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Social studies have been marginalized in early childhood education amid the prevalence of standardized testing and political issues. However, a comprehensive approach to early education, including social studies, is gaining attention. This article emphasizes the significance of incorporating social studies into early childhood curriculum, illuminating its potential to enhance children's cognitive and social-emotional development. The second important aspect of this article focuses on the role of social studies in literacy skill development through building background knowledge, critical thinking, problem-solving, and communication skills of young children.

This mixed methods study investigates student learning outcomes from undergraduate STEM and non-STEM courses, employing farm-situated place-based experiential learning (PBEL) modules at a private liberal arts university in the Midwest. Given that these courses occurred during both COVID-19 and U.S. police brutality protests, this study critically interrogates the influence of this "dual pandemic" on student meaning-making. The study examines how student scores on environmental science literacy, civic-mindedness, sense of place, and scientific reasoning measures changed throughout the PBEL courses. With the exception of scientific reasoning, change in each measure was statistically significant (p<0.001). A stepwise linear regression determined whether any measures predicted civic-mindedness. Environmental science literacy and university place attachment were found to be predictive of civic-mindedness. Focus group data revealed how PBEL modules affected student learning outcomes and how the dual pandemic affected student civic-mindedness and place attachment.

This research sought to explore how creative writing university students' knowledge aligned with published authors and marketing professionals within the publishing industry. Participants from all three groups were recruited for semi-structured interviews, and the transcripts were analysed using thematic analysis. Overall, both published authors and creative writing students' knowledge was misaligned with industry perspectives, practices, and expectations, despite both authors and students generally believing marketing was important. Both the authors and students overall possessed a limited understanding of marketing and so their marketing knowledge did not appear to greatly increase after graduating. Given that authors found it difficult to build their marketing knowledge and skills due to time constraints, it would appear useful to embed marketing and entrepreneurial knowledge in creative writing university curricula to ensure students graduated with knowledge that would enhance their entrepreneurial and marketing skills and their income opportunities.

The domestication of plants to make them suitable for consumption is a cultural event in many Indigenous cultures. The cultivation and production of food forms an important part of the worldview of Indigenous peoples. Its inclusion in formal education therefore addresses several cultural issues, fostering understanding of Indigenous life systems, on the one hand, and, on the other, strengthening their perceived legitimacy as valid, necessary processes that are in dialogue with other knowledge imparted within the school system. At the same time, the inclusion of Indigenous perspectives is necessary for a new social contract for education, advancing a paradigm in which Indigenous peoples and organizations participate directly in the creation of educational content, as opposed to what has been happening: states defining and establishing school programme design and content.

Facility placement is of strategic importance to most organizations as a well-placed distribution center minimizes delivery costs and reduces fulfillment lead times, thus improving customer service levels. Because organizations value the location planning process, this teaching brief offers an exercise that analyzes the planning process using the center-of-gravity algorithm, a service area map, and real-world constraints. The objective of the exercise is to identify two locations within a service area that minimize total network distribution costs. Our exercise is intended to complement standard course content and support instructors developing curricula for undergraduate operations management and supply chain management courses. Student-based survey results indicate that the assignment enhanced classroom engagement and helped students better understand the complexities of location planning.

The 21st century is an exciting time for integrating technology in schools. Technology can help educators close digital use, digital design, and accessibility gaps by allowing us to tailor educational experiences to meet every learner's needs. However, technology can feel intimidating and overwhelming to many educators. Like other kinds of coaching, the secret lies in building relationships. By listening to a teacher, being flexible enough to prove that you listened, making them comfortable so that they can both talk and listen, and being responsive to their expressed needs, technology coaches can help teachers confront and address their technology challenges. One of the most important outcomes of the author's approach is that it has nurtured a new mindset among teachers, which manifests when teachers ask themselves, a colleague, or the author, "How can technology enhance this lesson?" This mindset shift helps educators provide equal access to all students to create, iterate, learn, communicate, and collaborate, using instructional technology, instead of being passive consumers of technology.

Surviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learning.

Providing a comprehensive study of the history of the world allows for students to see and experience various perspectives. History classes are often Eurocentric, providing only one view of a historical event causing voices to be forgotten and cultures to be cast aside. This lack of exposure is detrimental to personal growth and society. Establishing an inclusive curriculum allows for societal change and fights for power against the "attempts made by dominant social groups to maintain control" (Sleeter, 2018). Being culturally aware and accepting allows a community to be established in the classroom, it allows students to think more open mindedly, and it encourages tolerance and respect. This paper will focus on the impact studying multiple perspectives of historical events has on 10th grade students.

Student agency theorising traditionally positions individuals as sovereign and under-theorises the role non-human material elements play in enacting agency. We recognise the role of the material but to honour our research participants and context we adopt an asymmetrical view of the agency of the material non-human in relation to the human in co-shaping agency. We apply this view to students learning in nature, and data from a developmental evaluation of visitor experience of an outdoor learning centre. Student and teacher participants took photographs representing their connection to nature on two occasions. Intrigued by the role the camera, the site and its material elements played in participants' photographs, and photo-elicitation interviews, we conceptualised the relationships at work as joint human/non-human material collaborations. We argue educators' recognition of the material agency of settings can assist them in understanding students' agentic positioning within the political imperative of connecting humans to nature as curriculum.

Students entering contemporary higher education have the question of employability at the forefront of their minds, both when deciding which institution to study at and which subject to study. However, the notion of the "employability agenda" is not often welcomed by academics. Focusing on teaching and learning in the UK, this article draws on Daubney's (2022) concept of "extracted employability" to ask what students of Politics and International Relations can expect in terms of employability outcomes from their degree and how that employability value can best be communicated. Highlighting resistance from academics and students to integrating employability into a demanding curriculum, this article, referencing the 2023 QAA Subject Benchmark Statement for Politics and International Relations, offers a subject-specific employability proposal. This suggestion could enhance Politics and International Relations degrees and be incorporated into institution-wide curricula and student recruitment activities. The Subject Benchmark Statement is utilized as a common understanding of the nature and standards of study in a subject area; one that can be applied in the delivery and promotion of degrees to help answer the call for those delivering Politics and International Relations teaching and learning to be more confident in their articulation of the employability value of a degree in the field.

The objective of this study is to investigate diverse methods of enhancing learning in the field of accounting while bridging the gap between academic knowledge and the practical skills required by accounting professionals. The research employed a systematic literature review and utilized bibliometric analysis to assess enriching learning in accounting. Through methodological mapping, this research sheds light on emerging trends in the global adoption of new technologies, the integration of technology-enabled practices among accounting professionals, and the prevailing preferences influencing revisions to academic curricula in universities and colleges. Most studies emphasize the importance of integrating technology into accounting classrooms to enhance the learning experience. Beyond pinpointing the disparity between academic theories and practical accounting needs, this paper provides a robust framework for further research into enriching learning in accounting. The findings of this study hold significant implications for academia, higher education institutions, and policymakers. They underscore the importance of understanding enriching learning in accounting, as effective technology-enabled teaching and learning strategies play a pivotal role in equipping new graduates with the skills necessary to pursue their career goals and meet industry standards.

In 2018, the BYU ARTS Partnership Native American Curriculum Initiative (NACI) was developed in response to teacher questions regarding the teaching of Native topics. Despite increased movements towards reconciliation, Native groups continue to be marginalized in Westernized educational settings. Additionally, teachers lack clear guidelines regarding the respectful teaching of Native topics. Describing the challenges we, the NACI team members, faced in our six-year journey partnering with Native groups in Utah, we outline key instructional design decisions we made and identify the culturally responsive principles that guided those decisions. We also advocate for the application of culturally responsive principles and practices in education including the amplification of Native voices in the classroom.

This article discusses the use of the Quality Matters Rubric for Higher Education, 6[superscript th] ed. to self-review an asynchronous information literacy course. In this instance, the authors acted as reviewers and subject matter experts (SME). The Rubric proved to be a useful tool that encompasses several instructional design best practices. After the official self-review period, the QM Rubric influenced the enhancement and updates to the course. The authors recommend more use of the QM Rubric by teaching librarians, collaboration with instructors going through a QM Review, and training for online teaching in Library and Information Science graduate programs.

The call for fostering digital literacies and use of digital technologies in the early childhood classroom is fairly ubiquitous in current times. Open-ended tools can be especially supportive for promoting child-initiated conversation, enhancing multilingual learners' vocabulary development, and increasing accessibility for all learners. In this article, the authors share two innovative technologies that are not costly, do not require teachers to be tech experts, and do not demand an inordinate amount of time either outside of class for planning or during the instructional day. A digital microscope is a relatively straightforward and inexpensive way to allow explorations that simply cannot be done with a magnifying glass. With some extra preparation and technological know-how, students can acquire the ability to digitally edit themselves into videos of their work with the use of green screen (known also as chroma key) technology. The practical examples provided here illustrate ways early childhood educators can integrate technology to support existing instructional practices and positively impact the overall learning experience for all involved. The Triple E Framework can be useful when making decisions about when certain tools might be used to engage, enhance, and extend learning.

Traditional commercial textbooks at the college level are slow to update, often have problematic language or content related to queer and trans identities, and are likely to be prohibitively expensive. As an alternative, I explore the benefits of using open educational resources (OER) and free-to-access resources for a human sexuality course. I argue that using OER gives instructors the ability to customize content that is relevant to their students and location while spotlighting experiences that are frequently left out of commercial textbooks. Further, using OER provides opportunities for instructors and students to depathologize queer identities and challenge systems of oppression. Using my own experience, I present a case study of redesigning a human sexuality course with OER, including the process of evaluating and selecting sources. Finally, I offer suggestions for instructors who want to utilize OER and related free-to-access resources in their own classes.

The digitization of library and archive collections over the last two decades has enabled efforts to reform history education through the integration of primary sources. Currently the Library of Congress provides one of the largest digital collections of its kind. The authors' project, with support from the Library, provides social studies teachers with explicit guidance for teaching historical thinking. The authors, a group of university-based researchers and experienced social studies classroom teachers, conducted an iterative, action research study to identify learning trajectories in history education. In this article, the authors describe their process, introduce the learning trajectories matrix, and provide suggestions for integrating it into the classroom.

This project emerged from the voices of eight female teacher candidates of color, who wanted to address the inequitable representation of historically underrepresented groups within elementary school education. Using the Participatory Action Research (PAR) advanced by Fals-Borda, the teacher candidates designed instructional units that used archival resources to create an accurate representation of historically underrepresented groups, such as Blacks, Indigenous, and Chicanx groups, through instruction. The findings illustrated that involvement in PAR helped teacher candidates implement instruction guided by sociopolitical consciousness. The opportunity for designing and implementing instruction that counteracts the inaccurate representation of historically underrepresented groups provided emerging educators with educational empowerment to transform those instructional practices that failed to acknowledge the experiences of historically underrepresented groups. These findings indicate that emerging educators of color can use action research to create a more diverse and equitable experience within elementary school instruction.

Purpose: This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement. Design/methodology/approach: This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs. Findings: From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning. Research limitations/implications: Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab. Practical implications: The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process. Originality/value: This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

TeachersPayTeachers.com (TpT) is an influential online education resource marketplace where users download, buy, and sell education content. How and why educators use platforms like TpT has received only limited scholarly attention. This research therefore addresses a gap in the literature by exploring educators' (N = 1359) self-reported uses and perceptions of TpT. Participants reported intensive and multifaceted TpT use, in particular to address curriculum gaps and time pressures. Most respondents perceived TpT content to be of high quality, but many also noted challenges with TpT. We discuss implications related to education resource production, distribution, and consumption in a digital era.

Despite intense interest in how social capital can facilitate informal learning, few attempts have been made to synthesize the interface between social capital and informal learning. Social capital is an important factor in the application of informal learning, especially in postsecondary science, technology, engineering, and mathematics (STEM) education. This paper first presents a review of the literature that has explored the relationship between social capital and informal learning in STEM education. We then present two case studies illustrating how social capital plays a pivotal role in enhancing informal learning outcomes in postsecondary STEM education. These cases offer insights on how to promote optimal informal learning in STEM education. Implications for understanding the importance of social capital in informal learning are discussed.

Society has always understood individuals with intellectual disabilities from a stance of deficiency, resulting in limited expectations and prospects for school-going adolescents with intellectual disabilities. The study used the social model of disability to explore teachers' perceptions of enablers to enhance school-based adolescents with intellectual disabilities' learning and took cognisance of a wave of policies aimed at including adolescents with intellectual disabilities in mainstream education. A qualitative narrative approach was used for the study. Using a narrative methodological framework, unstructured interview questions were posed to elicit teachers' perceptions of enablers to enhance adolescents with intellectual disabilities' learning. A non-probability purposive sampling method was used to select teachers working with school-based learners with intellectual disabilities. Five themes emerged from the analysis: therapeutic setting; learners' resilience; parental support; teaching strategies; and community involvement as enablers for enhancing learning for adolescents with intellectual disabilities. Policy implications are also provided in the study.

School district administrators must address structural racism and inequitable access to advanced learning opportunities in their school districts. District administrators in one large district in the northwestern part of the United States sought research-based advice by asking the authors to provide the answer to the "million-dollar" question, "What is the most effective and equitable way to deliver services to advanced learners?" This paper shares the response provided to the school district and discusses the complexity of the question. Based on a systematic literature review of best practices in the field of gifted education, we share our findings in three categories: (1) administrative structures, (2) pedagogy of gifted education, and (3) social and emotional considerations for advanced learners. We conclude by offering recommendations drawn from this review to develop a holistic view of programming and serving all students with advanced academic needs.

The authors, both university faculty in construction management programs, desired to use available resources to develop new material for students. The authors' goal was simply to create a substitute for a traditional textbook with digital content that offers a unique way for students to visualize and learn new concepts. While student engagement is a critical component of the process, it is ultimately a means to the goals of understanding content, long-term retention, and deeper learning. Matching student preferences and expectations is a helpful way to get there, but one of the educator's roles is to thoughtfully curate the materials to be used. Finding what works best in teaching and learning context and implementing some novel approaches, even if in small steps at first, has the potential to engage students at a deeper level, enhance classroom time, and lead to better learning outcomes.

Joseph S. Renzulli believes the purpose of gifted education is to increase the reservoir of creative and productive young people who will make innovative contributions to the arts, sciences, and all other areas of human knowledge and productivity and that these contributions will be guided toward making the world a better place for all people. He makes a distinction between what he calls lesson-learning giftedness and creative productive giftedness. While lesson-learning giftedness is all about learning the prescribed material, be able to demonstrate your learning by taking a test or through oral, written, artistic, dramatic, or some other form of expression; creative-productive giftedness is defined as those aspects of human activity and involvement where a premium is placed on the development of original ideas, material, and products that are purposefully designed to have an impact on one or more target audiences. The pedagogy discussed in the article is based on the role that knowledge plays in developing an investigative mindset, high levels of creative productivity, and how the integrated use of three levels of knowledge contribute to the major goal of gifted education.

This study aims to investigate the perspectives of pre-service social studies teachers on virtual museums. The research employed a case study, one of the qualitative research designs. The study group consists of thirty pre-service teachers enrolled in a state university's Department of Social Studies Education, Faculty of Education. Individual online interviews were conducted with each participant using a semi-structured interview form. The method of content analysis was used to analyze the research data, and the data gathered from the research were presented with their frequencies using diagrams incorporating themes, sub-themes- themes, and codes. As a result of the research, Social Studies pre-service teachers who stated that they may encounter technical, virtual environment-related, teacher or student-related problems while using virtual museums suggested that virtual museum applications should be adapted to the level of students in terms of the effective use of virtual museums and technical impossibilities in schools should be eliminated.

Graduating approximately 150,000 engineering and engineering technology students per year, the engineering education system seeks to teach students to solve problems via analysis and design. Unfortunately, many curricula emphasize analysis at the expense of design, often relegating design activities to cornerstone and capstone design courses and leaving students ill-prepared for substantive capstone projects and post-baccalaureate practice. This work seeks to address this problem by introducing an appropriately-scaffolded design-analyze-build-test spine within an existing Mechanical Engineering Technology second-year Strength of Materials course. The 33-student cohort self-selected into 11 teams of 3 students per team to design, analyze, and additively manufacture 6-inch-long by 1-inch-maximum-width by 1-inch-maximum-height 3D-printed polylactic acid (PLA) beams weighing [less than or equal to] 45 grams. Beams were then three-point loaded during a culminating competition. The project intentionally rewarded multiple, competing objectives, including beam mass, maximum force at a 0.050-inch deflection, accuracy of analysis, and creativity. Over 29 calendar days, the project consumed approximately 1.5 in-class hours and was completed using only commonly-available university hardware, e.g., 3D printers and a load frame. Formative and summative surveys were administered to assess student task value, self-efficacy, and opinions. Results indicated that students were primarily motivated by utility and intrinsic task value. Despite 74% of the students having minimal experience with additive manufacturing, 75% of students felt their team had appropriate skills to complete the project. In addition to 84% of students stating the project reinforced their understanding of strength of materials, 95% of students stated that the project increased their understanding of open-ended design and the interconnection between material properties, materials processing, and strength of materials. This work is important in that it demonstrates a case study on how to incorporate design concepts within an engineering analysis course and that analysis and design concepts may coexist within a course.

This paper introduces the idea of integrating indigenous knowledge (IK) in the elementary level of the K-12 Science Curriculum. The study identifies indigenous knowledge that is practiced by the people and presents instructional strategies that could be used to integrate indigenous knowledge in the science curriculum. These strategies are based on the peoples' experiences of effectively teaching indigenous knowledge to young children in their families and local communities. The results of the study could help make the elementary science curriculum more appropriate and responsive to the needs of learners in various local communities.

Headlines about the negative effects of screen time may alarm teachers and cause them to worry about using digital media with early childhood and elementary school students. However, the relationship between digital media use and language and literacy learning is complex, and there are, in fact, arguments both "for" and "against" the use of digital media in education. These benefits and drawbacks are important to understand now more than ever. After the coronavirus pandemic forced almost all schools in the United States to close in the spring, educators quickly pivoted to remote learning. Teachers and families are concerned about children's screen time--and about how to most effectively create and use digital materials. Although there is hope for the virus to abate and for students to learn in school, it is also known that, until there is a vaccine, digital media will likely play a significant role in instruction. Because language and literacy development are crucial to all other learning, this article focuses on helping educators maximize that development using screens.

Real-world knowledge via exposure activities could be positively enriched with the aid of situated learning. In a way to practice this theory and to revolutionize the educational system, this phenomenological-qualitative research was conducted to analyze how natural history museum supports the interest of STEM students towards the environmental issues. Specifically, this study ought to answer the research questions: how did natural history museum improve the interest of STEM students towards environmental issues?, what are the changes in students' conceptions of learning environmental issues after the museum exposure?, how museums could make environmental issues seem more 'real' and urgent?, what opportunities the students received in meeting museum staff?, and how do students compare what they learn and how they learn environmental issues in formal and informal science settings? Data triangulation technique including observation, semi-structured questionnaire and focus group discussion was administered to 20 STEM students enrolled in a private educational institution in the Philippines through purposive-sampling during the year 2019. The results of the study showed patterns according to the students' individual sensory experiences from the museum visit. The reports of the students were analyzed and emerged in four themes: solving environmental problems by means of education, causes and effects of environmental issues, inquiry-based learning of natural history, and interesting and realistic learning scheme. It was indicated that the natural history museum do support the interest and learning of STEM students towards environmental issues at some aspects.

Many factors within the social work profession can lead to empathic distress, compassion fatigue, and burnout. These concerns also apply to college students preparing for a career in social work. Compassion has been noted to be of benefit in connecting workers to clients, families, and communities. Likewise, self-compassion involves the skills of non-judgment, empathy, care for oneself, and social action, and has been studied as a preventative for burnout and distress among social workers. Given these benefits for established social workers, defining and practicing self-compassion is critical to the well-being of social work students and is worth examining for addition to social work curricula. In this exploratory qualitative research, using systematic content analysis, students were asked to define self-compassion and share how they engaged in self-care. Participants' definition of self-compassion using empathy and non-judgment toward oneself reflected the concept of Mindfulness and Self Kindness, components of Neff's Self-Compassion Scale. However, the element Common Humanity was missing in the students' definition. Implications for social work education and curriculum development are discussed.

This paper aims to explore the extent to which Globally Responsible Humanism (GRH) is embedded in the management education offered by public business schools in Egypt. We conducted semi-structured interviews with 24 management educators working at three public business schools. The findings show an absence of socio-cultural, ethical, and eco-political themes in their courses and research activities. Moreover, only five of our respondents highlight a superficial embedding of the definitions of social responsibility, sustainability, environmental awareness, and ethics in economics, accounting, and management courses.

Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K-12 students enrolled in higher education MOOCs made MOOCs a "de facto" reality in pretertiary education and triggered universities, governments, and MOOC providers to: (1) develop MOOCs specifically designed for pretertiary education; and (2) research their potential and value in K-12 educational settings. This resulted in a notable number of K-12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K-12 framework. This work seeks to: (1) trace, analyze, and review the existing literature on K-12 MOOCs; (2) identify representative MOOC implementations; (3) classify and organize research trends and patterns, and (4) reveal MOOCs' potential value and impact on K-12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.

Cooking is a universal task of humanity and is intimately linked with culture and language. This article explains the advantages of using real-world cooking as a basis for task-based and technology-assisted language learning. It outlines how the latest digital technology can be used by learners over the Internet to learn aspects of languages and their associated cultures and cuisines whilst cooking a meal, which can then be eaten. We explain the rationale for the Linguacuisine app, how it works, and how integrating cooking into the ELT curriculum as an occasional, complementary activity offers opportunities on many levels to ELT teachers around the world. We explain how app design incorporates the Internet and task-based principlesto develop language collaboratively and how all five senses are engaged in the task. The results of research studies on vocabulary learning using the app are also discussed, as well as the limitations of cooking as task. Finally, we consider the potential for using 'cultural tasks' other than cooking for language learning.

This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS. The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.

This study aims to examine the views of preservice primary school teachers about the integration of children's literature in mathematics teaching. The views of the participants were collected before and after the use of a course outline based on the integration of mathematics with children's literature. The study had a qualitative research design, and the opinions of the preservice teachers were evaluated extensively through the case study. The data were obtained through mathematics lesson plans and open-ended questionnaires developed about children's literature. The items in the first form were concerned with the experiences of the pre-service teachers about the integration of children's literature in mathematics, their views on the selection process of children's books, and their expectations and evaluations regarding the practice. The second form was aimed to share their experiences following the implementation and to get their opinions about the teaching process which reflected the relationship between children's literature and mathematics. According to the findings, the views of the participants are grouped into the following four dimensions: book selection criteria and process, pedagogical effect, integration process, possible barriers, and limitations. It is found that the participants have difficulty in choosing children's books that provide opportunities for learning mathematics to the children. Following the implementation, they emphasized the pedagogical benefits of the practice such as increasing children's motivation and interests in learning mathematics. During the integration process, they mostly made use of the context of the books. Some of them employed books to teach mathematical concepts and skills. However, the books were mostly used to get attraction, make courses more fun, and increase student motivation. To use children's books as an effective tool to support conceptual understanding in the mathematics teaching process, pre-service and in-service teachers should be provided with necessary training and experience.

The enrichment model is a model that aims to be used in the education of gifted children and is based on the development of some additional programs for children. Enrichment educational programs (EEP) consist of high-level content products and processes which are designed to develop problem solving skills, to support creativity and independent learning and which are based on the individualized programs and teaching. The aim of this study is to determine the views of the classroom teachers about the EEPs designed for gifted students who continue their education through inclusion in primary schools. Therefore, the case study model, one of the qualitative research methods, was used in the research. The participants of the study are ten primary school teachers who taught gifted students. The data were collected using the "Semi-structured interview form" which was developed by the authors. The findings of the research show that the teachers do not have knowledge about the EEP practices in general. Therefore, there is a need for the support of the field experts in the planning and implementation of the EEPs.

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = 0.159). Implications and limitations are discussed.

Experiential learning has the potential to enhance students' success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.

Current events happening in society have direct impact on the physiological and psychological development of students in primary and secondary schools. Incorporating social events into primary and secondary school teaching could enhance student learning activities, increase their ability of social recognition, adaptation and contribution to society. Significant attention needs to be paid to selecting social events to fit into meaningful themes which are structured around a set of systematic concepts. Educational and psychological considerations need to be taken in incorporating social events in class activities. Students need to be prepared to assume their role recognition and critical thinking in their involvement of discussion in social events.

A modification in emphasis in an upper business course from a professor-centered approach to a student-centered focus demonstrated the use of possibilities to enrich a lecture course format to increase student engagement while also facilitating student readiness to enter the workforce. A proliferation of college teaching formats has emerged, including online learning, video teaching alternatives, and interactive learning outside the classroom. These rival formats offer new ways to engage students and ease them into future positions in organizations, yet the lecture format continues to be a choice preferred by many educational institutions. The transition to a course aligned with student needs and interests entailed numerous modifications in classroom conduct, curriculum, and student learning experiences. Certain changes appeared obvious along with other adjustments that, although profound, were subtle. This study identified factors associated with this transition along with their effects on students. Findings were based on input and evaluations by students. Three main factors were prominent in implementing the modifications: (a) augmenting the positioning of the professor as the unilateral classroom authority by adding the role of professor as agent of service to the students; (b) enriching content and assignments that immersed students in the course subjects, but often focused on the workplace environment; and (c) collecting initial input about student learning goals and requiring student feedback from each class meeting. Pre-post surveys completed by students assessed changes in their confidence on factors they associated with effectiveness in their careers.

Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.

This essay contends that honors education should seize the opportunity to expose our students to the horrors of our society such as "the violence against those among us with the least amount of power." We can affirm our curricular foundation (writing, reflection, and critical thinking) by supplementing it with histories of oppression in order to better equip our students with the tools necessary to become change agents. Such a shift in curricular content and pedagogies could engender changes in our institutional practices that model successful collaboration across races, cultures, and disciplines for our students, ultimately leading the way to a more just university. Our investment in our students' ability to take the lead in interrupting oppressive patterns, challenging the status quo, and becoming change agents will lead to a more just society.

Purpose: This study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students. Design/methodology/approach: The study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics. Findings: The analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades. Research limitations/implications: Data obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation. Originality/value: This study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

A first-person essay on the ways that Cégep teaching is different from teaching at a university. The reflection explores how belonging -- an "inness" -- is enacted within a creative arts department by focusing on various experiences from being hired to navigating teaching online during the pandemic. By doing so, the author recognizes how they come to understand and promulgate belonging in the classroom.