachers’ responses. Further, the findings show that Tanzania’s basic education science curriculum largely reflects Vision I, which emphasises content and procedural knowledge. Moreover, the curriculum is highly structured, thus making it difficult for teachers and students to engage in science-related situations (Vision II). The need to cope with the pressure exerted on teachers and students by high-stakes examinations adds to this difficulty. Generally, we establish that SL is not well featured in all the curriculum documents we analysed, as the pre-service teachers’ responses confirmed. We recommend that the curriculum be reviewed to include explicit reference to SL. [ABSTRACT FROM AUTHOR]

Recent assessments such as The Progress in International Reading Literacy Study have consciously highlighted that South African learners lag significantly in reading proficiency compared to international benchmarks. In response, the South African Department of Basic Education (DBE) has implemented instructional leadership as a strategic approach to enhance literacy outcomes. Although extensive research links principals' instructional leadership to student performance, there is a paucity of detailed studies on how school-based instructional leaders, specifically Heads of Departments (HODs) support literacy teachers and influence classroom literacy instruction (In the context of this study, school-based instructional leaders refer to Principals, Deputy Principals, Heads of Departments as well as Senior Teachers). This qualitative study addresses this gap by examining the practices of HODs and their impact on literacy instruction in the foundation phase with the purpose of the improvement of reading proficiency. Data were collected through semistructured interviews with purposefully selected literacy teachers across three districts, and analyzed using Tesch's (1990) method. Findings indicate that HODs' instructional leadership practices have a more positive effect on literacy instruction compared to other school-based leaders. The study concludes with recommendations for developing targeted training programs for instructional leaders and literacy teachers to bolster instructional leadership in literacy and foster improved collaboration within schools. [ABSTRACT FROM AUTHOR]

Heritage education is present in many educational institutions and their study programmes but not often directly addressed in national curriculum guidelines. The guideline documents of Estonia, Finland, and Sweden for compulsory basic education (children from 7 to 16 years old) are a case in point, and this article analyses how heritage is defined, in which contexts it appears, and what kind of effects it has in these educational policies. To accomplish this analysis, Critical Discourse Analysis is employed as a conceptual framework. It is argued that despite the claim made in the policies regarding heritage belonging to all, heritage is placed in opposition to history writing and associated with minority groups. [ABSTRACT FROM AUTHOR]

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

Educational drama in China has become prominent since the 1980s, integral to basic education amid recent reforms. However, more research is needed on teacher learning in this area. This study examines teacher learning and professional development through participatory observation, interviews, and video analysis at three Shanghai, Beijing, and Guangzhou drama training camps. Findings reveal that teachers gain skills in integrating drama into subjects, managing classrooms, and boosting their confidence and creativity. The study underscores the need for systematic training, dedicated research centres, and interdisciplinary collaboration to advance educational drama in China. [ABSTRACT FROM AUTHOR]

The objective of this article was to demonstrate that the third-grade elementary school mobile application for mathematics, Matercergrado, enhanced collaborative problem-solving. The instructional design of the application followed the ADDIE methodology, and its creation employed the Mobile-D methodology. The research approach was mixed and descriptive, with a convenience sample of 18 participants from an elementary school in the municipality of Nezahualcóyotl, State of Mexico. These participants completed a Likert-type survey, validated using the Delphi method and Cronbach's Alpha, which evaluated usability, interface design, functionality, thematic content, and comprehension of exercises and components. The results indicated that students highly appreciated Matercergrado, and teachers validated its thematic content and explanatory procedures for teaching mathematics. In addition, students reported collaborative and union sentiments while solving problems and doing exercises. Overall, Matercergrado achieved excellent results during the study, showing the potential to enhance students' understanding and academic performance. [ABSTRACT FROM AUTHOR]

Aim: To investigate the influence of gestational age (GA) on the association between completion of the final examination after 10–11 years of basic education and education, financial independence and income in early adulthood. Methods: A nationwide register‐based study including individuals born in Denmark between 1990 and 1992. Completion of the examination was evaluated at age 18 and education, financial independence and income at age 28. Results: Of 165 683 individuals included, 15.7%, 10.8% and 5.5% had low educational level, were not financially independent and had low income. For those who completed the examination odds ratio (OR) ranged from 1.03 at GA = 32–36 weeks to 1.25 at ≤27 weeks for low education, from 1.10 to 0.91 for not being financial independent and from 1.06 to 1.48 for low income. For those who did not complete the examination, OR increased from 7.55 at ≥37 weeks to 15.03 at ≤27 weeks for low education and from 4.68 to 15.31 for not being financial independent. For low income, OR was 2.57 and independent of GA. Conclusion: For individuals who completed the examination, the odds of poor socioeconomic outcomes were independent of GA. Individuals who did not complete the examination had increased odds of poor socioeconomic outcomes, particularly as GA decreased. [ABSTRACT FROM AUTHOR]

This paper revises the paradigm shift in the educational policy of the New Mexican School (in Spanish, Nueva Escuela Mexicana or NEM ), whose intention is to reverse the neoliberal orientation that prevailed since the end of the last century until the previous federal government. For this purpose, the paper explores the elements of the pedagogies from the Southern part of the continent as a theoretical and ideological referent of the new approach to education in Mexico. Subsequently, it addresses three substantial lines of the NEM : the revalorization of teachers through the Unit of the System for the Career of Teachers, the National Commission for the Continuous Improvement of Education, and the implementation of the 2022 Study plans and programs for basic education. It can be concluded that there have been many challenges for the outgoing government that must be addressed by the new one, but it is complicated to modify in a short period a change of such dimension, in addition to the fact that we don't have until now a comprehensive evaluation system to measure its achievements. [ABSTRACT FROM AUTHOR]

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

This chapter analyses, from the perspective of inclusion, the possibilities of participation for families in basic education schools in Mexico. Based on the analysis of articles published between 2012 and 2022, complemented by an analysis of normative instruments, the main patterns related to policies, practices and cultures were explored. The outcomes highlight a lack of recognition and appreciation of the diversity of families, restricted spaces and forms for their participation and cultural patterns that hinder their inclusion. The bases to favour inclusion are recognised and four key axes are proposed for its strengthening. [ABSTRACT FROM AUTHOR]

This paper mainly introduces the basic education in New Zealand and its enlightenment to the education in our country. The basic education in New Zealand is divided into primary and secondary school stages, and the types of schools include public, private, semi-public and semi-private, and special schools. Its subject education covers the cultivation of knowledge, skills and values, focusing on the personalized development and holistic education of students. The basic education of the Maori people has also achieved remarkable results. The New Zealand education system has the advantages of emphasizing individuality, equality and inclusiveness, the comprehensiveness of the curriculum, and the emphasis on the cultivation of practical abilities. The enlightenment to China includes attaching importance to personalized education, creating an equal and inclusive educational environment, setting up comprehensive courses, and strengthening the cultivation of practical abilities. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

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

This study assessed the ICT competencies of 216 basic education teachers from Katangawan District Schools. The variables of the study were the level of ICT competencies of the respondent-teachers and the intervention program. Frequency count, percentage, rank, and weighted mean were used in analyzing the gathered data. The existing ICT competency programs of schools were well-equipped with the necessary infrastructure, productivity tools, internet connectivity, and relevant training conducted. Based on the findings of the study, it is concluded that the teachers of the different schools in Katangawan District Schools perceived themselves to be moderately but sufficiently ICT competent. The researcher recommended periodical conduct of training and workshops and conduct of competency testing and assessment of ICT competencies between and among the schools in Katangawan District. This study promotes effective integration of technology in education for improved student learning outcomes. [ABSTRACT FROM AUTHOR]

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

ABSTRACT This paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges. [ABSTRACT FROM AUTHOR]

The research aimed to identify the effect of using a proposed training program based on the TPACK model to develop knowledge of technological educational content and digital teaching performance skills and their attitudes towards them among science teachers. The research group was chosen in an intentional way from students of the fourth year of the Basic Education Science Division, and it consisted of (35) Students, where the experimental approach with a quasi-experimental design was relied upon for the experimental group. The program was implemented in the first semester of the academic year 2023-2024 AD, and the research tools were applied to them, which are a scale to measure knowledge of technological educational content and an observation card to measure digital teaching performance skills., and a measure of attitudes towards digital technology, after completing teaching to the research group, applying pre- and post-research tools, and processing the results statistically. It was concluded that the students of the research group excelled in the post-application over the pre-application with a statistically significant difference at the level of significance (0.01) in terms of developing knowledge of technological digital content, teaching performance skills, and attitudes towards the teaching profession. Some recommendations and proposals were presented in light of the results. The research findings include linking technology to teaching within teacher preparation skills in colleges of education, reconsidering pre-service science teacher training programs and developing them in light of the TPACK model. [ABSTRACT FROM AUTHOR]

Psychology is one of the important sciences that requires extensive study and deep understanding due to its significant impact on individuals. It is a field that has seen increased demand in recent years, especially in the educational sector, because of its effective influence on the educational process. It is one of the crucial sciences with a direct impact on enhancing and improving the performance levels of learners, making it a vital focus in scientific studies within the field of education. The research aimed to identify: *The level of communication skills among students from certain departments of the College of Basic Education at the University of Mosul. *The differences in the level of communication skills between students from certain departments of the College of Basic Education at the University of Mosul. To verify this, the researchers hypothesized the existence of: *Varying levels of communication skills among students from certain departments of the College of Basic Education at the University of Mosul. * Differences in the level of communication skills between students from certain departments of the College of Basic Education at the University of Mosul. The research sample consisted of 121 students from some departments of the College of Basic Education at the University of Mosul. To collect data, the researchers employed the "Communication Skills" scale developed by Ali Hussein Najm Al- Omrani, which included 38 items. The scale was subjected to scientific statistics before the final application on the research sample. The researchers utilized the following: arithmetic mean, standard deviation, simple correlation coefficient, percentage, theoretical mean analysis of variance for unequal samples, and the least significant difference value. [ABSTRACT FROM AUTHOR]

Education laws are imperative for the activation or actualization of education policies and programmmes. Therefore, a critical examination of education laws is necessary in order to establish why and how such laws directly or remotely impact educational systems. This paper is a juxtaposition of the famous Butler's Act of 1944 in Britain with the Universal Basic Education, Act 2004 in Nigeria. It is an attempt to demonstrate how the spirit, letter or lacuna of a law can affect the enforcement or implementation of the law in particular, and the educational system in general. The paper explores the amplitudes of the historic British Act, and identifies the tremendous gains recorded in the British universal education, owing to the robust provisions of some Sections of the Act on aid to voluntary schools, the role of parents and fee-free school system, which is contrary to the questions of suitability, lacunae and ambiguities that touch on similar Sections in the UBE Act. The paper notes that the lacunae and ambiguities identified in these Sections of the UBE Act manifested in their apparent skewness and evident impracticability. The paper submits that Nigeria has a lot to learn from Butler's Act, particularly from the Sections that gave support to private schools, enabled active participation of parents and clarified the status of fee-free education. The key findings of the paper therefore makes it a comparative analysis of how similar laws, though at separate points in history, have informed the marked differences in the practices of universal education in Britain and Nigeria. [ABSTRACT FROM AUTHOR]

Societies require competent individuals, and this is obtained through education. The capabilities are required to produce satisfiers to form a communicated and organized society in all senses. The study of this subject is related to the interest recently shown in society for the issues of education in its basic aspects, such as the lack of motivation that represents important limitations. The complexity of the subject arises from the need for institutions to permanently adapt the internal and external factors that intervene in the formation of readers so that the results can be manifested in society. Some countries do not pay attention to the importance of learning in educational processes, especially as societies face a greater number of difficulties to deal with, while it is important to emphasize that the solution to this issue can create solutions in many other cultural issues, which are always related to issues of high impact. The objective of this research is to analyse the situation of the primary level in reading comprehension, considering the contribution of the educational schemes and the context as important elements. There is a slow level of efficacy in transferring what has been read to other contexts, that is, low levels of text comprehension. The effectiveness of reading comprehension presents the motivational factors, among a great variety, that give it meaning, since it is important to generate the conditions to move the attitude and capabilities in these skills. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to explore the qualitative aspects of nursing undergraduates’ experience of participating in the Internet + nursing program and their spiritual education needs from the perspective of the Neuman system model. Methods: Using a descriptive qualitative study design, twelve full-time undergraduates at Chengde Medical University from June to July 2022 who had completed their clinical internship were interviewed one-on-one, and a purposive sampling method was adopted. Moreover, Colaizzi’s phenomenological method was employed to analyze the data and improve the themes. Results: In the Internet + nursing program, the lack of spiritual education for undergraduates can be summarized into the following four themes: lack of spiritual consciousness; lack of spiritual education and spiritual nursing knowledge; high demand for spiritual education; and cognition of the current situation of basic nursing education in China and thoughts on incorporating Internet-related technologies into future nursing education. Conclusion: At the school and hospital level, importance should be placed on the basic education of spirituality and psychological nursing, and appropriate measures should be taken to improve the knowledge level of spirituality and psychological nursing as well as the capacity of spiritual nursing, in order to ensure high-quality nursing services. [ABSTRACT FROM AUTHOR]

The future will bring increasing demands for specialty training of MSK radiologists. These will include requirements for further standardization of curriculum, educational methods, and documentation. This will place further burdens (both temporal and financial) on the fellowship programs and may lead to termination of some programs. There is a risk that increasingly bureaucratic training requirements may "crowd out" the basic conceptual education necessary for the continued growth and relevance of the subspecialty. Educators must find ways to incorporate these aspects into programs even when they are not mandated. [ABSTRACT FROM AUTHOR]

Improvement on teachers' economic status is a major measure of guaranteeing the sound development of teaching staff in China. This study has conducted a questionnaire survey on 24 797 teachers in basic education from six provinces in eastern, central and western China, using the logistic regression analysis method. It found that the cognition of basic education teachers on the implementation of policies to improve their economic status is slightly above the medium level, but obvious differences are seen in variables such as gender, urban and rural regions, and teaching areas. To this end, we should strengthen the implementation of the policy of guaranteeing teachers' salary, especially giving more support to teachers in underdeveloped areas, and encouraging teachers to enhance their economic status by improving personal quality. [ABSTRACT FROM AUTHOR]

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

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

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

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

The article examines the problem of perceiving and making sense of a literary text, using interdisciplinary connections for this purpose. A brief retrospective analysis is introduced, then the relevance of the problem is emphasized. The methodology of the research is presented with the survey conducted among teachers from the initial stage of the basic level of education and conclusions from the two components are drawn. The survey is entirely online. It is based on two criteria with corresponding co-indicators to them. It includes questions about the perception and understanding of literary text by students in the elementary stage, as well as the use of intersubject connections by teachers - opinions about their usefulness, examples of their application and achieving the motivation of students for the learning process; as well as the strategies used to improve skills, the difficulties students encounter, and the joint activities with parents. Relevant conclusions have been drawn. [ABSTRACT FROM AUTHOR]

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

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

This study investigated the English teachers' perceptions of the role of Continuous Professional Development (CPD) practices in basic education in Kerala, India, focusing on language proficiency, research and reflective practice, teacher beliefs and integrated approach to CPD, pedagogical skills, and emerging technologies. The study employed the convergent parallel research method and collected data from 142 teachers. The analysis revealed that the majority of the teachers agree that CPD enhances their confidence in language use necessary for effective ESL teaching, while the classroom observations confirmed a prevalent use of local language in classroom discourse. Moreover, 65.5% of the teachers engage actively in research due to CPD, covering areas like language skills enhancement, classroom environment improvements, and technology use. Reflective practices revealed that most teachers give constructive feedback, but only a few utilize multiple assessments to gauge student performance. A significant finding is that 52.8% regularly reflect on their teaching strategies, reinforcing selfimprovement and student-centered teaching approaches. More than 80% of the respondents agree that they integrate different professional development practices as a result of CPD programs, while actual classroom practices often isolate language skills such as reading and speaking. Pedagogical improvement through CPD was evident, but a notable number of teachers still disagreed on CPD's significant role in student language development. Emerging technologies remain underutilized, with half of the participants lacking confidence in using them, parallel with the observation data indicating minimal multimedia tool preparation. These findings underscore the need for tailored and contextualized programs focusing on comprehensive technology integration, enhanced research skills, and continuous reflective practices to foster effective ESL teaching in Kerala's basic education sector. [ABSTRACT FROM AUTHOR]

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

The research aims to know the effectiveness of compound exercises based on kinetic coordination in learning the handstand skill on the parallel bars in men's artistic gymnastics, and to determine the superiority between the experimental and control groups in the study. The student used the experimental method as it is suitable for the research process. The experiment was conducted on second-year students in the DoPESS, College of Basic Education, University of Diyala, in the academic year 2023-2024. The sample consisted of 30 students, divided into two groups: 15 students in the experimental group and 15 students in the control group. Each group followed its specific guidelines and instructions. The experiment lasted for 8 weeks, with one educational unit per week. In conclusion, the compound exercises had a significant and clear effect on learning the handstand skill on the parallel bars in artistic gymnastics, and the mechanism of linking compound exercises with kinetic coordination was highly beneficial and advantageous in improving the students' learning of the handstand skill on the parallel bars. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Education is critical for both individual and national development, representing the most vital investment for sustainable progress. In Nigeria, social studies at the basic education level aims to foster national consciousness, instill essential values and develop skills for societal contribution. Despite these well-defined objectives, the National Teachers' Institute has noted that the implementation of social studies has not fully achieved its goals. Therefore, the Guided Discovery Method, one of the powerful instructional approaches designed to achieve these objectives, guides and motivates learners to explore information, build new ideas, and create new models of thinking and behaviour. Aim: The study investigated the effect of Guided Discovery Instructional Approach on the Interest level of Junior Secondary School Students in Social Studies in Umuahia Education Zone of Abia State. Materials and Methods: The design adopted for the study was quasi-experimental design. Three research questions and three hypotheses were formulated respectively. The population of the study was 6,160 and 308 junior secondary students was sampled from the population respectively. The instrument for data collection was Social Studies Interest Scale (SOSIS). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using Analysis of Co-variance (ANCOVA). Results: Students taught using the Guided Discovery Instructional Approach (Experimental Group) have higher post-test mean interest scores and greater mean gain in interest compared to those taught using the Expository Method (Control Group). This indicates that the guided discovery instructional approach is more effective in increasing students' interest in social studies. Female students have a higher post-test mean interest score and a greater mean gain in interest compared to male students. This indicates that the guided discovery instructional approach has a more significant impact on the interest levels of female students in social studies. Finally, the result on interaction effects of method of instruction and gender on students' interest indicated that the guided discovery instructional approach appears to be more effective in increasing interest in social studies for both male and female students, with a particularly strong effect on female students. Conclusion: The study concluded that the guided discovery instructional approach showed to be a better teaching method for increasing students' interest in social studies, especially among female students, thus sustaining its adoption and implementation in educational settings to achieve the desired educational results. [ABSTRACT FROM AUTHOR]

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

This study investigates the implementation of basic education quality improvement policies in Balikpapan City, a region known for its pivotal role in Indonesia’s oil industry, often referred to as an oil-rich area. The research aims to assess the effectiveness of the Regional Medium-Term Development Plan (2021-2026) in addressing educational quality, considering the city's economic dependence on oil. Adopting a qualitative approach, the study focuses on the Department of Education and Culture in Balikpapan, engaging key informants to evaluate the efficacy of policy implementation. The analysis framework encompasses an evaluation of policy standards, resources, inter-organisational communication, and the characteristics of the implementing agencies. The findings reveal that, while considerable progress has been made in enhancing educational facilities and teacher competencies, challenges persist due to the city’s heavy reliance on the oil sector and its impact on local resources. Furthermore, the study explores the relationship between these challenges and Sustainable Development Goal (SDG) 4 (quality education) by addressing disparities in resource allocation and the city's limited capacity for economic diversification. The research recommends the integration of more diverse data sources, continuous monitoring, and deeper analysis of the social and economic impacts to further improve educational outcomes. Balikpapan's economic context, as an oil-dependent city, significantly influences its ability to implement and sustain effective educational policies, highlighting the necessity for balanced development strategies aligned with broader SDGs.

Physical education and the corresponding subject in educational programs are traditionally considered as the tools for mastering skills directly related to sport and its certain disciplines. Meanwhile, within the competency-based education approach, physical education can be understood in a much wider context, as a source of development of soft skills and even cognitive abilities. This article considers the preconditions and several country cases of integration of the competency-based approach into the physical education curricula.