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Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches. [ABSTRACT FROM AUTHOR]

Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers' socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument's psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers' socialization and comprehensive school physical activity program involvement. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to know the coping mechanisms of coaches in strategy and tactic implementation from the perspective of the coaches. Furthermore, to investigate the importance of communication and coaching dynamics, The researcher used phenomenology approach to gain understanding of the human behaviors through the eyes of the participants. The study included five participants who were purposely selected for in-depth interviews. Thematic analysis in phenomenology were used to analyze the data in this study. This study is anchored on the theory of Humanism by Abraham Maslow (1938) it is an educational theory that places learner at the center of the educational experiences. Once the data collection is complete, all interviews were thematically identified and categorized into two themes. The following topics were identified as themes: 1) coping mechanism of coaches, 2) Importance of communication and dynamics, these were the most prominent themes that emerged from coaches' experiences in strategies and tactics implementation. Game strategy and tactics are indispensable elements in the realm of games, serving as the guiding principles and practical maneuvers that lead players to victory. The study recommends implementing strategies such as emotional intelligence training, resilience-building workshops, fostering open communication channels, encouraging flexibility in game plans, and promoting team cohesion to address coaches' struggles effectively. These recommendations aim to enhance coaches' abilities, leading to improved team performance and a more fulfilling coaching experience. [ABSTRACT FROM AUTHOR]

This paper makes a case for developing a theory of quality ecologies in early childhood education and care, and presents our initial thoughts around how that might be done, including how it might create a space for further thinking, research and discussion. First, the politicised, positivist nature of dominant contemporary interpretations of quality is discussed, including our case for theoretical experimentation and diversification. Then, we discuss existing applications of ecologies theory in education research and the opportunities it presents, followed by our thinking so far around how it can be applied to critical theorisations of quality ecologies. Last, we outline our research program and what we envisage can be accomplished by a theory of quality ecologies in early childhood education. [ABSTRACT FROM AUTHOR]

This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The data analysis showed that the teacher successfully constructed a personally relevant, institutionally expected, and socio-culturally embedded PPT that manifested her teaching beliefs. The teacher constructed the PPT through five essential and interrelated steps: (a) identifying effective teaching practice; (b) crystalising a core concept from effective teaching; (c) proposing theoretical tenets around the core concept; (d) configuring the theoretical tenets into a preliminary PPT; (e) refining the PPT in relevant communities. The theory construction experience deepened the teacher's understanding of teaching and enhanced her confidence in engaging with educational theories and university-based scholars. However, the teacher's lack of knowledge about educational theories and hands-on tools for theory construction posed significant challenges to the teacher. This study generates new empirical evidence and conceptual insights into teacher theory construction, enriching international discussions on the theory-practice gap in education. The research findings also suggest practical implications for frontline teachers, facilitating their engagement with theories to close the theory-practice divide in their situated contexts. [ABSTRACT FROM AUTHOR]

The article draws interdisciplinary insights from research on trauma to theorize the ways in which inclusion can be enriched and diversified by incorporating a trauma-informed perspective that is equity-oriented and can facilitate the process of inclusive education reforms. Despite the existence of a significant body of research documenting the ways in which trauma can create, compound, and exacerbate disabilities and special educational needs, these empirically validated causal links have not informed inclusive education theories, policies, and practices. Trauma- and its varied configurations and manifestations- is a constituent element of oppression linked to, inter alia, human rights violations and social inequities and as a result, it should inform understandings of the genesis and exacerbation of children's special educational needs and disabilities. This is an issue that highlights the imperative of developing theories of inclusion that acknowledge and address the intersections of disability, impairment and trauma and their impact on educational accessibility, participation and achievement. [ABSTRACT FROM AUTHOR]

We adapt the Becker et al. (2015) model to study intergenerational educational mobility in Indonesia with a focus on the role of complementarities. We develop an empirical methodology for testing whether parental financial investment is complementary to school quality and parent's education. The empirical analysis is based on two estimating equations derived from the model: a quadratic mobility equation specifying the association between a father's and his children's schooling, and a linear investment equation specifying the optimal financial investment in children's schooling as a function of fathers' schooling. We find that the mobility curve is convex in rural, and linear in urban areas, even though parental education is complementary to financial investment in both locations. School quality is complementary to investment in all rural households but only in educated urban households. It is a substitute in uneducated urban households. Public investment in school quality is expected to improve absolute mobility in most households, but worsen relative mobility. [ABSTRACT FROM AUTHOR]

There are surely few writers who have had a more profound impact on European culture, and in the broadest range of fields, than St. Augustine, and this despite the fact that he was North African. Nonetheless, while Augustine is still called upon in debates on interfaith dialogue and in theological and philosophical disputes, one area of his large corpus has received scant attention—his philosophy of education. Although there are references throughout Augustine's writings to his philosophy of education, he devotes only a single text to its elaboration—De Magistro—On the Teacher. The fact that this work has been largely overlooked by scholars is disappointing, because the De Magistro, despite its use of theological language, retains a very modern and contemporary thematic with interesting insights for any contemporary theory of education. In this article we provide a primer in reading Augustine's De Magistro. [ABSTRACT FROM AUTHOR]

This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this query: 'How do I improve my professional educational practices in education with values of human flourishing?' This responsibility includes making public evidence and values-based explanations of educational influences in learning, in contributing to the global knowledge base of education. The notion of excessive teacher entitlement was coined by Ratnam to characterise the putative deficit view of teachers that is projected onto them. Craig (2013) developed Schwab's concept, the teachers' 'best-loved self', to embrace teachers' input in promoting the learning and well-being of all in the institutions they serve (Ratnam & Craig, 2021). My experiences of being a living contradiction are grounded in a tension between my best-loved self and my experience of excessive entitlements. Living educational theories research in which individual practitioner-researchers generate their validated, evidence- and values-based explanations of educational influences in their own learning, in the learning of others and in the learning of the social formations that influence their practice with values of human flourishing, have helped me leverage the potential for growth afforded by this tension. The perspective draws insights from the disciplines of education including Habermas's Critical Theory. It also includes insights from other methodologies such as autoethnography, action research, phenomenology, self-study and narrative inquiry. [ABSTRACT FROM AUTHOR]

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

This article is about the life journeys and influential contributions of six marketing visionaries: Wroe Alderson, Robert Bartels, Philip Kotler, Michael Baker, Jagdish Sheth, and Shelby Hunt. Drawing from a range of sources including research journals, biographies, autobiographies, popular press articles, personal websites, and curriculum vitae, the study examines: 1) Personal Life, 2) Education and Career, and 3) Key Contributions to Academia and Society. This exploration informs how the visionaries have shaped the field of marketing, each leaving a distinct legacy that continues to influence contemporary marketing practices. By presenting a multifaceted understanding of their life journeys and contributions, this article serves as an invaluable resource to comprehend the human beings behind the research that may have shaped their influential contributions to the marketing discipline. [ABSTRACT FROM AUTHOR]

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges. [ABSTRACT FROM AUTHOR]

This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different frames: the quality assurance frame, the school-university partnership frame, the socialisation frame, and the expert teacher frame, each opening up particular positions but also closing off others. This study challenges the uncritical acceptance of the benefits of triadic mentoring, while also offering a novel theoretical perspective for the study of its complexities. [ABSTRACT FROM AUTHOR]

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education. [ABSTRACT FROM AUTHOR]

Surgical education demands extensive knowledge and skill acquisition within limited time frames, often limited by reduced training opportunities and high-pressure environments. This review evaluates the effectiveness of extended reality-based head-mounted display (ExR-HMD) technology in surgical education, examining its impact on educational outcomes and exploring its strengths and limitations. Data from PubMed, Cochrane Library, Web of Science, ScienceDirect, Scopus, ACM Digital Library, IEEE Xplore, WorldCat, and Google Scholar (Year: 2014–2024) were synthesized. After screening, 32 studies comparing ExR-HMD and traditional surgical training methods for medical students or residents were identified. Quality and bias were assessed using the Medical Education Research Study Quality Instrument, Newcastle–Ottawa Scale-Education, and Cochrane Risk of Bias Tools. Results indicate that ExR-HMD offers benefits such as increased immersion, spatial awareness, and interaction and supports motor skill acquisition theory and constructivist educational theories. However, challenges such as system fidelity, operational inconvenience, and physical discomfort were noted. Nearly half the studies reported outcomes comparable or superior to traditional methods, emphasizing the importance of social interaction. Limitations include study heterogeneity and English-only publications. ExR-HMD shows promise but needs educational theory integration and social interaction. Future research should address technical and economic barriers to global accessibility. [ABSTRACT FROM AUTHOR]

This article reconstructs the debates on the woman question in which nineteenth-century French liberal economists participated: it aims at showing that their analysis contradicted their conviction that, in Bastiat's words, "men's interests, when left to themselves, tend to... work together for progress and the general good." Indeed, French liberals are usually labeled optimistic: they denounced the pessimistic and fatalist character of the "English school of economics" based on Ricardo's rent theory and Malthus's law of population. On the contrary, they attempted to prove that economic development improved the situation of all, especially that of workers. However, their optimism did not extend to their analysis of the situation of women: most of them recognized that women were not benefiting from the general improvement in terms of wages, labor conditions, and social mobility. The article then shows that the reasons they gave to explain the bad situation of women present many challenges, linked respectively to the issue of state intervention and wage theory. Moreover, it is unlikely that the only solution they proposed for improving it, that is, the promotion of female education, could have worked. [ABSTRACT FROM AUTHOR]

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production. [ABSTRACT FROM AUTHOR]

GP training in the UK has a long history of success, however that is measured. That success is in part due to the formality and credentialling that underlies preparation to take on that role of a GP teacher, which is somewhat under current threat due to workforce pressures. We identify three important factors associated with the GP trainer function [leadership, professional identity and clinical care improvement] that are not often analysed but are at some risk if preparation for the GP trainer role is reduced or devalued. Of particular note are the differing ways that GPs conceptualise their professional roles as teachers and clinicians, despite the transferable skills between them, the demonstrably improved patient care that occurs in practices that teach, and the necessary connections between educational theory and practice. We suggest that these areas define a research agenda ripe for exploration. [ABSTRACT FROM AUTHOR]

AbstractDatafication, the process where users’ actions online are pervasively recorded, tracked, aggregated, analysed, and exploited by online services in multiple ways, is becoming increasingly common today. However, we know little about how children, especially non-Western children, perceive such practices. Through one-to-one semi-structured interviews with 36 children aged 11–14 from Chinese middle schools, we examined how Chinese children perceive datafication practices. We identified three knowledge gaps in children’s current perceptions of datafication practices online, including their lack of recognition of (i) their data ownership, (ii) data being transmitted across platforms, and (iii) datafication could go beyond video recommendation and include inferences and profiling of their personal aspects. Through contextualising these observations within the Chinese context and its unique online ecosystem, we identified cultural traits in Chinese children’s perceptions of datafication. We drew on education theories to discuss how to support the future digital literacy development and design online platforms for Chinese children. [ABSTRACT FROM AUTHOR]

Background: Effective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring's personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS). Methods: A systematic scoping review using Krishna's Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion. Results: Of 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring's CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes. Conclusion: Recognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors. [ABSTRACT FROM AUTHOR]

This first act of a two-act counterstory introduces CRiTical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. Act one offers a detailed introduction of CRiT, which includes the articulation of the CRiT framework and tenets, most notably the CRT seminal tenets and tools along with information-specific tenets. CRiT also has a three-dimensional infrastructure consisting of CRiT as Pedagogy, CRiT as Praxis, and CRiT as Theory (including the process and nuances of theory building). Therefore, this first part includes an explanation of the pedagogical, praxis, and theoretical dimensions. Thus, the first act provides the teaching philosophy, learning theories, and delivery method of the pilot CRiT-designed course. What is equally important is that both acts of CRiT as Innovative Pedagogy meet the responsibility of sharing authentic reflections in a manner that respects the critical race counterstory legacy, thus also documenting the journey of lived experiences that go with actively engaging in CRT-based scholarship. Both acts assist those looking to design similar curricular content. [ABSTRACT FROM AUTHOR]

This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the "old world" in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the "old world" as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed. [ABSTRACT FROM AUTHOR]

Our study examines the organising of transitions in Vocational Education and Training in a rural Norwegian municipality. In Norway, Vocational Education and Training is diverse and interlinked in continual organising. Organising, in this context, is a continuous set of actions forming recognisable patterns that become institutions. An upper secondary Vocational Education and Training case study was conducted in a rural municipality. The case study included interviews with students, teachers, leaders and company representatives. The study investigated in what ways the organising of rural Vocational Education and Training supported students' crossroads and transitions to limit marginalisation. The findings indicate that actants in the network, as well as a balance between individuals' needs and labour market requirements, are stabilising factors. The interdisciplinary training office is an important choreographer in active networking, and it is also important for teachers and students to bridge over and interact with Vocational Education and Training companies early on in their education. Transition as a path to inclusion is a learning and developmental process that occurs in continuous, alternating interactions between education and work. [ABSTRACT FROM AUTHOR]

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

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

This study utilizes a detailed bibliometric analysis to thoroughly explore the literature surrounding forecasting methods and models in science education. It highlights significant trends, applications, and impacts of these methodologies. Leveraging data from the Scopus database pinpoints essential themes and notable gaps within the current body of work. The research underscores the importance of integrating forecasting techniques across various scientific disciplines and applying these techniques to address real-world challenges in education. This comprehensive analysis is intended to contribute richly to academic dialogue and guide the development of future educational strategies and policies. By identifying and discussing these key elements, the study aims to enhance understanding and implementing forecasting methods in academic settings, ultimately influencing both practice and theory in science education. [ABSTRACT FROM AUTHOR]

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

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

The article is a discussion of the concept of power in three different social theories that are often applied to educational research: the theories of Jürgen Habermas, Pierre Bourdieu, and Michel Foucault. In everyday life, the concept of power is used as if it only had a single connotation: power as possessed by someone (“the powerful”) while exercised over someone else (“the powerless”). In this case, power is considered as a (potentially) repressive force and ascribed to a person, a culture, a state, or a society. Though, power can be comprehended otherwise: as non-possessed and productive. In the paper, the three conceptions of power are presented and discussed in relation to each other and to specific philosophical themes like dualism, reductionism, determinism and autonomy, truth, normativity, and relativism. Finally, the paper shows that the applied powerconcept has significant consequences for the way the educational researcher analyzes conflicts, and therefore also for our understanding of the world in which we live. [ABSTRACT FROM AUTHOR]

Educational institutions face challenges of bridging gaps between teaching, research, and practice to ensure that students' knowledge and competencies are current and relevant to practitioner communities. Research apprenticeship is a student research model that supports students in becoming knowledgeable and competent members of the IS research community of practice. In this paper, I present the model and a survey among IS graduates to evaluate their learning outcomes based on the Researcher Development Framework. Responses are analyzed based on the concepts of "legitimate peripheral participation" and "community of practice." Results show that the model supports students in becoming legitimate members of the IS research community of practice and acquiring domain knowledge and competencies that IS practitioners value. The model thereby helps to reduce the practice-research gap. I discuss the implications and provide suggestions for both educators and practitioners. [ABSTRACT FROM AUTHOR]

In this commentary, I use selected autoethnographic passages from my life in teaching to reflect on what, if anything, the designation of 'critical' might mean in my own practice of marketing education. I draw selectively on some ideas from educational and critical theory, particularly the notion of interpellation as applied to marketing academics, to reach the conclusion that my personal idea of critical marketing pedagogy is probably closer to the notion of classroom education as a subversive practice than it is to any neo-Marxist versions of liberatory pedagogy. Ernest Hemingway suggested that the primary virtue of a writer's education ought to be the refinement of the students' ability to detect crap. By nurturing the fundamental transferable life-skill of crap detection, I like to think that marketing can fulfil a worthwhile pedagogic role alongside the other subjects in a liberal intellectual university curriculum. [ABSTRACT FROM AUTHOR]

As an outstanding scholar in social education research in the Republican period, Ma Zongrong devotes his life to promoting the "Chinization of social education." Ma Zongrong believes that for social education to truly save the country and the people in China, the prerequisite is to localize social education. This study finds that the Chinization of social education advocated by Ma Zongrong refers to adapting the theory and practice of social education to China's national conditions and manifesting Chinese characteristics. The specific connotations of Ma Zongrong's Chinization of social education include the Chinization of social education objects, the Chinization of social education definitions, and the Chinization of social education goals. From a Chinese perspective, he introduces the advanced social education concepts of Japan and the West and combines them with China's unique national conditions to form a form of social education with Chinese characteristics; from a global perspective, Ma Zongrong's combination of Japanese and Western social education with China's local education system provides a successful case worthy of study by the world. [ABSTRACT FROM AUTHOR]

Learning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as "learnification" and "developmentalism" to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young people exist as independent subjects in confrontation with their own will, responsibility, and freedom. In this paper, he addresses the overarching question of whether it is possible and desirable to think educationally about psychology in educational theory, specifically through relating Biesta's critique to selected handbooks, reviews, and metaliterature. Sæther does not propose integrating educational psychology into Biesta's existential theory but rather hopes to open a dialogue on different points of view that challenge each other in fruitful ways. The process of discussing certain principles, problems, and examples should yield a certain kind of "unclean" educational psychology, one that is relevant to "subjectification." There are problems related to eclecticism and the tension between essence and existence, yet, in this context, Sæther sees a dialogical project as the only way forward. [ABSTRACT FROM AUTHOR]

In this article, Andrew Thompson explores the tension between Gert Biesta's concept of educational purpose and education's historical function. For Biesta, the purpose of education consists of three overlapping spheres: qualification, socialization, and subjectification. While scholars have devoted a great deal of attention to Biesta's notion of subjectification, there is not enough consideration of his treatment of socialization and its limits on human freedom. Here, Thompson examines the historical role of socialization as it relates to the cultivation of self‐reflecting and self‐governing citizens through a process Ian Hunter describes as pastoral pedagogy. Both Biesta and Hunter critique essentialist notions of subjectivity, noting that critical pedagogy in both liberal and Marxian iterations has relied upon a metaphysics informed by Kantian moral definition in which the subject must freely exercise rational autonomy toward self‐realization. While Biesta suggests redefining the subject, Hunter dismisses any attempt at redefinition as irrelevant since the school's historical process of moral development is inevitably linked to the antiquated liberal ideal. In Hunter's view, all attempts to escape the school's moral teleology inexorably employ a pedagogy that is based on the moral ideal its critics wish to eliminate. This article illustrates the agonism inherent in Biesta's concept of educational purpose and explores the role of the theorist as the expression of a particular moral self that informs the ideal persona of the teacher. [ABSTRACT FROM AUTHOR]

The South African Journal of Higher Education recently published an editorial discussing the integration of digital technology in Africa's higher education practices. The article emphasizes the potential benefits of digital technology in teaching and learning, including improved educational outcomes. It suggests the need for effective integration of technologies like artificial intelligence, blockchain, and mobile learning, while considering the diverse needs of students. The editorial also includes research articles that explore the use of specific digital tools in STEM education and English language learning. It addresses the importance of teacher collaboration and workload management in implementing digital pedagogies and emphasizes the significance of using digital technologies to promote equity and accessibility in assessment for students with disabilities. Additionally, the document provides a summary of several research studies conducted in South Africa on the impact of the digital revolution on higher education. These studies cover topics such as the challenges and opportunities of digital technology in education, the need for a practical curriculum, technology-assisted education post-COVID-19, digital skills development for academics, and the experiences of women academics in online conferencing. The findings highlight the importance of inclusive assessment practices, student-centered teaching strategies, and the integration of virtual and in-person learning in hybrid classrooms. Overall, these studies contribute to a better understanding of the role of technology in higher education and offer recommendations for improving teaching and learning practices. [Extracted from the article]

For my final assignment in a university course called "Arts Education: Pedagogical Theory and Practical Applications in the Teaching of Developmental Drama, Dramatic Forms, Improvisation and Theatre Art"1 I had to do a four-minute monologue performance. I chose to perform Gloria's (America Ferrera) monologue from Barbie (2023)2 because it constitutes a message about how women and girls in society are stressed by thinking about, and aiming for, perfection as well as by finding ways to please everyone in their work, school, and home environment. The monologue articulates the struggles that women experience in feeling constantly that they must please everyone. However, it also points out that we cannot make everyone happy all the time. As girls and women, we must stop thinking constantly about every detail of every task that society tells us to do and every role we are told to perform. We must stop thinking all the time about how we are meant to be. As women, we must not compete; we must be there for each other. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to examine the effectiveness of responsibility education, based on choice theory, on the school belonging and the quality of student-teacher relationships in female high school students. Methods: The research design employed an applied objective approach and utilized a quasiexperimental design (pre-test-post-test with control group). The study population consisted of second-year high school students in the 2nd district of Karaj city, enrolled during the academic year of 2022-2023. Among them, a sample of 30 individuals was selected using the available sampling method and divided into two groups: the experimental group (15 students) and the control group (15 students). The data collection instruments included the Brew et al. questionnaire on students' sense of connectedness with school (2004) and Newman's quality of learning experience questionnaire (1990). The collected data was analyzed using SPSS version 26 software and multivariate covariance analysis. Results: The findings revealed a significant difference between the experimental and control groups in terms of the development of school belonging and the quality of student-teacher relationships among high school students. Specifically, responsibility education based on choice theory was found to enhance the school belonging and improve the quality of studentteacher relationships. Conclusions: The provision of training and the cultivation of students' sense of responsibility not only strengthens their connection with the school but also enhances the quality of their relationships with teachers. [ABSTRACT FROM AUTHOR]

This post-qualitative inquiry investigates the challenge of microfascism for curriculum and pedagogy. Contemporary schooling has been rightly implicated in the expression and production of microfascist desires for control, and the situation seems to demand a robust political response through curriculum and pedagogy. However, as this examination of the literature shows, any antifascist teaching finds itself in a bind: it can neither fully relinquish its designs on students nor directly confront microfascism with an opposing force. By synthesizing disparate lines of theory, I argue for one possibility of escape from this binary trap—not through a dramatic denial or a forceful shock to the system but through a gentle yielding to subversive affects already flowing through contemporary teaching. Building on concepts of studious play, toys, queer use, growing sideways, and drag pedagogy, I propose the concept of playfully studious teaching. I then collect exhibits of its occurrence within an actual educational institutional context—my Japanese university classrooms—for display in a cabinet of curiosities, not as best practices but as citable and free pedagogical toys. I thereby illustrate how playfully studious teaching, as itself a queer use of schooling practices as toys, opens potential spaces for antifascist experimentation and different becoming. [ABSTRACT FROM AUTHOR]

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Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey's Reflective-Thought-and-Action model and revised Bloom's taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field. [ABSTRACT FROM AUTHOR]

This article argues that in pluralistic, secular, democratic schooling we need a concept of critical character education. There are substantial challenges to the theory and practice of character education, which indicates that character education is a "problem" in the philosophical sense. The way forward is to cultivate a critical theory of character education, which is democratic, culturally responsive, socially relevant, and philosophical complex. This understanding of character and virtue as a problem is grounded in the philosophical tradition from Socrates to Alasdair MacIntyre. The theory of education grounding the idea of critical character education is found in sources such as Dewey, Freire, and Noddings. As we confront global challenges to democracy, the way forward must include a theory of critical character education. [ABSTRACT FROM AUTHOR]

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This paper explores the concepts of development, enhancement, and modelling of scientific thinking among pedagogues. The theoretical framework explores the complex nature of scientific thinking, considering its cognitive, social, and teaching aspects. After conducting an in-depth review of literature, it became evident that promoting scientific thinking requires a comprehensive perspective, incorporating insights from diverse theories and educational methodologies. The study highlights the importance of scientific thinking skills development in pedagogues to address contemporary education challenges, including integrating technology and promotion of lifelong learning. The focus is on highlighting how modelling plays an important role in facilitating cognitive development and promoting learning through inquiry-based methods. Through the author's point of view by aligning modelling activities with developmental milestones, educators can optimize their effectiveness in nurturing scientific thinking among students. The author emphasizes the importance of taking a structured approach to modelling in education, highlighting its impact on shaping students' cognitive processes, particularly in fostering scientific thinking, that encourages curiosity and exploration. It is also argued that teachers who prioritize scientific thinking development are better equipped to meet the evolving needs of students and contribute to their intellectual growth. [ABSTRACT FROM AUTHOR]

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

The domain of technology acceptability has emerged as a crucial area of investigation within the sphere of information technology. Over time, numerous theories and models have been suggested to clarify individual behaviors towards technology adoption and assess the level of acceptance and satisfaction with technological advancements. This research conducts a thorough examination of diverse hypotheses concerning technological acceptance and evaluates their explanatory capacity critically. The analysis demonstrates that these theories can be broadly classified into two primary domains: practical application and scientific inquiry. Concentrating primarily on recognizing the external factors impacting the acceptability and implementation of technology, this study aims to illuminate the dynamics both preceding and during the global pandemic. Specifically, it explores the subtle influence of external factors on the adoption and usage of eLearning platforms in higher education environments. By examining existing literature and empirical research, this investigation seeks to offer valuable insights into the intricate relationship between external variables and the acceptance of technological developments. Through a comprehensive analysis of elements like socio-economic circumstances, institutional regulations, and technological frameworks, this study strives to enhance comprehension of the intricate interplay between external influences and technology adoption procedures. Ultimately, the outcomes of this study are positioned to guide future strategies and interventions designed to promote greater acceptance and utilization of technology in various contexts, particularly considering unprecedented global challenges like the Pandemic. [ABSTRACT FROM AUTHOR]

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