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Determining the curriculum is the government's authority, in early 2022, the independent curriculum was launched. Implementing an independent curriculum is a challenge in itself for education in North Kalimantan. The reason is educational facilities in this region are not evenly distributed. However, several agencies have made efforts to continue to make the independent curriculum program a success. This research was conducted using the systematic literature review (SLR) method. The results of this research are that the government, teacher groups, and several schools have developed and implemented an independent curriculum. Teaching staff in North Kalimantan experienced various difficulties in implementing the independent curriculum technique, including a lack of resources, such as teaching materials and technology, and confusion due to a lack of understanding. This case is an indication that there is still a need to improve the quality of education, especially in the interior of North Kalimantan.

The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational Curriculum), and the Merdeka Curriculum learning. Four elementary schools in Indonesia's urban and rural areas served as the research unit for analysis, which used a qualitative comparative case study design. The results demonstrate that the programs of the Ministry of Education, Culture, Research, and Technology for improving human resources, which includes training and mentoring, have a favourable effect on both rural and urban primary schools. However, only one out of four schools examined the context of the educational unit while creating education unit operational curriculum documents, and every school simply used education unit operational curriculum as a prerequisite for administrative fulfilment. Based on the available components, all teachers developed teaching modules for the Merdeka Curriculum. It was found, nevertheless, that the students were not genuinely exposed to the content of these modules.

To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers' classroom practices are affected. The study examined how elementary teachers perceive their ability to implement STEM in the classroom. The STEM Efficacy Survey was sent to a randomized pool of 100 elementary educators, and 18 of them agreed to participate in the study. This instrument was designed to elicit responses related to the teachers' previous background in STEM, their beliefs about their ability to implement STEM, and their actual STEM implementation in the elementary classroom. The results revealed that participants were confident in their understanding of the engineering design process and problem-based learning. However, teachers were unwilling to apply the engineering design process in the classroom. From this research, the researchers concluded that higher levels of training in STEM education may influence how teachers perceive their ability to implement STEM in the classroom. Further research should focus on exploring how STEM training affects teachers' self-efficacy in STEM implementation.

This literature review examines the implementation of e-Portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-Portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, platform, conducting workshops, creating e-Portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.

The study aims to describe the success of the collaborative supervision between the head of the madrasah and the teachers at five private madrasah tsanawiyah in Gresik. This research, a qualitative case study design, involved the head of the madrasah and the teachers of five private madrasah tsanawiyah. Instruments used include interviews, observations, and documentation. Data analysis techniques used are data condensation, data presentation, conclusion drawing, and verification. The research findings demonstrate the significant positive impact of collaborative supervision on teachers' creativity and professionalism and its direct correlation with students' improved learning quality and learning outcomes. Collaborative supervision has been successful in enhancing the creativity of teachers in the implementation of a multicultural-based independent curriculum. The implications of the findings provide a strong basis for educational institutions to consider implementing more effective collaborative supervision strategies in the context of a multicultural-based independent curriculum. The importance of considering cultural and multicultural contexts is also highlighted in designing educational supervision programmes and strengthening the inclusive learning environment.

The study reported on here was intended to reveal the existence and direction of education democracy in Indonesia with regard to the regulations, the implementation models, problems, and future prospects. The data were obtained from various written materials of official government policy records, namely, laws, ministerial regulations, curriculum implementation guidebooks, discourses and policy criticisms on the implementation of education democracy in Indonesia published in mass media, articles and research journals. The data were analysed using philosophical-dialogical analysis. The findings indicate that in terms of practice, the regulations related to education democracy in the form of education autonomy still could not be implemented properly because of several constraints such as a lack of teachers' professionalism, poor and less effective management of education and learning systems which are not in line with the administrative prerequisites and principles and spirit of education autonomy. Moreover, through its policies, the government still controlled education nationally resulting in autonomy that should provide maximum freedom to the community to manage education is being eroded, which limits the autonomy of education.

South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.

Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration.

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grade physical education and sports curriculum (2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", was reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centred, including the teaching of sports techniques and evaluating the psychomotor domain. It was observed that the game-based and student-centred structure of the updated curriculum was not sufficiently implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018).

In the evaluative phase concerning the practicality of language acquisition, the Communicative Language Teaching (CLT) methodology has emerged as the preeminent standard in educational paradigms. Nevertheless, the import of integrating CLT becomes particularly salient within the framework of language adoption as a medium of communication. The application of a communicative approach to the learning and evaluation of English, specifically for young English as a Foreign Language (EFL) students, confronts distinct challenges. These challenges, if not effectively navigated, present a potential hazard to the realization of desired educational outcomes and have the capacity to hinder academic performance. Consequently, this undermines the efficacy of the approach vis-à-vis its envisioned impact. In light of this, the present study endeavors to scrutinize prospective challenges that may exert an adverse influence on communicative language assessment in the context of young EFL learners. Moreover, the study seeks to proffer viable solutions to mitigate these challenges based on empirical findings. The primary objective of this research is to engender awareness regarding the inherent difficulties associated with the implementation of the communicative approach. The research further furnishes actionable and efficacious measures conducive to both EFL education and the overall learning experience of young students. A pivotal aspect for the proficient application of the communicative approach as an assessment technique for young learners lies in the meticulous execution of assessment tasks.

Over the past few years at Columbus State University, the learning support math faculty and director have focused on the importance of training academic coaches to effectively engage students in corequisite support math with key practices implemented in an emporium-based model for our corequisite support math labs. This model consists of experienced math faculty as instructional facilitators and coordinators and student peers as academic coaches to provide support in the areas of coaching, tutoring, and mentoring. The purpose of this implementation is to empower our students to acquire knowledge, to strengthen interpersonal and academic skills, and to create a sense of belonging at the institution in order to attain career goals. To effectively engage students in these efforts, the learning support math faculty and director have focused on the implementation of solid training for our academic coaches based on best practices in the areas of growth mindsets, problem-solving, emotional intelligence, and motivational interviewing.

Sonography is a highly specialized diagnostic imaging profession facing significant workforce challenges due to increased service delivery demands and a shortage of clinical training opportunities. Developing sustainable solutions is crucial for workforce growth. Using examples from the Australian workforce and education context, this paper explores the current sonography training pathways available and the benefits and challenges of each, highlighting the importance of work-integrated learning (WIL) in facilitating the development of professional identity, clinical competence and the quality of sonographer education. Conclusions are drawn that WIL is integral to the future of the sonography profession to improve patient outcomes and address workforce shortages. However, effective implementation requires careful planning and consideration of many factors, including regulatory requirements, industry partnerships, student and supervisor/tutor support, and issues related to equitable access and participation in WIL. Key recommendations are provided to encourage ethical student learning, university-industry collaboration, effective resource allocation, and WIL-specific research.

This study examined the perceptions of participants regarding the use of embedded video demonstration lessons during literacy professional development sessions. The videos were captured in an urban elementary classroom and modeled two new literacy strategies. Based on survey responses from 160 kindergarten through fifth grade elementary school teachers and 117 school or district administrators and instructional specialists, the findings revealed positive participant perceptions and effective instructional use of the videos that modeled the implementation of the strategies in a relevant classroom setting. The analysis of the use of videos during the professional development (PD) sessions was found to positively affect the instructional capacity of teachers to implement the strategies in their classroom settings. The findings also suggest that school administrators more positively understood the process of using the strategies to support the standards, resulting in increased leadership capacity. Implications of using specifically created videos to enhance clarity and credibility of PD for participants are discussed.

This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers' interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers' interests and self-efficacy regarding STEM education and investigate how different teaching subjects affect them. To achieve this goal, a survey was completed with (n=200) secondary school teachers, both males and females. Data were analyzed quantitatively using exploratory factor analysis and analyzed covariance. The results show that most teachers were highly interested and confident in implementing STEM subjects into science curricula. While Namibian teachers indicated a high level of interest, they also revealed a high lack of interest in STEM, implying that at least some teachers felt bored and meaningless in implementing STEM education. However, gender plays a significant role in teachers' negative self-efficacy, with male teachers being less confident than female teachers in implementing STEM education. Moreover, teachers in the present study have high positive and negative self-efficacy levels regarding implementing STEM education. Therefore, these findings highlight the need for a paradigm shift, especially in the Namibian science curricula, to promote STEM subjects and to improve science education. Potential implications from this research also suggest that teachers' participants benefit significantly from learning within a community by engaging in solutions to real-world problems. [Note: The page range (297-311) shown on the PDF is incorrect. The correct page range is 297-312.]

Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives: The study aimed to explore South African teachers as agents of change in teaching EFAL in their Grade 3 classes. Method: This study adopted a qualitative research approach with an interpretivist paradigm. The researcher wanted to explore teachers' lived experience as agents of change in the Foundation Phase class. A case study design with purposive sampling was used. Results: The findings revealed that teachers understood their roles and responsibilities as change agents in their classrooms. They agreed they were responsible for implementing the curriculum to improve basic literacy skills among EFAL learners. Conclusion: The study found that teachers, as agents of change, needed support in continuous professional development to implement the curriculum. They also highlighted the need for help from their school management teams. Contribution: This study contributes to a deeper understanding of the role of the EFAL teacher. They are no longer mediators of learning but agents of change in teaching, learning and curriculum adaptation. Their roles go beyond imparting knowledge to learners. They are developers and mediators of critical thinking, decision-making, communication, use of technology and relationship-building skills.

This study explored the impact of stakeholder engagement on curriculum implementation at Ethiopian Defense University (EDU). It focuses on examining the effects of partnerships, stakeholder motivation, and decisionmaking on curriculum implementation. As a result, a descriptive survey research design with a mixed research approach was employed. A total of 166 respondents (109 students, 51 instructors, and six college commandants) were the participants of the study. Commandants were selected by purposive sampling, and instructors and students were selected randomly. Questionnaires and interviews were tools or sources of data. The quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (one-way ANOVA and independent samples t-test), whereas the qualitative data were analyzed through verbal description. Findings revealed that instructors value stakeholders' support and commitment, while students appreciate the positive impact on their learning experience. The finding revealed that there is a strong positive correlation between stakeholder engagement and curriculum implementation effectiveness, emphasizing the importance of continuous interaction, feedback collection, and stakeholder knowledge for curriculum alignment. It also emphasizes the need for stakeholder engagement in decision-making processes and partnerships to improve curriculum implementation outcomes. The findings of the study may inspire further research and dialogue on stakeholder engagement in curriculum implementation, encouraging international audiences to explore innovative approaches and best practices that promote meaningful educational experiences for students in the field of pedagogy. The researcher suggested that EDU should prioritize stakeholder motivation, partnerships, and decision-making for effective curriculum implementation. This promotes ownership, engagement, and shared responsibility. Additionally, EDU should prioritize stakeholder engagement, support, understanding, commitment, and feedback to ensure the quality and effectiveness of curriculum implementation.

The implementation of the recent geography curriculum in the classroom requires further review. This study aims to identify Indonesian geography teachers' understanding of the written geography curriculum at the senior high school, which comprises cognitive activities terms, the meaning of activities demanded in the curriculum and the organization of topics. The content analysis method is applied to interpret teachers' understanding by measuring data against a standard or criteria. In addition to explaining the influencing factors, document analysis is carried out to identify the presence of a conceptual framework and the problems of the meaning of concepts in written curriculum. The findings of this study are: (a) teachers' understanding of terms engaging students in cognitive activities is limited to lower-order thinking, (b) the majority of teachers do not really understand that the purpose of the use of active learning methods is to foster thinking, and (c) most teachers perceive the topics merely as a collection of fragmented or unconnected concepts and skills. To sum up, geography teaching and learning do not move considerably from traditional inventory and fact-based approaches that focus on "what" and "where." Furthermore, this study found that problems in the written curriculum contribute to the teachers' difficulties in understanding topics and learning activities. It is concluded that gaps exist between the written curriculum and the taught curriculum of what teachers actually deliver in the classroom and between the written curriculum and the recommended curriculum. This study suggests aligning these geography curricula.

This article presents the findings from a yearlong narrative inquiry of teacher enactment of state mandated curricular reform in middle level social studies. Four brief narratives and cross-narrative themes are presented to provide examples of the complexities of teacher decision making and positionality when implementing new reforms. Analysis found teachers engaged in dynamic processes of interpreting, negotiating, and responding when enacting the SS reforms. Further, this enactment manifested in three themes. These found teachers engaging in ethical determinations, grappling with competing expectations, and feeling fatigued resistance. This article provides a nuanced, narrative perspective on teacher enactment of SS curricular reforms, finding teacher perceptions an important, but not all-encompassing element of teacher decision making.

Purpose -- Balochistan, which makes up roughly 44 percent of Pakistan's total land area, is home to 6 percent of the nation's inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province's educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual's personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study's goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology -- A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted of 10 male and 14 female members. Findings -- Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance -- The study concludes that in addition to extracurricular activities and the teacher's role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

This research aims to explore the experiences of nonphysical education teachers in implementing physical education in the primary grades as a basis for creating feasible capability-building initiatives. Employing a qualitative-descriptive research design, in-depth interviews were conducted with twenty non-physical education generalist teachers using a guided interview questionnaire validated by experts. Through the triangulation of results, this study uncovers the creativity and resourcefulness exhibited by generalist teachers in lesson preparation. However, several challenges impede their successful implementation of physical education, including the risk of injuries, inadequate equipment, a lack of training or seminars, insufficient teaching strategies, and personal health issues. The findings inform the development of conclusions and recommendations to enhance the effectiveness of generalist teachers in teaching physical education in primary grades.

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their perceived need and readiness. A needs assessment using a quantitative survey research design was used in this study. The data-gathering procedure was done using a validated online survey questionnaire with a Cronbach alpha of 0.89. A total of 124 science teachers participated in this study throughout the two-week implementation. Descriptive and inferential statistics were used to analyze the data gathered from this study. Results revealed that more than fifty percent of the teachers were highly aware of the SSI-based approach and perceived the need for its implementation in science classes. Teachers were also willing to participate in an SSI training program to learn more about it and develop their own SSI-related materials. Furthermore, gender and specialization significantly differed in teachers' perceived needs, while specialization significantly differed in readiness. Results obtained from this study can be used as a basis for exploring teachers' perceptions and views of implementing the SSI-based approach.

In an effort to improve student success and thus retention, the College of Arts & Sciences at a highly selective MidAtlantic private undergraduate university in the United States developed a for-credit course titled "Psychology of Success." The course, grounded in positive psychology, adopts a strengths-based approach. Students who are on academic warning after their first semester are enrolled in the course, although not required to remain in the course. After four years of implementation, student outcomes for those who participated, across a variety of dimensions--including retention, persistence, and graduation--had better outcomes than those who did not participate. This practice report will share the philosophy, methodology, and implementation of the course as well as results from the first four years of implementation.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

University degrees are usually delivered in defined sessions--by term, semester, or in week-based blocks--whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.

The Question-Answer-Relationship (QAR) strategy has been suggested to improve EFL students' reading comprehension. Nonetheless, disappointing outcomes when using the QAR instruction were noted. The current study seeks to: (1) add the Review (R) component to the instruction; and (2) assess the effectiveness of the developed Question-Answer-Response-Review (QARR) instruction to improve reading comprehension among Thai EFL university students. Instructional concepts such as common question types (Yathip & Chanyoo, 2022), the Question-Answer-Relationship strategy (Raphael & Au, 2005), the experiential learning approach (Kolb, 2014), and the reading instruction principle (Raphael, Highfield, & Au, 2006) were synthesized to create the instruction. The developed curriculum was implemented with 58 Thai EFL students. Data were examined using frequency, mean, standard deviation, and F-test. As for the findings, the experts' high degree of agreement (M = 0.96) demonstrated the efficiency of the developed instruction. One-way repeated measures revealed that the posttest (M = 21.74, SD = 4.12, d = 0.89) and delayed posttest (M = 22.19, SD = 4.23, d = 0.95) were substantially higher than the pretest mean scores (M = 16.86, SD = 5.59, p <0.001) with a large effect size ([eta squared] = 0.209). Participants' satisfaction surveys strongly agreed with the created instruction (M = 4.36, SD = 0.63), consistent with interview data.

The Choose Health Action Teens (CHAT) program of Cornell Cooperative Extension engages teens to teach a nutrition curriculum to younger youth, with the goal of enhancing the leadership skills and health behaviors of the teen teachers. Due to COVID-19, an in-person CHAT program in New York City was converted to virtual and implemented online during Summer 2020. Twelve teens, mentored by eight college interns, taught youth virtually in their homes. Quantitative and qualitative assessments demonstrated improvement in teen leadership and facilitation skills and health behaviors, and suggest that converting this type of programming to a virtual environment can be successful.

Multimedia has been a strategy in teaching processes, especially within the learning management system (LMS). However, multimedia tools have not delivered satisfaction towards the learning process. In addition, the lack of engagement within the LMS has been a real problem for e-learning. Therefore, this study aims to identify what the challenges are in implementing multimedia and how multimedia could enhance user engagement. This study hopes to give both academics and practitioners insights into a successful multimedia implementation within the LMS platform. This study is conducted through a systematic literature review (SLR) based on the PRISMA methodology, which contains four filtering phases: identification, screening, eligibility, and inclusion. The study managed to obtain 25 relevant papers on multimedia and user engagement after several filtering processes. It was found that interactive multimedia was the most implemented multimedia type. Furthermore, the pedagogical strategy was claimed the most important challenge that needs to be considered in multimedia implementation. Moreover, the results show that perceived interaction within multimedia could significantly enhance user engagement in LMS.

Over the course of a two-year curriculum field test study that implemented a curriculum-based professional learning framework, we investigated the factors that influenced teachers' willingness and ability to implement NGSS-aligned, phenomenon-based storylines for teaching the nature of science, evolution, and climate change. Through qualitative data collected from interviews and lesson evaluation surveys from 25 middle and high school science teachers, we identified potential implementation barriers and support structures relating to organizational culture as well as curriculum and instruction at the classroom, school, community, and systemic levels. The data indicate that lack of administrative support, time constraints, difficulty with student sense-making, and mismatched classrooms are the largest barriers to implementation, while curriculum-based professional learning including working through the lessons from a student perspective, peer collaboration, autonomy, and flexibility were the largest predictors of successful implementation. Administrators can play a large role in providing successful supports and removing barriers for teachers implementing NGSS-aligned, phenomenon-based lessons.

Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.

This article explores the results of a project aimed at supporting community college students in their academic pursuit of an Associate of Applied Science (AAS) degree in Cybersecurity through mentorship, collaboration, skill preparation, and other activities and touch points to increase students' sense of belonging and connectedness in the cybersecurity profession. The goal of the project was focused on developing diverse, educated, and skilled cybersecurity personnel for employment within local industry and government to help curtail the current regional cybersecurity workforce gap that is emblematic of the lack of qualified cybersecurity personnel that presently exists nationwide. Emphasis throughout the project was placed on community building so that students felt a part of the cybersecurity community. A project community survey was distributed to students as both a pre-test when they began the project in Year 1 at the start of their cybersecurity coursework, and again as a post-test at the conclusion of Year 2 when they finished their cybersecurity program. Two project cohorts were employed, and the survey questionnaire measured students' sense of connectedness and level of learning within the project environment. The results showed a marked increase in both constructs from the pre- to post-survey indicating that students felt a greater sense of community as they moved through the project and experienced increased learning through their cybersecurity program. The study concluded that increased feelings of connectedness to the project activities through authentic shared learning experiences promoted belonging and provided social and academic supports to help project students be successful in their cybersecurity academic program and going forward in the in-demand cybersecurity vocation throughout their professional careers.

This study explores the Implementation Analysis of the Merdeka Belajar Curriculum at SMKN 10 Luwu to foster creative and innovative students. The research delves into the curriculum implementation process, challenges faced, and outcomes through qualitative descriptive methods, including interviews and observations. Findings reveal successful implementation for the 2022/2023 academic year, showcasing teachers' proficiency in lesson planning and differentiated learning. Challenges include teachers' creative teaching methods, school environment considerations, and resource constraints. Addressing these requires training, community support, improved infrastructure, increased supervision, and collaboration. While the curriculum is effectively applied, refinement is ongoing, and some teachers encounter challenges in assessment timing. Despite this, teachers at SMKN 10 Luwu actively engage in the implementation process.

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.

Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice.

Integrated STEM education within North America has become a popular pedagogy; however, teachers identify challenges that arise when planning for and implementing integrated STEM education. These challenges may threaten STEM teachers' capacity to balance disciplinary and integrated learning, a core feature of effective STEM education. The purpose of this study was to investigate how exemplary STEM teachers navigate tensions of practice to balance disciplinary and integrated learning. Through an in-depth qualitative methodology, drawing on interview and artifact data from 14 purposefully selected exemplary secondary and elementary integrated STEM teachers, this study identified tensions that teachers faced as they navigated planning for and implementing integrated STEM education: (a) curriculum content versus skills; (b) guided instruction versus inquiry and play; (c) process versus task completion; and (d) collaboration versus individual needs. In line with a Worldly Perspective (Rennie et al., 2020), balancing these tensions leads to enhanced integration.

Historically fitness testing has been identified as a common but controversial physical education (PE)-for-health practice across the globe. Despite this, little is known about the current prevalence and implementation of fitness testing. This paper therefore reports on findings from a survey which gathered both quantitative and qualitative data to explore the 'if?', 'why?' and 'how?' of fitness testing and provide new insights into teachers' learning intentions, pedagogical practices, and attitudes towards it. The survey was distributed to PE departments in secondary schools across the UK, and responses were analysed and reported descriptively and thematically. Responses from 260 schools highlighted that fitness testing remains a common practice in PE, with 80% of PE teachers reporting it to feature in their curriculum. There was less consensus surrounding the 'why?' and 'how?' of testing, with variation evident in teachers' stated learning intentions, pedagogical practices, and attitudes. Despite its prevalence, PE teachers expressed concerns over negative pupil outcomes potentially arising from fitness testing, and over 60% of teachers were uncertain or agreed that fitness testing can have a negative impact on pupils' psychological health. Given the findings and the reported widespread prevalence of fitness testing, further research should explore pupils' perspectives, responses, and outcomes of fitness testing, including their motivational and emotional responses to testing. Working with teachers and encouraging them to critically reflect on the 'if?', 'why?' and 'how?' of fitness testing is recommended and will hopefully help to bridge the gap between research and practice.

Traditional engineering education (Eng. Ed) has received criticism for restricting student learning and experiences to practical skills development while ignoring the significance of fostering cognitive skills that encourage higher order thinking, criticality, and self-reflexivity. Imaginative education (IE) has emerged as a consideration for replacing such skills focused engineering curricula with interactive, engaging, and student-centered pedagogical approaches. However, existing literature on the topic as well as Egan's (1997) own explanation of the five stages of understanding (somatic, mythic, romantic, philosophic, and ironic) are mainly focused on K-12 contexts, leaving limited resources and insights for higher education contexts. This calls for theoretical and practical expansion of the topic where development and implementation of IE-informed Eng. Ed for adult engineering students remain the focus. To respond to this call, this conceptual paper focuses on two main points. First, it attempts to unpack the theoretical underpinnings of the five stages of IE to understand what each stage means for educators and learners in higher education engineering contexts. Second, after outlining the challenges that traditional Eng. Ed is facing in a globalized world today and the initiatives from the field to address them, it discusses the promises IE can bring to make Eng. Ed more effective, inclusive, and relevant. Overall, the intention in this paper is to turn to the theoretical tensions that may emerge when considering IE as an approach to re-imagine and expand Eng. Ed.

Spatial thinking permeates much of our lives and is an asset when solving problems involving well-structured visual information or imagining solutions in physical or digital space. However, an estimated three million US school children have spatial talents that go unrecognized because of the tools commonly used for identification of academic talent. For decades, educational and psychological research has explored the range of spatial thinking skills that are demanded by many career fields, including science, engineering, and mathematics. Spatial thinking has been found to be particularly important to early mathematical thinking. In this article, we explore what spatial thinking entails, where it is important in the curriculum, and how we can begin to develop spatial literacy and identify spatial talents in our K-12 classrooms.

Ball State University's (BSU) bold strategic plan, which was drafted in 2019, states that all students will have access to one of four specific High Impact Practices (Immersive Learning, Undergraduate Research, Study Abroad, and Societal Issues) before they graduate. This article documents the key steps that occurred as the Ball State campus worked to meaningfully integrate HIPs into the campus curriculum and culture. It highlights one significant tool--a faculty learning community--and provides testimonials from two faculty members who have been crucial to campus implementation.

Purpose: The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. Method: In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Results: Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Conclusions: Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year.

Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to evidence of learning gains. To ensure transparency in the selection of the articles and the evidence gathering procedure, an a priori method was used. This study is unique in that it provides the first examination of a set of student standards for technology use to learning gains within empirical articles. The findings reveal that there is evidence that all seven of the standards can lead to learning gains. This study is helpful in providing direction and guidance for all, such as educational leaders, teachers, administrators, researchers and policy makers who are looking for a roadmap for effective technology integration that leads to student success.

Purpose: Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. Method: We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Results: Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Conclusion: Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention.

Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed-methods approach to explore the benefits and limitations of a dialect-shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K-1 teachers in a predominantly Black mid-Atlantic city. They were participating in an efficacy study of a dialect-shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a survey of their language attitudes, and a subset (n = 16) participated in semi-structured interviews. On the survey, teachers displayed more favorable attitudes toward language variation at the end of the school year, regardless of condition. The interviews revealed a range of perspectives, revealing a tension between a belief in the utility of DAE for their students and an understanding that many students will wish to use AAL in their communities. The curriculum provided shared vocabulary to discuss this tension and increased some teachers' acceptance of AAL in non-academic settings, but many did not view dialect variation as relevant to their priorities as K-1 teachers. These findings clarify the trade-offs involved in work toward a more (linguistically) inclusive education system.