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Research regarding athletics stakeholders' (e.g., faculty, non-athlete peers) perceptions of Division I college athletes is abundant and demonstrates that most stakeholders hold negative and stereotypical views of athletes. However, despite their time spent with athletes, little is known about the perceptions academic tutors have toward the athletes they are brought in to assist. Thus, through the lens of stereotype threat, this study explored graduate(d) and undergraduate tutors' (n = 67) perceptions of athletes from three academically and athletically elite Division I institutions. Tutors' perceptions were examined and compared based on their responses to an adapted situational attitude scale survey using correlations, t-tests, and Fisher's Z tests. In general, results suggested tutors did not maintain stereotypical perceptions of the athletes they worked with, a key difference from previous scholarship in this area. Still, graduate(d) tutors generally held athletes to higher academic standards compared to undergraduate tutors. Implications for sport practitioners in academic support programs for athletes include hiring more graduate(d) tutors to work with athletes and fostering stronger relationships between tutors and athletes. Ultimately, this study expands upon the previous research on perceptions and stereotypes of athletes and the findings may demonstrate a shift toward more positive and strengths-based perceptions of Division I athletes. [ABSTRACT FROM AUTHOR]

The Department of Education fronted an abrupt shift in the implementation of instruction and learning from physical (face-to-face) classes to distance/blended learning in the midst of the pandemic. The Basic Education Learning Continuity Plan (BE-LCP) was an answer that ought to uphold educational standards and learning outcomes, ensuring that students continue to achieve their learning goals despite the changes in the mode of delivery. Thus, this descriptive-comparative study evaluated the implementation of curriculum streamlining of the BE-LCP among the 28 Senior High School teachers and 5 Learning Area Coordinators with the use of two separate survey questionnaires. While the results show an outstanding implementation of curriculum streamlining of the BE-LCP, a gap exist in teachers' training in crafting learning materials aligned with the Most Essential Learning Competencies (MELCs). The success with broader curriculum changes highlights the need for additional support in crafting materials aligned with learning competencies. For this reason, it is further recommended that the school leaders should provide emphasis on continued professional development through training and conferences in order to recognize the importance of lifelong learning for the teachers making them abreast of the best practices and innovative educational strategies to enhance their classroom effectiveness. [ABSTRACT FROM AUTHOR]

The study delved into the level of capabilities of Kindergarten teachers in the Municipality of Pozorrubio, Pangasinan. The study determined the profile of the respondents, the level of Kindergarten instructional capabilities during a pandemic, the significant difference between the profile of the respondents and the level of kindergarten instructional qualifications during the COVID-19 pandemic, and the level of significance of the relationship and the profile variables of the respondents and the level of kindergarten instructional capabilities during COVID 19 pandemic. The descriptive method of research was used in this study. Findings showed that most of the respondents are female, in the early adulthood stage, and married; most of the respondents earned units in graduate school and enough training to teach during the COVID-19 pandemic. The level of kindergarten instructional capabilities during the COVID-19 pandemic is Highly Capable. This study concludes that Kindergarten teachers are not significantly comparable in the performance of their instructional capabilities at certain times and at certain functions. Still, there are times and cases when they are, on the other hand, comparable, and the Kindergarten teacher's level of instructional capabilities is dependent upon or affected or caused by age, highest educational attainment, and the number of relevant training in the division levels. The study recommended that Kindergarten teachers should take the initiative to pursue the highest academic degree, which is the graduate studies and doctoral degree, and should undergo professional upgrading through higher levels of training and seminar workshops; teachers should formulate a suitable plan and continue to implement sound strategies to meet the demand for new standard education, teachers and parents must have a collaborative effort in keeping track of learner's everyday activities and give strategic intervention to monitor learners' progress, and stakeholders may work with the teachers in addressing the issues and concerns they face as they shift to the new standard teaching practices. In addition, a similar study should be conducted, taking into consideration other factors and more appropriate and relevant variables to better determine the level of instructional capabilities of Kindergarten teachers. [ABSTRACT FROM AUTHOR]

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

The study aimed to establish an assessment model for mathematics teachers' knowledge of students' misconceptions in the Space and Shape domain, develop the testing tool, investigate and analyse the overall and differences in performance, and propose suggestions for improvement. The assessment model included content knowledge and performance standards. The content knowledge standard included cognition and content dimensions. The cognition dimension was subdivided into predicting the misconceptions, interpreting the misconceptions, analysing the reasons and teaching strategies to correct misconceptions. According to the division of Space and Shape in official curriculum standard, the content dimension was subdivided into Recognition of graphics, Measurement, Motion, and Location. 701 Chinese mathematics teachers from 8 provinces were involved to verify the assessment model. Item response theory was used to estimate teachers' performance, and combinations of response categories was used to divide the teachers' performance into three response levels: Low, Medium and High. 81% of teachers were performing at Medium and High response levels. Teachers performed the worst in Recognition of graphics and the best in Measurement. The worst performance occurred in analysing the reasons, the best in interpreting the misconceptions. These results have provided evidences for adjusting teacher activities, improving teacher education courses and teachers training. [ABSTRACT FROM AUTHOR]

This critical cross-cultural study examined the alignment of the 2022 National Association for the Education of Young Children (NAEYC) standards in the U.S. with Australian, Kenyan, and Nepali educational guidelines. Previously, NAEYC's educational guidelines adhered to Euro-Western notions of child development, with a biased view of normative development for young children (Zaman and Anderson-Nathe 2021). Among other findings, data from this study showed that NAEYC's standards were potentially sensitive to cultural difference, but did not adequately address child, family, and contextual needs. Therefore, this study recommends continued review of NAEYC's educational standards to make them culturally and contextually inclusive. [ABSTRACT FROM AUTHOR]

Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework. [ABSTRACT FROM AUTHOR]

The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems. In 2018 PISA included an assessment of global competence. This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice. Data for this study is based on tracking 'global competence' through documentary analysis, interviews, and then 'survey encounters' where PISA global competence questionnaire items were discussed by principals and teachers in three schools in Victoria, Australia. The analysis illustrates that schools and teachers variously educate for global competence according to the specific cultural context, policy and curriculum in ways that highlight the inadequacy of a global metric. With the growing attention to educating for global citizenship and the OECD's development of global measures, this investigation of localised understandings of global competence magnifies the 'situatedness' of knowledge (and therefore assessment practices). Questions are raised about what is ignored in metrics when such a contested concept is operationalised, and points to the lack of validity of this metric because it de-contextualises how global competence is understood by teachers and enacted in curriculum. [ABSTRACT FROM AUTHOR]

Until the beginning of the 21st century, the Tulsa Race Massacre was omitted mainly from the social studies curriculum and state-mandated standards in the United States. However, the featured lesson provides a valuable springboard to explore the historical perspectives and injustices against the Black community in Tulsa, Oklahoma, on May 31, 1921. This lesson exemplifies how social studies teachers can effectively explore controversial issues, such as racial discrimination in U.S. history, by investigating the Tulsa Race Massacre. Students are encouraged to engage in a comprehensive analysis and discussion of newspaper articles to investigate the events prior to the Tulsa Race Massacre and the obstacles faced by the inhabitants of Tulsa in the aftermath of the tragedy. Through implementing the case study approach, this pedagogical lesson aims to foster higher-order thinking skills among students by providing an opportunity to analyze, compare, and contrast various reports in a secondary classroom setting. [ABSTRACT FROM AUTHOR]

Professional education is an aggregate of characteristics corresponding to the expectations and the needs of the individual and the society in compliance with the normatively regulated educational standards by professions. The formation of professional competence is based on the set goals and tasks for mastering the fundamental knowledge and skills, general human values and culture that are necessary in medical practice [14]. The aim of this article is to explore the main components of the formation of professional competence in the process of training of students majoring in nursing. The range of professional competences includes a wide range of theoretical knowledge, skills (cognitive and practical), behavior, communication skills, intellectual abilities and emotional intelligence, based on the principles and values of good medical practice. Modern educational systems in the field of "health care" are subordinated to the principles and values of good medical practice, to ethical aspects and due behavior, as a guarantor of the implementation of timely and quality health care. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To evaluate the effect of video-based coaching on the gynecology resident performance of laparoscopic salpingectomy. METHODS: PGY-1 and PGY-2 residents were randomized before their gynecology rotations to standard gynecology curriculum (control group) or standard curriculum plus two video-coaching sessions by a fellowship- trained minimally invasive gynecologic surgeon (VBC group). Residents were video recorded intraoperatively performing three unilateral laparoscopic salpingectomies. Participants in the VBC group were coached between the procedures. The primary outcome was the improvement in modified GOALS (Global Operative Assessment of Laparoscopic Skills) and OSA-LS (Objective Structured Assessment of Laparoscopic Salpingectomy) scores, compared with baseline, in the VBC and control groups, with videos independently graded by three blinded minimally invasive gynecologic surgeons. A minimum sample size of 18 participants (nine per group) was needed to achieve 90% power to detect a difference of 5.0 points. RESULTS: From October 2021 to December 2022, 28 PGY-1 and PGY-2 residents completed the study with 14 participants per group. Baseline characteristics were similar between groups. In the VBC group, modified GOALS scores significantly improved by 3.0 points from video 1 to video 2 (P5.04) and by 3.2 points from video 1 to video 3 (P5.02). Modified OSA-LS scores also increased significantly in the VBC group, by 6.1 points from video 1 to video 3 (P5.02). In the control group, modified GOALS and OSA-LS scores improved from baseline but were not significant (P5.2, P5.5). Video-based coaching also enhanced resident comfort and confidence in performing laparoscopic surgery. CONCLUSION: Video-based coaching improves resident performance of laparoscopic salpingectomy and can be used as an adjunct to resident surgical training. CLINICAL TRIAL REGISTRATION: ClinicalTrials.gov, NCT05103449. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Background: The realm of medical laboratory technology (MLT) training and education is unstructured in Pakistan. The primary challenge currently confronting the workforce in MLT is the absence of standardized curricula and assessments in education and training. This was an exploratory study aiming to inquire experiences of trainees, alumni and teaching coordinators regarding the technologist training program in a single institute at Pakistan. Methods: To gain an in depth understanding of MLT program, three focus group discussions (FGDs) were held at Department of Pathology and Laboratory Medicine, Aga Khan University, Pakistan during Feb-April 2024. A team of pathologists and educationists developed interview guides for FGDs in English. Interviews were bilingual, transcribed verbatim and coded using thematic analysis. Participants included current trainees, alumni, teaching and learning coordinators and moderators for the interview. Results: A total of 29 participants were engaged; these included current MLT trainees (n = 10), alumni (n = 10), and teaching/learning coordinators and sectional supervisors (n = 9). Five main themes emerged from the analysis of FGDs: (Scott MG, Rifai N, Smith B, Oellerich M, Panteghini M, Apple F et al. The changing face of laboratory medicine: a more service and less academically oriented profession? 2015;61(2):322-9.) Recognition of key features of the MTT program, (Ferraro S, Braga F, Panteghini MJCC, Medicine L. Lab Med new Healthc Environ. 2016;54(4):523–33.) Evaluating curriculum design, (Waheed U, Ahmad M, Wazeer A, Saeed M, Saba N, Rasheed FJMJMS. Medical laboratory science education; shaping competent and skilled healthcare professionals. 2023;1(1):58–63.) Teaching and learning strategies, (Ned-Sykes R, Johnson C, Ridderhof JC, Perlman E, Pollock A, DeBoy JM. Competency guidelines for public health laboratory professionals. 2015.) Addressing the need to improve assessment methods, and (Linder RJJM, Education B. Educating medical laboratory technologists: revisiting our assumptions in the current economic and health-care environment. 2012;13(2):150-4.) Navigating the transition from a trainee to a competent technologist. Conclusion: Our investigation demonstrated its potential as a valuable needs assessment study, highlighting key strengths, drawbacks, and challenges of the existing MTT program. Importantly, these findings at our institute can inform further research efforts to design competency-based MLT education and training programs in Pakistan. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionIn this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy.I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey.My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools.I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society. [ABSTRACT FROM AUTHOR]

University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes alignment of an introductory IPE course with embedded Interprofessional Education Collaborative core competencies to specific university Core Curriculum attributes. A cross-sectional, mixed methods design was used to examine 117 learners’ reflections on the IPE course content and learning outcomes. Learners from seven pre-licensure health professions programs provided responses on aspects of their IPE learning experience through reflections, surveys, written examinations, and optional focus groups. Open-ended responses were interpreted thematically from a constructivist lens. Results revealed positive perceptions of the course with feedback for areas of consideration for future course activities. Learners reported more engagement with the Core Curriculum attribute of Identities in Context than that of Global Interdependence. Additionally, responses indicated a perception of task work versus teamwork within the interprofessional team activities. Outcomes provided data that enabled continuous quality improvement of the course. Educators seeking to align IPE courses with institutional core curricula and accreditation standards may use this work to inform structure, assessment, and delineation of teamwork as compared to task work. [ABSTRACT FROM AUTHOR]

ABSTRACT On the basis of ethnographic fieldwork in Singapore, the article explores the tension between children's academic success and emotional wellbeing, and the ways in which middle‐class parents navigate these conflicting aspirations. It delves into families with young children who pursue alternative lifestyles by moving abroad to a presumably less stressful environment or by homeschooling their children. The study aims to understand how parents who ‘opt out’ perceive their children's future and the sacrifices they make in pursuing alternative education for their children. Decisions were made to ‘protect’ the child from the potentially negative effects of a competitive education system, while pursuing an alternative childhood and school–life balance. East Asian education systems are globally renowned for their high academic standards and for producing students who score at the top on international assessment tests and rankings. In this context, alternative educational pursuits are both less established and less well understood, yet they are central to understanding emerging aspirations of wellbeing as well as the reconfiguration of conventional ideals of upward social mobility. [ABSTRACT FROM AUTHOR]

Background: The main barriers to the broad implementation of pediatric minimally invasive surgery (MIS) are technological, technical, and epistemological barriers, as well as the rarity of certain pathologies. These issues are presumed to be more significant in low- and middle-income countries. This study aimed to identify and analyze the factors limiting the diffusion and implementation of pediatric MIS in Brazil. Methods: A nationwide cross-sectional survey was conducted via an online questionnaire in Brazil from January 2022 to July 2022. The sample was taken by convenience from the population of pediatric surgeons in Brazil. A total of 187 surgeons were included. The collected data were divided into three sections to evaluate technological, technical, and epistemological limitations to pediatric MIS implementation. Results: Although 85% of the participants had previous training, a lack of adequate training was identified as a significant limiting factor, particularly among those who had taken only short courses (42.3% vs. 64.3%, p = 0.033). Only 14% of the participants reported performing MIS for major pediatric procedures. With respect to intracorporeal suturing, 38.1% of the surgeons with extensive training considered it a limiting factor compared with 60.7% (p = 0.029) of those without prior training. Among those without previous training, 61% cited a lack of financial support or encouragement from their department as the reason. Additionally, 65% of the surgeons considered the lack of basic instruments a limiting factor. Although 95% of the participants agreed that simulation training is indispensable, pediatric surgery fellowship programs in Brazil do not include a standardized curriculum or mandatory training in MIS, and only 47% reported providing training space for their current fellows. Conclusion: A combination of technological, technical, and epistemological barriers hinders the implementation of pediatric MIS. Despite its limitations, this study serves as a foundational guide for future analysis and overcoming the identified barriers. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (GAI) holds tremendous potential to transform the field of education because GAI models can consider context and therefore can be trained to deliver quick and meaningful evaluation of student learning outcomes. However, current versions of GAI tools have considerable limitations, such as social biases often inherent in the data sets used to train the models. Moreover, the GAI revolution comes during a period of moving away from memorizationbased education systems toward supporting learners in developing the ability to apply knowledge and skills to solve real-world problems and explain real-world phenomena. A challenge in using GAI tools for scoring assessments aimed at fostering knowledge application is ensuring that these algorithms are scoring the same construct attributes (e.g., knowledge and skills) as a trained human scorer would score when evaluating student performance. Similarly, if using GAI tools to develop assessments, one needs to ensure that the goals of GAI-generated assessments are aligned with the vision and performance expectations of the learning environments for which these assessments are developed. Currently, no guidelines have been identified for assessing the validity of AI-based assessments and assessment results. This paper represents a conceptual analysis of issues related to developing and validating GAI-based assessments and assessment results to guide the learning process. Our primary focus is to investigate how to meaningfully leverage capabilities of GAI for developing assessments. We propose ways to evaluate the validity evidence of GAI-produced assessments and assessment scores based on existing validation approaches. We discuss future research avenues aimed at establishing guidelines and methodologies for assessing the validity of AI-based assessments and assessment results. We ground our discussion in the theory of validity outlined in the Standards for Educational and Psychological Testing by the American Educational Research Association and discuss how we envision building on the standards for establishing the validity of inferences made from the test scores in the context of GAI-based assessments. [ABSTRACT FROM AUTHOR]

ABSTRACT The aim of this paper is to identify barriers to quality mental health nurse education in the United Kingdom and show these through the sharing of personal experiences of working as a mental health nurse academic. Since the Nursing and Midwifery Council introduced their ‘future nurse’ education standards in 2018, mental health content for mental health nurses has been argued to have been marginalised. The sense of a diluted mental health nurse education was supported by an open letter, signed by over 100 mental health nurses, with representation across 33 universities. Nonetheless, the approach taken by the NMC has been defended. Meanwhile, mental health nurse academics all over the United Kingdom are having varying experiences, some of incredible discomfort and invalidation. The movement ‘mental health deserves better’ arose through many of these mental health nurses feeling they had no representation or channel to voice their concerns. This is a personal position paper which outlines barriers to autonomy for mental health nurse academics, and shares personal opinion on experiences which have impacted the ability to deliver a depth of knowledge, skill and critical thinking to students, impacting the quality of new mental health nurse graduates. The issue is discussed using contemporary literature to support lines of argument, which are augmented by personal experiences of working in nurse education. There are complex interconnected issues within nurse education which can hinder the autonomy of mental health nursing to decide its own future. This paper recounts a personal journey. Often we cannot understand the failings of a system until we try to navigate it from the inside. [ABSTRACT FROM AUTHOR]

The Eastern Cape Department of Education (ECDoE) in South Africa faces significant infrastructure challenges in rural schools, including inadequate funding, poor maintenance, and a shortage of essential facilities. These challenges hinder quality education provision and violate the Minimum Uniform Norms and Standards for Public School Infrastructure (MUNS-PSI) regulations. This study investigates these infrastructure challenges and proposes strategies to improve adherence to MUNS-PSI regulations. An interpretivist philosophy and inductive approach were adopted, focusing on a case study strategy. The study employed a mono-method qualitative approach, collecting data through semi-structured interviews with ten school managers and senior managers within the Chris Hani East District infrastructure delivery section. Purposive sampling was used to select participants, and thematic analysis was applied to the data. The findings revealed that the ECDoE lacks credible plans, sound systems, and effective leadership, resulting in poor governance and non-service delivery. Key challenges identified include the absence of a retention plan and a shortage of technological expertise. The study suggests forming a cross-functional group led by the head of the Department of Education to manage school infrastructure effectively. Training officials on technical skills related to the built environment and implementing the Infrastructure Delivery Management System are recommended. These strategies aim to enhance adherence to MUNS-PSI regulations, thereby improving the educational infrastructure and quality of education in the Eastern Cape. [ABSTRACT FROM AUTHOR]

This study explores academic dishonesty within higher education, with a particular focus on the perspectives of the Arab ethnic community in Israel. Through in-depth interviews involving 38 students, the research unveils three overarching themes: (a) “Academic dishonesty as a social norm” illuminates the prevalent acceptance of cheating driven by moral justifications, emphasizing the crucial role of perceived low likelihood of detection and inconsistencies in enforcing academic standards in a multicultural context, (b) “Rationalizations for academic dishonesty and coping with minority status,” explores how overwhelming academic demands, familial and social pressures, and collaborative support networks contribute to unethical behavior, and (c) “Erosion of academic effort,” elucidates the connection between uninspiring teaching methods and the derision of less committed peers, contributing to plagiarism. These findings contribute to a culturally understanding of academic dishonesty. Practically, recognizing specific groups’ challenges with academic dishonesty can inform instructors and administrators, aiding effective strategies to promote integrity. [ABSTRACT FROM AUTHOR]

AbstractThis article presents an alternative general model of democracy to traditional minimalist (electoral and liberal) and deliberative theories by drawing from critical realist philosophical thought. Realist or real democracy is proposed as a societal system where preconditions exist to fully empower all citizens to realize their individual capabilities. This includes empowerment opportunities at the ballot box - but also other preconditions such as health, educational and living standards. Real democracy also separates democratic preconditions from democratic outcomes. Democratic outcomes require the absence of inequalities in power as result from the contingent interaction preconditions and human agency. The new approach is argued to provide a more holistic and dynamic concept of democracy which is also more grounded in the everyday experience of the citizen compared to traditional approaches. It reconnects democracy with theories of human development and enables a new classification of political regimes and conception of democratic politics. An initial empirical mapping of patterns of global real democracy shows evidence of rising preconditions since 1990 – but stagnation since 2010 and some signs of decline. Democratic outcomes by socio-economic position saw the most notable decline. [ABSTRACT FROM AUTHOR]

GTP or Working Group activities of Teachers is a programmed designed in the national curriculum standard as well as guidelines for the implementation of lesson plans at the basic education level. GPT is one of the most basic education levels in one and two cycles. The objective of the GPT is to increase the level of knowledge of teachers in each school. The data analysis technique used in this research is descriptive statistics analysis techniques and inference analysis techniques with the aim of studying the research variable itself. According to the GPT manual the Ministry of Education of Timor-Leste (2014) defines how to carry out GPT "GPT implementation is obtained from local research data or by analyzing the list of observations for teachers during a month before the GPT is technical. In relation to the variables and samples mentioned, the techniques used to collect data are observation, questionnaire and documentation and according to Setiono and Riwonoto (2015) states that the Likert scale is the psychometric scale that is generally used in the questionnaire. And the instrument to be used to measure alternative responses is the Likert scale, this scale can be measured by choosing the perfect alternative answers, with the value used being 1 to 5 variables, so the researcher concluded that the questionnaire distributed to teachers with variables (X) is the influence of the activity of the teachers (GTP) and variable (Y) is the effectiveness of teaching mathematics, from the dependent and independent variables used by the researcher to find out whether or not the influence of one variable on another variable. Thus the results of the inference statistics analysis on the influence of the activity of the Working Group teachers (GTP) with a sample of 27 shows that the table = 0, 9 with a count = 2. Because the largest count of the table (2 > 0,9) is that we can say that we revenue Ho and accept Hi with his conclusion that there is a significant influence between the Activity of the Working Group dose teachers on the effectiveness of mathematics teaching (Y) at EBC Fahisoi Lequidoe and EBC Besilau Laulara. [ABSTRACT FROM AUTHOR]

Microbiology education has a serious handicap – the lack of visibility of the players of the subject and their interactions – which engenders a disproportionate reliance upon multimedia teaching aids (MTAs). The International Microbiology Literacy Initiative (IMiLI) is creating educational resources in societally‐relevant microbiology complemented by appropriate MTAs. However, proper guidance supporting microbiology educators in locating and selecting, or commissioning the creation of, adequate MTAs for different target audiences and learning objectives is lacking. The aims of this study were to (i) identify important considerations regarding educational/didactical standards and the design of educational multimedia and (ii) create an evidence‐based guideline for selecting and appraising existing, and informing the creation of new, microbiology MTAs. This investigation is based on an exploratory, mixed‐methods approach. The results of two literature reviews (covering educational and good practice multimedia design) informed the collation of a preliminary appraisal guideline for videos, animations, comics, and video games. A web‐scraping approach was utilised to locate and retrieve existing exemplars of the four multimedia types and create four pertinent multimedia databases (including metadata). The preliminary guideline was piloted (and revised accordingly) by appraising quasi‐random (or purposive) samples of each multimedia type. Educational multimedia experts were interviewed to discuss the findings. Finally, the guideline was updated to reflect the expert comments together with the results of the pilot appraisals. The final guideline has four components: (i) central considerations for selecting and appraising multimedia for specific audiences and educational purposes, (ii) multimedia selection tool, (iii) multimedia appraisal tools, and (iv) extensive background information as appendices linking all sections for further comprehension. Broad utilisation of the guideline has significant potential for simplifying and systematising multimedia selection/creation, leading to superior multimedia‐based learning outcomes, establishing a rapid selection database (pre‐appraised multimedia), reducing disparities in microbiology education and incentivising educational content creators. [ABSTRACT FROM AUTHOR]

Background: The transition from medical student to emergency medicine resident is a critical point in training. Medical students start residency with different levels of understanding and some are not meeting the emergency medicine (EM) Level 1 milestones. Residency preparation courses (RPCs) were created to fill this gap and prepare medical students for residency. Objectives: The objective was to review content from current RPC curricula to determine the content that should be included in an EM‐specific transition to residency preparation course. Methods: We collected curricula from RPC course directors at different institutions and reviewed and coded the topics into categories: (1) didactics, (2) procedures, and (3) unique topics (defined as nontraditional topics that did not fit squarely into didactics or procedures). Results: We obtained content from 13 different RPC curricula. Length of the courses ranged from one to 8 weeks with the mean being three weeks. Most courses were taught within a larger medical school course and were not specific to EM (62%). The most frequently taught didactic topics were airway interventions (85%), critical care (69%), and chest pain/shortness of breath (62%). Most programs included a simulation component (92%) and the most common procedures included airway interventions (69%); lines—central, arterial, and Cordis (69%); lumbar puncture (62%); and ultrasound (62%). Many of the courses had unique or special features taught within the curriculum. The most frequently taught unique content were sessions on self‐awareness and self‐regulation (85%) and advanced communication (69%). Conclusions: After multiple RPC curricula content was reviewed, a set of basic curriculum has been determined and supported by the content analysis. By including a standardized curriculum within RPC's, this will help better prepare medical students and create a standard for medical students entering EM residency and may allow intern orientations to focus on higher level skills. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate the methodologies, strategies, and approaches used in accounting instruction at Algerian university accounting departments. The study used a quantitative descriptive technique to test the association between independence variable and dependence variable. The results of the study indicated that accounting department faculty members at Algerian institutions had a solid understanding of international education norms. The study also revealed that accounting education curricula in Algerian universities are compatible with the International Accounting Education Standards, as Algerian accounting education curricula keep up with technological advancements and equip students with skills relevant to the Algerian labor market. The study was limited to accounting faculty members from institutions in Algeria with varying academic levels. Therefore, the findings may not be generalizable to other countries or academic disciplines. Future research could expand the sample size and include other academic disciplines to provide a more comprehensive understanding of the challenges facing accounting education in Algeria. This study contributes to the literature on accounting education in Algeria by providing insights into the methodologies, strategies, and approaches used in accounting instruction. The study's findings can inform policymakers and educators in Algeria and other countries on how to improve accounting education curricula and teaching methodologies to meet international education standards. The report proposed that accounting programs and teaching methodologies at Algerian institutions are regularly evaluated using an integrated approach based on best practices and worldwide accounting education standards. [ABSTRACT FROM AUTHOR]

For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools’ innovation climate, and IWB. A sample of teachers (n=376) from 12 primary and secondary schools in Kuala Terengganu, Malaysia, were surveyed through a questionnaire that was self-administered. Utilizing structural equation modelling with IBM AMOS version 24, schools’ innovation climate was found to have a full mediating role in the relationship between teachers’ autonomy and IWB. The findings suggest the important role of innovation climate in linking teachers’ autonomy to IWB and therefore have significant implications for school leaders. [ABSTRACT FROM AUTHOR]

The current university standards of research productivity focus on commercially adopted innovations in various industries. However, as a newly instated university in the Philippines, the Sorsogon State University’s research outputs in various disciplines are still lacking the necessary technology readiness level (TRL) that the industry requires. This descriptive method of research using correlation design utilized archival sources to determine the association between the faculty profile and the TRL of research outputs of the university. It was found that more than half of the 194 regular faculty members are specializing in soft sciences which resulted in the dominance of the basic type of research (250 out of 296) conducted from 2015 to 2020. Using the nine-point National Aeronautics and Space Administration (NASA) scale, the study revealed the right-skewed distribution of TRL assessment of faculty research outputs by area of specialization, almost all reaching TRL 1-4 and were not transferred to the intended beneficiaries. Factors such as academic rank, area of expertise, and highest educational attainment of faculty members were significantly associated with the TRL of their research outputs. Faculty members with the appropriate expertise and education preparation may be given the opportunity to collaborate with potential industry partners as part of the reengineering process of the university’s research function. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Germanistische Linguistik is the property of De Gruyter 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.)

In the United States, Doctor of Pharmacy (PharmD) programs are required to provide advanced pharmacy practice experiences (APPEs) in the core inpatient rotation areas of hospital/health system pharmacy and inpatient general medicine patient care. Colleges and Schools of Pharmacy (C/SOPs) nationwide are increasingly utilizing blended or longitudinal APPE models to offer experiential opportunities; however, there is a gap in the literature to support programs with delineating rotation-specific competencies when integrating two or more rotations together. Utilizing a survey instrument, PharmD students at two C/SOPs reported their onsite inpatient rotation sub-competency activities achieved within the four competency areas of Hospital/Health Pharmacy Systems, Medication Safety and Quality, Clinical Applications, and Professional Practice, which are listed in Appendix C of the 2016 Accreditation Council for Pharmacy Education Standards Guidance Document. Unpaired two-sample t-tests were performed to compare proportions of sub-competency activity occurrence in the two rotation settings. In total, 168 students reported inpatient activities related to the four competency areas, with 95–100% reporting their involvement in one or more sub-competency opportunities within each area. Of the 26 sub-competencies compared, 73% significantly facilitated the development of competency to a greater extent for one APPE inpatient rotation type over the other (p < 0.05). The findings can be utilized by C/SOPs to support the delineation of rotation-specific competencies when blending inpatient experiential opportunities. [ABSTRACT FROM AUTHOR]

Pain is a common complaint, and the consumption of analgesics is prevalent. Community pharmacists, as primary contact points for patients, can play a crucial role in guiding patients toward rational pharmacotherapy or alternative pain management strategies. However, there are no specific educational curricula or standard guidelines to support this role, and the perception of this potential role is not well known. We conducted an anonymous online questionnaire among community pharmacists in Norway to assess their knowledge, perspectives, and willingness to engage in pain care. The survey also explored potential facilitators and barriers, and the use of any current guidelines. Seventy-one community pharmacists participated from various regions in Norway. Findings revealed that community pharmacists felt knowledgeable and willing to engage in pain management but anticipated barriers such as time constraints and a lack of standard guidelines. Participants also highlighted the need for better collaboration with other healthcare professionals and continuous professional development to enhance their role. To optimize the role of community pharmacists in pain management, therefore, integrating them into multidisciplinary healthcare teams, minimizing barriers, and providing continuous education and standard guidelines seem essential. This approach can empower community pharmacists and improve pain management outcomes. [ABSTRACT FROM AUTHOR]

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 study aimed to examine the alignment of the standards of Trends in International Science and Mathematics Study (TIMSS) with the fourth-grade Cambridge Mathematics curriculum from the perspective of mathematics teachers and supervisors in the Sultanate of Oman. To achieve these goals, a sample of 616 female teachers and supervisors (584 female teachers, 32 supervisors) responded to the list of TIMSS standards. The study showed that the alignment between the list of standards and the curriculum was acceptable in general, as well as for all dimensions of the standards except for the measurement standards, which showed a high alignment level. Results showed that the algebraic expressions had the lowest alignment level. The study recommended reviewing some topics in the Cambridge Mathematics curriculum and modifying them to align better with the TIMSS standards. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionsWith limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality.A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level.LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions.Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’ [ABSTRACT FROM AUTHOR]

Rising inflation and slow growth globally have led to governments focussing on value for money, and in the sphere of higher education policy that is often translated into graduate outcomes. In England, the Office for Students (OfS) has created the progression metric which for full-time, first degree and UK domiciled students requires courses to have 60% of graduates with positive outcomes 15 months after graduation. This paper utilises simulations to evaluate the likelihood that the OfS’s approach will fail to identify courses below the threshold (false positives) and incorrectly identify courses at or above the threshold (false negatives). The simulation adapts the levels of positive outcomes within the population (20-90%), sample size (40–1000), percentage sampled (30-90%) and crucially confidence intervals applied (90%, 95% and 99%) to identify courses below threshold. The three main findings are: the choice of 90% CI minimises the likelihood of false positives compared to 95% or 99% CIs; second, larger samples are essential to reduce likelihood of false positives; and third, preferring the 95% confidence interval instead of 99% for taking regulatory action will result in more courses incorrectly identified as below threshold. Governments that choose a statistical approach to regulate educational standards, like the application of confidence intervals to identify provision below quality standards, should utilise simulations to check the likelihood of false positives and false negatives since failure to do so could lead to both: (a) courses below standard not being identified and (b) regulatory action taken incorrectly against provision at or above standards. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsDiscussionTraumatic experiences are ubiquitous and associated with negative impacts on health and wellbeing in patients, students, and clinicians. Trauma-informed care (TIC) is a harm reduction framework that aims to minimize re-traumatization and the negative health impacts of trauma. TIC is increasingly being incorporated into undergraduate medical education (UME) curricula; however, to date, there is no standardized curriculum to support faculty in precepting TIC clinical skills.We created a series of five educational modules in an asynchronous online format to support faculty in the instruction and precepting of TIC clinical skills in UME. The modules instruct on trauma epidemiology, trauma-informed clinical skills, trauma-informed precepting, and trauma-informed self-care (TISC). The modules are interactive and utilize multimedia content.Fifty-three faculty members of the primary care clerkship participated in the modules. After the modules, faculty demonstrated increased knowledge of TIC, though their comfort in applying principles with patients and students was unchanged.We present a novel, standardized curriculum to support faculty in the practice and precepting of TIC clinical skills. The intervention is shown to promote knowledge surrounding TIC. In the future, pairing these asynchronous modules with in-person training may be necessary to improve comfort with the application of these skills. [ABSTRACT FROM AUTHOR]

Background: The Maslach Burnout Inventory-General Survey (MBI-GS) stands as the preeminent tool for assessing burnout across various professions. Although the MBI-GS9 emerged as a derivative of the MBI-GS and has seen extensive use over several years, a comprehensive examination of its psychometric properties has yet to be undertaken. Methods: This study followed the Standards for Educational and Psychological Testing guidelines to validate the MBI-GS9. Employing a combined approach of classical test theory and item response theory, particularly Rasch analysis, within an integrated framework, the study analyzed data from 16,132 participants gathered between 2005 and 2015 by the Centre for Organizational Research at Acadia University. Results: The findings revealed that the MBI-GS9 exhibited satisfactory reliability and validity akin to its predecessor, the MBI-GS. Across its three dimensions, Cronbach's a and omega coefficients ranged from 0.84 to 0.91. Notably, the MBI-GS9 displayed no floor/ceiling effects and demonstrated good item fit, ordered threshold, acceptable person and item separation and reliability, clear item difficulty hierarchy, and a well-distributed item threshold. However, the results suggested a recommended minimum sample size of 350 to mitigate potential information loss when employing the MBI-GS9. Beyond this threshold, the observed mean difference between the MBI-GS and MBI-GS9 held minimal practical significance. Furthermore, measurement equivalence tests indicated that the MBI-GS9 maintained an equivalent three-factor structure and factor loadings across various gender, age, and continent groups, albeit with inequivalent latent values across continents. Conclusion: In sum, the MBI-GS9 emerges as a reliable and valid alternative to the MBI-GS, particularly when utilized within large, diverse samples across different age and gender demographics. However, to address potential information loss, a substantial sample size is recommended when employing the MBI-GS9. In addition, for cross-cultural comparisons, it is imperative to initially assess equivalence across different language versions at both the item and scale levels. [ABSTRACT FROM AUTHOR]

The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidencebased practices. [ABSTRACT FROM AUTHOR]

This study assesses the knowledge, practices, and attitudes toward criminal justice education among criminology students at Western Mindanao State University (WMSU) and its impact on their academic satisfaction and professional conduct. Key research questions include evaluating students' knowledge, practices, attitudes, professional conduct, and academic satisfaction, and examining the effect of gender on these aspects. A non-experimental, descriptive-predictive research design was used, with stratified random sampling to select 30 criminology students (25 males, 5 females) for the academic year 2022-2023. Data collection involved a researcher-developed questionnaire validated through reliability testing. Results showed high agreement among students regarding their criminal justice education quality. The mean scores for knowledge (4.85), practices (4.73), and attitudes (4.56) indicated a strong consensus on the program's effectiveness. Professional conduct and academic satisfaction also received high mean scores of 4.82 and 5.00, respectively. Gender analysis revealed no significant differences, supporting the hypothesis that quality education positively impacts students' knowledge, practices, and attitudes toward criminal justice education. The study concludes that WMSU's criminology students strongly agree on the effectiveness of their education in terms of knowledge, practices, attitudes, professional conduct, and academic satisfaction. Recommendations include further research, continuous adherence to professional conduct, and addressing gender-based stereotypes within the program. Faculty and administrators are encouraged to monitor and support criminology students' academic and professional development to sustain high educational standards. [ABSTRACT FROM AUTHOR]

This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of teachers who work in government-funded specialist educational settings. Findings show that teachers have prominent levels of emotionality, a drive for creativity and dedication to inclusive practice, but ultimately work within a context perceived through conflict and dilemma. Previous related decision-making models are used to compare results, with some distinct differences emerging. Findings indicate that rather than enabling inclusion, standardized curriculums create an environment of professional (self)exclusion and reduce access to professional support. Increases in responsibility burden and negative emotional effects are explored. Although teachers view access to standardized curriculum programs as vital to educational inclusion and the enhancement of their professional expertise, the utilization of the current offering in Australia is makeshift at best and fraught with internal conflict. The implications of these findings are discussed, and future recommendations for research are prioritized. [ABSTRACT FROM AUTHOR]

AbstractBelow the surface of the ocean, currents, eddies, and other physical processes redistribute energy and biologically important elements. Measuring this transport can be challenging, and scientists must address a wide spectrum of oceanographic and engineering concepts when designing instruments to observe these processes. In this activity, high-school aged students are asked to consider some of these challenges by using easily-available material to design, assemble, and test their own simple deep-water floats, mimicking a tool used by oceanographers to measure transport below the ocean’s surface. Students are asked to build floats that are neutrally buoyant at an interface between oil and water, teaching them key oceanographic concepts such as buoyancy and ocean stratification. Additionally, students manage a budget by selecting cost-effective materials to construct their floats. This activity aims to increase students’ understanding of how ocean currents affect our planet’s climate and ecosystems, how we observe these phenomena, and some of the practical challenges that oceanographers face. The project supports key educational standards and aims to deepen students’ appreciation for marine science. [ABSTRACT FROM AUTHOR]

The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers. [ABSTRACT FROM AUTHOR]

One strategy to improve teaching standards in elementary schools is learning supervision. In this digital era, educational supervision must also keep up with the rapid advances in technology. To implement supervision, various procedures are used in the context of problem solving with the aim of increasing teacher effectiveness and efficiency. Apart from that, this also aims to improve the standard of education in Indonesia, which as of this writing has not yet reached the expected level, or is even far from expectations. The aim of supervision is to support teacher education by fostering the development of students' knowledge about science, technology and supervision techniques. Based on the results of data analysis, it is concluded that Educational Supervision has an influence on the quality of education. This article uses a literature study methodology. This article will discuss the role of educational supervision in improving teaching standards in the digital era. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal some current issues concerning the gap between the education and practice of Romanian online news reporting, especially regarding the activity of information gathering, critical event reporting and fulfilling the role of exposing reality in an objective manner. Several observations from previous studies showed a discrepancy between the educational standards of journalism schools in the matter of news documentation and the reality on the ground. We tried to see what skills the faculties of future journalists must train in order to ensure a return of the media to a more critical attitude, necessary for a democratic society, starting from the qualitative analysis of several local and national media platforms in Romania. Our main interest was the degree to which reporters that publish news on online media platforms use fled documentation, interviews and other news gathering techniques in their activity, compared to simply publish institutional PR briefings or third-part articles. The conclusions of our research are that the vast majority of news is based solely on curated information and lacks not only a critical approach, but also the personal input of reporters. [ABSTRACT FROM AUTHOR]

Ongoing education on sexual health and other health promotion topics is critical as young people transition into adulthood. A "booster" round of education may be an effective strategy to reinforce information previously taught and expand to additional topics relevant later in adolescence. In partnership with a Youth Advisory Council, we co-designed READY, Set, Go!, a booster curriculum for older adolescents with modules covering adult preparation skills, sexual identity, relationships, reproductive health, and mental health. From November 2021 to January 2023, we provided the curriculum to 21 cohorts of 12th grade students (N = 433) in rural communities of Fresno County, CA, and conducted an implementation evaluation to assess its feasibility in school settings, acceptability by participants, and changes in short-term outcomes. Health educators completed implementation logs to track program adaptations. Youth completed pretest/posttest surveys to assess changes in outcomes and participant satisfaction. We used descriptive statistics to examine program adaptations and satisfaction. We used multivariable regression models to examine changes in outcomes, adjusted for sociodemographic characteristics. Health educators completed most activities as planned, with adaptations occurring in response to youth needs and scheduling limitations. Sexual health knowledge, confidence in adult preparation skills, awareness of local sexual and mental health services, and willingness to seek health services all increased significantly from pretest to posttest. Youth feedback was strongly positive. We conclude that booster sexual health education is a promising strategy to address critical knowledge gaps and support health promotion, especially in rural and other under-resourced communities. [ABSTRACT FROM AUTHOR]

Although curriculum standards define educational requirements that students are expected to learn and teachers are expected to teach, little is known about the curricular philosophies of the Chinese Special School Curriculum Standards for students with intellectual disabilities. This study uses content analysis to examine how different curricular philosophies are reflected in the 2016 Special School Curriculum Standards and their alignment with the 2011 Compulsory General Education Curriculum Standards. Results show that most curriculum learning items reflect general curriculum access philosophies, but only 13.59% of them are required for typically developing students at the same grade levels. There is a significant difference across curricular philosophies regarding the alignment of the special and general curriculum standards. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

The use of lung ultrasonography in neonates is increasing at a very fast rate. Evidence-based guidelines on the use of lung ultrasound (LU) in neonates and children have been published and well received across the world. However, there remains a lack of standardized curriculum for lung ultrasound training and standards for its application at the bedside. This article focuses on providing a standardized approach to the application of lung ultrasonography in neonates for the common neonatal conditions and how it can be integrated into bedside clinical decision-making. [ABSTRACT FROM AUTHOR]

The article examines the intertwining of Orthodox Christian churches and political conflicts in Ethiopia and Ukraine. Topics discussed include the role of religious discourse in shaping war politics, the historical and theological implications of the conflicts, and the challenges of bridging lived experiences with academic standards.

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